Girls’ State Essay

I hope to attend the Rhododendron Girls State Program. My attendance would drastically assist me in all of my future endeavors. It would provide me with an opportunity to join the over 30,000 girls who have already benefited from the citizenship, leadership, and patriotism training. This nationally recognized program would help me academically excel above others. Besides looking great in general on my college application, it could provide me with a chance to receive scholarships. After high school, I currently plan to continue my education at either West Liberty University or Ohio University.I want to take a dual major of biology and chemistry; these majors are important because I want to be Pre-Medicine. Along with a rigorous curriculum, I hope to play collegiate softball. After college, I will again further my education by going to a school of medicine in order to become an orthopedic surgeon. When I apply for admittance into these schools, they will take into account programs such as Girls State causing them to perceive me as a better choice than those who did not attend such programs.Since I will soon be of voting age, I am interested in acquiring a better understanding and deeper regard for my nation’s legacy of freedom and democracy. Running for offices, registering to vote, and delivering speeches will give me first-hand experience for the real world. My nation’s history is unique and the founding fathers of America would be proud to see youth learning about the government they created.

Weaving Architecture & Nature

Landscape from its beginnings has a man-made connotation with associated cultural process values. The idea of having a landscape does not suggest anything natural at all. Yet there are instances of projects where the landscape itself suggests natural connotations as though there is no interface between nature (site) and culture (architecture).In Chichi Art Museum, Today And made a radical decision to create an underground space to create minimal changes to the current natural environment, exposing only very basic geometries as the openings for the underground gallery. He transformed the site into a natural work of art, interfacing with the internal works of art. On the other hand, Frank Lloyd Wright's Billingsgate transforms the original site into a beautiful monumental landscape and brings nature into the house by using materials found on site, creating natural experiences through his architecture.Yet the ideas of the interface between Nature and architecture are translated very di fferently for the 2 projects. Nod's idea of the interface was a stark exposed one while Wright's was more clear and rational. This paper seeks to find out whether one of their interpretations questionable, or it is Just harder to comprehend one than the other. Keywords: Nature; Integration; Art; Landscape; Culture 1. INTRODUCTION Figure 1 . Illustration of the Phases of Museum Development The concept of museums since the late 18th century evolved through 3 different phases (Figure 1).The first generation are mostly built by royalties as part of their collections, the second generation museums are more particular in presenting artworks and collections in their raw form, where exhibition spaces are designed to segregate the works from any context using spaces that is ere and abstract. As art works progressed further, artists evolved to creating works that are more specific, works that interact with surroundings and also visitors.This concept itself brings out the definition of cultura l landscape by Saucer (Saucer 1925, 46), where the art works themselves represents the cultural interference to the surrounding natural landscape. Here, the architect undertakes a special role as the direct influencer to the landscape. The Chichi Art Museum by Today And is one of the first of the 3rd development of museums, specially designed to house the works f Claude Monet, Walter De Maria and James Turrets, or on a higher level, to integrate their works with the natural environment.The way Today And created his cultural landscape, interfacing with nature with his strong use of man made materials concrete and glass, gives us a new perspective on how one interfaces with their surroundings. 2 THE ORIGIN The concept emerged due to a similarity between the artists in the history of art – they question modern art and architecture and the â€Å"quality of aesthetic experience† in a three-dimensional space. By congregating them into one space could form â€Å"a lace for a esthetic experience† (Watchmaker and Mammoth 2005, 83). Figure 2.Mashing, Japan (Source: http://architects. Files. Wordless. Com/2011 /06/chichi_panorama Jpg) The chosen site (Figure 2) was based on the likes of the initial client, Choirs Effectuate whom had a special liking towards the views of Sets Inland Sea and other islands from a place in Mashing (Watchmaker and Mammoth 2005, 83). The site was a good match with a three dimensional space envisioned by Monet – a space that by itself is a piece of art giving birth to the idea of a space that blends art and architecture together seamlessly.Hence instead of a monumental building sitting on the site, the building took the form of 2 an underground building with no apparent form. The visitor world experience each artist's space, one by one independently, and was prevented from looking at the building as a whole. Upon gathering all the experiences, they would then discover the structure in its entirety, and the relationshi ps and arrangements between spaces (Figure 3). Figure 3. Illustration of Separate volumes coming together in the site (Source: Today And at Mashing: art, architecture, nature. )The final museum itself, shown in Figure 3 embodies a mastery of light and materials that seek to reconnect with the elements of â€Å"art and nature†. To maintain the existing environment and aesthetics of the site, And chose to ‘bury' the museum underground. Only a series of concrete openings and geometrical skylights float among the greenery shown in Figure 4. He dedicated a separate space for each of the artists' gallery, bounding them together with a triangular courtyard that connects all the exhibition spaces via a mixed sequence of spaces – light and dark, open and closed. Figure 4.Concrete opening and Skylight 3 THE INTERFACE . 1 Today Nod's Chichi Art Museum Mashing 3 From Section 2, we understood that And made the decision to integrate art and nature as one by placing the buildin g underground thus giving Chichi its name. Yet in his design, we see stark signs of man – made influences to the site, the most obvious being the introduction of concrete volumes that encompasses the entire site. As visitors enters the 27,700 square foot reinforced-concrete Chichi Museum, they will discover the diminishing sunlight taken over by the disorientating semidarkness.The tunnel-like passageway provides a full separation from the external environment ND leads them into a square-sis forecourt carpeted with green stalks of bamboo-like grass (Pollock 2005, 116). This initial experience that And created as his entrance sounds rather intimidating. The uniqueness and unfamiliarity created a rather daunting feeling, and nature is nowhere mentioned or considered when one enters the space. Is the integration with nature only a surface treatment to the architecture by infusing the building underground?Perhaps And was looking more into interfacing art and architecture together rather than interfacing the culture with nature. For our interpretation of a seamless interface with nature seem to be different from Nod's radical representation of nature in his work. Yet where did our interpretation come from? 3. 2 Frank Lloyd Wright's Billingsgate Figure 5. Billingsgate and the terraces (Source: HTTPS://blobs. Alt. VT. Dude/Kristin/files/2012/12/few Jpg) One of the historical buildings that perfectly epitomize the concept of one with nature is Frank Lloyd Wright's 4 Billingsgate.Wild animals live near it; Trees surround it; Water swirls underneath; huge beclouded rest at its feet; the house's terraces echo the pattern of the rock ledges below (Figure 5). Billingsgate seeks to find harmony with nature. Instead of scoping a natural landscape for its inhabitants, the Kauffmann, Frank integrated the waterfalls with the architecture and hence integrated the falls into their lives. Figure 6. Elevation and Section of Billingsgate with materials (Source: Billingsgate: F rank Lloyd Wright's romance with nature. ) Wright furthered the integration with nature via his selection of materials.He kept his selection to merely 4 materials – sandstone, reinforced concrete, steel and glass and integrated them as part of the natural environment (Figure 6). All the stone at Billingsgate was quarried from the bottom of the waterfalls. Beams are designed in an arc shaped Just so to allow tree to grow through the trellis. The chosen concrete was of a pale ochre color to match the back of a fallen rhododendron leaf (Hangman 2011, 40). Exposed steel was painted red to give a raw feeling; reminding people of the red color of iron ore and also of the fiery method used to create steel.Clear glass was used to extend the nature into the interior of the house, sometimes becoming reflective like mirror-like surfaces of a calm pool, and at night, disappears to eliminate any distinction between the interior and exterior. Understanding Wright's design and linking it to integration with nature seemed almost redundant as the building encapsulates the whole concept. It is simple to relate the architecture as part of the landscape, and the concept of integration was strongly showed in every angle, which was not seen for the case of Chichi Art 5 Museum. 3. New Interpretation As a 3rd generation museum, perhaps we should not Judge the interface at its mere surface. Was there more to its looks for the Chichi art museum? From the Periphery of Architecture, And wrote â€Å"Nature in the form of water, light ND sky restores architecture from a metaphysical to an earthly plane and gives life to architecture. A concern for the relationship between architecture and nature inevitably leads to a concern for the temporal context of architecture. I want to emphasize the sense of time and to create compositions in which a feeling of transience or the passing of time is a part of the spatial experience. (And 2005, 465) Nod's interpretation of the interface between architecture and nature showed that it should not be merely a visual effect, but a more in-depth understanding and experience towards nature. It is thus reasonable to feel that what And is doing with his architecture was in particular, to isolate natural elements in blending them with the architecture. Yes one would not feel the natural environment, for we have never experienced nature in its rawness. Our idea of sunlight goes together with landscape, with clouds, with mountains and seas.We do not see light as a unit on its own. Figure 7. A Collage of the Monet Gallery at Chichi Art Museum This ideology was translated rather well in the Chichi Art Museum project. For Motet's Gallery where the 6 tater lilies situate, the experience starts with changing your shoes to soft indoor slippers at the shoebox followed by a vacant room before the exhibition gallery. The dim experience diminishes through the rectangular open entrance, where silky light trickles in. Once we enter the Motet's r oom, the transparent veil of light surrounds us.The completely white atmosphere, the white frames, white walls, white ceiling, and white floors seem to be representative of the raw sunlight, as it fills the environment. This enabled the paintings to have an illusion that it is relieved of its endings to the frame and Joins the space as floating scenery (Figure 7). The gentle ramp that circulates around the central triangular courtyard features a slit in the walls, exposing elements of light into the dim passageway creates a transition of space yet connecting the spatial qualities of the Monet gallery to the other galleries (Figure 8).This triangular courtyard exposes only rough stones at its surface, propelling vision from the visitors towards the sky (Figure 8). In James Turret's Installation of the Open Sky, visitors are given the opportunity to enjoy the natural sky IA a framed skylight and observe the changes where visitors may see sunlight shining through the window, clouds dri fting by or a lingering evening glow. Figure 8. The triangular courtyard (Source: Chichi Art Museum: Today And builds for Walter De Maria, James Turrets, and Claude Monet. The entire approach of Chichi Art Museum in integrating with nature forms a critical questioning of the natural environment. It forcefully brings out nature via the use of concrete envelope. The physical interface here is the concrete building, although man-made, it seems to be the perfect medium to bring the isolated 7 tater into the art and architecture. The Chichi Museum is thus a successful effort between the architect and the artists, people and nature, acting as a specific artwork in itself. Even the form as seen from the exterior, is like an art piece, infused within the mountains (Figure 9). This made the argument in 3. Invalid as the approach took by And in creating a dramatic entrance was Justifiable if his intention of integrating with nature is as discussed. Figure 8. Series of mediums illustrating the building infused into the site. (Source: Chichi Art Museum: Today And builds for Walter De Maria, James Turrets, and Claude Monet. ) The isolation of nature to provide the integrated experience is not a new concept. Even in Wright's Billingsgate, we can see hints of this method used. In integrating the waterfall into the architecture, instead of scoping a view, Wright chose to situate the house right on top of it.

