Learning English through Social Issue

Sexy photos of teen models are polished in magazines and you fell that these photos have a negative impact. Write a letter to the editor describing the situation and suggesting what the media, teenagers and parents can do about it. Dear Editor, It has been brought to the limelight that sexy photo of teen models has become prevalent lately. Stakeholders from different walks of life have various perceptions about this issue. As a major stakeholder myself, a teenager, I would like to voice my opinion towards this hot topic.Seeing sexy photos of teen models on magazines is no longer a new thing to Hong Kong citizens. The emergence of teen model was fostered under the opening mindset of HonkKongers. I cannot deny the hard fact that teen model is the output of the change in citizens' mindset and people cannot exploit the existence of a certain industry, in this case the teen model industry, but my stance point is that the prevalence has gone too far. What I mean by â€Å"the prevalence ha s gone too far† is that provocative photos of teen models started to appear in places that they are not suppose to be.A case in point is the â€Å"intrusion† of teen model in the annual book fair. This sparked intense discussion and controversy while I opted to take the stance agreeing that it create negative trend to the practice. On a macro view, not only has the prevalence of teen model and their provocative photos create negative rend to the book fair practice, but also posed detrimental imparts to the community as whole. In the first place, the popularization of teen models sexy photos promotes pornography as well as inappropriate-open minds towards sex in teenagers.In the long run, it can constitute various serious problems, such as teen pregnancy, teen abortion and compensated dating etc. As Juveniles are the future pillars of the society, we cannot let them go astray. Secondly, it also worsens the reputation of some related industry such as the fashion and model industry in Hong Kong. Foreign industries may deem that of Hong Kong is low-profile and end up avoid cooperating or collaborating with Hong Kongs fashion workers. Consequently, Hong Kong may suffer a loss in foreign investors in this field.Before the negative influences have gone any further, media, teenagers and parents should put their heads together to address this situation and procrastination Media clearly has the responsibility to halt this situation. It should promote healthy image of models and avoiding publishing provocative photos of models considering the audience of their products. As for teenagers, since they are easily affected by things and people around, it is very important for them to learn how to distinguish between right and wrong, so as to make sure they don't receive any nappropriate information.Parents also play a vital role in adolescences' life especially when they hit puberty. They are at too tender an age to identify inappropriate messages on their own. T herefore, they need parental guidance. Parents are thus incumbent in leading their children through this tough period without letting them fall prey to obscene information. Problems cannot be solved without concrete efforts. I hope the current situation can be changed and wish the media and all teenagers healthy developments.

