Journal Essay Example | Topics and Well Written Essays - 500 words - 3

Journal - Essay Example I did not particularly like the essay in terms of proving its point with scientific evidence, but I do agree with its basic argument that rational punishment, even and particularly in the form of the occasional spanking, is beneficial for a child’s well-being as its replaces the parent in the role of authority. I have been interested in the creation of alternative power for a long time and wind generators are one of my major areas of interest. I have my own concerns regarding them, such as what will happen to wind patterns like the jetstream if enough of these towers are erected. I base this opinion on the effects that have taken place at Niagara Falls as a result of the construction of large buildings that prevent the wind from doing its job. The author uses logos combined with authority to argue his three main points against wind power, indicating that these are not exclusive of any other concern but merely some of the more pressing issues that must be addressed. I liked the article because I thought it was very straightforward in its presentation of facts and concerns while not getting too detailed for the amount of space available. This essay was of interest to my life because I am at least as affected by the capitalistic world I live in as the author of this story. The difference is that he is able to get away to a silent retreat when he wants to and I am usually pretty much trapped within the noise and bustle of the city. I don’t have a cabin to go to but I can certainly appreciate the value he places on his. The author uses pathos and metaphor to create a mood of quiet celebration of something that we usually take for granted. By appealing to the emotions of his readers and associating the falling rain and the sounds it makes to a festival, the author is able to foster a sense of appreciation for the free rain that still

Qualitative Data Essay Example for Free

Qualitative Data Essay VOCABULARY – I consider vocabulary as the easiest because with the use of context clues, I can easily understand the meaning of the word. – 7 respondents have the same reason. I consider vocabulary as the easiest because you only have to be familiar with words. – 2 respondents have the same reason. I consider vocabulary as the easiest because I’m a wide reader at a young age. – 2 respondents have the same reason SENTENCE/SYNTAX I consider Sentence/Syntax as the easiest because you just have to familiarize grammatical rules. 2 respondents have the same reason GETTING THE MAIN IDEA I consider Getting the Main Idea as the easiest because by understanding the passage, you can get the whole idea. 9 respondents have the same reason I consider Getting the Main Idea as the easiest because there are no rules on understanding the passage I consider Getting the Main Idea as the easiest because it is mainly asking what the text is all about. 2 respondents have the same reason I consider Getting the Main Idea as the easiest because it is mostly found at the beginning of the paragraph. COMPREHENSION I consider Comprehension as the easiest because by simply reading. I can comprehend what the paragraph is all about. DIFFICULT: VOCABULARY – I consider vocabulary as the hardest because I have limited words stocks. – 4 respondents have the same reason. I consider vocabulary as the hardest because I still need to consult the dictionary to know the meaning of the. – 2 respondents have the same reason. I consider vocabulary as the hardest because I have a poor memory to retain word meanings. I consider vocabulary as the hardest because I’m not a wide reader. SENTENCE/SYNTAX I consider Sentence/Syntax as the hardest because it’s hard to analyze sentence structures and grammatical rules. 2 respondents have the same reason GETTING THE MAIN IDEA I consider Getting the Main Idea as the hardest because it’s hard to deal with the writing styles of the author and confused if I have to dwell with my own understanding. – 2 respondents have the same reason I consider Getting the Main Idea as the hardest because words are confusing. I consider Getting the Main Idea as the hardest because it is requires comprehension and focus. 2 respondents have the same reason I consider Getting the Main Idea as the hardest you have to identify the specific details of the story. COMPREHENSION I consider Comprehension as the hardest because there are articles that are difficult to understand. 3 respondents have the same reason I consider Comprehension as the hardest because you have to check the deeper meaning of the text. I consider Comprehension as the hardest because you have to consider everything (sentence structure, grammatical rules, vocabulary etc.) to get the meaning. I consider Comprehension as the hardest because it’s difficult to retain everything I’ve read. 2 respondents have the same reason I consider Comprehension as the hardest because of the unfamiliar words. I consider Comprehension as the hardest because it requires prior knowledge. I consider Comprehension as the hardest because of the author’s ambiguous ideas. I consider Comprehension as the hardest because it needs fast digestion of the contexts. 3. What possible intervention could have been done to help you develop your reading skills at the point of your education? The following are recommended reading interventions: to become a wide reader 19 respondents have the same suggestion study more vocabulary words 6 respondents have the same suggestion involve in more reading activities 12 respondents have the same suggestion watch more films 2 respondents have the same suggestion teachers should stimulate motivation 3 respondents have the same suggestion teachers should conduct more tutorial 3 respondents have the same suggestion teachers should unlock difficulties before starting the lesson proper practice reflective reading COMPREHENSION I consider Comprehension as the hardest because I’m having a hard time to understand texts heard. – 2 respondents have the same reason I consider Comprehension as the hardest because I consider myself as a visual learner. I consider Comprehension as the hardest because I easily lose focus 3. What possible intervention could have been done to help you develop your listening skills at the point of your education? The following are recommended reading interventions: get acquainted with correct pronunciation through practice – 3 respondents have the same suggestion learn different kinds of accents watch more films 3R’s- Read, Read or Read stay focused and listen keenly – 6 respondents have the same suggestion engage in more listening activities– 14 respondents have the same suggestion tele-conferencing with someone who has a different accent educators should encourage developing listening skills

Essay on Lies and Self-realization in A Dolls House -- Dolls House es

Lies and Self-realization in A Doll's House    In Ibsen's play,   A Doll's House,   the characters willingly exist in a situation of untruth or inadequate truth that conceals conflict.   Nora's independent nature is in contradiction to the tyrannical authority of Torvald.   This conflict is concealed by the way they both hide their true selves from society, each other, and ultimately themselves.   Just like Nora and Torvald, every character in this play is trapped in a situation of untruth. "A Doll's House", can be misinterpreted as simply an attack on the religious values of Ibsen's society.   While this is certainly an important aspect of the play, it is not, however, Ibsen's main point.   "A Doll's House" established a method Ibsen would use to convey his views about individuality and the pursuit of social freedom.   The characters of "A Doll's House" display Henrik Ibsen's belief that although people have a natural longing for freedom, they often do not act upon this desire until a person or event forces them to do so. Readers can be quick to point out that Nora's change was gradual and marked by several incidents.   A more critical look reveals these gradual changes are actually not changes at all, but small revelations for the reader to see Nora's true independent nature.   These incidents also allow the reader to see this nature has been tucked far under a facade of a happy and simple wife.   In the first act, she admits to Christine that she will "dance and dress up and play the fool" to keep Torvald happy (Ibsen).   This was Ibsen's way of telling the reader Nora had a hidden personality that was more serious and controlling.   He wants the reader to realize that Nora was not the fool she allows herself to be seen as.   ... ...in A Doll's House is the importance of the individual and the search for self-realization.      Works Cited Brunsdale, Mitzi. "Herik Ibsen."   Critical Survey of Drama.   Ed.   Frank N. Magill.   Englewood Cliffs, NJ:   Salem Press 1986. pg982. Clurman, Harold.   Ibsen.   Macmillan, 1977, pg223.   Rpt. in Twentieth-Century Literary Criticism.   Ed. Sharon K. Hall. Vol. 8.   Detroit:   Gale, 1982. pg154. Heiberg, Hans. 1967. Ibsen. A Portrait of the Artist. Coral Gables, Florida: University of Miami. Ibsen, Henrik. "A Doll’s House." Perrine's Literature.   Forth Worth:   Harcourt Brace College Publishers, 1998.   pp. 967-1023 Shaw, Bernard.   "A Doll's House Again."   The Saturday Review, London, Vol. 83, No. 2168, May 15, 1897:   539-541.   Rpt. in Twentieth-Century Literary Criticism.   Ed.   Sharon K.   Hall.   Vol. 8. Detroit:   Gale, 1982. pg.143.   