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n k m Module Study Guide Global Business Practice West London International Business School West London International Business School Global Business Practice Module Study Guide |Module Code |MS70069E | |Level |7 | |Credits |20 | AY2012-2013 Version No 01  © UWL 2012 Global Business Practice Module Study Guide Contents |Page No. | |Module Leader and Teaching Team Details | | | | | |Facts and figures | | | | |Section A Overview and Content | | |1 Welcome and Introduction to the Module |5 | |2 Administrative and Technical Support | | |3 Timetable/Venue/Rooms | | |4 Student Support and Guidance |6 | |5 Content of the Module |8 | |6 Aims of the Module | | |7 Learning Outcomes | | |8 Learning Resources |10 | | | | |Section B Assessment and Feedback | | |9 Assessment: General Information |11 | |10 Details of Assessment | | |11 Summative Assessment Grid |14 | |12 Statement on Plagiarism | | |13 Evaluation of the Module | | |14 Personal Development Plan (PDP) | | |15 Frequently Asked Questions (FAQ) | | | | | |Section C Module Programme | | |16 Guide to Learning Sessions |15 | | | | Module Leader and Teaching Team Details Module Leader |Roger Cook | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |roger. [email  protected] ac. uk | |Phone |0208-231-2470 | |Location |Paragon – Annex | Module Tutor |Alex Dalzell | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |alex. [email  protected] ac. uk | |Phone |0208-231-2130 | |Location |Paragon – Annex | Module Tutor |Jessie Ren | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |[email  protected] ac. uk | |Phone | | |Location | | Facts and Figures Module Code |MS70069E | |Level |7 | |Credits |20 | | | | |Total Guided Learning Hours |200 | |Consisting of: | | |Teaching Contact Hours |42 | |Guided Independent Study Hours |158 | | | | | | | |Assessment: | | |Percentage of final marks assessed by: | | | | | |Coursework |100% | | | | Section A Overview and Content Welcome and Introduction to the ModuleWelcome to this Level 7 module: Global Business Practice. This is a core compulsory module for all the Business and Management Masters programmes within the West London International Business School. The module examines the shifts occurring globally in production patterns, economic activity, and industry evolution. The changing contours of the global economic map reflect new trends in production, trade and FDI and increasing complexity in the global economy. Much of this change is technologically driven which particularly impacts on financial services and flows of capital. This drives the need for businesses to innovate in production, supply, distribution and marketing processes.Corporate architectures are also shifting and the module examin es emerging transnational corporations, looking at why and how TNC’s develop and their relationship to the nation states in which they operate. The state’s role as competitor, collaborator, regulator and container is examined, together with the dynamics of the bargaining processes between the Nation State and the TNC. The module also develops an understanding of Governance issues and CSR for TNCs, and how issues of people, profit and planet interrelate. 2Administrative and Technical Support The administrators for the module are Jackie Forbes-Steers and Susan Broomfield. (TC375) 3. Timetable/Venue/Rooms Rooms as per Masters programme timetable. 4. Student Support and Guidance West London Online (Blackboard)All the key information you require to complete this module will be made available through West London Online (Blackboard). Please check the module site regularly for additional resources or information made available while the module is running. Updates or changes wi ll be communicated to you via Blackboard announcements and/or email – so please also ensure that you check your student email account regularly. Help and support There are Help Pages at http://uwl. ac. uk/westlondononline – these provide guidance for all students in making use of the University's online learning platforms. All technical issues with Blackboard, Turnitin and PebblePad should be reported to the IT Service Desk. You can do so by: †¢ Talking to staff in any IT Suite or Library Calling 0300 111 4895 (internal phone extension 4895) †¢ Emailing [email  protected] ac. uk Learning Support Learning Support is free and available to all UWL students. Your first point of contact for any enquiry about support available for writing, maths, structuring essays, revision techniques, or any other support you require with academic skills is learning. [email  protected] ac. uk . You will also find online self-help and self-tests on academic writing, plagiarism , grammar and punctuation and time management. This is available at Study Support Online. Look for the link to Study Support Online when you log on to West London Online (Blackboard) http://online. uwl. ac. uk .The University also offers you the opportunity to test and improve your own academic skills at leisure, in your own time. This test is free and available for the duration of the course. It can be found on the Study Support Online community inside West London Online (Blackboard). Look for the link to Study Support Online when you log on at http://online. uwl. ac. uk One-Stop-Shop Students can benefit from a variety of support services during their studies. The One-Stop-Shop offers professional services which are free, impartial and confidential. They offer information, advice and guidance to students in a variety of ways e. g. face to face, telephone, email, Skype.They aim to answer all your questions, or direct you to someone who you can talk to. They are located on Ground Fl oor, C Block, St. Mary’s Road, Ealing with a satellite service to Paragon and Reading, including drop-in sessions (these are advertised on each site). Opening hours:Monday to Thursday9. 00 to 5. 00pm Friday10. 00 to 5. 00pm For further information on each area go to: http://www. uwl. ac. uk/students/Support_for_students. jsp Email: [email  protected] ac. uk Telephone: 020 8231 2573 / 2991 / 2739 The University Library The University Library provides a wide range of services, resources, advice and help to support teaching, learning and research across the institution.There are two physical libraries: †¢ The main campus Library in St Mary’s Road, which comprises of four floors †¢ The Health Library on the second floor of Paragon House †¢ There is also a virtual library at the Berkshire Hub providing access to all our e-resources and which is fully supported with professional Library and IT help and advice. All students are automatically members of the Li brary. The Unique card is also the Library card, and borrowing rights are automatically set according to course and status. Self-service machines are available at all Libraries, allowing for independent borrowing when service desks are not staffed.The Academic Support Librarians provide help and support throughout the learner journey, running training sessions on a regular basis on topics such as Reworks and referencing, or database search strategies, and offering one-to-one advice on finding detailed resources for assignments by appointment. Further information including opening hours and contact details is available at: http://library. uwl. ac. uk/use/sites/opening_hours. html 5. Content of the Module 1. Global shift: Introduction to scope of the module Nature and scope of globalisation: Economic shifts, production patterns, and TNC activity. The role of information technology in economic transformation and product and process innovation. Geographies of technological innovation. 2 .Complexity in the global economy Features, actors and characteristics. Unravelling complexity Global shift: Changing contours of global economic map: production, trade and FDI. 3. Transnational corporations Why and how TNC’s develop. Internal and external networks. Structural types. Global and multinational business models. 4. Role of the state State’s role as competitor, collaborator, regulator and container. Bargaining processes between the State and TNC’s. 5. Governance and CSR for TNC’s States, Institutions, and issues of Corporate Governance. TNC’s and CSR. Ethics in International Business 6. International Trade Theory Benefits of Trade Patterns of Trade.Instruments of trade Policy 7. Foreign Direct Investment Trends, directions, shifting ideologies 8. Regional Economic Integration The case for / against its development. Implications for international companies. 9. Global monetary system Functions of foreign exchange market. Functions of Glob al Capital Markets 10. Global logistics and international trade Logistics and international trade. Procurement and outsourcing. 11. Global food industry Food supply and production processes. Corporate strategies in the food industry. 12. Production and Supply Chain Strategies Lean production. Supply chain strategies Agile supply chains / mass customisation. 13.Global fashion industry Clothing supply and production processes. Corporate strategies in the clothing industry. 14. Global car industry Car supply and production processes. Corporate strategies in the car industry. 6. Aims of the Module 1. Highlight a range of pertinent issues appropriate to the understanding and analysis of global business developments and shifting economic activity and power. 2. Examine the role of supply chain management within the global economy as a whole. 3. Examine the role of TNC’s supply chain management within the growth of the global economy. 4. Highlight the importance of sustainability wit hin global business models. 5.To explore issues relating to global institutional governance and corporate social responsibility and business ethics in the global economy. 7. Learning Outcomes 1. Critically evaluate key issues appropriate to the role and power of TNC’s. 2. Identify the main factors related to effective global supply chain management. 3. Conceptualise the role of sustainable business models in the global economy. 4. Debate the importance of CSR and ethics in international business. 5. Research the likely winners and losers in a shifting global business environment. 6. Critically evaluate key issues appropriate to global economic shifts. 8. Learning Resources Library Services (including e-resources)UWL’s Library Services offer the best possible learning environment, with one of the largest, electronic collections of resources in the higher education sector. We have invested heavily in updating our traditional library and computing facilities. They provide workstations offering full internet access. There is also an extensive collection of electronic databases covering virtually all subjects. The libraries hold a substantial stock of specialist books and journals, housed in a combination of open and private study areas. There is also a wireless network available for personal laptops within each library. Support staff at each library can help you get the most from the resources, and subject-specialist librarians can help with more detailed research queries.Self-issue machines for book loans in/out of service hours are available in Ealing and Brentford. UWL is a member of the Society of College, National and UK Libraries (SCONUL), and M25 Libraries consortia. These organizations allow access to other HE institutions’ libraries and specialist libraries within London and throughout the UK. Student learning resources Essential Reading: †¢ Dicken,P (2009) Global Shift, London: Sage †¢ Hill,C. (2012) International Business: Competing in the Global Marketplace Maidenhead: McGraw Hill Other recommended texts (Relevant chapters will be used in the module for specific topics): †¢ Crane and Matten (2010) Business Ethics, Oxford De Wit and Meyer (2010) Strategy, an international perspective, C-Engage †¢ Mangan et al, (2011), Global Logistics & Supply Chain Management, Wiley Other useful texts (these provide useful additional reading and plenty of examples): †¢ Christopher, Martin (2011), Logistics & Supply Chain Management, Prentice Hall †¢ Hargroves, K. C & M. H. Smith (2006), The Natural Advantage of Nations London: Earthscan. †¢ Malin, C (2010), Corporate Governance, Oxford: OUP †¢ Tricker, (2012) Corporate Governance, Oxford: OUP †¢ Sandel, M. J (2009), Justice, London: Allen Layne. †¢ Singer, P (2002), One World, Melbourne: Text. †¢ Starkey, R & R. Welford (2005), Business and Sustainable Development, Earthscan.Blackboard: The UWL e-learning platform contain s all the module material including the module study guide, lecture slides, tutorial commentary and links to useful websites. Section B Assessment and Feedback 9. Assessment: General Information Assessment for the module consists of coursework weighted at 50% and a final assignment weighted at 50%. The pass mark for the module is 50%; in addition a minimum of 50% must be obtained in both pieces of assessment. 