The Host Chapter 18: Bored

I spent the rest of the day, with one brief exception, in total silence. That exception occurred when Jeb brought food for both Jared and me several hours later. As he set the tray inside the entrance to my tiny cave, he smiled at me apologetically. â€Å"Thank you,† I whispered. â€Å"You're welcome,† he told me. I heard Jared grunt, irritated by our small exchange. That was the only sound Jared made all day. I was sure he was out there, but there was never so much as an audible breath to confirm that conviction. It was a very long day-very cramped and very dull. I tried every position I could imagine, but I could never quite manage to get all of me stretched out comfortably at once. The small of my back began a steady throbbing. Melanie and I thought a lot about Jamie. Mostly we worried that we had damaged him by coming here, that we were injuring him now. What was a kept promise in comparison with that? Time lost meaning. It could have been sunset, it could have been dawn-I had no references here, buried in the earth. Melanie and I ran out of topics for discussion. We flipped through our joint memories apathetically, like switching TV channels without stopping to watch anything in particular. I napped once but could not fall soundly asleep because I was so uncomfortable. When Jeb finally came back, I could have kissed his leathery face. He leaned into my cell with a grin stretching his cheeks. â€Å"‘Bout time for another walk?† he asked me. I nodded eagerly. â€Å"I'll do it,† Jared growled. â€Å"Give me the gun.† I hesitated, crouched awkwardly in the mouth of my cave, until Jeb nodded at me. â€Å"Go ahead,† he told me. I climbed out, stiff and unsteady, and took Jeb's offered hand to balance myself. Jared made a sound of revulsion and turned his face away. He was holding the gun tightly, his knuckles white over the barrel. I didn't like to see it in his hands. It bothered me more than it did with Jeb. Jared didn't make allowances for me the way Jeb had. He stalked off into the black tunnel without pausing for me to catch up. It was hard-he didn't make much noise and he didn't guide me, so I had to walk with one hand in front of my face and one hand on the wall, trying not to run into the rock. I fell twice on the uneven floor. Though he did not help me, he did wait till he could hear that I was on my feet again to continue. Once, hurrying through a straighter section of the tube, I got too close and my searching hand touched his back, traced across the shape of his shoulders, before I realized that I hadn't reached another wall. He jumped ahead, jerking out from under my fingers with an angry hiss. â€Å"Sorry,† I whispered, feeling my cheeks turn warm in the darkness. He didn't respond, but sped his pace so that following was even more difficult. I was confused when, finally, some light appeared ahead of me. Had we taken a different route? This was not the white brilliance of the biggest cavern. It was muted, pale and silvery. But the narrow crevice we'd had to pass through seemed the same†¦ It wasn't until I was inside the giant, echoing space that I realized what caused the difference. It was nighttime; the light that shone dimly from above mimicked the light of the moon rather than the sun. I used the less-blinding illumination to examine the ceiling, trying to ferret out its secret. High, so very high above me, a hundred tiny moons shone their diluted light toward the dim, distant floor. The little moons were scattered in patternless clusters, some farther away than others. I shook my head. Even though I could look directly at the light now, I still didn't understand it. â€Å"C'mon,† Jared ordered angrily from several paces ahead. I flinched and hurried to follow. I was sorry I'd let my attention wander. I could see how much it irritated him to have to speak to me. I didn't expect the help of a flashlight when we reached the room with the rivers, and I didn't receive it. It was dimly lit now, too, like the big cave, but with only twenty-odd miniature moons here. Jared clenched his jaw and stared at the ceiling while I walked hesitantly into the room with the inky pool. I guessed that if I stumbled into the fierce underground hot spring and disappeared, Jared would probably see it as a kind intervention of fate. I think he would be sad, Melanie disagreed as I edged my way around the black bathing room, hugging the wall. If we fell. I doubt it. He might be reminded of the pain of losing you the first time, but he would be happy if I disappeared. Because he doesn't know you, Melanie whispered, and then faded away as if she were suddenly exhausted. I stood frozen where I was, surprised. I wasn't sure, but it felt as though Melanie had just given me a compliment. â€Å"Move it,† Jared barked from the other room. I hurried as fast as the darkness and my fear would allow. When we returned, Jeb was waiting by the blue lamp; at his feet were two lumpy cylinders and two uneven rectangles. I hadn't noticed them before. Perhaps he'd gone to get them while we were away. â€Å"Are you sleeping here tonight or am I?† Jeb asked Jared in a casual tone. Jared looked at the shapes by Jeb's feet. â€Å"I am,† he answered curtly. â€Å"And I only need one bedroll.† Jeb raised a thick eyebrow. â€Å"It's not one of us, Jeb. You left this on me-so butt out.† â€Å"She's not an animal, either, kid. And you wouldn't treat a dog this way.† Jared didn't answer. His teeth ground together. â€Å"Never figured you for a cruel man,† Jeb said softly. But he picked up one of the cylinders, put his arm through a strap, and slung it over his shoulder, then stuffed one rectangle-a pillow-under his arm. â€Å"Sorry, honey,† he said as he passed me, patting my shoulder. â€Å"Cut that out!† Jared growled. Jeb shrugged and ambled away. Before he was out of sight, I hurried to disappear into my cell; I hid in its darkest reaches, coiling myself into a tight ball that I hoped was too small to see. Instead of lurking silently and invisibly in the outside tunnel, Jared spread his bedroll directly in front of the mouth of my prison. He plumped his pillow a few times, possibly trying to rub it in that he had one. He lay down on the mat and crossed his arms over his chest. That was the piece of him that I could see through the hole-just his crossed arms and half of his stomach. His skin was that same dark gold tan that had haunted my dreams for the last half year. It was very strange to have that piece of my dream in solid reality not five feet from me. Surreal. â€Å"You won't be able to sneak past me,† he warned. His voice was softer than before-sleepy. â€Å"If you try†¦Ã¢â‚¬  He yawned. â€Å"I will kill you.