International and Strategic Marketing Essay

â€Å"If you stop building stars, which we never do, you wouldn’t be in business. †- (McMahon, 2010) Dreaming of big and successful businesses, would be a convenient task to do but when it comes to fulfill it, troubles, pain, hardships and hurdles are already in attendance to welcome. Starting up a business or even launching it in other countries is not as easy as it may sound. Choosing an industry, that matches ones interests and wants is definitely a thorny job. A slightest decision or choice made if goes wrong affects the whole business and its profitability especially when the purpose is to expand it internationally. Taking a business from bottom to the peak is another tough job that’ can not be possible if proper guidance is not present. Many small organizations became huge after expanding there business internationally and now they are taken in the list of the top and the most successful organizations of the planet. All the success is not achieved in a day or month but wise and effective decisions and appropriate budget is needed to be there not only these but also the proper allocations of the finances help businesses in climbing up the ladder. The expansion of the business is not only obliging to the entrepreneurs but also to those who work for the organization. Every person would desire to be associated with a company that has a name recognized internationally. As we are related to the fast food chain industry, and up till now we have opened up almost one hundred and thirteen franchises all around the country, due to which our organization has been able to make attractive profits and a good will among the general public. This could’ve also be done in another way by increasing the number of food items we serve in our menu but again this way the business will remain to be in a limit of only a single country and on the second thought we already have a menu carrying more than hundred dishes covering almost all cuisines. The idea of launching our business world wide may sound a big and a tough step but it’ll help the organization to expand more and also gain recognition on an international level we have examples present around us like Mc Donald’s, KFC, Coffee Day, Domino’s and others. The business will be able to maintain its good will among the international consumers. This is going to create an image of business success in the minds of people; besides this business expansion is usually seen as a prominent feature of the entrepreneur’s business efforts and also the efforts made by one to fulfill its vision. It’ll also help the business to increase the percentage of its share in the market. Not only will this but also assist our business to gain more capital through making more shareholders in the organization. By expanding our business internationally we’ll be able to produce more customers. Opening up a franchise will result in hiring more employees to take care of the business. This will not only help us but also will create job opportunities for others, causing more interests of other people regarding the business. There will be certain incentives given to the business, like tax exemptions, permit to use of property, granting loans if needed and others. The chances of easily benefiting ourselves from the economies of scale will amplify. To expand our business internationally all the strategies have been under gone. Having appropriate money for the expansion and also depicting the future of the business on an international level or how should we expand our business geographic wise or should the business line be extended? These are some important strategies made for a proper expansion of a business. (K, 2010) Keeping all these advantages in mind the idea is to introduce our fast food franchise in a developed country India. The analysis and studies have shown that fat food industry there is booming at an extreme fast pace that is the fast food industry is flourishing by 40% per year. Studies have shown that today more than 10 million workers are employed only in the food preparation and serving all over the world and the employee turnover can grow up to 200%. (Fast food industry in India, 2009). Moreover our fast food restaurant will get a chance to pioneer in those specific dishes that we provide domestically only. The Indian food industry is expected to generate billions of dollars in the coming years. No wonder the economy of India is growing incredibly giving chances to international business persons like us to expand our business in the lad of India. Fast food industry has been a blessing to Indian economy and is very much successful in financial ways and also in helping the quick service food to gain popularity among the citizens. (Shanker, 2010). We not only see the international organization flourishing there but also some big business tycoon’s have been generated from India like Tata Birla, Ambani and others renowned. India positions second in agriculture yield, like foresting, logging and fishing all of this contributes 17% of the Indian GDP in 2009 a slight decrease in its share in GDP, yet is the largest economic sector and also acts a vital role in the socio economic development in India (CIA-2007) The access supply of raw materials to the fast food industry in this country is present; because of the changing climate its soil holds plant variety with almost 15000 species of higher plants (Paroda and Mal, 1989) because of this reason other international fast food chains are flooding into this country. The home growing competition with other MNCs does have not only helped us in learning a lot of things but has also made us able to figure out our mistakes and improve them. We not only are improving inland but also that we have a number of people that are expertise in product development, quality standards and service levels. We have the best recruiters present in our organization. This way they’ll help in choosing the best management for us internationally. Coming up with a perfect and flawless franchise in another country will prominently give a tough competition to other fast food restraints. In many Indian cities families have an exposure to western media and western cuisine further the trend of increasing trend of women joining the workforce will also help us in creating awareness about the western cuisine amongst others who are unaware. But usually the western media accomplishes its job in making them know about our dishes we serve. This way some of our dishes we offer to our customers will not be seem strange or weird to them and they’ll get easily comfortable with the food. The economy of India has been eased up and most of the tariff and non tariff limitations are either lessened or have been completely removed from the country this has made possible for the international businesses to make their room in the Indian market. (Fast Food Industry in India, 2009) There are number of renowned MNC’s thinking India for their growth, and they are ready to bring upon changes on their menu according to Indian wants. KFC has amazingly increased the number of meals made of vegetables with receiving of 15% of its revenues on selling vegetable items. Mediratta, 2006) Not only this but Domino’s the global leader of pizza delivery, is now repositioning itself in dining out restaurants, as it doesn’t make sense to the staff of Domino’s to limit their business as a convenient delivery service provider (Kaul 2006) Hence it is important for all the big organizations generating successful businesses all over the world to bring up some changes and variations in their businesses according to the needs and desires of their customers. The customers are termed to be a key of success to such business. But these days Indian food industry is on a shortage of food processing infrastructure, that’s why the government is offering the foreign entrepreneurs with tax reduction and subsidies. (Everyone’s invited, 2006) With a lot of advantages challenges are equally important and tough to face and our business too have to face these challenges. Dealing with no challenges there are hardly any business that is tend to flourish. Every business, be it small or big has to face the hardships. Opening up our fast food franchise in India sounds and definitely is productive but at the same time we are loaded with extreme challenges. India is said to be the richest in culture and its traditions. There are many areas in India where eating at home is established centuries ago and the tradition is still carried on by the descendents. Creating the awareness of dining out with families and changing their eating habits is a slow moving procedure. Generally there are a set of people, Hindus and also non- Hindus who do not prefer eating meat or avoid all such meals that slow down the physical and spiritual development of a human body like garlic and onion (Fast Food Industry in India, 2009). Considering their opinions and wants and to show the impact of their opinions is necessary yet will be challenging. As our customers always have been our first priority, maintaining our standards it has to be our responsibility to satisfy and delight them through our services and food of their wants. There are people who are now diverging themselves towards the fast food chains due to the western media’s exposure in Asian countries this is a helping hand t us but not exactly solve all our problems as there are some fundamentalists who turn out to be a difficult barrier to cover. They provoke people to stand against such believes and force them to stick to their old eating habits. Dealing with such people and making them aware about our products will definitely be a difficult job to do. In addition to this, India has some strict labor laws because of which it slows down the creation of formal jobs in industries (BBC, 2005) As India is considered to be a hub of multi cultures there are people who belong to a culture where no dishes made of any kind of meat be it sea food or mutton or beef, their belief prohibits them to eat meals mad up of such meats. Cow slaughter is banned in India where Hindus are in majority, it is because what their religion teaches them. Cow they believe is to be holy and they are found to be worshipping them. They consider the beefing process to be forbidden to them by in their religion not only this but according to them not only untouchables, but Indian Muslims and Christians do eat beef. In India cow-worshipping is said to be a vital part of Indian culture (Harris, 2010). Our franchise shall operate in a distinguish way keeping in mind and taking care of all the barriers and limitations provided by the country. It has already mentioned above that customers are the main key to the success of any business, be it large or small. The franchise shall be opened up through out the day as India has an extreme night life in big cities and in such areas fast food culture prevails immensely. Not only this will the prices menu and location all be according to the expediency of the Indian citizens. The menu like always will be diversified and for all the vegetarian lovers our menu will have a vast number of dishes cooked with vegetables. As some people are largely concerned about their meals, and if on the other hand they are against eating beef, for such people a separate vegetarian staff will be appointed so that they remain contended with the hygiene issues if they would have any.

Bailey’s Cafe

Bailey’s Cafe is a collection of deeply moving personal stories from (mainly) women deeply scared by life. Author Gloria Naylor reveals an extraordinary ability to imagine, create and relate the stories of half dozen people nearly destroyed by their pasts, yet getting some glimmer of hope in Eve’s boarding house, arrived at via Bailey’s Cafe. Naylor’s characters are desperately seeking salvation, or they will perish by their own evils that they have experienced in their lives. One such character in need is Sadie, whose violent childhood at the hands of a drug-addicted prostitute mother leads her to seek quiet and cleanliness. Bailey's Cafe is a sleazy little dive on the edge of nowhere, run by a guy who answers to the name of Baile wife, Nadine. They specialize in bad food and lost hopes, catering to a series of vividly drawn characters, all of whom have come to the end of a bitter road. In the first few lines, Bailey tells us that he was distraught at the horrors of combat and the destitution of war, and when he reached the point of giving in, he found this mysterious cafe, and began anew. His experience is not unlike the other characters in the play. They all reach Bailey’s Cafe in the hopes of not being served a hot meal, but to regain something that was lost to them. A character who I liked the most is Sadie, who tried to win her abusive mother's love by being the best, Syed 2 cleanest girl in the world. Yet after Sadie's dream of having a home of her own is hopelessly thwarted, she escapes into alcoholism and works as a whore, earning only enough to support her habit of cheap wine. Until she was four she thought her name was the one the coat hanger missed. When she did ask her mother what her name was her beat her viciously screaming â€Å"Sadie, Sadie, Sadie. † At this young age she learned that the only way out of her situation was to love. â€Å"She didn’t know she loved this empty woman in order to survive. † (Naylor, 42) Sadie was an aging wino and prostitute. Born only because her mother had botched an abortion, Sadie spent forty years of her life trying to find approval and love, first from her mother, then from an elderly husband. After losing the home that had become her reason for existing, Sadie began to drink. Her wine dreams have become so fulfilling that when she finally is offered love, she chooses illusion instead. She knew the difference in the way her mother treated her and the way other parents treated their children had to be her fault so she tried to be as good as she could. Her mother forced her to become a prostitute at the age of thirteen and when she had her first abortion her mother had the doctor sterilize her. After mother died she married the man who delivered the wood in whore house. He was like her mother so she kept his house clean and was always quiet. She always dreamt of having a house with a garden as a young girl and when her geraniums bloomed she had the garden she needed to complete dream. Syed 3 Sadie has suffered from the beginning till the end of her life. She was very strong and bold who had never given up. She sold everything she has and finally begins to sell herself. Bailey's Cafe isn't defined by just one character, but rather its world, a way station on the edge of any city anywhere, the place before there's no more places. This is a novel which depends greatly on the observations of a forthright unsophisticated who describes himself, dispiritingly, as ‘majoring in Life'. it is good for getting a feel of what is really out there and that no one is perfect it really shows you that you can find help in anything and that when you least it expect it and you’re at the bottom something is bound to come by and pick you up.

Mythology of the Vampire VSs Interview with the Vampire essays

Mythology of the Vampire VS's Interview with the Vampire essays Vampires have always been a major concept in literature, mythology, and legend. Vampires may possibly be one of the most notorious, and romanticized monsters in fiction. Throughout the history of vampires, the mythology of their powers, limitations, and ways they are created have changed with each culture, movie or piece of literature that has adopted them. In the movie Interview with the Vampire a new set of vampire mythology is cunningly created based on the use of, and the rejection of previous mythology. The movie is based on the first book of Anne Rices Vampire Chronicles which was published in 1976.The movie begins in 1791 as the vampire Lestat finds a young man named Louis in a pub. Louis has lost his wife and daughter and has nothing else to live for when Lestat offers him eternal life and everlasting youth. Louis agrees to be with Lestat because anything has to be better than the life he lives now. Louis soon finds out however, that the vampire life is not for him. Lestat very much enjoys taking lives and feeding on other people. Louis does not enjoy the killing and therefore starts feeding on the blood of rats and other animals to stay alive. Then when Lestat creates a new fledgling Claudia, he gets more than he bargained for. Claudia kills lestat, and her and louis set off for an adventure to find other vampires, so they can learn what they are, and why they exist. In most of vampire mythology, a vampire is created when a vampire feeds upon a victim. The victim dies and then rises from the dead as a newborn vampire. The myth has been around for quite a while, certainly in ancient Greek and Rome, and ranging from Assyria to India to Malaya. The legends are diverse, though all involve humans returning from the dead, needing fresh blood to survive. (Konstaninos 5) In this movie vampires are created in a much more elaborate manner. Vampires can feed on victims even to the point of death and not create a new ...