10. Details of Assessment Assessment 1 Briefing: 1. The purpose of the essay is to ascertain how companies may best be structured and organised to conduct international business activities 2.Your work should evidence a clear understanding of the respective nature and roles of TNC’s and Nation states and the tensions that exist in their respective powers, influence and operations. 3. You should display evidence of current debates and also consider the changing contours of global business practice in coming years. 4. You should also make reference to the role and influence of global institutions ( such as WTO and the World Bank ) and C. S. O’s. 5. Your work should evidence an understanding of Institutional Governance and C. S. R. 6. You will be marked on your argument and on the quality of supporting evidence and examples, not on your opinion which may be freely expressed, but should be justified in your discussion. Assessment 2 Briefing: 1.Your work should evidence a clear understanding of international trade and supply chain management in your chosen transnational company. You will need to consider: a. The procurement of raw materials / materials / components / sub-assemblies / services. b. An overview of the production/ service processes used by the transnational company should make reference to lean production/ service techniques. c. You will also need to describe the distribution of finished products to the market. 2. Your report should be supported by appendices giving a supply chain diagram(s) and a table giving key economic / financial data relating to the status of your chosen transnational companies international trade. 3.You will be marked on your understanding and analysis of the economic and supply chain strategies employed by your trans-national company and also by the use of models and concepts to illustrate economic and supply management issues. ASSESSMENT GRID |Organisation / Coherence and Clarity of | | | | | |Expression |25 |0 – 8 |9 – 17 |18 – 25 | |Introduction. | |Poorly organised as well as |Reasonable structure with some|Very good structure with a clear| |Clear and logical structure. |broadly illogical structure |consistent and logical |and logical structure as well as| |Presentation. | |with unjustifiable |conclusions. Presentation of |reasonably deduced conclusions. | |Relevant issues discussed. | |conclusions. |a reasonable standard. |Excellent presentation. | |Soundly based conclusions. | | |Comments clear enough though |Fluent commentary with excellent| |References and qu ality of academic | |Poor spelling and grammar as |there remains room for |spelling and use of grammar. | |literature. | |well as vague comments with |improvement | | |Clear, articulate and fluent expression. |little or no insight into the | | | |Accurate spelling and grammar. | |real issues. | | | | | | | | | |Content |25 |0 – 8 |9 – 17 |18 – 25 | |The contents must be relevant | |Incorrect application of |Reasonable application of |Very good application of | |Application of theory to practice. | |concepts and principles. |theoretical concepts. |concepts and principles. | | | | | | | | | | | | |Level of Analysis and Synthesis |25 |0 – 8 |9 – 17 |18 – 25 | |Clear, critical, incisive analysis and | |Largely a descriptive exercise|Some evidence of critical |Clear evidence of critical and | |comment well integrated and evaluated as | |with little or no meaningful |analysis with some evidence of|incisive analysis well | |appropriate. | |analy sis. |evaluative and synthesised |integrated into the work as well| | | | |work. |as relevant evaluation and | | | | | |synthesis. | | | | | | |Application of Methodology |25 |0 – 8 |9 – 17 |18 – 25 | |Choice of models and concepts to | |Largely inappropriate choice |Reasonable choice of models |Excellent selection of models | |illustrate economic and supply management| |of models and concepts. |and concepts for the most part|and concepts, clearly and | |issues. | | |though not always convincing |convincingly applied and | | | | |in application. |explained. | 11. Summative Assessment Grid |Type of assessment |Module learning |Word |Due date (week |Threshold |Pass |Weighting | | |outcomes |count or equivalent |no. | |Mark | | |Individual management |2,3,5,6 |2,000 |15 |35% |50% |50% | |report: TNC economic & | | | | | | | |supply chain management | | | | | | | 12. Statement on Plagiarism Plagiarism is defined as the presentation by a student of work for asses sment which is not his/her own, in the sense that all or part of the work has been copied from that of another person (whether published or not) without attribution, or the presentation of another's work as if it were his/her own.Any student who knowingly permits another student to plagiarise his/her own work will also be regarded as having breached the General Regulations. Self-plagiarism can also occur if a student does not reference their own, previous, work. See also: Student Handbook Section 3. University Regulations and Student Code of Conduct For further advice on plagiarism go to the UWL website: http://www. uwl. ac. uk/students/current_students/Advice_to_students_on_plagiarism. jsp As detailed in Section 4 above, the Learning Support Team are available to help with any issues you may have with academic writing and referencing. 13. Evaluation of the Module The module will be evaluated on line by students. 14. Personal Development Plan (PDP) Not relevant to postgraduate stude nts 15.Frequently Asked Questions (FAQ) This is a new module, any queries to be answered in seminars Section C Module Programme 16. Guide to Learning Sessions |Theme Number |1 | |Theme |Introduction | |Key concepts / issues |Overview of global business development: economics, | | |production patterns, CSR and TNCs. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assignments | |Essential Reading |Dicken – Chapters 1, 4 | |Background Reading |Hill – Chapter 1 | | |De Wit & Meyer – Chapter 10 | |Independent Study |Read in Hill: Starbucks( p. 36,7) | | |Healthcare (p. 2) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |2 | |Theme |Global Shift | |Key concepts / issues |Changing contours of global economic map: Features, actors | | |and complexity | |Delivery metho d |Lecture/Tutorial. | |Formative assessment opportunities Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assignments | |Essential Reading |Dicken – Chapter 2,3 | |Background Reading |De Wit & Meyer – Chapter 1 | |Independent Study |Read in Hill:Indonesia (p:64) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |3 | |Theme |Transnational corporations | |Key concepts / issues |Why and how TNC’s develop. Internal and external networks. | | |Structural types. Global and multinational business models. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Dicken – Chapter 5 | |Background Reading |Hill – Chapter 14 | | |De Wit & Meyer – Chapter 10 | |Independent Study |Read in Hill:Microsoft (p. 484,Tata:615) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | Theme Number |4 | |Theme |Role of the state | |Key concepts / issues |State’s role as competitor, collaborator, regulator and | | |container. | | |Bargaining processes between the State and TNC’s. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Dicken – Chapter 6 | |Background Reading |Dicken – Chapter 7 | |Independent Study |Read in Hill:Japan (p. 5) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |5 | |Theme |Governance and CSR for TNC’s | |Key concepts / issues |States and issues of Institutional Governance. TNC’s and | | |CSR. Ethics in International Busi ness | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to summative assessment |Final assessment. | |Essential Reading |Dicken – Chapters 15,16,17 | |Background Reading |Hill – Chapter 5 | |Independent Study |Read in Hill:Etch a Sketch (p. 72) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |6 | |Topic |International Trade Theory | |Key concepts / issues |Benefits, Trends, directions, political economy and | | |instruments of policy | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 6 | |Background Reading |Hill – Chapter 7 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |7 | |Theme |Foreign Direct Investment | |Key concepts / issues |Trends, types ,and theories | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 8 | |Background Reading |Hill – Chapter 15 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |8 | |Theme |Regional Economic Integration | |Key concepts / issues |Case for and against further integrations – implications | | |for TNC’s | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Readi ng |Hill – Chapter 9 | |Background Reading |Dicken – Chapter 14 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |9 | |Theme |Global Monetary system | |Key concepts / issues |Functions of foreign exchange market | | |Functions of Global Capital Markets | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 10 | |Background Reading |Hill – Chapter 12 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | Theme Number |10 | |Theme |Global logistics | | |and international trade | |Key concepts / issues |Logistics and international trade. | | |Procurement and outsourcing. | | Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Mangan – Chapters 1, 2, 3 | |Background Reading |Hill – Chapters 16, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |11 | |Topic |Global food industry | |Key concepts / issues |Food production processes. Corporate strategies – food | | |industries | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken – Chapter 9 | |Background Reading |Hill – Chapter 15, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |12 | |Theme |Production and Supply | | |Chain Strategies | |Key concepts / issues |Lean production. Agile supply chains and mass | | |customisation. |Delivery method |Lecture/Tutorial. | |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment. | |Essential Reading |Mangan – Chapter 4 | |Background Reading |Hill – Chapter 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |13 | |Theme |Global fashion industry | |Key concepts / issues |Clothing supply and production processes. Corporate | | |strategies in the clothing industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessm ent |Final assessment. | |Essential Reading |Dicken – Chapter 10 | |Background Reading |Hill – Chapter 5, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |14 | |Theme |Global car industry | |Key concepts / issues |Car supply and production processes. | | |Corporate strategies in the car industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken – Chapter 11 | |Background Reading |Hill – Chapter 17 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | ———————– Assessment task: †¢ Essay: ‘The Nation State is d ead, long live the TNC’. Critically assess the changing relationships between TNC’s and nation states. Weighting: 50% Date/time/method of submission: Week 9 Word count or equivalent: 2,000 wordsAssessment criteria & marking grid: see below. Timing of feedback: Week 12. Students will be given written feedback. There will also be verbal collective feedback for the whole group. Assessment task: †¢ An individual Management Report: Analysing how international trade and supply chain strategies are implemented, supported, delivered and developed in a chosen trans-national company agreed with your tutor. Weighting: 50% Date/time/method of submission: Week 15 Word count or equivalent: 2,000 words Assessment criteria & marking grid: see below. Timing of feedback: After Module Assessment Board. There will be an opportunity for students to prepare for the re-sit assignment.

