Awarness and Attitude of Primary Teachers Essay

Child Rights: A Gist The Convention on the Rights of the Child defines basic rights of children covering multiple needs and issues. India endorsed it on December 11, 1992. Following are a few rights in the immediate purview of Smile Foundation as well as India. The right to Education: 50% of Indian children aged 6-18 do not go to school Dropout rates increase alarmingly in class III to V, its 50% for boys, 58% for girls. The right to Expression: Every child has a right to express himself freely in which ever way he likes. Majority of children however are exploited by their elders and not allowed to express. The right to Information: Every child has a right to know his basic rights and his position in the society. High incidence of illiteracy and ignorance among the deprived and underprivileged children prevents them from having access to information about them and their society. The right to Nutrition: More than 50% of India’s children are malnourished. While one in every five adolescent boys is m alnourished, one in every two girls in India is undernourished. The right to Health & Care: 58% of India’s children below the age of 2 years are not fully vaccinated. And 24% of these children do not receive any form of vaccination. Over 60% of children in India are anemic. 95 in every 1000 children born in India, do not see their fifth birthday. 70 in every 1000 children born in India, do not see their first birthday. The right to protection from Abuse: There are approximately 2 million child commercial sex workers between the age of 5 and 15 years and about 3.3 million between 15 and 18 years. They form 40% of the total population of commercial sex workers in India. 500,000 children are forced into this trade every year. The right to protection from Exploitation: 17 million children in India work as per official estimates. A study found that children were sent to work by compulsion and not by choice, mostly by parents, but with recruiter playing a crucial role in influencing decision. When working outside the family, children put in an average of 21 hours of labour per week. Poor and bonded families often â€Å"sell† their children to contractors who promise lucrative jobs in the cities and the children end up being employed in brothels, hotels and domestic work. Many run away and find a life on the streets. The right to protection from Neglect: Every child has a right to lead a well protected and secure life away from neglect. However, children working under exploitative and inhuman conditions get neglected  badly. The right to Development: Every child has the right to development that lets the child explore her/his full potential. Unfavourable living conditions of underprivileged children prevents them from growing in a free and uninhibited way. The right to Recreation: Every child has a right to spend some time on recreational pursuits like sports, entertainment and hobbies to explore and develop. Majority of poor children in India do not get time to spend on recreational activities. The right to Name & Nationality: Every child has a right to identify himself with a nation. A vast majority of underprivileged children in India are treated like commodities and exported to other countries as labour or prostitutes. The right to Survival: Of the 12 million girls born in India, 3 million do not see their fifteenth birthday, and a million of them are unable to survive even their first birthday. Every sixth girl child’s death is due to gender discrimination. Child Rights in India: An Introduction India is a party to the UN declaration on the Rights of the Child 1959. Accordingly, it adopted a National Policy on Children in 1974. The policy reaffirmed the constitutional provisions for adequate services to children, both before and after birth and through the period of growth to ensure their full physical, mental and social development. Accordingly, the government is taking action to review the national and state legislation and bring it in line with the provisions of the Convention. It has also developed appropriate monitoring procedures to assess progress in implementing the Convention-involving various stake holders in the society. India is also a signatory to the World Declaration on the Survival, Protection and Development of Children. In pursuance of the commitment made at the World Summit, the Department of Women and Child Development under the Ministry of Human Resource Development has formulated a National Plan of Action for Children. Most of the recommendations of the World Summit Action Plan are reflected in India’s National Plan of Action- keeping in mind the needs, rights and aspirations of 300 million children in the country. The priority areas in the Plan are health, nutrition, education, water, sanitation and environment. The Plan gives special consideration to children in difficult circumstances and aims at providing a framework, for actualization of the objectives of the Convention in the Indian context. Status of Children in  India Recent UNICEF (2005) report on the state of the world’s children under the title â€Å"Childhood Under Threat† , speaking about India, states that millions of Indian children are equally deprived of their rights to survival, health, nutrition, education and safe drinking water. It is reported that 63 per cent of them go to bed hungry and 53 per cent suffer from chronic malnutrition. The report says that 147 million children live in kuchcha houses, 77 million do not use drinking water from a tap, 85 million are not being immunized, 27 million are severely underweight and 33 million have never been to school. It estimates that 72 million children in India between five and 14 years do not have access to basic education. A girl child is the worst victim as she is often neglected and is discriminated against because of the preference for a boy child. National Commission for Protection of Child Rights In order to ensure child rights practices and in response to India’s commitment to UN declaration to this effect, the government of India set up a National Commission for Protection of Child Rights. The Commission is a statutory body notified under an Act of the Parliament on December 29, 2006. Besides the chairperson, it will have six members from the fields of child health, education, childcare and development, juvenile justice, children with disabilities, elimination of child labour, child psychology or sociology and laws relating to children. The Commission has the power to inquire into complaints and take suo motu notice of matters relating to deprivation of child’s rights and non-implementation of laws providing for protection and development of children among other things. Aimed at examining and reviewing the safeguards provided by the law to protect child rights, the Commission will recommend measures for their effective implementation. It will suggest amendments, if needed, and look into complaints or take suo motu notice of cases of violation of the constitutional and legal rights of children. The Commission is to ensure proper enforcement of child rights and effective implementation of laws and programmes relating to children- enquiring into complaints and take suo motu  cognizance of matters relating to deprivation of child rights; non-implementation of laws providing for protection and development of children and non-compliance of policy decisions, guidelines or instructions aimed at their welfare and announcing relief for children and issuing remedial measures to the state governments. Convention on the Rights of the Child Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989 Right to education From Wikipedia, the free encyclopedia Jump to: navigation, search The right to education is a universal entitlement to education, a right that is recognized as a human right. According to the International Covenant on Economic, Social and Cultural Rights the right to education includes the right to free, compulsory primary education for all[1], an obligation to develop secondary education accessible to all, in particular by the progressive introduction of free secondary education[2], as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education.[3] The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses the obligation to rule out discrimination at all levels of the educational system, to set minimum standards and to improve quality of education. [4] International legal basis The right to education is law in Article 26 of the Universal Declaration of Human Rights and Articles 200 and 14 of the International Covenant on Economic, Social and Cultural Rights.[5][6][7] The right to education has been reaffirmed in the 1960 UNESCO Convention against Discrimination in Education and the 1981 Convention on the Elimination of All Forms of Discrimination Against Women.[8] In Europe, Article 2 of the first Protocol of 20 March 1952 to the European Convention on Human Rights states that the right to education is recognized as a human right and is understood to establish an entitlement to education. According to the International  Covenant on Economic, Social and Cultural Rights, the right to education includes the right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all in particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education in particular by the progressive introduction of free higher education. The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses also the obligation to eliminate discrimination at all levels of the educational system, to set minimum standards and to improve quality. The European Court of Human Rights in Strasbourg has applied this norm for example in the Belgian linguistic case.[9] Article 10 of the European Social Charter guarantees the ri ght to vocational education. [10] Definition Education narrowly refers to formal institutional instructions. Generally, international instruments use the term in this sense and the right to education, as protected by international human rights instruments, refers primarily to education in a narrow sense. The 1960 UNESCO Convention against Discrimination in Education defines education in Article 1(2) as: â€Å"all types and levels of education, (including) access to education, the standard and quality of education, and the conditions under which it is given.†[11] In a wider sense education may describe â€Å"all activities by which a human group transmits to its descendants a body of knowledge and skills and a moral code which enable the group to subsist†.[11] In this sense education refers to the transmission to a subsequent generation of those skills needed to perform tasks of daily living, and further passing on the social, cultural, spiritual and philosophical values of the particular community. The wider meaning of education has been recognised in Article 1(a) of UNESCO’s 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms.[12] The article states that education implies: â€Å"the entire process of social life by means of which individuals and social groups learn to develop consciously within, and for the benefit of, the national and international communities, the whole of their personal  capabilities, attitudes, aptitudes and knowledge.†[11] The European Court of Human Rights has defined education in a narrow sense as â€Å"teaching or instructions†¦ in particular to the transmission of knowledge and to intellectual development† and in a wider sense as â€Å"the whole process whereby, in any society, adults endeavour to transmit their beliefs, culture and other values to the young.† [11] Assessment of fulfilment The fulfilment of the right to education can be assessed using the 4 As framework, which asserts that for education to be a meaningful right it must be available, accessible, acceptable and adaptable. The 4 As framework was developed by the former UN Special Rapporteur on the Right to Education, Katarina Tomasevski, but is not necessarily the standard used in every international human rights instrument and hence not a generic guide to how the right to education is treated under national law.[13] The 4 As framework proposes that governments, as the prime duty-bearer, has to respect, protect and fulfil the right to education by making education available, accessible, acceptable and adaptable. The framework also places duties on other stakeholders in the education process: the child, which as the privileged subject of the right to education has the duty to comply with compulsory education requirements, the parents as the ‘first educators’, and professional educators, namely teachers.[13] The 4 As have been further elaborated as follows:[14] * Availability – funded by governments, education is universal, free and compulsory. There should be proper infrastructure and facilities in place with adequate books and materials for students. Buildings should meet both safety and sanitation standards, such as having clean drinking water. Active recruitment, proper training and appropriate retention methods should ensure that enough qualified staff is available at each school. [15] * Accessibility – all children should have equal access to school services regardless of gender, race, religion, ethnicity or socio-economic status. Efforts should be made to ensure the inclusion of marginalized groups including children of refugees, the homeless or those with disabilities. There should be no forms of segregation or denial of access to any students. This includes ensuring that proper laws are in place against any child  labour or exploitation to prevent children from obtaining primary or secondary education. Schools must be within a reasonable distance for children within the community, otherwise transportation should be provided to students, particularly those that might live in rural areas, to ensure ways to school are safe and convenient. Education should be affordable to all, with textbooks, supplies and uniforms provided to students at no additional costs. [16] * Acceptability – the quality of education provided should be free of discrimination, relevant and culturally appropriate for all students. Students should not be expected to conform to any specific religious or ideological views. Methods of teaching should be objective and unbiased and material available should reflect a wide array of ideas and beliefs. Health and safety should be emphasized within schools including the elimination of any forms of corporal punishment. Professionalism of staff and teachers should be maintained.[17] * Adaptability – educational programs should be flexible and able to adjust according to societal changes and the needs of the community. Observance of religious or cultural holidays should be respected by schools in order to accommodate students, along with providing adequate care to those students with disabilities. [18] A number of international NGOs and charities work to realise the right to education using a rights-based approach to development.[citation needed] Historical development In Europe, before the Enlightenment of the eighteenth and nineteenth century, education was the responsibility of parents and the church. With the French and American Revolution education was established also as a public function. It was thought that the state, by assuming a more active role in the sphere of education, could help to make education available and accessible to all. Education had thus far been primarily available to the upper social classes and public education was perceived as a means of realising the egalitarian ideals underlining both revolutions.[19] However, neither the American Declaration of Independence (1776) nor the French Declaration of the Rights of Man (1789) protected the right to education as the liberal concepts of human rights in the nineteenth century envisaged that parents retained the primary duty for providing education to their children. It was the states obligation to ensure that parents complied with this duty, and many states  enacted legislat ion making school attendance compulsory. Furthermore child labour laws were enacted to limit the number of hours per day children could be employed, to ensure children would attend school. States also became involved in the legal regulation of curricula and established minimum educational standards.[20] In On Liberty John Stuart Mill wrote that an â€Å"education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments, carried on for the purpose of example and stimulus to keep the others up to a certain standard of excellence.† Liberal thinkers of the nineteenth century pointed to the dangers to too much state involvement in the sphere of education, but relied on state intervention to reduce the dominance of the church, and to protect the right to education of children against their own parents. In the latter half of the nineteenth century, educational rights were included in domestic bills of rights.[21] The 1849 Paulskirchenverfassung, the constitution of the German Empire, strongly influenced subsequent European constitutions and devoted Article 152 to 158 of its bill of rights to education. The constitution recognised education as a function of the state, independent of the church. Remarkable at the time, the constitution proclaimed the right to free education for the poor, but the constitution did not explicitly require the state to set up educational institutions. Instead the constitution protected the rights of citizens to found and operate schools and to provide home education. The constitution also provided for freedom of science and teaching, and it guaranteed the right of everybody to choose a vocation and train for it.[22] The nineteenth century also saw the development of socialist theory, which held that the primary task of the state was to ensure the economic and social well-being of the community through government intervention and regulation. Socialist theory recognised that individuals had claims to basic welfare services against the state and education was viewed as one of these welfare entitlements. This was in contrast to liberal theory at the time, which regarded non-state actors as the prime providers of education. Socialist ideals were enshrined in the 1936 Soviet Constitution, which was the first constitution to recognise the right to education with a corresponding obligation of the state to provide such education. The constitution guaranteed free and compulsory education at all levels, a system of state scholarships and vocational training in state  enterprises. Subsequently the right to education featured strongly in the constitutions of socialist states.[23] As a political goal, right to education was declared in F. D. Roosevelt’s 1944 speech on the Second Bill of Rights. Implementation International law does not protect the right to pre-primary education and international documents generally omit references to education at this level.[24] The Universal Declaration of Human Rights states that everyone has the right to education, hence the right applies to all individuals, although children are understood as the main beneficiaries.[25] The rights to education are separated into three levels: * Primary (Elemental or Fundamental) Education. This shall be compulsory and free for any child regardless of their nationality, gender, place of birth, or any other discrimination. Upon ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years. * Secondary (or Elementary, Technical and Professional in the UDHR) Education must be generally available and accessible. * Higher Education (at the University Level) should be provided according to capacity. That is, anyone who meets the necessary education standards should be able to go to university. Both secondary and higher education shall be made accessible â€Å"by every appropriate means, and in particular by the progressive introduction of free education†. [26] Compulsory education The realisation of the right to education on a national level may be achieved through compulsory education, or more specifically free compulsory primary education, as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights.[27][28] Action For Children (AFC) Action for Children (AFC) conceptualised by Wild Ganzen and supported by Net4Kids and Kids Rights aims at involving privileged citizens, civil society groups and various institutions including corporates in the development process. This programme supported by the Dutch Government promoted consortium (Wild Ganzen, Net4Kids and Kids Rights) has given a boost to the initiative. The programme is being implemented in three developing economies of the world namely Brazil, South Africa and India. Smile Foundation joined hands with the Consortium in April 2008 and since then has been executing the programme in India. The objective is to stimulate more fortunate mass to be a part of the development process and ensure sustainability of grassroots initiatives across India. Through AFC, Smile Foundation encourages people to ‘stand up and act’ to bring a change in the lives of underprivileged children and youth. Action For Children is based on the concept that development is a people’s issue and not just the government’s concern. With this premise, the Foundation has been striving to build a civil society that owes responsibility for societal development and participate whole-heartedly in transforming the lives of underprivileged children. Through AFC, Smile Foundation encourages individuals, civil society groups, corporate houses, professional associations, schools, colleges, youth wings to participate in the development process. The Action for Children programme sensitizes and involves the fortunate mass through: 1. Local Actions Local Action connotes organizing an event to raise funds for a child centric project. It can be organised by individuals, groups and institutions in their region. Local action aims at sensitization and consequent involvement of the privileged mass in raising funds for children through various activities 2. KidsXL KidsXL is a school exchange programme wherein children of privileged school and underprivileged school are brought together under one platform. Several interactive sessions and special activities are organized for the children. KidsXL aims at bringing the children from both the segments closer, thereby reducing social disparities. In the process, the children also learn to be sensitive and responsible towards the society 3. Media Advocacy The aim is to involve media in creating awareness among the people and advocating the cause before a wide audience. The Foundation sensitizes  people through documentaries, Public Service Advertisements, news features, advocacy campaigns, rallies etc. 4. Corporate Social Responsibility CSR aims at sensitising and involving corporates in the development process. It gives the corporates an opportunity to give back to the society. It is based on a partnership model wherein corporates partner with Smile Foundation either to support the whole or a part of capital cost or running cost of a child centric project. The inherent objective of the programme is to ensure that the development activities become locally sustainable.