† I didn't respond. The warning struck me as a bit of an insult. Why would I try to sneak past him? Where would I go? Into the hands of the barbarians out there waiting for me, all of them wishing that I would make exactly that kind of stupid attempt? Or, supposing I could somehow sneak past them, back out into the desert that had nearly baked me to death the last time I'd tried to cross it? I wondered what he thought me capable of. What plan did he think I was hatching to overthrow their little world? Did I really seem so powerful? Wasn't it clear how pathetically defenseless I was? I could tell when he was deeply asleep because he started twitching the way Melanie remembered he occasionally did. He only slept so restlessly when he was upset. I watched his fingers clench and unclench, and I wondered if he was dreaming that they were wrapped around my neck. The days that followed-perhaps a week of them, it was impossible to keep track-were very quiet. Jared was like a silent wall between me and everything else in the world, good or bad. There was no sound but that of my own breathing, my own movements; there were no sights but the black cave around me, the circle of dull light, the familiar tray with the same rations, the brief, stolen glimpses of Jared; there were no touches but the pitted rocks against my skin; there were no tastes but the bitter water, the hard bread, the bland soup, the woody roots, over and over again. It was a very strange combination: constant terror, persistent aching physical discomfort, and excruciating monotony. Of the three, the killer boredom was the hardest to take. My prison was a sensory-deprivation chamber. Together, Melanie and I worried that we were going to go mad. We both hear a voice in our head, she pointed out. That's never a good sign. We're going to forget how to speak, I worried. How long has it been since anyone talked to us? Four days ago you thanked Jeb for bringing us food, and he said you were welcome. Well, I think it was four days ago. Four long sleeps ago, at least. She seemed to sigh. Stop chewing your nails-it took me years to break that habit. But the long, scratchy nails bothered me. I don't really think we need to worry about bad habits in the long term. Jared didn't let Jeb bring food again. Instead, someone brought it to the end of the hall and Jared retrieved it. I got the same thing-bread, soup, and vegetables-twice every day. Sometimes there were extra things for Jared, packaged foods with brand names I recognized-Red Vines, Snickers, Pop-Tarts. I tried to imagine how the humans had gotten their hands on these delicacies. I didn't expect him to share-of course not-but I wondered sometimes if he thought I was hoping he would. One of my few entertainments was hearing him eat his treats, because he always did so ostentatiously, perhaps rubbing it in the way he had with the pillow that first night. Once, Jared slowly ripped open a bag of Cheetos-showy about it as usual-and the rich smell of fake powdered cheese rolled through my cave†¦ delicious, irresistible. He ate one slowly, letting me hear each distinct crunch. My stomach growled loudly, and I laughed at myself. I hadn't laughed in so long; I tried to remember the last time and couldn't-just that strange bout of macabre hysteria in the desert, which really didn't count as laughter. Even before I'd come here, there hadn't been much I'd found funny. But this seemed hilarious to me for some reason-my stomach yearning after that one small Cheeto-and I laughed again. A sign of madness, surely. I didn't know how my reaction offended him, but he got up and disappeared. After a long moment, I could hear him eating the Cheetos again, but from farther away. I peeked out of the hole to see that he was sitting in the shadows at the end of the corridor, his back to me. I pulled my head inside, afraid he might turn and catch me watching. From then on, he stayed down at that end of the hall as much as possible. Only at night did he stretch out in front of my prison. Twice a day-or rather twice a night, as he never took me when the others were about-I got to walk to the room with the rivers; it was a highlight, despite the terror, as it was the only time I was not hunched into the unnatural shapes my small cave forced on me. Each time I had to crawl back inside was harder than the last. Three times that week, always during the sleeping hours, someone came to check on us. The first time it was Kyle. Jared's sudden lunge to his feet woke me. â€Å"Get out of here,† he warned, holding the gun ready. â€Å"Just checking,† Kyle said. His voice was far away but loud and rough enough that I was sure it was not his brother. â€Å"Someday you might not be here. Someday you might sleep too soundly.† Jared's only answer was to cock the gun. I heard Kyle's laughter trailing behind him as he left. The other two times I didn't know who it was. Kyle again, or maybe Ian, or maybe someone whose name I hadn't learned. All I knew was that twice more I was woken by Jared jumping to his feet with the gun pointed at the intruder. No more words were spoken. Whoever was just checking didn't bother to make conversation. When they were gone, Jared went back to sleep quickly. It took me longer to quiet my heart. The fourth time was something new. I was not quite asleep when Jared started awake, rolling to his knees in a swift movement. He came up with the gun in his hands and a curse on his lips. â€Å"Easy,† a voice murmured from the distance. â€Å"I come in peace.† â€Å"Whatever you're selling, I'm not buying,† Jared growled. â€Å"I just want to talk.† The voice came closer. â€Å"You're buried down here, missing the important discussions†¦ We miss your take on things.† â€Å"I'm sure,† Jared said sarcastically. â€Å"Oh, put the gun down. If I was planning to fight you, I would have come with four guys this time.† There was a short silence, and when Jared spoke again, his voice carried a hint of dark humor. â€Å"How's your brother these days?† he asked. Jared seemed to enjoy the question. It relaxed him to tease his visitor. He sat down and slouched against the wall halfway in front of my prison, at ease, but with the gun still ready. My neck ached, seeming to comprehend that the hands that had crushed and bruised it were very close by. â€Å"He's still fuming about his nose,† Ian said. â€Å"Oh, well-it's not the first time it's been broken. I'll tell him you said you were sorry.† â€Å"I'm not.† â€Å"I know. No one is ever sorry for hitting Kyle.