The Difference Between a Resume and a CV

The Difference Between a Resume and a CV The Difference Between a Resume and a CV A resume or CV (curriculum vitae) can be used as an introduction to an employment opportunity or academic environment. These documents are used as a standardized way to acquaint an individual with people reviewing candidates for jobs, scholarships, or university programs. The pieces are differentiated by length and content. A resume can be a list of skills, work experience, educational background, and basic qualifications, often listed chronologically and dispassionately. A CV, on the other hand, lists publications the individual is featured in, special achievements, awards, and special honors received by the individual. It often provides detail about which attributes single out an applicant from a crowd of similarly-accomplished candidates. CV vs. Resume in Canada If you’re a Canadian, using a CV is often a prerequisite for seeking work out of the country, as it shows special skills and accomplishments that might not be reflected on a matter-of-fact resume. If you’re competing against Americans for a job in their country, you need to show every extra ability and reward that might give you an edge. Resume Function A resume states the specific qualifications an individual possesses to competently fit into a desired slot, job or position. While it may indicate if an individual is qualified to meet a threshold of competency, a resume does not elucidate potential for excellence (or proficiency) in the job. Function of CV A CV is intended to reflect a more qualitative description of an individual’s abilities. CV’s are often greater in length. The qualitative information typically exceeds a resume’s list-like structure. The Big Difference A CV and resume have separate purposes. A resume is seen most commonly in a regular job search scenario. A CV is used, typically, in an academic setting and highlights academic achievements (e.g. publication, research, and awards). These two tools differ because they have different purposes and uses. Resume and CV editing services are often useful to help job seekers exhibit the right balance of information in the proper format for a particular scenario. can help you impress your intended audience. Give us a

USS Yorktown (CV-10) in World War II

USS Yorktown (CV-10) in World War II USS Yorktown (CV-10) was an American Essex-class aircraft carrier that entered service during World War II. Originally dubbed USS Bonhomme Richard, the ship was renamed following the loss of USS Yorktown (CV-5) at the Battle of Midway in June 1942. The new Yorktown took part in the majority of the Allies island hopping campaign across the Pacific. Modernized after the war, it later served during the Vietnam War as an anti-submarine and sea-air rescue carrier. In 1968, Yorktown acted as the recovery vessel for the historic Apollo 8 mission to the Moon. Decommissioned in 1970, the carrier is presently a museum ship in Charleston, SC. Design Construction Designed in the 1920s and early 1930s, the U.S. Navys Lexington- and Yorktown-class aircraft carriers were constructed to conform to the restrictions set forth by the Washington Naval Treaty. This agreement placed limitations on the tonnage of various types of warships as well as capped each signatories’ overall tonnage. These types of restrictions were affirmed through the 1930 London Naval Treaty. As global tensions worsened, Japan and Italy left the agreement in 1936. With the collapse of the treaty system, the U.S. Navy began creating a design for a new, larger class of aircraft carrier and one which drew from the lessons learned from the Yorktown-class. The resulting design was longer and wider as well as included a deck-edge elevator system. This had been used previously on USS Wasp. In addition to carrying a larger air group, the new design possessed a greatly enhanced anti-aircraft armament. Dubbed the Essex-class, the lead ship, USS Essex (CV-9), was laid down in April 1941. This was followed by USS Bonhomme Richard (CV-10), an homage to John Paul Joness ship during the American Revolution on December 1. This second ship began to take shape at Newport News Shipbuilding and Drydock Company. Six days after construction began, the United States entered World War II following the Japanese attack on Pearl Harbor. USS Yorktown (CV-5) under attack during the Battle of Midway, June 1942. US Naval History and Heritage Command   With the loss of USS Yorktown (CV-5) at the Battle of Midway in June 1942, the name of the new carrier was changed to USS Yorktown (CV-10) to honor its predecessor. On January 21, 1943, Yorktown slid down the ways with First Lady Eleanor Roosevelt serving as sponsor. Eager to have the new carrier ready for combat operations, the U.S. Navy rushed its completion and the carrier was commissioned on April 15 with Captain Joseph J. Clark in command. USS Yorktown (CV-10) OverviewNation: United StatesType: Aircraft CarrierShipyard: Newport News Shipbuilding CompanyLaid Down: December 1, 1941Launched: January 21, 1943Commissioned: April 15, 1943Fate: Museum ShipSpecificationsDisplacement: 27,100 tonsLength: 872 ft.Beam: 147 ft., 6 in.Draft: 28 ft., 5 in.Propulsion: 8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shaftsSpeed: 33 knotsRange: 20,000 nautical miles at 15 knotsComplement: 2,600 menArmament4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber gunsAircraft90-100 aircraft Joining the Fight In late May, Yorktown sailed from Norfolk to conduct shakedown and training operations in the Caribbean. Returning to base in June, the carrier underwent minor repairs before practicing air operations until July 6. Departing the Chesapeake, Yorktown transited the Panama Canal before arriving at Pearl Harbor on July 24. Remaining in Hawaiian waters for the next four weeks, the carrier continued training before joining Task Force 15 for a raid on Marcus Island. The crew of the US Navy aircraft carrier USS Yorktown (CV-10) stands at attention as the National Ensign is raised, during commissioning ceremonies at the Norfolk Navy Yard, Virginia (USA), on 15 April 1943. Yorktown is freshly painted in Camouflage Measure 21. US Naval History and Heritage Command   Launching aircraft on August 31, the carriers planes pounded the island before TF 15 withdrew to Hawaii. Following a brief voyage to San Francisco, Yorktown mounted attacks on Wake Island in early October before joining Task Force 50 in November for the campaign in the Gilbert Islands. Arriving in the area on November 19, its aircraft provided support for Allied forces during the Battle of Tarawa as well as struck targets on Jaluit, Mili, and Makin. With the capture of Tarawa, Yorktown returned to Pearl Harbor after raiding Wotje and Kwajalein. Island Hopping On January 16, Yorktown returned to sea and sailed for the Marshall Islands as part of Task Force 58.1. Arriving, the carrier launched strikes against Maloelap on January 29 before shifting to Kwajalein the next day. On January 31, Yorktowns aircraft provided cover and support the V Amphibious Corps as it opened the Battle of Kwajalein. The carrier continued in this mission until February 4. Sailing from Majuro eight days later, Yorktown took part in Rear Admiral Marc Mitschers attack on Truk on February 17-18 before embarking on a series of raids in the Marianas (February 22) and Palau Islands (March 30-31). Returning to Majuro to replenish, Yorktown then moved south to aid General Douglas MacArthurs landings on the north coast of New Guinea. With the conclusion of these operations in late April, the carrier sailed for Pearl Harbor where it conducted training operations for much of May. Rejoining TF 58 in early June, Yorktown moved towards the Marianas to cover Allied landings on Saipan. On June 19, Yorktowns aircraft began the day by mounting raids on Guam before joining the opening stages of the Battle of the Philippine Sea. The following day, Yorktowns pilots succeeded in locating Admiral Jisaburo Ozawas fleet and commenced attacks on the carrier Zuikaku scoring some hits. As fighting continued through the day, American forces sank three enemy carriers and destroyed around 600 aircraft. In the wake of the victory, Yorktown resumed operations in the Marianas before raiding Iwo Jima, Yap, and Ulithi. At the end of July, the carrier, in need of an overhaul, departed the region and steamed for Puget Sound Navy Yard. Arriving on August 17, it spent the next two months in the yard. The US Navy aircraft carrier USS Yorktown (CV-10) during the Marcus Island raid on 31 August 1943. US Naval History and Heritage Command   Victory in the Pacific Sailing from Puget Sound, Yorktown arrived at Eniwetok, via Alameda, on October 31. Joining first Task Group 38.4, then TG 38.1, it attacked targets in the Philippines in support of the Allied invasion of Leyte. Retiring to Ulithi on November 24, Yorktown shifted to TF 38 and prepared for the invasion of Luzon. Striking targets on that island in December, it endured a severe typhoon that sank three destroyers. After replenishing at Ulithi late in the month, Yorktown sailed for raids on Formosa and the Philippines as troops prepared to land at Lingayen Gulf, Luzon. On January 12, the carriers planes conducted a highly successful raid on Saigon and Tourane Bay, Indochina. This was followed by attacks on Formosa, Canton, Hong Kong, and Okinawa. The following month, Yorktown began attacks on the Japanese home islands and then supported the invasion of Iwo Jima. After resuming strikes on Japan late in February, Yorktown withdrew to Ulithi on March 1. After two weeks of rest, Yorktown returned north and began operations against Japan on March 18. That afternoon a Japanese air attack succeeded in hitting the carriers signal bridge. The resulting explosion killed 5 and wounded 26 but had little effect on Yorktowns operations. Shifting south, the carrier began focusing its efforts against Okinawa. Remaining off the island following the landing of Allied forces, Yorktown aided in defeating Operation Ten-Go and sinking the battleship Yamato on April 7. S Supporting operations on Okinawa through early June, the carrier then departed for a series of attacks on Japan. For the next two months, Yorktown operated off the Japanese coast with its aircraft mounting their final raid against Tokyo on August 13. With the surrender of Japan, the carrier steamed offshore to provide cover for the occupation forces. Its aircraft also delivered food and supplies to Allied prisoners of war. Leaving Japan on October 1, Yorktown embarked passengers at Okinawa before steaming for San Francisco. Postwar Years For the remainder of 1945, Yorktown crisscrossed the Pacific returning American servicemen to the United States. Initially placed in reserve in June 1946, it was decommissioned the following January. It remained inactive until June 1952 when it was selected to undergo a SCB-27A modernization. This saw a radical redesign of the ships island and well as modifications to allow it operate jet aircraft. Completed in February 1953, Yorktown was re-commissioned and departed for the Far East. Operating in this region until 1955, it entered the yard at Puget Sound that March and had an angled flight deck installed. Resuming active service in October, Yorktown resumed duty in the western Pacific with the 7th Fleet. After two years of peacetime operations, the carriers designation was changed to antisubmarine warfare. Arriving at Puget Sound in September 1957, Yorktown underwent modifications to support this new role. The US Navy aircraft carrier USS Yorktown (CVS-10) at sea off Hawaii (USA), some time between 1961 and 1963.   US Naval History and Heritage Command Leaving the yard in early 1958, Yorktown commenced operating from Yokosuka, Japan. The following year, it helped deter Communist Chinese forces during the standoff at Quemoy and Matsu. The next five years saw the carrier conduct routine peacetime training and maneuvers on the West Coast and in the Far East. With the growing American involvement in the Vietnam War, Yorktown began operating with TF 77 on Yankee Station. Here it provided anti-submarine warfare and sea-air rescue support to its consorts. In January 1968, the carrier shifted to the Sea of Japan to as part of a contingency force following the North Korean capture of USS Pueblo. Remaining abroad until June, Yorktown then returned to Long Beach completing its final Far East tour. That November and December, Yorktown served as a filming platform for the film Tora! Tora! Tora! about the attack on Pearl Harbor. With the end of filming, the carrier steamed into the Pacific to recover Apollo 8 on December 27. Shifting to the Atlantic in early 1969, Yorktown began conducting training exercises and took part in NATO maneuvers. An aging vessel, the carrier arrived in Philadelphia the following year and was decommissioned on June 27. Struck from the Navy List a year later, Yorktown moved to Charleston, SC in 1975. There it became the centerpiece of the Patriots Point Naval Maritime Museum and where it remains today.