Chapter 5 Quiz

Many of the institutions and customs that emerged in east Asia during this era persisted until the twentieth century or even the present. Why do you think this is so? Why does there seem to be more continuity in east Asian history than in other parts of the world? Patriarchal Family. Nomadic Threats. Mandate of Heaven. 2. What are the advantages and disadvantages of a form of writing that is pictographic and ideographic (like Chinese) versus one that is alphabetic? Advantages: A single characater can mean an entire phrase or can have multiple meanings.If you are fluent in the meanings, then it is easier to read and ideas can be connected together more quickly. If the pictographs represent everyday things that everybody knows, it may be easier to learn to understand the language on the more basic level. Disadvantages: It could take a very long time to learn it all. For example, it could take a very long time to learn all the letters that represent one idea or thought. It has a wider i nterpretation, something may mean one thing to a person and slightly different to another.For example, a letter could represent a cat , could be seen as a panther to somebody else. 3. How do early east Asian religious beliefs and practices differ from those of the other early cultures you have studied so far? What do these differences imply about the societies' structures and their most important values? East Asia did not have a main or official type of a religion. They only followed the rule of the Mandate of Heaven. A leader is chosen by heavenly powers to govern within his realm. If the ruler was successful in his duties then the heavenly powers would rejoice.If the ruler failed then the heavenly powers would withdraw a mandate to rule and a better deserving person will take that rulers place. The peoplel of east asia did not worship one certain deity at all unlike the other socieites . They also believed in the veneration of their ancestors. People believed that with doing good deeds and having great virtue throughout the family, then the ancestors will lead them to propser when they meet their ancestors. The region of Mesopotamia was under the belief of polytheism or many gods. Egypt was under the belief of many gods but mainly environmental gods, such as Ra the sun god, and the afterlife.