† They laughed quietly together; there was a sense of camaraderie in their amusement that seemed wildly out of place while Jared held a gun loosely pointed in Ian's direction. But then, the bonds that were forged in this desperate place must have been very strong. Thicker than blood. Ian sat down on the mat next to Jared. I could see his profile in silhouette, a black shape against the blue light. I noticed that his nose was perfect-straight, aquiline, the kind of nose that I'd seen in pictures of famous sculptures. Did that mean that others found him more bearable than the brother whose nose was often broken? Or that he was better at ducking? â€Å"So what do you want, Ian? Not just an apology for Kyle, I imagine.† â€Å"Did Jeb tell you?† â€Å"I don't know what you're talking about.† â€Å"They've given up the search. Even the Seekers.† Jared didn't comment, but I could feel the sudden tension in the air around him. â€Å"We've been keeping a close watch for some change, but they never seemed overly anxious. The search never strayed from the area where we abandoned the car, and for the past few days they were clearly looking for a body rather than a survivor. Then two nights ago we caught a lucky break-the search party left some trash in the open, and a pack of coyotes raided their base camp. One of them was coming back late and surprised the animals. The coyotes attacked and dragged the Seeker a good hundred yards into the desert before the rest of them heard its screams and came to the rescue. The other Seekers were armed, of course. They scared the coyotes off easily, and the victim wasn't seriously hurt, but the event seems to have answered any questions they might have had about what happened to our guest here.† I wondered how they were able to spy on the Seekers who searched for me-to see so much. I felt strangely exposed by the idea. I didn't like the picture in my head: the humans invisible, watching the souls they hated. The thought made the skin on the back of my neck prickle. â€Å"So they packed up and left. The Seekers gave up the search. All the volunteers went home. No one is looking for it.† His profile turned toward me, and I hunched down, hoping it was too dark to see me in here-that, like his face, I would appear as only a black shape. â€Å"I imagine it's been declared officially dead, if they keep track of those things the way we used to. Jeb's been saying I told you so' to anyone who'll stand still long enough to hear it.† Jared grumbled something incoherent; I could only pick out Jeb's name. Then he inhaled a sharp breath, blew it out, and said, â€Å"All right, then. I guess that's the end of it.† â€Å"That's what it looks like.† Ian hesitated for a moment and then added, â€Å"Except†¦ Well, it's probably nothing at all.† Jared tensed again; he didn't like having his intelligence edited. â€Å"Go on.† â€Å"No one but Kyle thinks much of it, and you know how Kyle is.† Jared grunted his assent to that. â€Å"You've got the best instincts for this kind of thing; I wanted your opinion. That's why I'm here, taking my life into my hands to infiltrate the restricted area,† Ian said dryly, and then his voice was utterly serious again. â€Å"You see, there's this one†¦ a Seeker, no doubt about that-it packs a Glock.† It took me a second to understand the word he used. It wasn't a familiar part of Melanie's vocabulary. When I understood that he was talking about a kind of gun, the wistful, envious tone in his voice made me feel slightly ill. â€Å"Kyle was the first to notice how this one stood out. It didn't seem important to the rest-certainly not part of the decision-making process. Oh, it had suggestions enough, from what we could see, but no one seemed to listen to it. Wish we could've heard what it was saying†¦Ã¢â‚¬  My skin prickled anxiously again. â€Å"Anyway,† Ian continued, â€Å"when they called off the search, this one wasn't happy with the decision. You know how the parasites are always so†¦ very pleasant? This was weird-it's the closest I've ever seen them come to an argument. Not a real argument, because none of the others argued back, but the unhappy one sure looked like it was arguing with them. The core group of Seekers disregarded it-they're all gone.† â€Å"But the unhappy one?† Jared asked. â€Å"It got in a car and drove halfway to Phoenix. Then it drove back to Tucson. Then it drove west again.† â€Å"Still searching.† â€Å"Or very confused. It stopped at that convenience store by the peak. Talked to the parasite that worked there, though that one had already been questioned.† â€Å"Huh,† Jared grunted. He was interested now, concentrating on the puzzle. â€Å"Then it went for a hike up the peak-stupid little thing. Had to be burning alive, wearing black from head to toe.† A spasm rocked through my body; I found myself off the floor, cringing against the back wall of my cell. My hands flew up instinctively to protect my face. I heard a hiss echo through the small space, and only after it faded did I realize it was mine. â€Å"What was that?† Ian asked, his voice shocked. I peeked through my fingers to see both of their faces leaning through the hole toward me. Ian's was black, but part of Jared's was lit, his features hard as stone. I wanted to be still, invisible, but tremors I couldn't control were shaking violently down my spine. Jared leaned away and came back with the lamp in his hands. â€Å"Look at its eyes,† Ian muttered. â€Å"It's frightened.† I could see both their expressions now, but I looked only at Jared. His gaze was tightly focused on me, calculating. I guessed he was thinking through what Ian had said, looking for the trigger to my behavior. My body wouldn't stop shaking. She'll never give up, Melanie moaned. I know, I know, I moaned back. When had our distaste turned to fear? My stomach knotted and heaved. Why couldn't she just let me be dead like the rest of them had? When I was dead, would she hunt me still? â€Å"Who is the Seeker in black?† Jared suddenly barked at me. My lips trembled, but I didn't answer. Silence was safest. â€Å"I know you can talk,† Jared growled. â€Å"You talk to Jeb and Jamie. And now you're going to talk to me.† He climbed into the mouth of the cave, huffing with surprise at how tightly he had to fold himself to manage it. The low ceiling forced him to kneel, and that didn't make him happy. I could see he'd rather stand over me. I had nowhere to run. I was already wedged into the deepest corner. The cave barely had room for the two of us. I could feel his breath on my skin. â€Å"Tell me what you know,† he ordered.