Teaching Personal Statement Example | Topics and Well Written Essays - 750 words

Teaching - Personal Statement Example I confronted him along with his parents. I was so shocked with their reactions. They told me that education doesn't really count. People need to be practical. They just wanted his son to get by. I was seething with anger, but I tried to listen and understand their point of view. Somehow, they made sense and I sought a compromise. After that incident, I never tried to impose my value system to others. So instead of seeking questions with definite answers, I always try to provide open-ended questions. I facilitated healthy discussions, but I did not give my own conclusions and let my students decide. National standards consider relationship to be an indicator of quality care, however most assessment tools lack criteria for evaluating the strength of these relationships. If you are or were an administrator, what are some possible ways to evaluate the strength of these relationships in your school Since neither definite criteria nor assessment tools were delineated, as an administrator, I will simply formulate the school's policies regarding this. If the quality of relationships is to be determined, it will be through subjective reports analyzed by a specialized committee. For example, how do we measure the quality of relationship in a particular class The home room teacher must provide periodic reports on this. The same should be done by a selected student and another person outside to determine this. The special committee of teachers and parents can analyze the reports and will submit recommendations. There are other possible ways but this suffices. Discussion 3: In thinking back over the year as a preschool teacher, what changed for you regarding your beliefs about what it means to be a teacher of young children How will this change impact your continued growth as an educator I am a kind-hearted person, and most of my teachers in Teaching College tell me to be soft with children, which I instinctively do. However, I realized I should have been and must be tough. For me, tough means I have to be a disciplinarian. It is bad to give children the impression that the world will be lenient to whatever you do. It must be shown as early as possible the consequences of anything you do. When I was a child, I was always being bullied. This led me to grow up being timid. Until one day, I saw one boy bullying another. I intervened and talk with the bully but he kept doing it. Until one day, the bullied have had enough. He fought back and really hurt the bully. I brought the two to the principal, where we agreed to mete disciplinary action to the two. Thinking of this incident, I realized how I am so lenient. I need to be stricter and more of a disciplinarian. Also, I learned that we should teach kids to be assertive. Or else, the powers that be can and will impose abuses on people. We must not let this continue to happen. And now, I'm glad that I am more assertive and even gladder that I teach kids to be

Womens Inclusion in Education Essay Example | Topics and Well Written Essays - 1250 words

Womens Inclusion in Education - Essay Example In many countries, cost of education has been rapidly growing and this substantial and constant rise has discouraged many families to provide quality education to their all children. Consequently, this has led to believe that education can only be given to male children rather than to female children. Additionally, in some countries, religious beliefs also discourage the followers to provide education to their girls. For example, in the religion of Islam, some scholars believe that girls should not be allowed to receive an education. And in order to support their perspective, they contend that allowing girls for receiving education would provide them an opportunity to freely interact with boys which become a major cause of social evil in their society. However, this type of belief has made this world more insecure and unsafe as well. For example, because of this backward thinking and perspective, the world is facing the menace of terrorism and extremism; and the events of 9/11 are th e result of one of such insane manifestations. As a result, it can be extracted that because of this thinking, many innocent people lost their lives in that attack. At the same time, the followers of that thinking are still causing harm to humans and humanity as terror attacks are still taking place in a number of other countries as well. In order to avoid this cost, which is being paid by the whole humanity, it has become highly necessary and unavoidable to work against this belief and promote and encourage woman education.

Politics of Globalization Essay Example | Topics and Well Written Essays - 1000 words

Politics of Globalization - Essay Example Iran not only recognizes the validity of globalization, but has time and again stressed the need for incorporating it within the ambit of globalization at various international forums (Xinhua News Agency 1). At the same time, Iran insists on continuing with its staunch anti-West policies and vociferously defends its poor human rights record. Though philanthropy and altruism are an integral part of the Iranian culture, in the last two decades these noble gestures have emerged in a more formal orientation, in the form of NGOs. These NGOs tend to differ from the NGOs of the past in the sense that they have turned out to be immensely successful in soliciting the support and cooperation of the Iranian youth (Sayyah 2003). Such NGOs are involved in a variety of pressing issues such as human rights, environmental issues, women empowerment, child well being, social development, trafficking etc (Sayyah 2003). The problem that most of these NGOs face is a pathetic lack of expertise and professional management (Sayyah 2003). The situation urgently calls for an ameliorating intervention of the Northern and Southern NGOs that is severely constrained by the restrictive nature of the Iranian laws that govern the registration and functioning of NGOs (Katirai 2005). However, the new regulations promulgated by the Iranian authorities hav e made it slightly easier for the foreign NGOs to operate in this country. Still it is the tacit policy of the Iranian regime to allow for a closely monitored working of the charitable and humanitarian NGOs while strictly forbidding the NGOs associated with controversial issues such as human rights and women rights. There exist many Iranian NGOs like Society of Patriotic Women, Women's Center and Iranian Women's League who profess a deep concern for securing the rights of women within the family and the society. Though these NGOs were secular in their moorings, yet over the years they have become "overtly Islamist in nature" and tactfully abstain from directly attacking Islam (Brill Online 2008). Instead they resort to explaining the suppression of Iranian women as a distortion and misinterpretation of Islam (Brill Online 2008). The proliferation of NGOs associated with human rights, be it of Northern or Southern origins is strictly banned in Iran. However, the Northern human rights affiliated NGOs like Human Rights Watch, though operating from outside, serve the vital purpose of exposing the infringement of basic freedoms and rights by the conservative elements within Iran and are an important source of motivation and inspiration for the civil society activists in Iran (Human Rights Watch 2004).Drug abuse and AIDS has become a big problem in Iran. Many of the Iranian NGOs are working in close coordination and cooperation with the United Nations Office of Drugs and Crime to deal with the menace of drugs and HIV/AIDS (United Nations Office of Drugs and Crime 2008). Iran's Green Society and Green Front of Iran are the two leading NGOs active in the field of environmental conservation. Mother and Child's House has done immense work in extending reproductive healthcare facilities to the women in the region. According to some authentic estimates, at present there exist some 1500 NGOs in Iran.

REL133 wk 5 contemporary issues facing the assigned Eastern religious Essay

REL133 wk 5 contemporary issues facing the assigned Eastern religious tradition - Essay Example This means that these movements have something in common with what societies understand as constituting religion. There is what can be considered as mainstream religions like Christianity, Islam, Hinduism, Buddhism, atheism and so on. The fact that there are some movements that are implicitly regarded as religions in their very nature and characteristics is an indication that all religions share a common characteristic or a number of characteristics which can be sorted out. One such religion that shares many characteristics with other religions is Hinduism and, in this paper, the common characteristics that Hindu religion shares with other religions will be outlined and discussed. Like many other religion’s mythologies, Hindu mythology is rich, multifarious and inclusive. In this case, like many other religions, Hindu mythology is a portrayal of terrible in benevolence, triviality alongside the cosmic and sublimity in grotesque (Vaz, 2001). Many religions are based on these pi llars and are not an ordinary ideation but an ideation of powers that are beyond human understanding. Apart from Christianity and Islam, most religions draw or associate the powers with some form and in many cases, the forms are numerous and hierarchical (Vaz, 2001). Like many religions, Hinduism has many gods and each god has its own association, function, and associated shape or form. Moreover, Hinduism like many other religions such as Islam, Christianity and Jewish religions draws their inspiration and religious knowledge from texts. Christianity draws from a number of texts combined into a bible and Islam has a number of texts combined into a Quran. Hinduism has important texts such as Upanishad, Rig Veda and Bhagvad Gita; usually referred to as the four Vedas or â€Å"books of knowledge† (Beversluis, 2000, p. 52). Religion constitutes a belief in a power and Hinduism, like many religions is a power and not an ordinary ideation. Hinduism acknowledges the presence of four major goals namely material, satisfaction of desire, human position and beyond life. The acknowledgement of an existence beyond life is among all religions and entails a goal of achieving liberation from unending cycles of rebirth in which all living beings are locked. Like Christianity, Hinduism believes in the trinity of god. While Christians acknowledge God the Father, God the Son, and God the Holy Spirit; Hinduism believes in â€Å"Brahama the creator, Vishnu the Preserver and Shiva the destroyer† (Flood & Olivelle, 2003, p.273). Many religions integrate various heterogeneous elements and like them, Hinduism is a complex and a continuous whole with religious, artistic, social and economic aspects. These aspects inhere in the fact that Hinduism, like many other religions, covers the wholeness of life. As a result, Hinduism is not fit explained in terms of a single definition but rather a characteristic. In addition, there are countless rituals that are associated with Hin duism as in other religions. Christianity, Islam and many other religions base their belief and knowledge on various rituals, which are meant to appease their gods and spirits (Vijay, 2001). Hinduism is a religion that is associated with many gods and goddesses. Like many other polytheist religions, these gods are believed to rule the world. The three gods that are

Art Lesson Plan Essay Example | Topics and Well Written Essays - 500 words

Art Lesson Plan - Essay Example Instructional Objectives: †¢ The student will read Shel Silverstein’s The Giving Tree. †¢ Assessment: †¢ The teacher will monitor the student’s drawing session assisting with the utilization of paper and different colored ink. Materials and Equipment: †¢ The Giving Tree by Shel Silverstein †¢ Drawing paper †¢ Brown paint †¢ red and green ink Vocabulary: †¢ Gratitude †¢ Selflessness Grouping: †¢ Individuals †¢ Groups (of two) Literacy Connection: (if applicable) †¢ The teacher will explain the symbolic connection between the tree and the hand print drawing. Instructional Procedures: Introduction: †¢ Introduce the book outlining its relevance to the art lesson. †¢ Explain the link between the literal piece and the upcoming drawing activity. Step-by-Step Strategies: †¢ Strategic integration: explaining the story’s significance then establish a connection between the story and the drawing act ivity. Closure: †¢ The teacher will ask the students to describe emotional state of the hand print drawing of the tree by comparing their hand print to their description of the tree in the story. Extended Follow-up Activities: †¢ The teacher can divide the students into groups of two and instruct them to discuss their drawings of the symbolic hand. Accommodations for English Language