George Orwell Webquest

His experience in Sp Alan was the defining moment of Rowel's political awakening. He left Spain with a life Eng hatred of totalitarianism, and this stance formed the basis of all of his following work s. 3. The book Animal Farm reflects on events leading up to the Russian Revolution of 191 7 and then onto the Stalin era in the Soviet Union. It was critical of Joseph Stalin and based off of Rowel's belief that the Soviet union had become a brutal dice tutorship. The novel is an allegory. 4. 1984 was published on June 8th, 1949. The novel was based on a British Labor Party.Orwell warned against the Russian state. Orwell died in a London hoses tall on January 21 SST, 1950. Topic II Totalitarianism Totalitarianism is the political concept that the citizen should be totally subject t to an absolute state authority. 2. Bonito Mussolini coined the term totalitarian to describe the new fascist state of Italy. 3. Three examples of totalitarian are Italy in the 1 sass and Germany and Japan I n the asses. 4. Stalin transformed the Russian economy as part of his five year plan by rapid growth Of heavy industry and increased farm production through acclimatization of agric ultra.Russian's totalitarian state controlled people and the media with Stalin's used propaganda, censorship, and terror to force his will on the Soviet people, the government newspapers glorified work and Stalin himself, and secret police s pied on citizens, and anyone who refused to praise Stalin and the state faced severe punishment, even death 5. Mussolini's totalitarian party was called fascist party 6. Three ways Mussolini and his party controlled the media were appointing Fast cists to top offices, censoring the press, and organizing a secret police, and banning a y criticism of the government. 7. Everything in the state, nothing outside the state, nothing against the state. † was Mussolini's well known slogan. 8. The purges occurred in 1 930 and were aimed at extermination Of those who o opp osed industrialization and the kulaks (Wolff farmers and entrepreneurs, who opposed acclimatization). 9. 36% of the communist party membership was purged. 10. The purge of the Red Army Officer Corps was a power play which resulted in S Italian consolidating his power as leader of the Soviet Union. During the prewar peer d he systematically imprisoned and/ or executed thousands of his own military officers.

Financial Markets Efficiency Essay Example | Topics and Well Written Essays - 1000 words

Financial Markets Efficiency - Essay Example Therefore, this form suggests that if everyone is aware of the price records, it is of no value. However, many financial analysts acquire profits by evaluating pas prices using technical analysis including pointing price policy or moving average technique, which according to this form has no value (Horne, 1990). Semi-strong form of market efficiency says, â€Å"Current prices have influence of all the information that is publicly available† (Williams, 2005). All the information takes into account the annual reports of the company that is â€Å"balance sheet and income statements showing the status of assets and liabilities of the company and telling about the revenues, expenses, and income of the company† (Fleming, 2004). It also encounters the payment of dividends, announcement of merger plans, upcoming macroeconomics expectations pertinent to inflation and unemployment (Fleming, 2004). It needs not only to be financial but every aspect that is responsible for adding o r subtracting value to the company. It can also be about the behavior of management with employees, the competence of research and development department, quality of the products and perception about the company in public’s mind. ... One needs to make a deep research to gather all the information, which is helpful in determining the current prices and getting profitable returns. The strong form of market efficiency does not only have impacts of public information but it also opts for information inside the company that is private information. Strong form is different from semi-strong form in a way that it does not want anyone to acquire profits even when public is not aware of the trading information at that time (Bollen & Inder, 2002). In simple words, it means that even the management and other important organizers of the company that is insiders should not be able to acquire profits on company’s shares. As insiders have knowledge about profitable shares, so they should not acquire these shares after few minutes later they make the decision. Additionally, the members of R & D department should not get profits on information they discovered half an hour ago. The objective of strong form of market efficien cy is that markets should possess abilities of anticipating in an impartial manner. However, this form of efficiency is very difficult to achieve as greed for money and other monetary rewards can persuade ones inner light and convert it into flesh. The question arises that why is there a need of efficient market. A market has to be efficient otherwise; investor’s money would go nowhere. An efficient market is one where all the information influences the prices of shares. Market has to be â€Å"large and all the information should be available to investors regarding a company’s financial conditions† (Bollen & Inder, 2002). In this kind of market, transaction costs should be less than the opportunity cost of investment. Opportunity cost is the

Multi-Self Model and the Dual-Self Model Approaches to Self-Control Essay

Multi-Self Model and the Dual-Self Model Approaches to Self-Control Problems - Essay Example According to the research findings, it can, therefore, be said that the multi-self model is a complex topic in behavioral economics. Authors like Ambrus and Rozen have described it as a broader conception in the form of an array of self-control concepts or theories. As such, the concept of aggregator appears at the center of this approach. The aggregator can be understood as a behavioral and psychometric mechanism that organizes the available choices before the individual. The aggregator factors cumulate a suitable prioritized list of choices, and the individual’s sense of rational behavior ultimately leads him or her to select the most appropriate one for oneself. However, in the deep trenches of mind and thought processes, this one self is actually consisting of many selves. Hence, according to Ambrus and Rozen, one of the most important characteristics of a given set of aggregators is that the aggregation can be dependent on the consumer’s economic utilities and obje ctives. Therefore, if an individual is considered as a coherence of more than one economic self, then preferences of oneself may differ from that of another. Consequently, several contemporary models of â€Å"multi-self decision-making† utilize pieces of cardinal information that are embedded in the utility functions of an individual’s diverse economic selves. Aggregators being considered as the fundamentals of utility functions can also be defined as the intensity of preferences, which are capable of molding the dynamics of intra-personal economic decisions. However, this paradigm can be extended to inter-personal economic decisions too.

Critically discuss the role of users in Legos approach to innovation Essay

Critically discuss the role of users in Legos approach to innovation and consider whether the strategy could be put to use in other organisations - Essay Example Later the product range shifted to a set of interlocking bricks which was launched in the market in 1953 but failed because of the consumer’s perception towards plastic toys was strong. By 1959 the company shifted completely to manufacturing plastic bricks and related products and stopped producing wooden toys. The company adopted a series of change with product innovations, segmenting and targeting markets, figures, adding wheels, switching to acrylonitrile butadiene styrene plastic rather than cellulose acetate, and addition of instruction manuals. Such changes helped Lego for further development and by 1988 there exist almost 50 elements in the toy system of Lego. It manufactured Duplo with large bricks for younger children and for the older ones it had Lego Technic Builders. The growth of Lego increased throughout the 20th century and it ranked in top ten toymakers in the world. Their product range diversified through models cars, train sets and robotics and even the diver sification was seen in the architecture to include programmability and control in order to support these toys (Chesbrough , 2003, pp.76-77). In 1999 the fortune magazine stated that Lego is the ‘toy of century’. The Lego’s operations faced competition due to evolution of computer games which attracted the younger generation and even its costly toys in the high cost economy created pressure in its operations. The low cost toys caused a problem for Lego to remain competitive in the market. As the potential configuration of a small number bricks were huge which involved the users more in the Lego concept. The Lego toys has been bought by the people to make house and cars who then reassemble the bricks in the own user created approach. From the year 2000 Lego has been keeping at the centre of its strategy the user linked approach. The company in order to improve the efficiency of production started developing digital models of the bricks and

Julius Ceasar and william shakespear Essay Example | Topics and Well Written Essays - 1250 words

Julius Ceasar and william shakespear - Essay Example Mark Antony, who was Caesar’s friend, offered an interment oration that remained famous to date. It is fundamental to explore the role of fallacy, omen and divination as demonstrated, and their relationship with the Roman culture and religions, by Brutus, Mark Antony and Julia Caesar. The paper will explore the dynamics among the various characters to establish the role of Shakespeare. Brutus Brutus, being the tragic hero of the play, portrays immense complexity in the character and motivations. Apart from being a powerful figure, he comes out as a loving husband and a good master of his servants. He is also a loving pal and a noble military leader. This character has a rather rigid ideology that doubles up as both his strength and weakness. His quest to put his ambitions on top of everything makes him fit the description of being â€Å"the noblest of the Romans.† Besides, he is also committed to principle, and this works against him always as he consistently makes misc alculations. For instance, when Cassius suggested to him that the conspirators would kill Caesar and Antony, he blatantly ignored. He again showed the naivety of his idealism during Caesar’s funeral when he allowed Antony to make the famous oration over the remains of Caesar. Consequently, he forfeited the authority about the last word of the murder, and this ensured that Antony succeeded in inciting the plebeians to protest against his compatriots (Bowen, Shakespeare, and Garcia 47). Julius Caesar He lived and portrayed an overly ambitious character determined to acquire and wield absolute power over Rome. He strongly comes out as a figure that only lived on the minds of other men. He strongly believed that his hold on Rome was permanent and, therefore, committed his loyalty to principles besides regarding himself as a public institution. Unfortunately, this later proved to be his utmost undoing. When Calpurnia, his wife, shared with him her nightmares, he stubbornly dismiss es them and fails to heed. He also ignores the supernatural omen circulating in the atmosphere. With the prospects of coronation, Caesar allowed his big ambitions to get on top of him. He lived a life of conflation whereby his public image and private self conjure. This led him to embrace a mistaken belief that he is immortal and that his mortal body protects his public self. However, his mortality later comes into play in Act V, Scene iii, when Brutus attributed the misfortunes befalling Cassius to Caesar’s power coming beyond the grave (Bowen, Shakespeare, and Garcia 18). Antony Antony plays a role in disapproving Brutus’ supposed strength. He is naturally improvisatory and impulsive and this perfectly helps him prove that Brutus is weak. He does this by first persuading the conspirators of his support to gain leniency from them. He then persuades the plebeians of the injustices committed by the conspirators against them and subsequently acquires support of the masse s. This makes him a consummate politician who ably could use skilled rhetoric and gestures to his advantage. Besides, he wisely responds to delicate cues from both his friends and enemies to determine his correct mode of conduct in each distinct situation. This always ensured that he gained the biggest advantage among his political peers. When he got an opportunity to eulogize Caesar’s death, he strategically designs his speech and words to please the audience and attract their desires. Interestingly, he ensured