Age Of Unimagined Levels Of Violence Education Essay

Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to of this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us. Policy Enterprises: The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of s tudy † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witting and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc. Land Worlds: Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is necessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so t hat struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n’t even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town. Education for Peace: We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical plus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby’s rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Educat ion for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace. An attack to Education for Peace: The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace. ROLE OF TEACHERS IN EDUCATION FOR PEACE: For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besides for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it. Pedagogical Schemes: The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/lesson has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole. Challenges in forepart of instruction for peace: Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signifier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids ob serve and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n’t hold faith in peaceable methods. Decision: Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inquire and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, in struction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers. Age Of Unimagined Levels Of Violence Education Essay Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to of this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us. Policy Enterprises: The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of s tudy † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witting and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc. Land Worlds: Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is necessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so t hat struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n’t even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town. Education for Peace: We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical plus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby’s rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Educat ion for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace. An attack to Education for Peace: The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace. ROLE OF TEACHERS IN EDUCATION FOR PEACE: For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besides for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it. Pedagogical Schemes: The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/lesson has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole. Challenges in forepart of instruction for peace: Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signifier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids ob serve and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n’t hold faith in peaceable methods. Decision: Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inquire and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, in struction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers.

Organizational Analysis Essay Example | Topics and Well Written Essays - 2000 words

Organizational Analysis - Essay Example Being aware of the major differences in a group and maintaining patience can help minimize such problems. Having worked in a team during this season, I experienced some challenges, problems, and conflicts that required sound decision making and problem solving skills as per the context in which the occurred. Our research team was given the task to deliver case studies and exhibitions of the module in an excellent way. The challenge was realized in building a good relation and communication network between my team members. This was due the differences in our cultural backgrounds. I am from Qatar, yet all my group members are of Chinese origin. Many people assume that challenges in cross-cultural teams arise from dissimilar styles of communication, yet this is just one of the many challenges that can create obstacles to the ultimate success of a team. These categories of challenges include direct versus indirect communication, differing attitudes towards authority and leadership, trouble with fluency and accents, and conflicting norms in making decisions (Minssen, 2006: 14). In the context of my group, I realized that the challenge in communication was mainly based on the principle of direct versus in direct communication (Trenholm & Jensen, 2008: 13). Qatar being an Arabian country, I always thought that communication in Arabian culture is typically explicit and direct. The meaning of words is on the surface and the receiver of the message does not have to have much about the context of communication or the speaker to make an interpretation. This is not true in the Chinese culture, where I found that the meaning of words is embedded in the manner in which the message is presented. The challenge was mostly due to the indirect communication that I noticed among them. For instance, my Chinese team members would often take a break and have some conversations in the middle of discussions. Little did I know that their main aim was to maintain harmony in