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

IP 3 - Essay Example This fallacy involves two steps, which include attacking the character of the author of the claim made and taking the attack as evidence against the argument made by the author in question, (Mills & Hard pressed Poetry, 2002). The following represents an example of this kind of fallacy This fallacy involves presentation of an irrelevant topic to divert attention from the initial subject matter. The underlying idea in this fallacy is to influence a win through leading the attention away from the claim to another subject (Mills & Hard pressed Poetry, 2002). Consider the following example I suppose there is immense advantage in making the requirements of the graduate students stricter. I advocate that you add weight on it support it, too. After all, we are undergoing a budget predicament and we need not to have our salaries affected. This fallacy provides a biased exchange by asking a question that has an unfounded supposition constructed right into the question with the aim of manipulating the answer given (Mills & Hard pressed Poetry, 2002). The following example presents this fallacy. This fallacy is committed when an argument attempts to determine the causal connection by mistake. There are two primary interrelated types. They include Post hoc ergo propter hoc which involves an argument that one event was caused by another just because it happened after the said event. In addition, the causal connections are hard to determine and the Non-Causa pro Causa which implies no cause for a cause (Mills & Hard pressed Poetry, 2002). Consider the following example. This is a kind of fallacy where an author applies a supposition in un-wanted position. It involves using of a common statement in a more general manner (Mills & Hard pressed Poetry, 2002). Consider the following example. This fallacy involves an assertion from a person that a certain occurrence must predictably follow from another without any claim

Critically discuss the legal relevance of the enlightened shareholder Assignment

Critically discuss the legal relevance of the enlightened shareholder concept - Assignment Example In 1998, there were several calls by various agencies and stakeholders for the UK company law to be reviewed as it was considered to be overly based on common law (Lowry and Dignam, 2006). This call was mainly led by the Department of Trade and Industry which put forward a proposal, which was later considered by the Company Law Review Steering Group (CLRSG). Going into parliament in November 2005 as the Company Law Reform Bill, there was a passage into what is now known as the Company Law Act 2006. Even though enshrined with several provisions and regulations, one aspect of the Company Law Act 2006 that has generated a lot of public, academic and professional debate and discourse is S 172 CA 2006, which touches on the duties of directors. Theoretically, S 172 CA 2006 has been said to promote what is now known as enlightened shareholder (Kraakman et al., 2009). This paper there seeks to critically discuss the legal relevance of the enlightened shareholder concept in relation to what u sed to exist before the S 172 CA 2006. The concept of enlightened shareholder became part of public, academic and business discourse starting from the passage of the Company Law Act 2006 (Lowry and Dignam, 2009). Since then, there have been various interpretations for the term. In a much generalised framework of discourse, the enlightened shareholder concept can be said to be an approach to corporate governance whereby the role and place of the shareholder has been redefined in a more elaborate and expanded manner (Sealy and Worthington, 2010). By the use of the term approach, reference is being made to the fact that the enlightened shareholder concept has become a way of corporate life which entails a set of conduct and actions that must be exhibited or put up to justify the execution of the concept (Micklethwait and Adrian, 2003). Most commonly, the enlightened shareholder concept is said to an expansion on

Why I want to be an officer in the US army Essay

Why I want to be an officer in the US army - Essay Example The US Army is founded upon seven principles i.e. Personal Courage, Integrity, Honor, Selfless Service, Respect, Duty and Loyalty. (US Army Manuals, 2008)Soldiers are taught about these values during training and they soon form part of their lives as they carry out their duties. Because I share in the desire to acquire and live according to these values, then I believe that the US Army would be the right place for me. In the civilian world, many people are familiar with all the latter values; however, very few of them actually embrace them as part of their lives. Most of them may consider these values as theoretical ones and rarely do they adhere to all of them. However, US Army officers are different in this regard. This is because the seven Army values are part of what they are. All US Army officers are expected to bear allegiance to the Army, the US constitution and to their fellow soldiers. Loyalty as an army value is first and foremost directed to the country and its heritage. In theory, this may seem like a relatively easy thing to do. However, there is much that has to be considered in the execution of this value. For instance, when soldiers are out in combat and they are heading towards a location that they may not be sure of, it is essential for these officers to demonstrate their loyalty to the Army by obeying the directions of their Captain. This should be the case regardless of objections that other soldiers may have against the Captain's opinion. (US Army, 2008) In order to be loyal, it is necessary for one to actually bear witness to the US Army ideals. This normally means that one has to be willing to devote oneself to the Army and to other persons in the Army. This is usually displayed by a deep respect and support for one's leaders and colleagues. Every Army soldier can contribute towards the greater good of the institution by carrying out their part. There is only one thing that can prepare an individual to engage or participate in something that poses a serious risk of death. This is having great loyalty to ones country. Such officers usually pledge allegiance to their country and their constitution even when it might cause them great harm or even loss of their lives. To me, there is nothing that can show one's loyalty to their country like sacrificing one's own life for it. While it may be a fact that not all US Army officers are at risk of loss of life, one cannot ignore the fact that it can happen. Consequently, one ought to be ready for this. Source; http://www.cbc.ca/ A memorial for fallen soldiers in the war in Iraq; the latter illustration shows some of the prices that the US has to pay to defend their deals. It may be a scary thing for many people to work in the army because many are wary of its unpredictability. In fact, this is the sole reason why so many people opt not to join the Army. However, the same situation does not apply to me. I have a deep respect and love for my country. My loyalty is so immense to the point that I can be willing to put up with so much just so that I can secure a better life for my generation. Many great leaders in history had to make sacrifices because if they had not chosen to do so, then our nation would not be as it is today. The ideals that hold America today must be protected at all costs and if it takes some injuries or a life to prove this point, then so be it. The US Army is the best place to serve when one has such utmost respect and loyalty for their

RPM and a Core Component of Every Business Leader Research Paper

RPM and a Core Component of Every Business Leader - Research Paper Example Cooper (2010) says that any new approach or solution that is adapted to resolve a given issue must be evaluated in turn to assess its effectiveness and quality. In other words, it is simply not enough to propose a set of steps to tackle situations such as known surprises. In fact, there needs to be an established framework and a set of estimates that can help evaluate the responsiveness of the solutions devised and the extent to which they have helped in reducing the risks. The RPM method presents a number of approaches such as scenario planning, risk analysis, incentives and networks as a means to ferret out threats. However, it does not provide any subsequent methods or advise on measuring the success of these methods, thereby leaving open this question to contention among organizations that adopt any of these methods (Cooper, 2010). Lastly, many uncertainties are not restricted to a few specific factors and may sometimes influence through a number of frontiers. For example, Jack W elch, the former CEO of General Electric, was driven by psychological preconceptions in his bid for acquiring Honeywell. Watkins and Bazerman (2003) highlight that he completely ignored potential issues that could be encountered by European regulators. In this context, some researchers like Montier (2010) believe that Mr Welch’s decision may have been driven by factors beyond psychological and cognitive biases. For example, the internal organizational culture at General Electric could have been fragmented or distorted that may have resulted in the communication of inefficient and ill-constructed ideas to top-level management.

Earthquackes Essay Example | Topics and Well Written Essays - 2500 words

Earthquackes - Essay Example According to Stein and Wysession (217), earthquakes can also occur due to the elastic rebound theory, which says that in various situations energy is accumulated in rock that is being acted upon by tectonic forces to a degree that the energy rises above the bonding forces holding the rocks causing to break, suddenly returning to its original shape, and the crust moves violently as a result of the quickly released force. However, not all earthquakes are linked to with preexisting faults rather some are linked to intensely buried fold structures, volcanic environments among others in which the molten rock is forcefully pushing out of the crust. The cracking of a rock known as faulting leads to the discharge of energy when stored stress is rapidly transformed to movement and produces vibrations called seismic waves. These seismic waves then move outwards in all directions at a speed of nearly 14 kilometers per second, distorting the rocks they pass through, but the rock returns to its o riginal shape afterwards. The speed of seismic waves is dependent on the plasticity of the media they travel through such as rocks which portray elastic properties. In the event of external forces acting on the rock, they are forced to alter their shapes and since rocks just like other elastic materials, they have an elastic limit after which application of any additional force deforms the shape of the rock. Seismic Waves During earthquakes, the discharge of stress as energy leads to the creation of three different types of waves. The first one, primary waves or P-Waves is the fastest moving waves with the ability to pass through both liquid and solid rock, expanding and compressing the rocks as they move and are the first to be detected by seismographs (Qazi 78). The second type of waves created is the secondary waves or S-waves which unlike P-waves cannot pass through liquids. As these waves move, they are able to cut across the rocks they pass through at positions that are perpen dicular to the direction they are moving towards. Due to their large size in comparison to primary waves, S-waves are considered the most dangerous type of waves and they produce both vertical and horizontal motion as they travel. The seismic activity are terms used to describe the rate of occurrence, cause and magnitude of earthquakes an area experiences over a certain length of time, the instrument used to measure earthquakes is known as a seismometer while a device that not only measures but also records the magnitude is called a seismograph. Seismologists have come up with two scales of measurement to measure the quantitative magnitude of earthquakes one is the Richter scale, named after the American seismologist Charles Francis Richter. This scale is used to measure the movement of the land surface one hundred kilometers from the epicenter, the point on the Earth’s surface directly above the source of the earthquake, also known as the focus and can be as deep as seven hu ndred kilometers. However, quakes are not known to occur past this level since rocks are no not very firm at these higher pressures and temperatures. Smaller tremors are frequently experienced but these tremors usually cause little or no damage. The Richter scale is a logarithmic scale with a