Predicting the development of Anorexia Essay Example | Topics and Well Written Essays - 2750 words

Predicting the development of Anorexia - Essay Example The present study aims to identify the possible correlation between different adult attachment styles to the vulnerability of developing eating disorders. The susceptibility of developing anorexia is higher among the insecure attached people than those secure attached. Attachment relationships remain important throughout the life. While female adolescent and young adult are most likely affected by anorexia the vulnerability may vary across attachment styles. A group of 50 female patients aged 18-30, who fulfilled DSM-III-R criteria for typical anorexia nervosa and bulimia nervosa will be studied. They will undergo an interview to assess their attachment styles by using the relationship questionnaire (RQ) created by Bartholomew and Horowitz. Pearson correlation analyses will be performed afterwards to calculate the correlation among the variables. The results may be useful in risk assessment. Eating disorders are one of the most common forms of mental health problem and are associated with increased risk to life. The most common mental health problems in clinical practice are depression, eating disorders and anxiety disorders. The mortality rate is very high for eating disorders. Anorexia, when it is simply a physical symptom, can be caused by a range of problems, not necessarily psychological, which is why when it is part of an eating disorder, it is often called anorexia nervosa, in order to distinguish it. The overwhelming majority of people with eating disorders are heterosexual women. An estimated 10 per cent of all cases of eating disorders are male. A very interesting case in point is the study of anorexia in Hong Kong by Lee (2001: 40-54). Usually anorexia nervosa is associated with the fear of getting fat. This is an important feature of the differential diagnosis in the Diagnostic and Statistical Manual IV (DSM IV) for anorexia. The prevalence of eating disorde rs in young women in Hong Kong and other high-income cities are on the rise. Their earlier study revealed that the prevalence of disordered eating in Hong Kong is related to body dissatisfaction, family dysfunction, and depression in the adolescent females. Chinese adolescent females demonstrate Western pattern of body dissatisfaction and disordered eating attitudes. The psychosocial vulnerability factors are closely linked with it, and in the coming time, the authors predicted, there would be more weight control behavior and eating disorders (Lee and Lee, 1996). In their study in 2000, they commented that societal modernization is the cause of it (Lee and Lee, 2000). Another interesting feature is that they had no fear of getting fat, but they refused food in order to express their worries or to assert themselves in the family (Lee, 2001). Thus self-evaluation has a role to play in these disorders. Aim The present study aims at identifying the possible correlation between different adult styles of attachment to the risk of developing eating disorders. Objectives Thus far, the therapeutic measures available for eating disorders are inadequate. Better interventions are possible if the mechanism is delineated further. If a correlation between these eating disorders and attachment style in the adulthood is established, then

The Renowned Case of Marbury vs Madison Assignment

The Renowned Case of Marbury vs Madison - Assignment Example Moreover, it also evaluates the decision of John Marshall, the Chief Justice of the US Supreme Court regarding the case. The evaluation of this would lead to an understanding of the loopholes in the US Judicial System and improve the US Judicial System. In the case of Marbury v. Madison, there were certain issues that were presented to the court. In this regard, it is observed that the major issue raised was the right of Marbury to serve as the Justice of Peace after being appointed to the same post. Moreover, in this regard, further issues are also presented regarding the infringement of Marbury’s right. Alongside, issues relevant to deal with such circumstances are also illustrated (FindLaw, 2015). The case of Marbury v. Madison had led to the establishment of the Article III of the US constitution. The Article III suggests of the establishment of the Judicial Branches in the US Judicial System. Moreover, the case also suggests of the presence of James Madison, who had been the Secretary of State of the United States. Moreover, it is also important to note that the judgement of the case was drawn under John Marshall. John Marshall had been the Chief Justice of the US Supreme Court during the period of the case (FindLaw, 2015). The case of Marbury v. Madison began when William Marbury on 2nd March 1801was appointed as the Justice of the Peace in Columbia District in the US. During that period, it was the last days of John Adam as the President of the nation. Several others were also appointed in different posts, but their commission was not provided. The discontented candidates in this regard filed a case against the Congress (FindLaw, 2015). Marbury v. Madison case is based on the Judicial Review of the Article III of the US constitution. The decision of the Supreme Court regarding the case distinguished and defined the boundary between the executives and the judiciary branches (FindLaw, 2015). The case of Marbury v. Madison began when William Marbury on 2nd March 1801was appointed as the Justice of the Peace in Columbia District in the US.     

Ethics of Artificial Intelligence & Machine Learning Research Paper

Ethics of Artificial Intelligence & Machine Learning - Research Paper Example These include aspects relating to safety of real human beings such that they will not pose risks and moral status of the devised machines in reasoning well as expected of person undertaking a given certain task (Bostrom, & Yudkowsky, 2011). In this case, Artificial Intelligence (AI) especially in the field of machines focuses on imparting devices relevant ethical principles or a certain procedures that will enable them discover as well as resolve dilemmas, which they might experience while undertaking their respective tasks. Hence, making them behave or function ethically with the aid of their complex programmed decision-making processes. This study seeks to analyze and present an in deep understanding, comparing of artificial intelligence in the field of machine learning and highlighting certain philosophical implications mostly used relating to human conduct, for instance, morals. Artificial general Intelligence Currently, machines owing to their complex advancements over years hav e resulted to tackling varied and even intricate tasks challenging to human beings. However, this breakthrough has not prompted professionals especially in the field of machines rest but even work more to rectify significant shortcomings evident in robots and similar devices (Bostrom, & Yudkowsky, 2011). ... This is because of their limited inherent Classical artificial intelligence whereby in their quest to equal humanity ought to embrace varied networks integrated in them (Muller, 2012). For instance, these include neural networks, universal algorithms, cognitive science, mathematical methods, emergence behavioral robotics, interactive devices besides others supposed to enhance refined capabilities (Muller, 2012). References Bostrom, N. & Yudkowsky, E. (2011). Ethics of Artificial Intelligence. Retrieved on 13Th October 2013 from Grodzinsky, F. S., Miller, K. W., & Wolf, M. J. (2008). The ethics of designing artificial agents. Ethics and Information Technology, 10(2-3), 115-121. DOI: http://dx.doi.org/10.1007/s10676-008-9163-9. Muller, V. (2012). Introduction: Philosophy and Theory of Artificial Intelligence. Minds & Machines. pp. 67-69. DOI:

Conservation of Biodiversity Essay Example for Free

Conservation of Biodiversity Essay 4.3.1 State the arguments for preserving species and habitats. Why conserve biodiversity? The values of biodiversity can be classified as either direct values or indirect values (see pp.119-120 in the IB ESS Course Companion): †¢ Direct values can be (relatively) easily calculated †¢ goods harvested destroyed for consumption (eating) or sale in a market †¢ generally physical commodities of some sort †¢ private goods value accrues to the owner of the resource †¢ Examples: †¢ food sources (‘heirloom varieties’ of many crops, i.e. corn/maize) †¢ natural products (medicines, textiles, fertilizers, pesticides, etc) †¢ Indirect values more difficult to calculate †¢ stabilize ecosystems (negative feedback cycles) †¢ provide benefits but are not generally harvested/destroyed/sold †¢ usually services or processes which benefit everyone †¢ public goods value accrues to society instead of individuals †¢ Examples: †¢ ecosystem productivity (a. k.a. ecosystem services) i.e. soil aeration, pollination, fertilization, carbon sequestration, oxygen production ,climate regulation, etc †¢ scientific or educational value †¢ biological control (another example of negative feedback) †¢ gene sources †¢ environmental monitors †¢ recreation and ecotourism †¢ human health possible future medical applications †¢ rights of indigenous peoples †¢ intrinsic (ethical) value biorights 4.3.2 Compare and contrast the role and activities of intergovernmental and non‑governmental organizations in preserving and restoring ecosystems and biodiversity. There are 2 main approaches to conserving biodiversity around the world: conservation biology and preservation biology. †¢ conservation biology sustainable use and management of resources; humans are a part of the picture and their needs are also taken into consideration †¢ preservation biology excludes humans and human needs from conservation efforts; conservation based on biorights How conservation organizations work: For a comparison of the work of GO’s and NGO’s, see Table 6.1 at the bottom of page 122 in your IB ESS Course Companion. It is important to understand how these agencies use media, enforce laws, respond to the issues, and work within the political/diplomatic constraints imposed by different governments around the world. †¢ government organizations (GO’s) †¢ part or branch of a national, state, department, or local government †¢ ultimately responsible to the voter †¢ have the authority to prosecute violations of regulations within their jurisdiction †¢ examples: Fish and Wildlife Service, Department of Agriculture, Eaux et Forets (Water and Forests), and other branches of local and national government agencies †¢ intergovernmental organizations (IGO’s) †¢ generally a part of multi-national organizations, especially the United Nations †¢ most agreements are not legally binding under international law, but each signatory country is responsible for legislating and regulating conservation efforts within their own territory †¢ the UN and other IGO’s †¢ Examples: UNEP (United Nations Environment Programme), CITES, IPCC (Intergovernment Panel on Climate Change) †¢ non-governmental organizations (NGO’s) †¢ work independently from governments to protect threatened species and areas †¢ frequently form partnerships with GO’s and IGO’s to more effectively reach their targeted goals †¢ Examples: WWF, Greenpeace, and too many others to list here. For a brief summary, visit this Wikipedia page: http://en.wikipedia.org/wiki/List_of_environmental_organizations 4.3.3 State and explain the criteria used to design protected areas. Be familiar with the idea of island biogeography: â€Å"Two eminent ecologists, the late Robert MacArthur of Princeton University and E. 0. Wilson of Harvardproposed that the number of species on any island reflects a balance between the rate at which new species colonize it and the rate at which populations of established species become extinct.† (For a complete explanation, visit http://www.stanford.edu/group/stanfordbirds/text/essays/Island_Biogeography.html) Essentially, protected areas can be thought of as islands within the surrounding landscape. The success and effectiveness of protected areas depends on several factors: 1. size larger space allows for larger populations and gene pools, and a wider variety of species 2. shape round is better than all other shapes because it reduces the edge effect 3. edge effects less edge is better; edge creates differences in the structure of an ecosystem, called an ecotone (an area where 2 habitats meet), which influences what may successfully live there. 4. corridors provide safe passage between protected areas 5. proximity if protected areas are close to other protected areas, they are more effective than isolated islands The above points are effectively outlined and explained in Figure 6.6 and on pages 128-129 of the IB ESS Course Companion. 4.3.4 Evaluate the success of a named protected area. Evaluate the success of these case studies from the IB ESS Course Companion, as well as at least one local example from India. For each case study, be able to outline and discuss responses to the following questions: A. Which species is the area designed to protect? B. Why is/are the species threatened? C. How and why has the protected area been successful? D. What are the weaknesses (and their causes) of the protected area? E. Describe how the criteria used to design protected areas have influenced the success of each case study. Case Studies 1. Royal Chitwan National Park, Nepal 2. Sichuan Giant Panda sanctuaries, China 3. Sepilok Orang Utan Centre, Malaysia 4. Yosemite National park, USA 5. Serengeti National Park, TZ 6. Gir wildlife Sanctuary 7. Ranthambore National Park 8. Corbet National park 9. Kaziranga National Park 4.3.5 Discuss and evaluate the strengths and weaknesses of the species-based approach to conservation. CITES intergovernmental agreement designed to protect species threatened by international trade; voluntary; each country is responsible for its own laws, territory, and enforcement

Arthur Birling and inspector goole Essay Example for Free

Arthur Birling and inspector goole Essay Priestley shows this in the section after the inspector has left I remember what he said, how he looked, how he made me feel. Fire and blood and anguish. This shows the affect that he had on certain characters was very big. In his closing speech the Inspector left with a warning; And I tell that the time will soon come when, if men will not learn that lesson, then they will be taught it in fire and blood and anguish. This could be referring to the first world war, where men from all different backgrounds, and classes, would have to stand together, as equals, and fight for their country. This contradicts Mr Birlings prediction at the start of Act 1; Just because the Kaiser makes a few speeches The Germans dont want war. Nobody wants war, This shows the difference between the philosophies of the Inspector and Birling, it also demonstrates Priestleys idea that Mr Birlings capitalist views are wrong, and how the Inspector, who is right about war, is probably right about everything else. Priestley uses this to show the benefits a socialist society would bring to the world. Priestley is suggesting that Birlings every man for himself idea will end in tragedies like Eva. Whereas the Inspectors Philosophy of shared responsibility would avoid such terrible events. The experience of the Inspectors questions changes some characters, but has no effect on others. It starts off with all of the family sitting down feeling no guilt whatsoever, but after the Inspector comes Eric and Sheila realise the seriousness of what they have done, whilst the others, at this point believing it is a practical joke, feel no guilt. What Mr and Mrs Birling and Gerald didnt seem to understand is that even if it wasnt the same girl (and no one was sure if it was or not) that they still did these cruel actions, and millions of other people do similar things without knowing the consequences, many young men and women will come to a similar end. Another point to the structure of the play is that the inspector only reveals small parts of Evas story to certain characters, never letting more than one person see the photograph at once. This gives the twist at the end more mystery. The Inspector affected different characters differently, depending on how much they understand what was going on in the world at that point in time. Mr Birling was affected slightly at the start, but being a weak character, and because of his wifes superior class always follows her lead. Therefore after watching his wifes interrogation, and seeing the way she refused to give in to the Inspector, and not feel guilty about what she has done, he follows suit. He and Mrs Birling were the least affected characters, in the end, possibly because they didnt understand what life would have been like for Eva Smith without all the things they did to her. Gerald felt very guilty at first, because he had feelings for her, but then he went for a walk and didnt feel as guilty anymore. This is probably because Gerald has grown up used to money, and inherited his parents capitalist views. Eric and Sheila were most affected by the Inspector, especially his final words, this is shown when Sheila repeats them Fire and blood and aguish. Sheila and Eric understand most about what goes on in the world, this is demonstrated early on but what about war? and when Sheila knows about Erics drinking problem. They understand more that this sort of thing can happen to people, and these small actions can lead people to commit suicide, this is probably why the inspector affected them more. After watching the play, the audience can interpret the character of Inspector Goole in many different ways. You could think of him just as a normal man, who, having heard of the Birling familys selfish acts, wishes to help them change for the better. Or he could be a conscience to make them feel guilty about what theyve done, and stop distancing themselves from the working class. He could also be the ghost of Eva Smith in another form to make them pay for what theyve done. His surname also indicates this as it is a homonym of ghoul, another word for ghost. I conclude that Birling represents the views of capitalists and the inspector represents the views of socialists. Priestley makes Birling a weak, unintelligent, ignorant and Selfish character who rambles on a bit and desperate to fit in with the higher class that he follows his wifes lead. Sybil seems to guide her husband, Telling him what he should or shouldnt say, this is made evident when she disapproves with him saying: Good dinner too Sybil tell cook for me. Mrs Birling would disapprove because saying what good food it was, wasnt considered a polite thing because it is like fishing for compliments from Gerald. She doesnt like him saying tell cook for me because it implies they talk to their servants, which wouldnt have been done in those days. Birling also copies Geralds fathers (his social superior) choice of wine, to make Gerald think that he is marrying into a family with as much money as his. In contrast, Priestley makes the inspector appear as a person who speaks carefully, is intelligent, knows what is going on in the world, is very strong and comes across as a kinder, selfless person; Priestley uses this to make the audience think that a socialist society will provide a fairer, more just solution to the worlds problems.