REL133 wk 5 contemporary issues facing the assigned Eastern religious Essay

REL133 wk 5 contemporary issues facing the assigned Eastern religious tradition - Essay Example This means that these movements have something in common with what societies understand as constituting religion. There is what can be considered as mainstream religions like Christianity, Islam, Hinduism, Buddhism, atheism and so on. The fact that there are some movements that are implicitly regarded as religions in their very nature and characteristics is an indication that all religions share a common characteristic or a number of characteristics which can be sorted out. One such religion that shares many characteristics with other religions is Hinduism and, in this paper, the common characteristics that Hindu religion shares with other religions will be outlined and discussed. Like many other religion’s mythologies, Hindu mythology is rich, multifarious and inclusive. In this case, like many other religions, Hindu mythology is a portrayal of terrible in benevolence, triviality alongside the cosmic and sublimity in grotesque (Vaz, 2001). Many religions are based on these pi llars and are not an ordinary ideation but an ideation of powers that are beyond human understanding. Apart from Christianity and Islam, most religions draw or associate the powers with some form and in many cases, the forms are numerous and hierarchical (Vaz, 2001). Like many religions, Hinduism has many gods and each god has its own association, function, and associated shape or form. Moreover, Hinduism like many other religions such as Islam, Christianity and Jewish religions draws their inspiration and religious knowledge from texts. Christianity draws from a number of texts combined into a bible and Islam has a number of texts combined into a Quran. Hinduism has important texts such as Upanishad, Rig Veda and Bhagvad Gita; usually referred to as the four Vedas or â€Å"books of knowledge† (Beversluis, 2000, p. 52). Religion constitutes a belief in a power and Hinduism, like many religions is a power and not an ordinary ideation. Hinduism acknowledges the presence of four major goals namely material, satisfaction of desire, human position and beyond life. The acknowledgement of an existence beyond life is among all religions and entails a goal of achieving liberation from unending cycles of rebirth in which all living beings are locked. Like Christianity, Hinduism believes in the trinity of god. While Christians acknowledge God the Father, God the Son, and God the Holy Spirit; Hinduism believes in â€Å"Brahama the creator, Vishnu the Preserver and Shiva the destroyer† (Flood & Olivelle, 2003, p.273). Many religions integrate various heterogeneous elements and like them, Hinduism is a complex and a continuous whole with religious, artistic, social and economic aspects. These aspects inhere in the fact that Hinduism, like many other religions, covers the wholeness of life. As a result, Hinduism is not fit explained in terms of a single definition but rather a characteristic. In addition, there are countless rituals that are associated with Hin duism as in other religions. Christianity, Islam and many other religions base their belief and knowledge on various rituals, which are meant to appease their gods and spirits (Vijay, 2001). Hinduism is a religion that is associated with many gods and goddesses. Like many other polytheist religions, these gods are believed to rule the world. The three gods that are

PERSPECTIVES ON EFFECTIVE LEADERSHIP BEHAVIOUR Dissertation

PERSPECTIVES ON EFFECTIVE LEADERSHIP BEHAVIOUR - Dissertation Example But is has got few limitation which is not suitable for the evolution process of a leader. In many survey researches through questionnaire approach the issues are often unclear for many thus a proper feedback is not received from them. Sometimes the responses are unfair for personal biasness towards the person. This type of responses goes against the evaluation process and the leadership evaluation is not done correctly. In most cases in the evaluation process through questionnaire approach the response are given in general without proper individual evaluation. The answers are given in aggregation to item and no segmentation is done for the different skills and performances that an individual may possess being a leader. Comment on problems of determining causality (and determining the nature of the causality). In various survey research there are certain ‘why’ questions that cannot be answered with the cause. In several instances the causes of certain innovations are inf luenced by other factor where as certain innovations can also be an effect of certain causes (Rogers, 1995, p. 123). In the relation of events there is one dependent and one independent variable which lead to the innovation process. The independent variables in most cases are unclear which lead to the innovativeness. The leader behavior is dependent on the criterion variable and in some case the criterion variable is dependent on the leader behavior.

Facebook in Asia, Europe and North America Essay Example for Free

Facebook in Asia, Europe and North America Essay The purpose of this report is to develop an insight about the growing use of the web and the number of business opportunities that resulted from it. The report describes some online business opportunities along with the pros and cons of stepping into such businesses. This report will later examine how Facebook has become a successful business enterprise and how it continues to develop in the competitive market of social networking. Introduction There are 389 million online users worldwide and most of them have home internet connections. Figure-1 in the Appendix shows internet user ship by world regions. The figure shows that the major chunk of internet users is in Asia, Europe and North America. The user ship among women and senior citizens especially in the US is increasing. The youth in the US spends a major proportion of their income using the internet and spends many times more than adults do via the internet. Businesses have realized that there are many marketing opportunities that can be realized through the internet. It is predicted that the online advertising expenditure will exceed $106 billion in 2011.   Search and Display advertisements will be the major type of internet advertisements and company spending in such advertisements is expected to grow by 50% till 2011. Online Business Opportunities Of Today Below are some types of online businesses opportunities: Affiliate marketing Affiliate marketing is a way of selling goods on the internet through affiliations or partnerships. The affiliate seller earns commissions for selling the other party’s products. The Amazon.com was the pioneer of the affiliate marketing concept(Holzner,2008). Network marketing Network Marketing is a direct marketing technique. The goods are generally promoted directly using word of mouth and references to consumers in return for compensations. Promoters can keep their own sales force and also earn part of the revenues the sales force brings to them. Niche marketing It is not feasible to compete with bigger and established businesses online or otherwise as these businesses have the necessary resources and expertise to drive out smaller competitors. Through niche internet marketing one can identify the areas ignored by these huge companies and cater to them effectively and efficiently. Hence this requires limiting the focus and target customers. Selling a specialty product or service is an example of niche marketing(Goldman,2008). Blogging One can sell advertisements on blogs and make money as viewership increases. Topics such as love and relationships generate more traffic. Selling private label rights products In such a business you have the authority to modify and sell a pre-existing product such as an online book. The seller even has the right to sell the product under his own brand name and keep all the profits earned.   Email marketing This is a great way to promote goods and services using email. Sending personal emails to target customers regarding latest promotions, sending newsletters and carrying out promotions on third party sites are some examples of email marketing. EBook Writing Talented writers can access sites such as elance.com to find customers .Bidding on subjects you are knowledgeable about is the best approach(Gillin,2008). Online Business Advantages Following are the advantages of starting a business online:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The capital and overhead costs are low as there is no need to acquire new assets.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   You have control over your life. Hence you are your own boss.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Internet connection is easy to acquire. The speed of the internet is a bonus and not a requirement. Internet businesses are often private and do not require too much interaction with the outside world(Jag,2008).  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is no need to commute to another location.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is no fixed timing. Work schedules are flexible. One can take a vacation or work part time.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Internet allows access to millions of people worldwide efficiently and effectively.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The internet provides many promotional opportunities often for free.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One can start many businesses at once.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The internet business does not require good communication and sales skills. However one must be hard working and determined(Gerakines,2008). Online Business Disadvantages Computer Skills The business owner must be computer literate order to work efficiently. This must be so regardless of the fact that he can hire experts to work for him. Privacy issues Even though many good security mechanisms can be used to protect information online, there are still security issues especially with credit card transactions. Confidential information can be hacked and misused relatively easily. Intellectual Property Rights Law enforcing bodies find it hard to impose copyright restrictions on online businesses as effectively as they can on other businesses. This is because internet is without boundaries. A business plan can easily be copied and regardless of its origin(Facebook,n.d.). Waste The internet is accessible to everyone hence focusing communication to the right market is difficult and leads to wastage. Distractions Interruptions from family, friends, pets, television etc can affect productivity( Veer,2008). Motivation Internet businesses require the owners to be self disciplined and self motivated. It is tempting to delay tasks as there is no accountability to anyone but to oneself. Balance Jiggling family, friends and the online business can be even harder when one has a full time job or other online businesses.

Lack Of Cultural Appreciation Of Others Education Essay

Lack Of Cultural Appreciation Of Others Education Essay The scenario shows how students have the lack of cultural appreciation of others. The school and teachers need to create a program which ensures that students understand the difference in cultures and how people need to work and live in harmony. It is important that school take initiative and educate students about different cultures and how they are crucial to Australian survival. The scenario highlights how some students feel that others are inferior because they belong to different religions. The school has developed an integrated planning matrix. It has ensured that planning processes from macro to micro levels from school to classroom or program to lesson. Thus, the scenario shows that the school needs to implement the guidelines of intercultural understanding through the design of lessons. The school has designed five lessons, two English, one maths, one biology and one history lesson. Each lesson contains concepts about cultural understanding, in order for students to appreciate other cultures. Intercultural understanding draws on studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢s growing knowledge, understanding and critical awareness of their own and others perspective(Intercultural, 2012). In the scenario, it can be seen how students are not aware of each other culture and how some are stereotyping against other for no valid and just reason. The five lessons are aimed to increase the intercultural understanding of the students. Thus, the main aim is to avoid students discriminating against each other and to enhance a permanent harmony among them. Furthermore, the main aim is to make the students celebrate the fruits of multiculturalism among themselves. It is worth mentioning that the intercultural understanding is more apparent in some learning areas than others(Intercultural, 2012). However the school has decided to include intercultural understanding components in all the learning areas. One of the causes of racism in the scenario can be owing to the fact that the curriculum does not reflect the spirit of multiculturalism and intercultural understanding among students(Calder, 2000).It is essential that the Australian curriculum does contain information about others cultures, otherwise NESB students will be left out in the dark. Students in Australia deserve to be treated with justice and integrity. Thus, it is inappropriate to ignore the new composition of Australian population. It is important that the Australian curriculum adopt some of the proposed curriculum in this project for the sake of correcting the inbalance in the current curriculum. It is worth mentioning that every student needs to know that he or she has to right to discriminate against anyone based on race or religion. The lesson plan is developed according to the hypothetical scenario about students discriminating against each other which was based on religions. It is worth mentioning that the matrix used NSW board of studies curriculum for English for year 3 and 4(English, 2012) and the Australian curriculum that is known as acara(acara, 2012) Lesson 1 The key issue from the lesson is to familiarize students with Christianity and Hindu religions.Thus; students need to know in depth about others religions in order to appreciate it. The main aim of the lesson is to promote intercultural understanding among students in the classrooms, in order for them to behave better when they leave their schools. The lesson aims to make the students to value their own culture, their languages and beliefs. Furthermore, the lesson has aimed to value the culture and religions of others. Students have an opportunity to learn about two of the major religions in the world, such as Christianity and Hinduism. If students learn about other religions, then they will start to appreciate each one religion and culture. The lesson aims for students to achieve the following objectives: To understand the Australian culture. To appreciate the achievements of Australian pioneers and migrants. To value the English language. To practice the language with NESB classmates. Understand the culture and beliefs of Christian and Hindu. The activities for the lesson are aimed to introduce students to each other religions, in order to avoid the events in the scenario. The classroom is ought to be free from racism and discrimination. Lesson 2 The key issue from the lesson is to familiarize students with the Islamic religions. Thus many Islamic students are populating many schools. Furthermore, the Islamic community is normally facing discrimination. It is important that students learn about all religions and not to belief any rumour about any religion. The aim of the lesson is to promote intercultural understanding between all cultures in the classrooms, in order to prevent friction between students as the case in the scenario. The lesson has aimed to achieve the following objectives: To understand the Muslim culture. To appreciate the teaching of Islam. To value the English language in the context of Islam. To understand the culture and beliefs of Islam. It is so crucial that the activities educate students about major religions as Islam which makes up about 2% of the Australian population. The students have a chance to view a video about Islam which contradict the wrongful myth that Islam foster terrorism in the world. It is good to see that one of the activities ask Muslim students to pair with non-Muslim students in order to explain their own language, religion and culture. The events in the scenario could be avoided if students are briefed about each other religions Lesson 3 The key issue from the lesson is to familiarize students with the fact that Mathematics is basically the same. It is important that students are aware of the fact that Maths is not made only by Anglo-Saxon scholars but by other scholars from other cultures. The curriculum has to become a tool to promote the intercultural understanding in the classroom. The objectives of the lesson are as follow: To show that Maths is common in most culture. To show that all measurement units means the same but in different language. To show that similarity in Maths eases intercultural differences. The activities of the lesson are structured in the way that students need to compare units of measurements in both English and their native language. The main aim of the lesson is to show that Maths has been to explain to students that in all subjects which they do at school highlight the importance of intercultural understanding and the need to appreciate each other culture. It is worth mentioning that intercultural understanding in mathematics can be enhanced when students are exposed to a range of cultural traditions. Thus, students need to understand that mathematical expressions use universal symbols, while mathematical knowledge has its origin in many cultures(Curriculum, 2012). Lesson 4 The key issue from the lesson is to familiarize students with the fact that there are species of different shapes and functions. Furthermore, it highlights the fact that people are of different skin and colour and religions but they all share this earth as leaders over all living species from animal to vegetables. The objectives of the lesson are as follow: To show that species are different but they do need to live with each other. To show that the human body is same for each male and female counterpart despite that they have different skin colour and different cultural backgrounds. To show that everyone need to live in harmony even if we are all of different species. The activities of this lesson is so interesting where one of the activities is about how students are given an opportunity to look at one black and one white cat in order to prove that even they have different colour but they do have the same functions. Thus, the students will learn to live together in harmony with each other in the classroom and in the outer classroom. It is worth observing that there are opportunities in the science learning area to develop intercultural understanding. Thus, the students are given an opportunity to appreciate the contribution that diverse cultural perspectives have made to the development and diversity of science knowledge and application(Diversity, 2012). Lesson 5 The key issue from the lesson is to familiarize students with the fact that Australian history is a mix of white settlers, Aboriginals and the migrants who come from different countries. The history lesson is aimed to teach students about the importance of learning about how all cultures worked together to create this new state of Australia which is no longer just an Anglo-Saxon community but a community which embraces many cultures. This lesson is created to help students to avoid teasing each other and to enhance harmony between all students. The objectives of the lessons are as follow: To understand the creation of Australian state. To recognise the Aboriginals as the native Australians. To understand the contribution of Chinese and Africans in Australia. To understanding the concept of multiculturism in the classroom. To appreciate the history of the inclusion of many food from different cuisine across the globe. One of the activities of the lesson is the fact that students are to watch a DVD about the history of migration in Australia. Furthermore, the students are given a task to write a brief letter to their friends about the history of multiculturalism in Australia. It is worth mentioning that each lesson accompany a flowchart of the planning process and an integrated planning matrix. The majority of activities in all lessons aim to highlight the importance of intercultural understanding in the classroom.