The bad effects of illegal immigration in the usa Speech or Presentation

The bad effects of illegal immigration in the usa - Speech or Presentation Example In 1882, President Chester A. Arthur banned almost all Chinese immigrants, paupers, criminals and mentally ill from entering the USA. This was the first time a distinction between legal and illegal immigrants was made and regulated. Moving on we see that Since the Immigration and Nationality Act of 1965, Congress has passed seven amnesties. Some of these include the Immigration and Reform Act (IRCA), in 1986 which serves as a blanket amnesty for over 2.7 million illegal aliens. The second passed in 1994, Section 245(i) Amnesty, which was a temporary rolling amnesty for 578,000 illegal aliens and extension of this, was added in 1997. The HRIFA 1998 and Life act Amnesty 2000. Despite Americans’ opposition to illegal immigration and amnesty, open border advocates are pressuring President Barack Obama to pass yet another mass amnesty for illegal aliens (End Illegal Immigration, 2011). Americans of all backgrounds are still seriously concerned about the negative impact of illegal i mmigration, such as with the number of bankrupted hospitals, overcrowded schools, and increased crime. Taxpayers pay dearly for this, illustrating the high cost of so-called â€Å"cheap labor† for some unscrupulous employers and their political allies who for decades have watered down immigration laws.

The challenges an organisation may face in implementing a performance Essay

The challenges an organisation may face in implementing a performance and reward strategy - Essay Example Our motive at this point of stage is to ensure that each and every employee gives his or her level best for Pentangelli’s. In order to achieve this we have to organize the system. The initial stage would be to clearly divide the three brands under Pentangelli’s. Once having done that, we will authorize an individual person who will be responsible in managing each of the brands. They will be reporting to the highest authorities in Pentangelli’s. Doing this will help us to maintain a clear distinction in the three brands. After having done that we will be using performance appraisal, 360 degree evaluation to evaluate the employees. This will help them to get a clear picture of the employees. Once done, they can be asked to improve upon their weakness. In order increase their performance and productivity, they need to create a friendly atmosphere with them. Appreciation helps in motivation so hard workers would be rewarded. Finally creating a good social platform wi th the employees will help them get motivated and create a sense of belonging in the company. PENTANGELLI’S Table of Contents EXECUTIVE SUMMARY 1 PENTANGELLI’S 2 Introduction 4 Recommendations 4 Total Reward Management 6 Alignment 6 Employee Value 7 Cost 7 Conclusion 8 References 11 Introduction Having read the whole case of Pentangelli’s it is clearly evident that the brand gradually started crumbling after the fast expansions done by Luca. The management clearly could not handle the pressure of the growth. Our motive at this point of stage is to ensure that each and every employee gives his or her level best for Pentangelli’s. In order to achieve this we have to organize the system. The initial stage would be to clearly divide the three brands under Pentangelli’s. Once having done that, we will authorize an individual person who will be responsible in managing each of the brands. They will be reporting to the highest authorities in Pentangelliâ⠂¬â„¢s. Doing this will help us to maintain a clear distinction in the three brands. Recommendations As discussed in the introduction we will be dividing Pentangelli’s into three verticals. First, the restaurant in the five star hotel which will be run by Luca. There will not be any change in the management and Luca will be solely responsible for it. He will not be interfering in the other two verticals. The Bistro’s known as Take 5 will be managed by Tina as it has been doing very well under her expertise of public relations. Sean though he is not keeping well will be handling the Gastro Pubs. He does not need to be present there physically. As mentioned in the case study Sean had appointed managers in each of the gastro pubs. We need to ensure that these managers have thorough knowledge of the restaurant business. Preferably they should be having a background in hotel and restaurant management. (Cannell, 2007) They will be responsible for managing the restaurant. Sea n will be getting timely reporting from then as and when required. The managers will have the authority to take simple day to day decisions. Sean will only be prompted when some major judgment needs to be done. Sean can visit the gastro pubs whenever he wishes to and see as to how things are being run. This is the first plan of action. The next part will be performance management and a reward system. An organization is run by the employees. So in order to maintain the success, we need to ensure t

Nanotechnology Essay Example | Topics and Well Written Essays - 1500 words

Nanotechnology - Essay Example 1342-1347; Roco, 2001,pp. 225-233; Singh, Olson, & Maher, 2007, pp. 189-190; Takagi , Hirose A, Nishimura, Fukumori, Ogato, Ohashi, Kitajima & Kanno, 2008, pp. 105-116; Takenaka ,Karg , Roth, Schulz , Ziesenis, Heinzmann, Chramel, & Heyder, 2001, 547-461; Tinkle, Antonini, Roberts , Salmen, DePree & Adkins, 2003, pp, 1202-1208; Tran, BuBuchanan, Cullen, Searl, Jones, & Donaldson, 2000, pp, 1113-1126; Vincent & Clement, 2000, pp. 2673-2682. ). Describe the down and bottom up approach to nanotechnology There are two approaches in synthesizing nano materials and the creation of nano structures. These are top-down and bottom-up approaches (Gitam University, 2013). Top down approach is the slicing or successive cutting of a bulk material to get nano sized particle (Gitam University, 2013; Srinivasan, 2008, p. 1-3; Sullivan, 2001, pp. 51-53).  Ã‚  Bottom up approach, on the other hand, refers to the build-up of a material from the bottom (Gitam University, 2013). This means materials are reduced atom by atom, molecule by molecule or cluster by cluster. Both approaches are considered crucial in the development of modern nano industry and both possessed advantages and disadvantages (Gitam University, 2013).   Experts cited that process of attrition or milling is a common top down method in establishing nano particles while the colloidal dispersion is a bottom up type approach in synthesizing nano particles (Gitam University, 2013; Iqbal, Preece, & Mendes, 2012, p, 1). Experts explained that the problem with top down approach is the surface structure imperfection and the potential crystallographic damages in the construction method (Gitam University, 2013). This posed additional challenges in the architectural design and fabrication of matters although the application remained favourable to the production of nano materials albeit some limitations and risks posed by researchers (Gitam University, 2013; Brown, 2002, p. 1). Notwithstanding defects, nanotech continues t o play an important role in the synthesis of nano structures (Gitam University, 2013). The century is experiencing this advancement. This is even done in the production of salt and nitrate in chemical industry(Gitam University, 2013; Institute Of Nanotechnology, 2003, p, 245). Long ago, people are already content to use rock salt as mixture and for food preservation. These days, there are already iodized salt that are reduced into minute particles in the market. Hence, tools are now made with nanometer scale to produce nano structures with less defects, and more homogeneous chemical composition (Gitam University, 2013; Institute Of Nanotechnology, 2003, p, 245). Unlike the bottom up approach, the top-down method introduces internal stress, surface defects and possible contamination. To further cite an example, electronic integrated circuits are created using top-down process with limitations described (Gitam University, 2013; Institute Of Nanotechnology, 2003, p, 245). Bottom-up app roach assembles materials in supramolecular chemistry that combined an alternative route (Gitam University, 2013; Institute Of Nanotechnology, 2003, p, 245). Indicate the current stage of technology progress towards each of these. The development of laptops, microchips for information archiving, production of scanning tunneling microscope, digital cameras with zooming lenses that capture and

Kindergarten Education Act Essay Example for Free

Kindergarten Education Act Essay On January 20, 2012, Republic Act 10157 also known as Kindergar ten Education Act, was being approved. This Act is in relation with the Millennium Development Goals on achieving Education for All (EFA) by the year 2015. Wherein the policy provide an equal opportunities for all children to avail of accessible mandatory and compulsory kindergarten education that effectively promotes the physical, social, intellectual, emotional and skills stimulation and values formation to sufficiently prepare them for formal elementary schooling. It is prerequisite then, for the children that they will pass through kindergarten, the first stage of elementary education system before going to Grade 1. It is also stated in this Act that the Mother tongue-based multilingual education (MTB-MLE) will be implemented as the medium of instruction to kindergarten pupils. Reaction: Kindergarten before is somewhat optional to acquire. And not all have the privilege, the capacity, the money and the chances to take this formative stage in education. With or without it, when a child reaches the age of formal schooling, he can start his elementary education. The R.A.10157, Kindergarten Education Act, is a one good feat in bridging the gap of literacy and economic stability of our country. Though it is quite long way yet to see its effectiveness but what matters is a step forward has been made towards a better future. With this Act, every child of our country will have an equal right to be molded during his formative stage in life regardless of who or what he is in the society. Kindergarten is of great aid in shaping and building young ones a strong learning foundation in preparation for their next step to their formal education. With proper trainings and programs for teachers in honing their skills in teaching, right approaches such as using the MTB-MLE, and strategies and appropriate learning tools, kindergarten students would be much ready to take the challenge of leveling up to the next ladder of their formal elementary education. Being a language teacher myself, I personally experienced and still experiencing the effect of teaching many, but not all, fresh high school students with a meager elementary education foundation. No matter how much teachers will be pointing fingers to who’s who is to be blamed, it boils down to one factor inadequate knowledge foundation of students. With this R.A. 10157, I believe it is of great help in patching the hole of the crisis. With a good start having a strong foundation in education, the process would then continue as they level up their knowledge and eventually our country will produce more equipped, effective and productive men and women of the society. Recommendation: Whatever policies, programs and projects of our government such as this R.A. 10157 if it is closely monitored and supervised properly by the concern agencies and people behind it, nothing will put into waste and that the common goal will be achieved†¦to build a stronger and a more productive nation.