Critically assess the view that banks in emerging markets weathered Essay

Critically assess the view that banks in emerging markets weathered the recent financial crisis (2007-09) better than banks h - Essay Example Critics would surely credit their phenomenal growth due to the global economic shift that has taken place during this period where China has become the world’s manufacturing center and back office. While these two happenings have indeed helped in the growth of Chinese banks, one should not lose sight of the equally important fact that while banks in developed western economies crumbled during the global meltdown during 2007-2009, Chinese banks weathered this economic turmoil without any apparent signs of wear and tear (The winners' dilemma, 2010). Reliance on old fashioned mores of banking Banks in India, China and Brazil still prefer to do banking in the so-called old fashioned manner of carrying out business. They depend almost entirely on deposits they can mobilize and never lend out more than they collect through deposits. Also, they never depend on economically unstable international financial instruments that promise huge possibilities of return but are forever volatile and dependent on a host of economic factors that are linked to health of diverse economies of the western hemisphere. If there is turmoil in one developed economy, its impact spread across the entire banking sector via these volatile international financial instruments (Rambo in cuffs, 2010). This conservative approach to banking is also reflected in the comparatively meager salaries and perks that chief executives of banks in emerging economies receive as remuneration. An example might put things in proper perspective. The chief executive of Chinese bank ICBC, the world’s largest bank in terms of market capitalization, received only $134,000 in 2009 which is way behind the remuneration of his peers in western banks (The bigger and bigger picture, 2010). Role of Governments of emerging countries The biggest difference between developed and emerging economies with regard to banking is the extent of involvement of government in banking activities. While governments of developed economies hardly have any say in how banks would be run, governments of emerging economies actively participate in the business of banking. This might initially seem to be an unwarranted governmental intervention in the mechanism of free market but on deeper analysis it becomes clear that governmental involvement shielded banks in emerging economies to a considerable extent from global turmoil during 2007-2009 (Mutually assured existence, 2010). In the matter of growth and expansion Chinese banks have beaten their emerging economy counterparts hands down. The profits of China Construction Bank, the second largest bank in the world, have grown to $16 billion which is decidedly higher than the profits of JPMorgan, Wells Fargo and Goldman Sachs, the three largest banks in United States of America. With such large scale expansion, the problem of bad debts has also increased more than proportionately. Chinese government has taken certain explicit steps to prevent bad debts from eating a way into the financial soundness of banks. In April 2010, Liu Mingkang, head of banking regulatory authority in China, issued clear instructions to