Subject Of Human Resource Development Management Essay

Subject Of Human Resource Development Management Essay This report provides an understanding of the subject of Human resource Development . In this report we explain the different learning style and explain the learning theories and its contribution to the planning and design of learning events. and it has been describe the implications of the learning curve and the importance of ensuring the transfer of learning to workplace. Methods of analysis include HRD policy of Nestle,HR practices, types of flexibility could be seen in the organisation, methods of training, and stages of training cycle. And finally analysis of suitable evaluation model for In the second part of the report it has been clearly identified the systematic approach of training methods practiced at Nestle and factors to take into account when planning a training and development event. In the final part of the report it has been explored the evaluation needs, and review the key stakeholders in the evaluation process and evaluation techniques could be practised at Nestle and finally the influencing role of UK government in training and development and the growing emphasis on lifelong learning and continuous development. And examine the range of contemporary training initiatives introduced by the UK government. Table of Contents Introduction The demand of industry and commerce are continually changing and are reflected in the activities of the training department and the training and development programmes. New approaches, skills, operations and procedures require either new training programmes or modifications of existing ones. This in turn affects the members of the training department.- planners, designers, authors, trainers, administrators- who have to develop different programs. Only too frequently the steps proceeding the training event are rushed or inadequate and the training itself is entered into without an effective design The training process in complex and starts at a decision making event. This might be a senior manager meeting at which a new operation or procedure is decided; a personnel report on suspicions of problems gleaned from performance reviews; line managers concerns that they or their staff may be performing at less than total effectiveness ; or staff themselves who realize that they need support, guidance and training to perform their roles or develop beyond their current levels. Whatever the source of the need requirement, if effective training and development is to result , the activities to achieve the needs must be planned in a capable manner. This report describe Nestle training and development policy all over the world and how the successful approaches of training methods and evaluation techniques contribute to the overall success of the companyhttp://t1.gstatic.com/images?q=tbn:ANd9GcQR_Q1qZpCFk9kfvuK5e67m89By3msSMXwXTeXl4UHYEsS_YOza Task 01 Importance of comparing learning style In practice, effective learning requires that trainees adopt a flexible style, sometime serialist, and sometime hoslist. However, this may not be possible for many people. The implication for differing learning styles for course designers is that training methods should be varied to meet the differing approaches for their course members. Thus, although trainers themselves may wish to use experiential and participative forms of training, these may not always be welcomed by their trainees, who may prefer to opt for traditional methods. Mayo suggests that organizations need to recognize the simple fact that different people learn different ways should take the following actions. Give people the opportunity to discover their most learning style Offer learning opportunities that suit people with different learning style Recognize to complete the full learning style Help people to translate the learning cycle into a continuous spiral of learning Honey and Mumford simplified Kolbs learning cycle and refined his learning style questionnaire. The result is that managers can identify whether they are predominantly: Activist- Whats new? I m game for anything Reflector- Id like to think about this Theorist- How does this relate to that? Pragmatist- How can I apply this is practice? The researchers claim that an understanding of ones learning style will enhance learning effectiveness, whether as a trainee or as a tutor. Different learning theories The way in which people learn best will differ according to the type of person. There are several competing theories about how people learn, and how you can assess your natural learning style. Behaviourism theory As the name suggests, researched were interested Learner must be able to respond actively and it concerned with behaviour than with thinking, feeling, or knowing. Simply it focuses on the objective and observable components of behaviour. Of the trainee. learning is facilitated when objectives are clear and to acquire more skills the frequency of repetition of responses is more important. Cognitive theory Cognitive psychologists saw learning as a complex process involving the exercise of problem solving capacity , mental mapping, intuition, imagination , perception, and purpose. They also held that learning could be latent. i.e stored away until required for use. Social learning approach This theory suggests people learn by watching others. The term modelling was coined by Miller and Dollard to explain learning by imitating others and role models as a label for those individuals who are held up as examples of good practice. The willingness to learn is the key condition that is required by Nestle. And they consider people are they most valuable asset, so when they design a training program, they ensure that by adopting which learning theory will maximise the potential; of the Nestles employees so that they could able to achieve the following objectives through training and development strategy. ensure that a pool of talent team are at the right place at the right time to enable experience through exposure; either through on-the-job training, overseas assignments or project participation. Generate meaningful learning which improve the organisational and personal performance of the employee through effective training programmes (Source :- http://www.nestle-family.com/media/english/people-development.aspx) 1.3 Importance of Learning curve and the transfer of learning Learning curve is a graph showing the relationship between time spent in learning and the level of competence achieved. It describes the progress and variable pace of learning. It basically state the more you learn less steps will be taken to increase the time and effort to complete a given task. in order to get the maximum utilization from the learning it is important to make sure there is motivation and interest is established on the activity that the employee learn, otherwise there could be an imbalance between the learning process and the ultimate performance of the employee . The ability to utilize previous learning in the service of a new learning is called transfer of learning .it is an important factor in any learning , but especially so when basic principles are being learned. Transfer can be two types: positive and negative., Simply nestle encourage people to learn, where it has a strong culture to develop the people from all over the world. So willingness to learn is the most important condition to be employed by Nestle. Their training programmes are purpose oriented and designed to improve relevant skills and competencies. They continuously develop the specific skills to perform the work activities efficiently with minimal time taken. Nestle provide motivation in various ways to their employees, such as providing opportunity to upgrade the literacy skills, on job training, establishment of residential training centres are aimed at improving the learning capacity of Nestlà ©s employees. This will result in higher productivity and efficient work force and having a competitive global market. And the organisation makes sure the employees applied the skills and knowledge learned from the training and work place activities in the task given to them. And update of new skills taught to them http://t1.gstatic.c om/images?q=tbn:ANd9GcTSQ8OQctP8TEJK-5ypua5dpnc1r-tjUNUHoZ6mrYRnce5-AQB7 (Nestle case study) Task 02 2.1 Nestlà ©s Approach to training Training is the necessary part at Nestle from the top management to the bottom level. and training is provided continually to develop the individuals who are employed at Nestle throughout the world. e-Learning, classroom courses, management courses and executive courses), are provided by each and every country where Nestle has its operations and it has five training centres including in France, UK, Spain, Mexico and Brazil. Nestle provides the following- Literacy training is provided to upgrade the necessary literacy skills those who missed a large part of their elementary school. This is specially designed for employees who handle new technical equipments and work in independence work teams Nestle Apprenticeship Programs. Apprenticeship programs have been an essential part of Nestle; training where the young trainees spent three days a week at work and two at school. Local Training Programs- On issues ranging from technical, leadership, and communication and business economics. Two third of all Nestle employees work in factories most of which organize continuous training to meet their specific needs. in addition , an number Nestle operating companies run their own residential training centres. International Training Rive-Reine, their International Training and Conference Centre in Switzerland is where Nestlà © people from all over the world meet to exchange information and ideas in seminars and training courses . 2.2 training contribution of training and development policy A systematic approach to training and development will generally follow a logical sequence of activities commencing with the establishment of a policy and the resources to sustain it, followed by an assessment of training needs, for which appropriate training is provided and ending with some form of evaluation and feedback.http://t3.gstatic.com/images?q=tbn:ANd9GcRs5jKLDUyRUvn_xrvqj46c73oxrFqFyXsoMEBLaa7uNPCx9cqC By providing a systematic training Nestle could expect to enjoy the following potential benefits Maintenance of a sufficient and suitable range of skills amongst employees The development of knowledge and skills in the workforce The harnessing of work experience and other forms of on the job development in a planned way Achievement of improvement job performance and productivity Increase value of employee in the labour market Nestle has a decentralised training and learning nature which provide the opportunity to acquire knowledge and tools they need to respond to local needs, which country they are work in. and it has a culture which motivate their people to work with different people with different country ,which leads to a multinational organisation. Training programs are generally purpose oriented and designed to improve relevant skills and competencies which will help them to move on to the next managerial level in their organisations. Specially management and executive courses are provided for managers. Nestle mainly focus on on the job training methods by the Nestle; people it self not by the professional outside trainers, which means part of the training structure in every company focused on developing managers own coaching skills, so in many cases the manager is personally involved in teaching and mentoring practices as a way of communicating knowledge to their fellow members. 2.3 factors Nestle need to take into account when planning a training and development event The introduction of a systematic approach to training and development at Nestle implies the following sequence of activities: Establishing a policy for employee development Setting up an appropriate training function Developing the means for identifying learning needs Planning and designing learning activities Implementing and subsequently evaluating these activities in their context. The Human resource policy of Nestle is give priority to develop the people of their organisation. This simply deals with the recruitment, remuneration, and training and development and emphasizes individual responsibility and strong leadership and a commitment to lifelong learning. At the next stage when identifying the training needs, Nestle need to consider the following factors Since the company has a diverse culture , must encourage employees to work with people from many different countries and cultures in the course of their career. Education in understanding the culture and values of members of a diverse workforce In order to update with the new level of technology , training should be aimed at overall factories Training should be designed to improve relevant skills and competencies A learning need from Nestles point of view is any shortfall in the employees knowledge, skills or attitudes compared with the requirements of the job, and any consequential requirements to adapt to organisational change. In order to satisfy training needs, training plans need to be established. A plan usually has the following components: aims, target group and numbers of employees across the world, diverse culture, nature of employee and their skills, filling the knowledge gap , programme content , including objectives, programme evaluation. Since at Nestle managers are responsible for coaching and guiding their employees as a part of their work so it would not require formally designed programs but learning targets, timescales and evaluation still need to be planned. The content of the training programme should be geared to the knowledge or skills required by the work responsibilities of the target group. The level at which the training pitched will depend on the current level of k nowledge and skills of the trainees. And also nestle basically depend on the job training methods. This method of learning includes learning from experience, colleagues/workmates, coaching and special projects. And finally training can be evaluated at all levels at Nestle from the level of the training activity itself up to its impact, if any on organisational goals. The subject matter of evaluation embraces the following: Nestle culture and structure On the job training methods The managers and the employees at nestle Changes in trainee behaviour Course content And learning methods 2.4 suitable training method based on HRD managers point of view As a HRD manager the first and most important decision concern the type of training approach that will be used to satisfy the agreed objectives for a particular group of learners. At Nestle most of the training programs are provided in house and managers are required to act as coaches . so coaching is a training and or development approach in which learner follows a learning process at work, usually with the involvement of the manager but using real work projects. This learning at work is different from traditional methods, it is achieved by the use of actual work, as opposed to the more artificial nature of training course activities. Coaching techniques are similar to those of many forms of training