How Does Hydro And Wave Energy Work Environmental Sciences Essay

How Does Hydro And Wave Energy Work Environmental Sciences Essay Energy also known as electricity is an important source of energy use all around the world. Electricity Energy helps do a lot of work such as it gives people light. It warms our bodies and homes. It runs our TVs and our cars. It makes us grow and move and think. Energy is the power to change things. It is the ability to do work. Light is a type of energy we use all the time. We use it so we can see. We get most of our light from the sun. At night people must make there our own light. Usually, we use electricity to make light. In todays world with the help of latest technology energy can be created by using heat from sun, power of wind and the force of falling water or wave. Currently government from all around the world are keen in investing a lot of money in these projects. The projects are met to be environmentally friendly, low in cost, easy to maintain and noise free. Hydro energy system provides energy that normally comes from water force and converts to electricity. Hydro energy can be created by using many ways. In most of the leading countries, the most reliable and cheap common method of generating energy from water are hydroelectric dams, where water comes down through an area that causes turbines to rotate and then energy can be captured to run a generator. Power can also be generated from the energy of tidal forces or wave power, which uses the energy created by waves. 1.2 Technology in different countries Technological advances in the plants and in power transmission make it feasible to build hydroelectric plants in remote locations, far from where the power will be used. The Itaipu Dam on the Paranà ¡ River between Paraguay and Brazil can produce up to 12,600 megawatts of power. This plant, opened in 1982, supplies nearly all Paraguays electricity and one-quarter of that needed for Brazil. Tasik Kenyir (Lake Kenyir) Sultan Mahmud hydroelectric power station in Malaysia has a capacity of 400 megawatts of power. One of the largest hydroelectric projects in the world is Chinas Three Gorges project on the Yangtze River. The dam, designed to control the devastating floods on the river, includes a large hydroelectric plant. With a capacity of 18,200 megawatts, Three Gorges is projected to be able to provide up to one-ninth of Chinas electricity needs. China has also built many small hydroelectric plants for local use around the country. 1.3 Stage of development of Hydro Energy Hydroelectric power grew rapidly after that. In 1886 there were 45 hydroelectric plants in the United States. By 1889, 200 plants were generating electricity by using water for some or all of the power. At the same time, hydroelectric power plants opened around the world. Italy built its first hydroelectric plant in 1885 at Tivoli, in the mountains outside Rome. The plant initially powered lights in the nearby town. But by 1892 a second plant in the same location was providing power to Rome, the first long-distance power transmission in Italy. Other countries with good conditions for hydroelectric power soon built plants. Canada, France, Japan, and Russia were among the first on board. During the period from 1900 to 1950 the use of hydroelectric power increased rapidly. 1.4 Economics and politics involved Hydro energy systems have a big impact economically as the system provides energy to public where they are charged for the serviced. While this process go on capital usually comes in the market where every one gets a portion of the business or makes profit for there business. Politically the system can make a difference for example if there is a natural disaster the government will make a loss. 1.5 Cultural and decision making in different countries Many countries in the world use hydro energy system to create electricity in a lower cost. Currently Canada comes up top of the list for high usage and the United States comes in second. One of the main reasons the following countries took the decision to use hydro energy system the most to produce electricity is because its a renewable energy, which means it will not be depleted over time and it will consistently be replenished. It is also a clean energy source. 1.6 Possible Problems when using Hydro Energy One problem that can happen when using hydro energy is that it sometime can change the natural flow of the water which can make it possible to harm plants and animals in the water. It can also damage areas and wildlife, as when creating a hydro electric dam, areas should be flooded. 1.7 Profitable Hydro Energy system Other reasons that many countries want to use hydro energy is that it is cheaper than using other methods to convert energy to electricity. It is also reliable and can be used almost immediately when turned on to meet the demand for electricity. Therefore, one must weigh the pros and cons before deciding to use hydro energy to supply their demand for electricity. 1.8 Application of Hydro Energy our Major A hydro energy plant can absorbs the energy of falling water to generate electricity then a turbine can converts the energy of falling water into mechanical energy. Then a generator has to convert the mechanical energy into electrical energy.  Hydro plants can be in different size from micro-hydro that power only very few homes. A Dam can raise water level of a river to create falling water.  Also the dam can control the flow of water. The reservoir that is created is will practically stored energy. The force of falling water should push against the turbines blades causing the turbine to turn in one direction. A water turbine is similar to a windmill,  except that the energy is provided in different way, falling water instead of wind. The turbine should convert the kinetic energy of falling water into a mechanical energy. Generator that is connected to the turbine via shafts so  when the turbine turns it makes the generator to rotate also convert the  mechanical energy from the turbine into electric energy. Wave Energy 2.1 Background of wave energy Waves are naturally caused by the wind which blows over the sea level. In many part of the world, the wind blows with different force to provide waves that can be used to produce energy. There is high level energy and force in the ocean waves.  Wave power can devices  and extract energy directly from the surface ocean waves or from pressure fluctuations below the surface. Wave can also be generated wave when earth quack takes place. Wave power  varies widely  in different parts of the world, and wave energy cant be usefull effectively everywhere. Wave-power can be found in different areas of the world include the western coasts of Scotland, northern Canada, southern Africa, Australia, and the  north-western coasts of the United States. 2.2 Technology In the current market technologies and design in wave Energy system has improved tremendously. The industrial wave power station/plant has to use a shoreline chamber, in which seawater comes and goes naturally. As the water come, the air in the chamber is pressurised and forced to go through a hole into the turbine, to make it turn. As the water recedes, the air is goes back, leaving the turbine turning. The turbine then can be connected via a shaft but the new technology is using belt to the generator where energy will be converted into electricity. 2.3 Impact on environment In todays world wave power is considered as environmentally friendly. Most complain usually come from local neighbours as it can be a bit noisy, landscape, or affect of roads leading to the sites. These complains are currently seen as disadvantage. 2.4 Political and Economical Impact Wave energy has made a big impact economically and politically from years. Economically in a way when a project take place it brings capital together which means everyone small business, contracts labourers, shops and many get a portion of the business and earn them profit. Politically it can affect the government if the project does not work because of a natural disaster. 2.5 Application of wave energy Kinetic energy naturally has to be in the wave that moves in the ocean. The energy can be used to power and run a turbine. Following the example in diagram 1 below wave should rise while reaching the chamber. The forces of the rising water actually have to push air out of the chamber. The moving air in red colour shown in the diagram spins the actual turbine which will manually turn the generator. After this process wave down, air flows through the turbine and back into the chamber through doors that are normally closed. Others system actually uses up and down motion of the wave to power piston that moves up and down inside the cylinder. That piston should be able to turn a generator. Tidal Power Wave Energy Diagram 1 Comparison of different energy system Hydro Energy Hydroelectric power has other benefits as well. Dams and hydroelectric plants last a long time. This means that once the costs of building are paid off, a hydroelectric plant becomes a relatively inexpensive source of electricity. Wave Energy Wave energy system is as good as hydro energy. Advantages are it does not disturb public in case there of noise. Disadvantages are it can cause damages in case there are sea storm and also mite be difficult for engineers to do any maintenance. Wind Energy Wind Energy system work nearly the same way wave energy works. Before engineers used to place big turbines in land but now technology has improved same system can be build on sea and works as good as any other system. Conclusion Following the discussion between different kind of energy systems. Energy is a very important factor in todays world. As technology level is rising better energy system is been design and tested. Currently a new energy system has been tested which works under water. The turbine system is fixed on the ground to protect against vibration. The turbine system rotates with the help of sea water pressure. Engineers and government of all the leading countries are investing more energy system because they are pollution free and do not need any expensive fuel.