Entrepreneurship Essay Example | Topics and Well Written Essays - 2000 words

Entrepreneurship - Essay Example John Bezos, who is the founder and CEO of Amazon.com, dreamt of books. In 1994, he founded Amazon.com, arguably the earth’s largest bookstore. Since then, the company has registered tremendous growth and has become a force to reckon with in its industry. The following is a report which traces the history of Bezos, events leading to the founding of the company, business strategies employed by the company, and finally it winds up with highlighting the company’s success factors. History of Jeff Bezos CEO and Founder Amazon.com Jeffrey P. Bezos was born in a place called Albuquerque, in New Mexico. At an early age, Bezos displayed an outstanding mechanical aptitude. He also developed passion for various technical fields. When he became a teenager, his family moved to Miami, Florida. In high school, Bezos became more interested in computers. He later joined Princeton University with plans to study physics. However, he abandoned this dream in pursuit of computer study. He lat er graduated from the university with an electrical engineering and computer science degree. Afterwards, he was employed by a firm on Wall Street, where computers were becoming increasingly in demand for use in studying emerging patterns in various industries (Brandt 2011, pp. 228). Thereafter, he was employed at Fitel, a new company that was designing a network to be used in the management of international trade. He then was hired by D.E. Shaw, a firm that specialized in computer science applications in the stock market. Here, he was hired mostly because of his general and conspicuous talent. It was also while working in this firm that he became a senior vice president, and was looking forward to a brighter future, when he made a finding that transformed his life as well as the course of the world history of business (Brandt 2011, pp. 228). His biggest test came in 1995 when he sought to raise a seed capital of $1 million in order to launch his firm. Over a period of six months in early 1995, he met with some 60 private investors. During this time, he was hiring programmers to design the firm’s website to market itself to the public. Bezos discovered that the use of Internet was increasing by 2300 percent each year. He quickly saw a chance for a new realm of business, and immediately started considering the potential (Hazleton 1998, pp. 56). Bezos later flew to Los Angeles to attend a convention of American Booksellers. While in attendance, he learnt all that he could with regard to the book business. He realized that the main book wholesalers had already composed electronic lists regarding their inventory. All that was required was to establish a single location for this important information on the Internet, from where the book-buying community could search the existing stock and then place orders directly. The employers of Bezos were not ready to proceed with such an undertaking. Bezos then realized that the only remaining way to seize the chance wa s to go into business as an individual. Nevertheless, this meant sacrificing a more secure job in New York. Despite the risk, Bezos together with his wife Mackenzie chose to take up the challenge (Hazleton 1998, pp. 58). In the year 1999, Bezos was declared Time magazine’s Person of the Year. Come 2008, he was selected by the U.S. News & World Report as one of the best leaders in America. In the same year, he also received an honorary doctorate degree in Science and Technology from the University of Carnegie Mellon. Furthermore,

Consumer Law Essay Example | Topics and Well Written Essays - 2500 words

Consumer Law - Essay Example Consumer protection law is a part of law that regulates personal law relationships between consumers and the firms that sell those products. Consumer protection policies are designed to guarantee fair competition and the free exchange of truthful information in the market arena. These laws are established to prevent businesses that take part in fraud or particular unfair practices from getting an advantage over their competitors and can too offer additional protection for the inferior and those incapable of taking care of themselves. Consumer Protection policies are a type of government directive that protects the welfare of consumers. For instance, a government might require businesses to unveil detailed information concerning products; mainly in areas where safety or health of the public is a concern, like food. Consumer safeguarding is associated to the thought of "consumer rights" as well as to the creation of consumer organizations that assist consumers put together healthier choices in the marketplace. Misleading and deceptive practices are the world over. And the plan is to make the consumers to pay more than they ought to for goods and services, or make them pay for items they don't need. Irrespective of if its misleading advertising, erroneous assumptions, or absolute lies, the outcome is alike: they may pay over what they ought to for what they should get. The interests of consumer can also be protected through enhancing competition in the marketplace that directly and indirectly offer good and services to consumers, steady with economic competence. Consumer protection may too be asserted through non-government organizations and persons as consumer activism. Consumer protection deals with a wide variety of issues, such as privacy rights, product liability, unjust business practices, deception, misrepresentation, and some other consumer/business interactions. These laws handle credit repair, debt repair, goods safety, service and sales deals, bill collector ruling, turnoffs, pricing, utility consolidation, personal loans which may guide to bankruptcy and much more. In Europe, some particular restrictions have been positioned on the standard of party autonomy. Such restrictions naturally apply in circumstances where there occurs a qualified extend of disparity between the parties in regards of their individual negotiating powers. A significant example of such a state of affairs occurs when a business sells products to a consumer and the consumer is deemed as being in an inferior position than the business. Therefore, the jurisdictional regulations in Europe require that the vendor can only take legal action against the consumer in the state where the consumer is dwelling; whereas the consumer can at all times sue the seller in the consumer's state of residence. The EU is dedicated to enhancing the quality of life of its residents. Additionally to direct action to defend their rights, the Union guarantees that consumer interests are put into the EU legislation in every relevant policy field. Because of the sole market and the sole currency open operation borders, as utilization of the internet and electronic commerce develops and as the service division grows, it is significant that the almost 500 million people