Compare and Contrast British Tourism Policy vs. Maltese Tourism Policy

Introduction The report presents an overview of the national and international tourism policies that have been drafted and implemented throughout the years. I will compare and contrast the Maltese Tourism Policy (2006 & 2012) with the British Tourism Policy (2011). Goeldner and Ritchie (2009) identify a tourism policy as a set of regulations, rules, guidelines, directives, and development/promotion objectives and strategies that provide a framework within which the collective and individual decisions affecting long-term tourism development and the daily activities within a destination are taken†. The main purpose of any tourism policy is to generate income and create employment. In fact, tourism is one of the crucial generators of income all around the world. In this case, the two countries; Malta and England are largely dependent on this industry so it is of particular importance that they adapt an effective policy. Malta’s Tourism Policy 2012; new set of challenges As the preceding Policy came to an end, a couple of months ago the Maltese government drafted a new tourism policy planned for the years 2012-2016. It has been also launched online for a four week period of consultation from the public. By this, the policy has also acknowledged the importance of including the locals. This was one of the primary difference that the current policy shown improvement from the previous one. In addition, drafting a second policy means that the former policy has successfully generated positive results. The Tourism Policy of 2012, acknowledge that compared with the situation of the previous years, the Maltese tourism today has shifted towards being more diverse; â€Å"less seasonal and less dependent on tour operator business†¦consequently m... ...atively untapped. These different characteristics needs separate objectives and policies. Conclusions Being aware that the tourism industry will continue to grow in the coming years, it is of particular importance that both the Maltese Island and also the United Kingdom continues to investigate this sector whilst trying to adapt effective policies. Investigating the targeted markets, the industry’s pitfalls, the contribution within the country’s economy whilst sustaining the environment should be the primary goals that every destination must to consider within the tourism policy. Works Cited www.ppcd.gov.mt/file.aspx?f=519 http://www.maltatoday.com.mt/en/newsdetails/news/national/Tourism-policy-available-for-public-feedback-20120214 www.culture.gov.uk/.../Government2_Tourism_Policy_2011.pdf https://secure2.gov.mt/tsdu/file.aspx?f=7339