Main Objectives of Training in Employment

Main Objectives of Training in Employment The training, development and education of employees at all level of hierarchy in an organization are considered as an essential tool in maintaining competitiveness in the international arena. The chance for workplace learning to improve individual and organizational performance has been acknowledged for a very long time. Training is a fundamental component in helping to resolve major organizational or management problem. Training is an ideal way to learn a job. Today, Management of the skills of the workforce is an essential aspect of doing business, and employee development will likely grow in the future (Noe, 1999). The benefits of employee development extend beyond the actual skills gained and their contribution to an individuals productivity (Benson, 2002). Training is the use of systematic and planned instruction activities to promote learning. This approach can be summarized in the phrase learner-based training. (Armstrong, 2001) Training has an opposite role to play in accelerating learning: that is, training should be reserved in circumstances justifying a more directed expert-led approach instead of viewing training as a comprehensive and all-pervasive solution for the development of the people. (Reynolds, 2004) 2.1. Learning Learning is defined as a method of increasing an individuals ability to take action. (Kim, 1993) The definitive aim of learning policies and programs of any organisation is to make provision of skilled, knowledgeable and competent workforce necessary to meet present and prospective needs. (Armstrong, 2001) However, Reynolds et al (2000) explained that there is a need to make difference between learning and training as learning is a process of acquiring new knowledge, skills and capabilities whilst training is one of the actions an organisation can take for the promotion of learning. Similarly, Sloman (2003a) distinguished between learning that lies within the domain of the individual and training that lies within the domain of the organization. Today, The approach is to focus on the individual learning by ensuring that it happened when needed that is, just-for-you and just-in-time learning. 2.2. Definition of Training In General, Training is defined as a planned and systematic effort to modify or develop knowledge, skills and attitudes through learning experiences, to achieve effective performance in an activity or range of activities. (Garavan et al., 1995; Harrison, 1993; Reid et al., 1994). The Manpower Services Commission (1981) described training as a designed process aiming at the development of attitude, knowledge or skill behaviour through the knowhow of learning in order to achieve performance in an activity or series of activities. The idea behind training in the situation of the work is to increase the capabilities of an individual so as to satisfy the current and prospective needs of the organisation. Training is the systematic modification of behaviour through learning which occurs as a result of education, instruction, development and planned experience. (Armstrong, 1999) Decenzo and Robbins (1996) defined training as a learning experience that seeks a relatively permanent change in an individual that will improve the ability to perform on the job. As well, Decenzo and Robbins pointed out that training bring about changes in skills, knowledge, attitudes, or behaviour. Many other definitions provided in literature lay emphasis on a current job focus. Being a very popular activity, it appear to cross all the limits including on- the- job training, off- the- job training , training to young employees , adult training, formal and informal training through work experience. Looking forward critically to the views on training concepts revealed the same thing in appearance what really differs is the alternative of words. 2.3. Aim of Training The central aim of training is to aid an organisation achieving its purpose by adding value to its key resources, that is, the people it employs. Consequently, to attain the overall effectiveness and efficiency of an organisation, it needs to invest in its people to enable them to perform better and to empower them to make the best use of their natural abilities. 2.4. The three main objectives of Training pointed out by Armstrong (1999) are as follows: Training develops the ability of the employee to enhance their performance. Assist in the growth of the people in the organisation as far as possible, as such its future Human Resources can be met within the organisation, The learning time for employees starting new jobs on appointment, transfer or promotion are lessened and also ensure that the latter are totally competent as promptly and cost-effectively as possible. 2.5. The need for training is justified in many ways: Learning can take place through formal training as: Formal instruction can develop the skill for the works requirements. Various skills are needed for the number of employees which have to be developed quickly so as to meet new demands and cannot be obtain through relying on experience. In order to ensure that employees meet their responsibilities critical information need to be imparted. Common learning need has to be met, which can be dealt through training programs. 2.6. The Systematic Approach to training The influential factors in conflict with the good performance of employees are the inadequacy of training. With simple recruitment, no seriously minded organisation can be staffed by employees having expertise and potentials in variety of discipline desired for the total functioning. Through, a systematic approach to training of the personnel on a continuous basis connects the totality of the workforce towards higher productivity in the organisation. The Manpower Services Commission (1981, p.59) defined systematic training as training undertaken on a planned basis as a result of applying a logical series of steps. In practice, the number and description of these steps tends to vary, but in general terms they would cover such aspects as the development of training policy, identification of training needs, development of training objectives and plans, implementation of planned training and validation, evaluation and review of training. Typically, the systematic model consists of 5 components: analysis of training needs, design of training curriculum, development of training curriculum, implementation or delivery and finally the evaluation. (Carnevale et al, 1990). 2.7. Models of Training: 2.7.1. ADDIE model The most common conceptual model for systematic training is the ADDIE model. The ADDIE model presents a systematic process for determining training needs, the design and development of training programs and materials, implementation of the program, and evaluation of the effectiveness of the training (Gagne et al, 2005). The ADDIE model has been evolved through written or oral tradition both formally and informally (Molenda, 2003). Figure 1-ADDIE Model: Phases, System Functions, and Quality Improvement Source: Department of the Air Force (2001) Note: ADDIE = analyze, design, develop, implement, and evaluate. The ADDIE illustrated above is one of the revised model. The model shows that: Evaluation is the focus of the ADDIE process. ADDIE is a continuous process with flexibility to enter and reenter various phases when necessary so as to develop, update or revise instruction. The ADDIE activities take place within and are dependent on system functions. Cooperation is necessary among personnel performing in the system function and those who design develop and implement instructional systems. All activities and system function is based on continuous improvement for the overall system. The entire process of this model is the ADDIE model takes place with the sphere of Quality improvement. ADDIE depends on the mission and job analysis for required data in order to design, develop and implement instruction. There are more than 100 different variations of the model; however, almost all of them reflect the generic ADDIE process. 2.8. Performance improvement focus Models There are normally three models related to training for performance improvement. The following three models, performance-based instruction, training for performance system, and training for impact, take a performance improvement focus. They each work from the assumption that it is unlikely that training by itself will improve individual or organizational performance. These models emphasize the analysis and evaluation phases and their connection to the host organization The performance-base instruction Training for performance system Training for impact. However, these three models work on the assumption that training by itself would not improve the performance of employee or the organisation as emphasize must be on the analysis and evaluation phase. 2.8.1.The performance-base instruction Model Performance-base instruction (PBI) model was developed by Dale Brethower and Karolyn Smalley in 1998. The PBI model was specially designed to add value to individuals and organizations performance through which the gap between the novice and the excellent performance is reduced. Holton et al (2000) stated that the model is learner and organisation centered and seeing that there is an improvement in performance, it hereby adds value to the organization. Figure 2-Performance-Based Instruction Source: Brethower and Smalley (1998). The benefit of this systematic training approach is to enhance the high ratio of benefit to the high ratio of cost as it uses a systematic and efficient development process. Brethower and Smalley (1998) pointed out the application of the PBI model is put into practice through: (1) Guided observation, (2) Guided practice, (3) Demonstration of mastery. 2.8.2. Training for performance system The Training for performance system (TPS) model was initially developed by Richard A. Swason in 1978 which have begin with the composition of the ADDIE model as discussed previously and thus have expand one each phase to mitigate rigidity and shortcomings. Swason(2002) defined the TPS as a process for the development of human expertise for the purpose of improving individual, organizational and process performance. Normally, the TPS analyzes the requirement for basic organisational performance and also deal with the development of the expertise in the field of knowledge work and system work. Figure 3 Training for Performance System, Source: Swanson (2002). TPS give rise to a systematic training model with the potential to produce outstanding outcomes in the training environment for all content. Thus this is accomplished in 2 ways: The traditional 5 phases of training is supported by a solid leadership function. The basis of leadership includes the tasks of: Championing the training and development mission and goals of training, Managing the training and development process, Ensuring the continuous improvement of the process. Each phase is divided into two specific steps which further describe the major processes that make up the phase which is backed up by a an easy-to-use support system for every step. The analysis phases (Swanson, 1996) and the evaluation phase (Swanson, 1996; Swanson Holton, 1999) in the TPS model is emphasis as being the key to success. 2.8.3. Training for impact model This model links training with the specific goal of an organization. That is, the need that drives the request for training is identified in the organization. This model helps the trainer to document their training efforts. The Training for impact model states a mandatory need assessment. That is, the business result expected to take place from the improvements are recognized on the front end. This model helps the Human Resource Development (HRD) professional to focus on the requirement and delivery for the improvement in skills and knowledge whereas, management to focus on the needs required in the working environment to support new skills or knowledge. Then, the results must be measured. (Cowell et al, 2006). Figure 4-Training for impact Source: Robinson and Robinson (1989). Robinson and Robinson (1989) outlined 12 steps of progression through the Training-for-impact model. Step 1: Identify business need and client: This means that training should help in maximizing opportunities, and thus be more projects driven than curriculum base. Step 2: Form a collaborative relationship with client: the learning experience and work environment us examined. Step 3: conduct initial project meeting: This is a key step in the training process. Step 4: Conduct Performance effectiveness assessment: Front-end assessment is mandatory as it identifies. What gap exists? What should be? What should not be? What is the difference between the two? Step 5: Conduct cause analysis: In this step the cause of the gap that exists should be identified. Steps 6 and 7: tabulate, interpret and report results to the client: the HRD manager must present the result in a way to encourage management to take expected action. Step 8: design the reaction and learning evaluation system: In this step, the reaction evaluation that is, receiving information from participant and learning evaluation that is, assessment of the degree of skill and knowledge which have been learn should be designed. Step 9: design tracking system: The behavioural, non-observable and operational results should be identified clearly and must be specific to allow measurement. Step 10: conduct training: maximum impact to the organisation is assured because of the time and efforts devoted in the need assessment. Step 11: collect, tabulate and interpret evaluation and tracking data: comparison of the date collected with the base data for evaluation of outcome evidence. Step 12: report to the client: the results from all evaluation with emphasis on tracking studies should be reported. Clients will assist with evaluation and follow up actions. 2.9. The Systematic training process 2.9.1. Training needs analysis The analysis phase was originally based on the understanding that training was needed and that analyzing the content was the starting point. Goldstein (1986) described needs assessment as an effort to analyse and diagnose the organization, task and person, to determine if a cure is necessary and what cure is most likely to produce the desired results. Needs analysis is a systematic attempt to identify current and future organizational problems. (Anderson, 1993; Roscoe, 1995). Training need analysis is a process of determining what ought to be (goals) and assessing the amount of discrepancy between what ought to be and what actually is (needs). (Briggs, Gustafson and Tillman, 1991). The purpose of a training needs analysis is to close the gap between the actual and desired situations by determining discrepancies in outcomes, placing them in order of priority and selecting the most important for closure or reduction. (Rothwell and Kazanas, 1998). It is important to carry out training needs analysis before organizing any training activities as it guaranteed the success of the activities. The analysis ensures synergy among the learning need of individual and quest for effectiveness, job performance and strategic organisational development. (Potter et al., 2003) Normally the TNA refers to the process of examining needs for training in order to determine how they might actually be met. It attempt to define gaps between what people know and can do and what they should know and be able to do. To gain a meaningful analysis, it is crucial to use the system approach. Following certain steps will be beneficial as it provide direction and focus in the process. As such, it provides a framework within which to work and to report results to management. The steps that are normally used to analyse training needs are as follows: Step 1: Perform a gap analysis Step 2: Identify priorities and importance Step 3: Identify causes of performance problems and/or opportunities Step 4: Identify possible solutions and growth opportunities Step 5: Present your findings A Training Needs Assessment is normally conducted so as to determine what the actual performance problem(s) is (are) (Rossett, 1999). However, in some cases, a problem is not due to the of lack in instruction but to deficiencies within the job structure or environment (Clark, 1999). 