and development. In summary these will be: Identify the individuals requiring training and development Confirm that coaching will be best and most cost effective form of satisfying the training needs Discuss with the learner what is needed and agree with them that a coaching process should be followed, Agree with them the terminal objectives for the coaching and the most effective ways of achieving them Construct an agreed coaching plan that will be supported by both of you as the manager and the learners Agree starting and finishing dates for the process Agree interim progress discussions and also the final discussions on completion of the project at which , it is hoped, the results of the project will be accepted Review with the learners the learning resulting from the event and discuss future action The HRD manager as a coach must offer full support to the learners and above all must not look over their shoulder all the time, but remembering that this is basically a training exercise and that they still retain the final responsibility for the success of the task . Task 03 3.1 importance of evaluation of training and development programs to Nestle Evaluation is an activity which attempt to assess either the intrinsic merit of a learning event, i.e whether it was worth doing in the first place or the worth of an event in terms of whether it was useful or not in the circumstances. Evaluation that focuses on training processes and training progress is called formative evaluation , evaluation that focuses on the ultimate worth of training is called summative evaluation. Importance of evolution To determine the effectiveness of the training (whether training objectives met) To help improve the design of training To support accountability (determine the cost benefit ratio or return on investment of the event) Gather information on nature, experience and outcomes of training events so that they can be effectively marketed within the organisation. To allow stakeholders in the training process to give feedback To provide management information Nestle human resource policy mainly emphasis the ongoing learning and the training process to develop the skills of the their employees. It is important to ensure that the trainee is provided the expected outcome at the end of the training session. Since Nestles approach for training is differ in different nations and cultures, it is important to evaluate the different training approaches aimed at different people at different nations. As per the case study learning is an integral part of Nestle culture , in that training and development plays a major role. The effectiveness of evaluating training programs directly contribute the overall success of the company. Effective workforce evaluation helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training.it will maximise the training ROI and help to determine the future from of training programs 3.2 evaluation to be one off or an ongoing process Evaluation does not considered the last process at the end of training and development. It is too important to be treated in this cavalier fashion and it starts long before the end of a training programme. Its important is such that I contend that if you do not evaluate your training and development programs to the maximum extent to which you are allowed or are capable , then it is virtually useless to run the training , if you do not evaluate , apart from highly subjective and personal thoughts, you have no evidence of the success or otherwise of your training. At Nestle pre testing or pre knowledge measures of the learners existing skills and knowledge when it comes to recruit people who have missed their large part of elementary schooling , and in order to develop their skills special development programs are provided by the company. Rive -Reine international Training Center has brought together managers from around the world to learn from senior Nestle managers and from each other. This is a continues evaluation arrangement technique made by Nestle to have midterm evaluation by visiting by the Nestle managers. End of programme evaluation- at the end of the on the job training , employees at Nestle required to perform in a highly technical competencies with adopting to a new working practices. This success is not a measure only of an enjoyable training course that has achieved its objectives. Training is the process of changing people to a more effective state so that the business aspects of the organisation are improved. Training without business improvement is usually training for trainings sake. Evaluation is the process to its final and continued successful application in the workplace. Because of this evaluation over the whole training process, it must be considered early in the design and planning , and must start long before the training event. 3.3 key stakeholders in the evaluation process and discuss the different roles they play Senior management- the senior group must be involved in evaluation at the earliest stage and should be encouraged to be interested , rather than be considered as nuisances. They should State clearly and authoritatively the responsibilities for evaluation Require evaluation analyses and review these regularly The training manager- he performs a range of evaluation activities, principally control measures , including: The control of evaluation strategy and practice Assistance with practical evaluation measures, particularly, when a more neutral assessor than the trainer is needed Presentation of analytic results to senior management The trainer- trainers in spite of their considerable involvement in training itself, must be particularly involved in a large proportion of the evaluation. Their responsibilities include: Designing and implementing validation approaches Designing implementation evaluation measures and supporting these activities Supporting line managers in their briefing and debriefing roles as required The line manager- traditionally , line management has considered the responsibility for evaluation as the training department alone. But the line managers must have an input , if only because of their staff are involved in the training and there is a cost for the training services on their budgets. Ideally line managers should participate in: Evaluation design with the training department- essential as they are a significant party to whatever process is arranged. Pre-programme briefing sessions with their members of staff Post programme debriefing sessions with members of their staff The learner Last but not least, the learners must be involved as far as possible- they have to be relied on for reliable , accurate and honest reporting and comments 3.4 compare and contrast evaluation techniques available to nestle There are so many certain techniques could be used to evaluate the training programms Interviews Questionnaires Direct observation Written test Performance test and etc By activity observation One method of assessing the skill levels of the learners at the start of a training programme is the observation by the trainer of a relevant activity. the basic approach will be assess the skill performance of the learners against some form of pre- planned checklist or analytical instrument. Simply at nestle; on the job training method is used to develop the specific skills to operate more advanced equipment. Technical and behavioural processes are frequently combined for assessments at this early stage, more detailed observation taking place at later stage. when they employed the skills what ever they develop at the early stage. Structured follow up interviews The other main method of performing a medium and longer term evaluation is by follow up interview. Interviews are usually more expensive than questionnaires, particularly if the learners are located throughout the country, or internationally. This may be a difficult task of evaluating trainers at international level for Nestle since it is a multinational company Many of the cost problems can be avoided if the line manager conducts the interview rather than a remote trainer , but you must be assured that the line manager is not too close to the learner, and has the necessary skills to conduct effective interviews. Performance tests This is the most simplest and obvious method of evaluating . under this method the applicants are asked to demonstrate their ability to do the job. These tests are however, useful only for selecting experienced workers. These tests are aimed to find out whether the applicant can perform the job successfully by asking him to do it. this measure work and performance, and include cognitive and skill based learning. Nestle would adapt performance test method to evaluate their trainees , because the on the job training method provide in- house training to their employee while their at work. Apprenticeship programs provide training to young people three days a week at work and two at school. Formal training programs at Nestle generally designed to improve relevant skills and competencies. local training aimed to develop coaching skills of the managers. Performance tests include work sampling methods under which applicants are asked to demonstrate the necessary skills, which they possess by actually doing the tasks. And assessment specially designed to evaluate a candidates managerial potential , is administrated in assessment centres. here where applicants go through a serious of exercises and are appraised by line executives, practicing supervisors, and or trained psychologists. This can be used to evaluate the managers at nestle who act as coachers and mentors and provide continues training to the home grown employees and leaders who provide training at Rive -Reine International training center. 3.5 evaluation models based on each of their contribution There are various approaches for training evaluation Kirkpatrick model Kirkpatrick model is one of the evaluation model used by many companies to evaluate the training programs . the framework classify for levels of which consist , reaction, learning, behaviour, results. The first level reaction evaluate the trainees reaction to the programme. And the next level it measure the whether the trainee learn the principles, skills, and facts that the supervisor given to him, thirdly it look at the behaviour change occur on the job and finally the last level focus on the entire performance of the trainee after the training programme. and whether it has helped to achieve organisational objectives. Each level has its own pros and cons, still it the simple and the practical way of evaluating the training programs, IBM and ATT companies also used evaluation models similar to Kirkpatrick model. but this model is only suitable for the lower level of the management, but it is highly costly to implement this system to the higher managerial levels. http://t2.gstatic.com/images?q=tbn:ANd9GcQHMeF-0U7a0UQnSgOAdlRwT0kIaCfHsSo7nMxiqnKL43QeCUmZZg CIRO model The abbreviation for CIRO is- Context, Input, Reaction, Outcome. The context level The context level identify the performance needs or desired outcomes from the training and the knowledge and skills or attitude needed to change the behaviour of the trainee. Input level identify the resources to be used and training methods, so that the most suitable method will be chosen the reaction level measure the participants reaction and the satisfaction with the training programmes so that appropriate feedback and suggestion could be provided to improve the performance .the final outcome level will measure the results of the programme in terms of context requirement https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeDu2OXdIpiCQtP3OIuVX8vnVFkLTkBeuRMpK4Mz_KUGAScqd0SE7JejdvBK91E3pnDvLDV6tT0Ix6F_WYrB2DEO5ig68sdgEsii0fRdTAlEtZxX1Jcaw8GKHSXOhwEsDTmGfSF7Zaaas/s1600/Stages+of+Evaluvation.JPG This approach is similar to Kirkpatrick in a few aspects. The reaction level is similar to Kirkpatricks but here the focus has been shifted on getting suggestions from participants. Moreover, the Outcome level of CIRO model encompasses learning, behaviour and end results which are three individual levels in Kirkpatrick. CIRO Model is considered to be a softer approach to evaluation of training. By focusing on analysing the need for training and participants suggestion to improve training program, this model covers the shortcoming in Kirkpatricks model but then lacks the evaluation of impact of training on business. based on the above analysis we could see that CIRO model is suitable to Nestle since it measure the final outcome, the change in behaviour and the learning. Training and developing is the fundamental aspect of Nestle success.so it is important not only to provide training to the employees over the counter , but evaluating the performance, their learning abilities as well the main feature of CIRO model is to provide feedback and the suggestion to improve the employees performance, simply this is very essentials since, the Nestle managers act as mentors and coachers, so it a part of the managers to provide feedback to the trainees. Task 04 4.1 Influencing role of UK government in training and development and the growing emphasis on lifelong learning and continuous development. Government is emphasizing the importance of training and development as they aim to remove the barriers of employability of those that have fewer opportunities to do so. This is where the idea of life-long learning is becoming the main initiative of the government to create such opportunities to a wide-range of communities and backgrounds. The life-long learning aim is remove and combat social exclusions which will then help to promote employability and active citizenship amongst communities. The aim of life-long learning is to: Increase the demand for learning, using vocational learning to create a fun and stimulating learning process Develop world class training, to satisfy the UK and European domestic markets, and also to satisfy the needs of the economy Give people the opportunity to re-develop their skills, without having to continually take courses, but to simply update their current skills and knowledge. The basic education provided by schooling only provides a foundation for learning, however there are then gaps in the skills required for young people to development the skills that they are able to transfer into the workplace. This is also aimed at adult learners, whom have not been able to seek and sustain employment due to their gaps in skills. The life-long learning project aims to remove the barrier of the lack of skills and tries to help those that are not equipped for workplace environments to gain the confidence to do so. The encouragement to keep life-long learning an important part of someones life is being encouraged by the governments continuous investment in education and training; not just for young people but also for adults with no basic skills which are needed in the workplace. Strategies to encourage lifelong learning: Skills for life priority group: the priority group includes the unemployed, prisoners and those supervised in the community, low-skilled employees and others at risk including: Gypsy/travellers homeless people refugees asylum seekers drug users Literacy help is also available t