Human resource training and development Essay

1.0 INTRODUCTION Employees play a vital role in organization performance. Effective training and development are very important because it can help an organization to improve on its performance as well as on its productivity. Gilmore and Williams (2009) pointed out that only the trained workforce can effectively respond to the new challenges as well as to the existing ones in their jobs .Basically, skills are capacities and expertise in particular occupation. Gilmore and Williams (2009) continue saying that higher productivity is increasingly driven by skills. Besides, the degree of competitive advantage of a firm depends increasingly on its skilled labor 1.1 Definition of Training Training is the modification of behavior through learning (Kisire, 2010). The main aim of training progress is to help employees to do things differently for better performance and to increase their level of job satisfaction. Basically, training touches on knowledge, skills and abilities. Thus training should be done strategically in order to meet the long term development of the people and achieve organizational goals. In fact, it is only when employees understand very well the right way to do their jobs that the employer can hope for excellent results. 1.2 Justification for Training by (Armstrong 2011) †¢The knowledge or skills cannot be acquired satisfactorily in the workplace or by self directed learning. †¢Different skills are required by a number of people which have to be developed quickly to meet new demands and cannot be gained by relying on experience. †¢The tasks to be carried out are so specialized or complex that people are unlikely to master them on their own initiative at a reasonable speed. †¢When a learning need to be common to a number of people, has to meet that which can readily be dealt with in a training event or programme e.g. induction, essential IT skills, and communication skills. †¢Training helps the organization to gain competitive advantage. That is, the training practices have to help the business to grow and improve customer service by providing employees with the knowledge and skills they need to be successful. †¢Training prepares employees to use new  technologies, function in new work systems such as virtual teams, and communicate and cooperate with peers or customers who may be from different cultural backgrounds. †¢Training helps organizations provide high quality service for example through quick responds to clients needs. 1.3 Development Bernardin (2010) describes development as learning opportunities designed to help employees grow. Developing people in organizational context is to help them to progress within their careers. One key factor in employee motivation and retention is the opportunity employees want to continue to grow and develop job and career by enhancing their skills level of performance and productivity .Gary Dessler (2011) describes training as a process with 4 steps that an employer uses to give new or present employees the skills required for effective performance. Training and development process emphasize on what employees want in training and development opportunities. Providing training to employees benefits both organization and employees themselves. 2.0 DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT †¢Training raises knowledge and skills required for efficient performance of a particular job, while development is a continuous general and dynamic expansion of skills and knowledge, and is aimed at long term career growth rather than immediate performance. †¢Training focuses on short term (basing on the current job) while development focuses on the long term (the future careers) e.g. finding a mentor within your organization to introduce you to the structure and culture at senior levels in your organization and give you more exposure to senior management. 3.0 DIFFERENCE BETWEEN TRAINING AND EDUCATION †¢Purpose of learning: In training the employee acquire new skills and knowledge while in education the purpose is to acquire or deepen mindset or profession. Thus education is general and wider in general purpose than training. †¢Length of the learning process: in education it takes one to four years while in training it takes one to five days or several weeks. †¢Place of delivery: Training is generally imparted at the work place while education is imparted in schools or colleges. †¢Training effect: Training  has immediate effect as compared to education. †¢Change: In education, change program requires one to be skillful at thinking, transformational, deeper and more radical while in training needs to be skillful at doing shallower and more superficial programs 4.0 NEED FOR TRAINING †¢Increases organizational commitment †¢Develops the cognitive, physical and spiritual dimensions of the employee †¢Improves job performance †¢Contributes to flexibility to adapt to changing internal and external factors †¢Develops interpersonal skills †¢Creates an interesting and challenging environment †¢Fosters greater organizational stability less employee turnover and conflicts †¢Helps reduce costs in the secretariat †¢Heightens employee morale †¢Increases knowledge and awareness of the total environment †¢Helps achieve overall organizational objectives †¢Helps retain a competent and efficient workforce †¢Develops creativity and problem solving skills †¢Helps improve and acquire technical skills. 4.1 Aligning Strategy and Training. To be effective, training must play a strategic role in supporting business. Employers today want to make sure their training programs are supporting their firms’ strategic goals. 4.2 Planning and delivering learning events and programs †¢Training Needs Analysis It involves the determination of the types and specific training necessary to improve current knowledge, abilities and skills of the workforce. This can be done through personal, task and organizational level of analysis. The data can come from target participant supervisor’s management, and even from customers, using multiple data gathering methods like survey, interview, observation at work, and performance appraisal results. Other possible sources of training needs are the long-range human resource plans of the company, practices of other organizations, requests for training of affiliate/subsidiary companies, and legislation requirements. The Training Needs Analysis (TNA) results serve as important inputs in designing the  training program. TNA should be done regularly to ensure that training would respond to the needs of trainees. †¢Training Design This pertains to the planning of the entire training program. It starts with the identification of the goals and objectives that should be achieved. The topics or contents to be covered and the appropriate training methodologies for adult learning are then determined. The corresponding visual aids and learning materials are also specified. The training design and the TNA are usually done by the training staff of the organization and sometimes by outside consultants. The services of training consultants are usually availed of the large companies for this purpose. A typical training design will contain these parts: Training Title Venue Date Goal Specific Objectives Sequences of Topics Time Allocation Per Topic Methodology Resources Needed Evaluation The training objectives of the training design are a critical element that should be written properly to be able to decide on the contents, methodology, and the duration of tackling the topics. The preset objectives also become the basis for evaluating the success of the program. The standard criteria for objective formulation is SMART. Whether the training will facilitate the learning of cognitive, affective, or psychomotor skills, it is important that the objectives are specific, measurable/observable, attainable, relevant to training goals, and time-bound. On the other hand, the choices of any or a combination of the following training methodologies will largely depend on the objectives, type of participants, and the duration of the training. †¢Training Implementation Implementation covers the logistical aspects like venue, food, budget,  equipment, resource persons, transportation, and participants. These should be properly attended to during the actual conduct of the training. Therefore, training programs are done within the company or outside depending on the nature of the program and the financial capability of the organization. In cases where the organization has earmarked a sufficient budget for major training program especially for managers, these are done outside of the company with external consultants as trainers. Companies like Fortune Medicare Inc. and Nestle Philippines have this kind of practice. Based on the above-mentioned importance of training, specific training conducted by the organizations may be classified as technical or behavioral training. The skills/technical type focuses on facilitating the learning of competencies related to the employees’ knowledge and skills. The behavioral type, on the other hand, pertains to ensuring the learning of competencies related to the workforce attitudes and habits. †¢Training Evaluation This last phase of the training process requires the assessment of the conduct of the training activity. The evaluation is concerned with the measurement of the training success or effectiveness to establish whether an investment in a particular training has paid off. The training effectiveness is usually determined based on the achievement of the previously set objectives and results, considering the needs, methods, and other areas of training administration. According to Kirkpatrick (1998), there are four levels of evaluating training programs. These are the (1) reaction; (2) learning; (3) behavioral change; and (4) impact to organization. The reaction level measures the participants’ feedback right after the conduct of the training. Feedback are taken related to attainment of objectives, processes, methodologies, time, reading materials, resource persons/facilitators, and other logistics of the training. On the other hand, participants’ learning level determines what specific skills, knowledge or even what they learned is commonly asked at the end of the training period. There are many ways by which the training evaluation can be done. The use of the questionnaire form administered at the end of the training is very often done to measure the reaction level. However, it should be noted that using a questionnaire form is only one of the methods to evaluate training. Other ways to assess training according to Hargraues  and Jarius (2000) are: (1) formal or informal interviews; (2) feedback from line managers; (3) feedback from the Training Unit; (4) meet a cross-section of suppliers or customers; (5) discuss with staff who attended; (6) wander into offices and talk to people; (7) number of requests to attend other events; (8) academic or practical standards reached; (9) formal certification; and (10) a cost- benefit analysis. While the paper & pencil or practical test is used to assess knowledge learning of the participants. A good example of this is the pre-test and post-test method using different designs. The learning is usually also undertaken simultaneously within the reaction level. The behavioural change level assesses the changes on the attitude and/or habits of the trainees after the training that is usually observable at the workplace. This will involve a follow up of the trainees in coordination with the immediate supervisor. Examples of behavioural indicators are attendance, promptness, courtesy, cooperation, and level of participation. The impact to organization level measures the effect of the training on the unit where the trainees belong and on the entire organization. This level can focus on productivity sales profits, and customer satisfaction. 4.3 Identification of Training Needs †¢Appraisal Systems Many organizations see performance appraisal schemes as an integral part of their employee development strategy. Schemes vary considerably from one organization to another, and nowadays may have a variety of names, but almost all of them include the identification of training needs as a key component. Most also consider the longer-term career options available to employees, and allow them to express their preferences. It follows that anyone with responsibility for training and development should influence the design of the scheme and ensure that notice is taken of the information generated by it. This is not always readily achieved. Sometimes the scheme will focus on short-term performance issues, and line managers may not regard the consideration of developmental issues as important. The appraisal may also be considered to be confidential within the department concerned. Sometimes the section covering training and development needs is detachable, so that the training function only gets to see the appropriate information. This approach has its merits, but excludes the underlying performance issues  which contribute towards identifying the training and development needs. There are many issues to be addressed when designing and implementing an appraisal scheme, and some of the aims of the process may conflict with each other. For example, a scheme linked to the determination of pay increases may inhibit the appraisee from being honest about aspects of the job that he or she finds difficult, whereas it is precisely these aspects that must be discussed to identify training needs. Care is required to minimize these conflicts . †¢Survey Methods Surveys can be very useful in the gathering of data, including information on attitudes. People usually participate willingly if the completion of a survey form is not too complex or lengthy and if they think some good will come out of the exercise. When designing a survey you must decide on: 1) the size and nature of the sample 2) the format of the questions 3) exactly how the survey is to be conducted. †¢Interviews Interviewing is a technique that can appear to be very simple when used by an experienced practitioner. Although some people are naturally better at interviewing, the key skills of a good investigative interviewer are all capable of being learned. The first two skills are common to all types of interview – questioning and listening. These two investigative skills are inseparable; one supports and reinforces the other. For trainers these skills are crucial not only at the stage of identifying training needs but also during instruction and evaluation. Many trainers who recognise that the ability to talk well is vital often underestimate the importance of questioning and listening. Hearing, which is an ability that may be difficult to improve, is not the same as listening which is a skill that can be significantly enhanced by training. Questioning is something that everyone can do, but which some people learn to do much more effectively than others. In an interview to determine training needs, the interviewer may be delving into very emotive and sensitive areas. To ensure that the interviewee feels comfortable in talking about these issues, the interviewer must appear to be listening. To ensure that full understanding is attained, the interviewer must not only appear to listen, but must actually do so with real concentration. †¢Job and Task Analysis There are many reasons for analyzing jobs and tasks. One common reason is to provide a basis for job evaluation; another is to be precise about requirements in a selection situation. There are also many different systems of analysis. Some seem to generate a multitude of documents; others use highly involved and sophisticated methodology. Different types of analysis are: Job analysis; Task analysis; Skills analysis and Fault analysis. 5.0 TRANSFER OF TRAINING Be relevant, avoid difficult material. Transfer is more likely if systematic training and just in time training approaches are used. 5.1 Systematic Training We have to ensure that training is specifically designed, planned and implemented to meet defined needs. It is provided by people who know to train and the impact of training is evaluated. Systematic training follows five steps ADDIE) model. Effective training uses the systematic approach with an emphasis on skills analysis. The focus of training should be to develop transferable skills. The training should be evaluated on the basis of the extent to which it has achieved its purpose. 5.2 Just in Time Training It is delivered as close as possible to the time when the activity is taking place. The training will be based on an identification of the latest requirements, priorities and plans of the participants. 5.3 Types of Training Armstrong (2012), indicates that training programs or events can be concerned with any of the following: †¢Manual skills including apprenticeship †¢Information Technology(IT) skills †¢Team leader or supervisory training †¢Management training †¢Interpersonal skills such as leadership, teambuilding and group dynamics †¢Personal skills for example assertiveness, coaching, communicating and time management. †¢Training in organizational procedures or practices such as induction, health and safety, performance management, equal opportunity  or managing diversity policy and practice. 