2.9.2. Designing the training program The next step consists of designing the training program. It is imperative for organisations to realize while designing the program that is equally important to consider what trainees should know or be able to do after the training is complete. One thing that should be considered before designing the training program us what the program is to accomplish, that is the objectives. Without knowing what the program is to accomplish it is very difficult to design the program. 2.9.2.1. Determining training objectives and training plan After the need analysis, it becomes easier to establish training objectives and to determine what the learners must be able to perform after the training program. However, Mckenna and Beech (2002) stated the importance for a sound basis to be established for other elements of Human Resource Management practice such as performance management, reward management combined with training and development. That is, training and development itself cannot help in the total development of employee without the complement of appraisal and motivation. 2.9.2.2. Determine the content Once, attainable and measurable objectives have been set, it is crucial to determine the content. This can be either a complete training program or ne task only. In the content details of the course content and time, resources required, method of training, who should do the training and who should be trained information should be available. 2.9.2.3. Implementing training The success of the training program totally depends on how well it is implemented. The establishment of a suitable learning environment is one of the most important elements determining the success of the training provided. There should be the right provision for the availability of training facilities as such trainers will be able to gain the interest of the audience, maximize understanding and participation. The method of training used is normally based on the identified needs, training objectives, an understanding on part of the trainees, resources available and the awareness of the learning principle. The most popular training and development techniques used by organizations can be classified as either on the job training and off the job training. (DeCouza et al, 1996) On the job training This is the most widely use method of training as it is simple and less costly to operate. It is normally conducted at the work site and in context of the actual job. Here, there is a close collaboration between the trainer and learner. There are 3 common methods used for on the job training are: learning by doing, mentoring, and shadowing and job rotation. Off the job training Off the job training involves employees taking training course away from their place of work. It might also be provided by the organsation training department or by external providers. The training methods are: Lectures Demonstration Role play Case study Demonstration 2.9.3. Evaluation of training program A review of literature on evaluation of training was conducted to identify methods of effectiveness evaluation for training programs. Upon checking the effectiveness of training, Kenny et al (1992) stated that both during and after the completion of the training, it must be reviewed by training officers, the line manager and if required by the trainee also. Evaluation helps to measure the cost benefits of the training program not only based on the achievement of its laid down objectives. Phillips (1991) defined evaluation as a systematic process to determine the worth, value, or meaning of something whereas, Holli and Calabrese (1998) defined evaluation as contrast of an observed value or a standard quality or criteria of comparison. Therefore, Evaluation is the process of forming value decision about the quality of programs, products, and goals. 2.9.3.1. Methods of training effectiveness evaluation Training can be evaluated in several ways. Beardwell and Holden (1993) have cited some of these methods as follows: Questionnaires : this is the most common approach of obtaining responses about the training program from the trainee. Tests : An important evaluation program for measuring learning. This help to show the change in skills, knowledge or ability of the trainee attribute from the program. These are common on formal courses. Structured exercises : this provides the opportunities to apply the learned skills and techniques under observation of evaluators. Interviews : this is a direct way of gathering information from trainees. This can be formal and informal; individual or group, face to face or by telephone. 2.9.3.2. Approaches to evaluation of training Upon the definition of evaluation, the Kirkpatrick Model was the most commonly reported model. Phillips (1991) pointed out that the Kirkpatrick Model was one of the most well known frameworks for the classification of evaluation areas. This was confirmed by America Society for Training and Development (ASTD) in 1997 when carrying a survey on human resource development. 2.9.2.3. The Kirkpatrick Model: Level one : reaction Level two : Learning Level three : Behavior Level 4 : Results Level one: Reaction Normally, stakeholder reactions provide useful insight into factors that contribute to learner motivation and satisfaction but do not directly measure training results. Typically, reaction data includes the learn ability data collected from trainees and teach ability data collected from trainers. Level 2: Learning The determination of the learning gain is an essential measure. Did the training programs achieve its objectives? Have the trainees mastered the knowledge, skills and attitudes at which the training was directed? If the training does not result in learning, training has no value to an organization. However, there are ample evidences that learning from training is often quickly lost or not transferred to the job in a way that improves employee performance. Therefore, measuring learning alone does not provide adequate evidence of trainings value to the organisation. (Collins, 2002; Dionne, 1996). Level 3: Behaviour It is argued the trainee work performance is the most meaningful and critical factor in judging the training effectiveness. That is, it determines the extent to which changes in behaviour and job performance have occurred as a result of the training event and also involves both the employees and managers evaluation of changes in job related activities. Level 4: Results Finally, the impact of the training event on the organisation performance is measures as it is views as many or equals to more important than individuals work performance. However, organisational performance can only be achieved through individual performance. 2.10.Training and Employees Performance Overview The quality of the workforce and their development through training are key factors in determining long term profitability and the optimum performance of organisations. Therefore, to hire and retain quality employees, it is crucial to invest in their development of their skills, knowledge and abilities so that the individual and eventually the organizations performance can increase. Traditionally, training is given to new employees only. However, this is a mistake as ongoing training for existing employees helps them to adjust to changing job requirement quickly. Figure 5-Bramleys individual model of training Source:Swart et al(2005) The model in general assumes that employee knowledge, skills and attitudes will change by the adoption of a training program; however, this does not always end in that way. If the employee believes, there is an improvement in his knowledge and skills; then it may be safe to also assume that, there will be an increase in the persons individual performance. Through training the persons competencies will be reinforced and will enable him or her to execute the tasks assigned effectively and efficiently. As a result, according to the model, there will be an increase in the overall performance of the organization. Nevertheless, individual job performance is also influenced by the culture and the structure of the organization, by the job design, the reward systems used to motivate employees and the power and politics that exist in the organization and the group processes. Individuals may not achieve their goals and thus not perform well, due to problems associated with the reasons above and not necessarily due to lack of skills. Wright and Geroy (2001), argued to ensure training effectiveness, certain issues must be taken into account. Management style may need to change and training also, has to fit with the culture of the organization. Some companies may offer training programs that, the organization itself is not prepared to accept the ensuing changes. Besides, Eisenberger et al. (1986) proposed that employees are more likely to become committed to an organization, if they believe that the organization is committed to them and management should make efforts to create a positive work environment. Managers, also have the responsibility, to ascertain which factors inhibit effectiveness and make the appropriate decisions, to ameliorate the situation (Swart et al., 2005). Although in theory training seems to increase organizational performance, in actuality the evidence for such a claim is scant. Bartel (1994), in a survey 2.11. Performance Management Definition of performance management Fisher et al (2003) defined performance management as the integration of performance appraisal systems with broader human resource systems as a means of aligning employees work behaviors with organizational goals. Performance management should be an ongoing, interactive process that is designed to enhance employee capability and facilitate productivity. 2.11.1 Criteria for assessing employees performance Productivity Productivity can be said to be the raison dà ªtre of management. According to Armstrong (1999) productivity represents the output of goods and services that can be obtained from a given input of employees. The sources of productivity gains includes (Schiller, 2002) Higher skills- increase in the skills of labour More capital- An increase in the ratio of capital to labor Improved management- better use of available resources in the process. Technological advancement- development and use of better capital equipment. Training leads to the development of higher skill and thus impacts on employee performance. The focus is that employee will not perform better at work no matter how hard they try and regardless of how they want until they know what they are supposed to do and how they are supposed to do it (Zaccarelli, 1997). Productivity is one of the most important elements for assessing employee performance. Motivation and Job Satisfaction Job satisfaction refers to an employees overall assessment of his or her work and work-related experiences, which is influenced by an individuals values, ideals and belief.( Baron, 1976; Chan et al., 2004). Research has been reporting job satisfaction as an important predictor of several critical negative and positive work outcomes. Job satisfaction is a very important motivator for employees performance and has been found to inversely relate to turnover.(Mak and Sockel, 1999; Rust et al., 1996). On the other hand, the offering talented employees training to retain them on their current job function and allowing them to learn to new skills can be utilized to improve employee satisfaction within the organisation (Rice et al, 1991). Evidence suggest that suggests that training is more likely to have a positive impact on employee satisfaction where the employers develop formal, structured approaches to training that link skill formation to job tenure, career progression, recognition and rewards (Heyes and Stuart, 1994). Therefore, these factors lead to the employee being happy and thus performance better. Level of customers satisfaction There is a positive relationship between happy employees and satisfied customers. It would seem that if people feel good about their jobs, their happiness would be reflected in the quality of their work and in positive feedback from their customers. People are an integral part of customer relationship management as it is not just about technology. However, unless the employee is trained and empowered to manage the customer base within the correct organisational structure there will be an impact on the success of the implementation. Employees need to work at the levels of their abilities and have responsibilities commensurate with these if they are not to feel under-utilized which can lead to dissatisfaction. Staff members who manage customers are usually capable of much more than they are asked to do. That is why policies that empower your staff to manage customers better work so well (Stone et al., 2000). Degree of Coordination Coordination is a part of all organizations that have a certain degree of specialization or differentiation among their parts, commanding some sort of coordinated effort across them. A mechanism of coordination can be considered any administrative tool used for achieving integration among different units within an organization. Coordination as compared with control should be less direct and less costly (Cray, 1984). The greater the level of interdependence within the organization, the greater the need for integration. Employees are assessed on the relationship between department and colleagues. Relationship management is very crucial in any orgnisation as it is a social arrangement where all people work together to achieve common goal. Commitment towards the organisation Commitment is a very important concept as it helps to enhance performance of employees. Employees who feel committed to their organisation are more valued and thus perform better. As such investing in people is one important aspect which leads to organisational commitment. Employee may view an effective training experience as an indication that the company is willing to invest in them and cares about them; this, training may enhance their commitment to the organization(Tannenbaum et al., 1991) References Stone, M., Woodcock, N. and Mactynger, E. (2000) Customer Relationship Marketing, Kogan Page, London. Cray, D. (1984), Control and coordination in multinational corporations