Docter Faustus Essay -- essays research papers

The truth that ambition and desire for material objects does not always satisfy the soul is a major theme depicted in Christopher Marlowe’s Doctor Faustus. The poem on page 93, lines 96-113 is the essence of this theme. It describes Faustus meeting, what he believes, is the icon of perfection. This perfection is a mere human women, yet, to Faustus, she is worth his life. Marlowe’s use of syntax and diction, allusions and references, and other literary devices throughout this monologue give support to the theme while adding rich symbolic images. The first example of diction in the monologue is the use of the saying, "the face that launched a thousand ships" (l. 96). This is a commonly applied expression when speaking about Helen of Troy. Throughout the play, Faustus fluctuates between the use of advanced and lesser vocabulary. Here, he is so shocked by Helen’s beauty that he knows nothing else but this typical phrase. This implies that Faustus is in a state of hypnosis. He is taken over by Helen’s beauty, and in the process, loses his soul. Another illustration of the trance Faustus is in, is by the use of alliteration in the first two lines of the poem. This device causes the reader to read the lines more slowly. The pronunciation of words in a moderate fashion suggests this trance, and makes the rest of the passage more comprehensible. In contrast to the first two lines, the rest of the section can be read more easily and therefore, faster. Few caesuras are utilized in this part, making the para graph flow better. The quick pace of the these lines indicate excitement on Faustus’ part. If this is the case, it is understandable how he loses his soul without resistance. The last line is brought back to a slower pace. The word "paramour" lends itself to a laggard pronunciation, which enforces Faustus’ realization that his soul has been taken. This is all due to Marlowe’s choice of words and sentence structure. Because the reader can experience Faustus’ state of mind through the writing, they can relate to the upcoming circumstances. Faustus’ excitement of the need for the material aspects of life, lead to his downfall. Allusions and references also add to the comprehension and depth of this piece. Many references are made to familiar Greek mythology characters, including Paris, Menelaus, Achilles, Jupiter, ... ...ted at as being a demon, their kiss makes him cursed. In the Catholic church, relations with a demon is unpardonable, and in turn kills any chance of Faustus being redeemed by G-d. Because he wanted Helen for her material beauty, he had to sacrifice his soul. When he finally does sacrifice his life to Helen he gives a brief cry for help. He underestimates the damage he has done and screams, "Her lips suck forth my soul. See where it flies" (l. 99)! He returns to her asking her to kiss him again, soon forgetting the damage he has done. This example of a litotie is contrasted with Faustus’ hyperbole of Helen’s magnificence. The juxtaposition of these concepts against each other prove that Faustus cared little for his spiritual body, and more for Helen – the material body. Marlowe’s use of strong literary devices in lines 96-113 on page 93 greatly supported the theme that only striving for material objects will only lead to harm. Faustus exemplified this theme in his Helen of Troy monologue, where he asked for her in return for his soul. In the end, Helen took Faustus’ soul, leaving him with neither, the material pleasures, nor a spiritually complete life.

Abortion-An Ultra-Conservative View :: essays research papers

My best friend is a 26-year-old woman in Medical School at the University of South Florida who has had two abortions. Through each one, I have stood by her as a faithful and loyal friend. This is not something she wishes everyone to know, but this woman is not bashful about it if asked. As a matter of fact, she has discussed it several times in front of me. In these cases, her birth control failed, and she aborted her unborn children early in the pregnancy. Simply, she made the decision to abort because she just wasn’t ready. Honestly, being a successful medical student, would you blame her? I found myself beginning to judge her after twenty years of friendship, and I think, she would not be pleased with my judgment. But, after wondering what I would do in her shoes, I have asked myself, â€Å"Is abortion justified†? My view, No. Abortion is immoral in every circumstance, which makes me an ultra-conservative person. Before I begin to discuss Marry Ann Warrens’ article, â€Å"Abortion is Morally Permissible†, I wish to define the different views of abortion. The first view of abortion is a called, â€Å"Ultra-Conservative†, which state regardless of the reason, having an abortion is immoral. This, as I stated in my introductory paragraph, is my personal view of abortion. The second view is referred to as, â€Å"Moderate-Conservative†, which states that abortion is permissible in some instances, but, overall, not moral in others. In society, many people believe this view to be accurate. But, who can judge what is permissible or not? The third view is the â€Å"Ultra-Liberal position†, which is the view that Mary Ann Warren wishes to provide support for in her article, â€Å"Abortion is Morally Permissible.† This position states that abortion is fine in all instances, regardless of the circumstances. Although many people have different views, Mary Ann Warren does hold the view of Ultra-Liberal. In Warrens’ article, she believes that a child is not a â€Å"person†. She believes that before the fetus reaches a certain point in the mothers’ pregnancy, the child cannot understand the concept behind abortion. Warren (2000) mentions in her article the following about the development of a fetus:   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"In the ways that matter, from a moral point of view, human fetuses are very unlike human persons, particularly in the early months of development.†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Generally, Warren defines that the forming of a fetus into a â€Å"person† can only come after the first trimester.

The Decline of Literacy Essay -- Argumentative Persuasive Topics

An decline has occurred in the amount of time young people spend reading. The loss of interest in teenagers for reading has resulted from the invention of the moving picture. No longer do teenagers open their imaginations to create a vision of stories portrayed in books. The visions have already been provided for them in the forms of movies, video games, and television. A common pastime for teenagers is movie watching. Every weekend, and occasionally week nights, one can find hundreds of young people at movie theaters. Great stories that were once only obtainable through reading have been made into movies, attracting millions of young people to watch. I recently went to see the movie remake of Stephen King's book The Green Mile. I had beforehand read the book. To me, the movie did not accurately portray King's book. Most of the young people I asked to compare the movie and the book told me they had never even heard of the book version of The Green Mile. I found the fact that movies have replaced the thrill of reading for teenagers very discouraging. Video games ar...

Re-organization and Layoff Team Discussion & Summary Essay

Mismanaged layoffs can go ‘horribly wrong.’ The effect of mismanaged LAYOFFs on the remaining workforce and the effects, lack of management preparation, the human condition, and lack of mitigation strategies. We think that the problem with this article is that not enough managers or HR personal, know how to let a person go from their employment effectively. They sometimes don’t realize the impact that it has on the other employees morals. Also, that sometimes companies don’t take a closer look to make sure downsizing will be the answer to cutting costs like they think that it will. Every HR or manager should be let go in their lifetime so that they know what it feels like. I believe that this statement holds tremendous merit because the best lessons in life are learned through personal experience. In order to adequately communicate life changing messages of sorts, it should be done by a seasoned manager. I will be very surprised if any company has a potential layoff learning path that will coach and train the management staff for these kinds of things. It is imperative to be sensitive to the individual being laid off as this will impact their livelihood significantly. I do agree that other options much is explored such as relocating or wage cuts before making the decision to lay off people. The Problem Layoffs create uncertainty in the workforce causing loss of productivity in remaining the remaining workforce. The article addresses that a manager’s approach is paramount; we don’t disagree with this sentiment, but I don’t see it as a large of an issue as the author of the article. If a company is at a point where they are laying off employees, all other options should have been exhausted. The author writes the article from the position that managers don’t know how manage and that layoff are ineffective. I agree layoffs are not useful, but an amount of respect or approach refinement is  going to make the loss of income any easier; I compare that to putting lipstick on a pig. Trying to make a bad situation easier is often more disrespectful than being direct. Firing is something that is done privately and should be kept confident between the manager and the employee being let go. If a manager is letting, someone go for the right reasons the example should be evident to the employees as cause and effect; being held accountable for their actions. If the Manager is abusing their hiring/firing authority that would affect employee morale; forced silence, uncertainty, etc. Problem Solutions The options that were covered in the group discussion I feel very informative. When it comes to releasing someone, whether it is a termination or a layoff, it was discussed if training for those types of situations would be suitable, or if one could even prepare to carry out something of that delicate nature. You can train someone how to do anything, but that does not necessarily mean it will be conducted in the manner it was taught. I think it all highly depends on the situation and the individual who is delivering the news to the employee. The author’s best point is one of the best solutions; transparency. Managers should allow people the autonomy of reacting, working through, and coping with a layoff in their own way. Transparency is the most respectful approach that management can take as it shows them the truth of the situation and explains the steps being taken and why. I would add rather than trying to find another position within the company as suggested (the company is already struggling!?) they could offer employment assistance to other enterprises; communicate with other organizations in the same industry to identify openings that people would fit into well. They could put together a communications package that shows them what benefits are available, assistance programs, etc.