6.0 IMPLEMENTING TRAINING PROGRAMS (TRAINING METHODS) 6.1 On the Job Training On-the-job training is training that takes place while employees are actually working. It means that skills can be gained while trainees are carrying out their jobs. This benefits both employees and the business. Employees learn in the real work environment and gain experience dealing with the tasks and challenges that they will meet during a normal working day. The business benefits by ensuring that the training is specific to the job. It also does not have to meet the additional costs of providing off-the-job training or losing working time. Requirements for effective On the Job Training (OJT) programs by (CIDP 2008a) †¢A policy statement that describes the purpose of OJT and emphasizes the company’s support for it. †¢A clear specification of who is accountable for conducting OJT. If managers conduct OJT, this is mentioned in their job descriptions and is part of their performance evaluation †¢A thorough review of OJT practices (program content, types of jobs, length of program, cost savings) at other companies in similar industries. †¢Training of managers and peers in the principles of structured OJT †¢Availability of lesson plans, checklists, procedure manuals, training manuals, learning contracts and progress report forms for use by employees who conduct OJT †¢Evaluation of employees levels of basic skills (reading, computation, and writing) before OJT. The virtual classroom: This is another training technique as presented by Dessler (2011). It uses special collaboration software to enable multiple remote learners, using their PCs or laptops to participate in live audio and visual discussions, communicate via written text and learn via content such as PowerPoint slides. Informal learning: Informal learning occurs e.g. through capitalizing on work related discussions, for example, to place tools in strategic areas like cafeteria to take advantage of the work-related discussions taking place. Apprenticeship Training: An apprenticeship program combines on-the-job training with academic instruction for those entering the workforce. Also called dual-training programs because of the combined occupational and in-class components, apprenticeships help individuals put their academic skills to practical use in various careers. Whereas internships are often  short-term, rarely lasting more than a year, apprenticeships can last as many as four or five years. Apprenticeships also differ from internships in that most apprentices are paid, with salary increasing as the apprentice completes parts of the program.. Job Instruction Training: (JIT) is a step-by-step, relatively simple technique used to train employees on the job. It is especially suitable for teaching manual skills or procedures; the trainer is usually an employee’s supervisor but can be a co-worker. Lectures: Don’t start out on the wrong foot. For instance, don’t open with an irrelevant joke or by saying something like â€Å"I really don’t know why I was asked to speak here today.† Give your listeners signals if for example you have a list of items, start by saying something like, â€Å"There are four reasons why the sales reports are necessary†¦.the first†¦. Again be alert to your audience, maintain eye contact with your audience during your presentation, and break a long talk into a series of 5 minutes talks Programmed learning: It is a learning methodology or technique first proposed by the behaviorist B. F. Skinner in 1958. According to Skinner, the purpose of programmed learning is to â€Å"manage human learning under controlled conditions†. The medium can be a textbook, Personal Computer (PC), or internet. Programmed learning is a step by step, self learning method that consists of three parts: presenting questions and facts to the learner, allowing the person to respond, and providing the learner feedback on the accuracy of answers. The advantage is that it reduces training time Computer based training (CBT): A type of education in whic h the student learns by executing special training programs on a computer. CBT is especially effective for training people to use computer applications because the CBT program can be integrated with the applications so that students can practice using the application as they learn. Training via the internet and learning portals. The training may include posting videos, written lectures or power point slides or sophisticated simulations. This method may be applied in colleges where the employer use internet based learning to training. Company’s also convey their employee training through their internal internet portals for example by contracting with service providers such as skill soft (www.skillsoft.com) or for health and safety training, pure safety (www.puresafety.com) to deliver online training courses to the firms employees. Mobile learning: This refers to delivering  of learning content on demand via devices like cell phones and i-phones whenever the learner wants to access it. Audiovisual and traditional distance learning techniques: Audiovisual tools including DVDs, films and closed circuit TV e.g. firms’ use various distance learning methods for training which may include traditional correspondence courses as well as video conferencing and internet based classes. Behavior modeling: It involves showing trainees the right (or Model) way of doing something, letting each person practice the right way to do it and providing feedback regarding performance. The basic behavior modeling procedure is: †¢Modeling: first trainee watch DVDs, showing model persons behaving effectively in a problem situation. †¢Role playing: the trainees are given roles to play in a stimulated situation. †¢Social reinforcement: the trainer provides praises and constructive feedback based on the trainee performs in the role play. †¢Transfer of training: finally trainees are encouraged to apply their new skills when they are back on their jobs In summary: Training and development applies both On-the-job and Off-the-Job training methods On the Job Training Methods: On the job training takes various forms including apprenticeships, job rotation, creation of assistant to positions, orientation, delegation, vestibule training, promotion and transfers and self directed training programs Off the Job Training Methods include training by management institutions, lectures, seminars and conference, case study, brainstorming, management games and role playing 6.1 Advantages of Off-the-job Training method †¢Non production error: the employees are trained outside the work environment therefore they are not involved in production process as in on the job training method. †¢Economy: A large group of trainees are trained simultaneously at a time. †¢Free on production: when the trainees are not involved in production process, the production activities can be carried without any interruption hence, it runs freely, moreover, costly errors and injurious can be avoided †¢Less time of training: training will take less time because the trainees are not involved in production. †¢It is free from pressures of working environment †¢Risk free of damaging organization’s valuable equipment. This is because  they are not trained using organization’s facilities. †¢Off- the- job development techniques remove individuals from the stresses and ongoing demands of the work place, enabling them focus fully on the learning experience. In addition they provide opportunities for meeting people from other departments or organizations. Thus individuals are exposed to useful new ideas and experiences while they make potentially useful contacts. 6.2 Disadvantages of Off-the-job training method †¢Lack of feedback: there is lack of feedback to employees because they are trained away from the organization work environment. †¢Expensive: organization has to prepare extra place for training outside the actual environment. †¢No production: employees are kept away from the actual work place, thus the organization bears cost without output. †¢Outside the work station: employees are unknown with actual machines and equipment thus transfer of training is sometimes difficult. †¢Not effective: as employees are trained in an artificial classroom they are unfamiliar with actual environment as result of which it requires long time for them to learn. 6.3 Advantages of On-the-Job Training Method †¢Organization doesn’t have to pay a training company or college therefore it is less costly. †¢Senior highly skilled and experienced staff can teach new staff the exact skills needed for a particular job †¢The business can acquire an experience in house training team hence no need for trainees to adjust to real work situations and trainers †¢It builds relationships/bonds between learner/teacher in the work place. 6.4 Disadvantages of On-the-Job Training Method †¢Productivity can be interrupted †¢Senior highly skilled and experienced staff has to leave their job to teach/train. †¢Skills learned are job specific leaving staff less flexible to changing roles. †¢Working environment can be busy, noisy and not conducive for learning. †¢It may lead to high rate of spoilage of material and damage of valuable equipment 7.0 IMPLEMENTING MANAGEMENT DEVELOPMENT PROGRAMS Management Development and training is any attempt to improve managerial performance by imparting knowledge, changing attitudes or increasing skills. It thus includes in-house programs such as courses, coaching and rotational assignments, professional programs such as management seminars and university programs such as executive MBA programs. The ultimate aim of such development programs is to enhance the future performance of the organization itself. For this reason the overall management development process ideally consists of assessing the company’s needs for example to fill the future executive openings, appraising the managers’ performance and then developing managers themselves (CIDP 2008a). The program should make sense in terms of the company’s strategy and goals. This means involving top management in formulating the program’s aims and in specifying competencies and knowledge outcomes. The most popular development methods include classroom based learning, executive coaching, 360-degree feedback, action learning, mentoring and job rotation. 7.1 The Management Development Process It includes assessing the company’s strategic needs for example to fill future executive openings or to boost competitiveness, appraising managers’ current performance and developing the managers and future managers. Development programs aim to fill specific positions, such as CEO, for example, GE Caterpillar Company spent years developing, testing, and watching potential replacements for CEO before finally choosing Jeffrey Immelt (Dessler 2011). In any case, assessment is usually part of development programs. 8.0 METHODS OF MANAGEMENT TRAINING PROGRAMS 8.1 On-the-Job Methods On the job methods are usually preferred in management development programs. Often such training is informal. The supervisor trains the worker as he performs the work. David (2009), says there are four major on-the-job development methods: †¢Coaching/understudy Approach: here the trainee works directly with senior manager or with a person he or she is to replace. The training of mangers by his or her immediate supervisors- is by far the most effective management development technique; unfortunately, many managers are either unable or unwilling to coach those they supervise. On- the job  coaching must be tempered with considerable restraint- managers who cannot develop unless they are allowed to work out problems in their own way. †¢Job rotation: It involves shifting mangers from position to position so they can broaden their experience and familiarize themselves with various aspects of the firms operations.The trainee can be a recent college graduate, and spend several months in each department, learning the department’s business by actually doing it. Or can be a senior manager being groomed for CEO by being exposed to a range of domestic and foreign challenges.   †¢Training positions: Trainees are given staff posts immediately under an experienced manager, often with the title of assistant. Such assignments give trainees a chance to work with and model themselves after outstanding managers who might otherwise have little contact with them. †¢Planned work activities: This involves, giving trainees important work assignments to develop their experience and ability. Trainees may be asked to head a task force or participate in an important committee meeting. Such experiences help them gain insight into how organizations operate and also improve their human relations. 8.2 Off-the-Job Methods The most common off the job development methods are in-house classroom instruction and management development programs sponsored by universities and organizations such as American Management association. Almost every management development program includes some form of classroom instruction in which specialists from inside or outside the organization teach trainees a particular subject. Classroom instruction is often supplemented, with case studies, role playing and business games or simulations. For example managers may be asked to play roles on both sides in simulated labor- management dispute. Some organizations send selected employees to university-sponsored management programs. Many major universities have such programs, which range in length from one week to three or more. Off-the-Job Management Training and Development Techniques †¢The case study Method: The case study method presents a trainee with a written description of an organizational problem. The trainee then analyses the case, diagnoses the problem and presents his or her findings and solutions in a discussion with other trainees. E.g. crime investigation, u  can write a script showing all the procedures. The scenario aim is to develop specific training skills, such as interviewing witnesses. †¢Management games: Management games are effective; people learn best by being involved. With computerized management games trainees divide into five or six person groups each of which competes with the others in simulated marketplace. Each group must decide for example how much to spend on advertising, how much to produce, how much inventory and how many of which product to produce. Thus they make computerized decisions. †¢Outside seminars: Many universities and companies offer web-based and traditional classroom management development seminars and conferences. E.g. specialized associations such as Society of Human Resource Management, provide specialized seminars for their professional members. †¢University related programs: Many universities provide executive education and continuing education programs in leadership, supervision etc. these can range 1 to 4 day programs to execute development programs lasting 1 to 4 months. The advanced Management Program of Harvard’s graduate school of Business administration is a well known example according to (Dessler 2011). Students are experienced managers from around the world. The school uses cases and lectures to provide them with the latest management skills. †¢Role playing: The aim of role playing is to create a realistic situation and then have the trainees assume the parts or roles of specific persons in that situation. The role play can trigger the discussions among the role players/trainees. The aim is to develop trainees’ skills in areas like leadership and delegating. †¢Corporate Universities: Many universities particularly the larger ones establish in-house development centers; IBM is one of the examples. In-house development centers typically offer a catalogue of courses and programs aimed at supporting the employers, management training and development program providers and web-based education portals to create packages of programs and materials. For example Brain and Company, a management consulting firm, has such a web based virtual university for its employees. It provides a means not only for coordinating all the company’s training efforts but also for delivering web based modules and cover topics from strategic management to mentoring. †¢Executive Coaches: Firms retain executive coaches to develop their top managers’ effectiveness. An executive coach is an outside consultant who questions the executive boss, peers,  subordinates and sometimes family in order to identify the executive’s strengths and weaknesses and counsel the executive so he or she can capitalize on those strengths and overcome the weaknesses. †¢The Society for Human Resource Management (SHRM) Learning System: SHRM, encourages HR professionals to qualify for certification by taking examinations. The society offers several preparatory training programs. The self-study option includes text and DVD. The college/university option provides classroom interaction with instructors and other students. 8.3 Other Methods †¢Panel Discussion †¢Skill Practice †¢Problem-Solving Activity †¢Questionnaire †¢Role Play †¢Physical Continuum †¢Presentation †¢Synergy Activity †¢Lecturette †¢Observation †¢Project †¢Fishbowl †¢Full-Group Discussion †¢Experiential Activity †¢Feedback Activity †¢Story †¢Inter-group Discussion or Exchange †¢Interviewing †¢Index Card Match †¢Information Sear †¢Anonymous card †¢Demonstration †¢Dyadic Discussion or Exchange †¢Games †¢Group Inquiry †¢Contracting †¢Creative Activity †¢Checklist †¢Closing Circle †¢Brainstorming †¢Case Study †¢Reference †¢Trio Discussion or Exchange †¢Writing Task †¢Self-Assessment and Self-Evaluation †¢Small Group Discussion †¢Whip †¢Peer Consultation †¢Peer Teaching †¢Simulation †¢Read and Discuss †¢Read and Teach Group †¢Mental Imagery 9.0 CONCLUSION Organizations make arrangement for development of its executives so as to improve efficiency of management. Managers need generalized knowledge in lieu of technical skills on particular job. Therefore, training of executives is often known as development. It is good to focus both on Training and development to ensure that our team members are able to perform to the best of their ability, not only in short term (their current job) but also in the long term (their future careers). REFERENCES Bernardin, H. J. (2010). Human Resource Management: An Experiential Approach.5th Ed. New York: McGraw-Hill. Dale Carnegie and Associates (2006), Managing Through People, New York, USA David M.(2009), Human Resource Development. UK. Oxford University Press. Dessler G. (2011), Human resource Management. 12Th Ed, USA, Florida International University Prentice Hall. Dessler, G. (2011). A Framework for Human resource Management. 6th Ed. Delhi: Dorling Kndersley. Kisire, S. J. (2009). Simple Revision Guide Human Resource Management. Nairobi: Bernard Bongo DPW. Noe A.R. (2002), employee training and development 2nd ed. New York, McGraw-Hill. Swart Juani et al (2005) Human resource Development: Strategy and Tactic: UK, Jordan Hill Oxford. Stoner A et al (2009), Management 6th edition, Pearson Education, New Delhi. Williams, S. (2009). Human Resource Management. New York: Oxford University. Wright M. P et al, (2003), Human Resource Management,Ggaining a Competitive Advantage. New York, McGraw-Hill Irwin. CIDP (2008a), Developing Senior Managers’ Fact Sheet (revised in January 2008). CIPD (2008b) Management Development Fact Sheet (revised February 2008)