MMM CO Essay Example | Topics and Well Written Essays - 750 words

MMM CO - Essay Example trust on the organization, increase the performance efficiency, grab the maximum market share and what strategies a company would implement to approach the customers. Internal drivers comprise of situations where the company is influenced to manage its profitability and retain its customers by applying various internal strategies. The internal drivers within an organization are centered to deliver: According to Michael Porter’s book, ‘Competitive Advantage: Creating and Sustaining Superior Performance† published in 1985, the concept of Value Chain was first coined (Michael Porter). According to this concept, value chain comprise of the entire primary and the secondary activities within an organization that would help the firm to strengthen its position in the market as well as to improve its product or service efficiency within the market. At this stage, it is important for MMM & Co. to focus on all the activities of the organization that are related with the receiving and storing of the raw materials especially those products which are used by the company to produce the end products. The better the inbound logistic system of the company would be, the better would be quality of the products and the raw materials. MMM & Co. needs to focus its attention on the operations within the company that initiate from the manufacturing of the products which involves the receiving of the raw materials and end on the final production. Throughout the operations, the company is in dire need to maintain the flow of the operations smooth as well as, to maintain the control on all the steps. Outbound logistics play a key role in getting the finish products to the customers. It revolves around the handling and shipping of the products from one place to another. The smooth flow of outbound logistics plays a crucial role in determining the profitability of the company. MMM & co. needs to focus its attention on this activity. Marketing and sales stand as the corner stone to

Constantine Trucking Assignment Example | Topics and Well Written Essays - 1500 words

Constantine Trucking - Assignment Example We are easy to access as our trucks are made available on an hourly basis, and delivery can be arranged by the ton/yard, and we provide complete solutions for trucking needs on the go. 2a. Plan Highlights: Our main objective is to ensure client satisfaction through timely and fast delivery, and providing best-quality mulch, excavation services and related products. As the construction industry is booming currently, we have decided to expand our horizons in order to improve profit margins and increase local market share. We have also created organizational diversity into our product line by launching into farming industry and provide our freshly baked home-made bakery items and locally harvested organic produce. 2b. Key to success: The local transportation and trucking industry is booming at the moment, so in order to stay not just defendable but in a combative position, in an ever growing competition we have to focus upon quality as well as cost reduction strategies such as:   a) We can deliver daily, from a minimal 3 yards up to 1,000,000 yards with a fleet of trucks from one ton dump to dump trailers. b) We aim to achieve at least four large-scale contracts for the coming three years. c) Expand our customer base by venturing into other geographical areas to achieve a sustainable level of productivity d) increase marketing expenditures by 15% (â€Å"Trucking Services†). Section Three: Company Summary 3a. Vision: Constantine Construction Inc in Loudonville, New York is a licensed, insured and privately owned construction and Trucking Company which falls in the category of Trucking-Contract Hauling, excavating contractors’ mulch. It is in the business since 50 years (â€Å"Constantine Truck and Repair Service†). The prior vision of this company is to deliver top quality products and services. We are a dedicated team striving to expand our community, helping to maintain existing

Is Socrates a feminist How might one argue that he is How would they Essay

Is Socrates a feminist How might one argue that he is How would they argue that he is not Which position is right - Essay Example Significantly, to an extent Plato promoted the notion of both men and women being equal with some of his views supporting this claim specifically in book 5, where he tackled on Socrates’ view that women have plenty potential as philosopher-rulers or guardians of the state (VanHeest 1). On the support for women equality platform, the foundation of this claim is his assertion that a human should be judged on his or her soul and not on external appearance altogether. However, there are more of his views that entrench his stand on feminism i.e. that woman’s biology should not settle the question of her destiny and women’s intelligence and reason should also be utilized when it comes to the running of the state; matter of fact, these two views are the ones that serve the basis for the belief that to a certain extent Plato supports the feminist’s views (Cuizon 1). Socrates radically states that women should also get the same training in the society as men, in th e areas of geometry, gymnastics, music, and with these most people fall under the misconception that Socrates is a feminist. Considerably, he gives a lot of support to women arguing that they should also be allowed to have active roles in the republic; however, this campaign is not based on feminism or because he feels that they deserve it due to the centuries of uneven status in the society. Socrates views both men and women to be equal in all aspects except strength, and is aware that both genders fall into one of the three parts of the soul, being either spirited, rational or appetitive, hence they all have uses in the city (Vilchez 1). Additionally, he is familiar with biological essentialism noting out that even though women might not be strong as men they play a fundamental role to the city and its comprehensive success. The overall analysis of women by Socrates gives him the idea that they are of use in any perfect society despite the diversity in strength when compared to me n; however, he believes that there is no single thing that only men or women can do. Significantly, Socrates speaks against gender roles that are still relevant in the world of today stating out that no profession is suited solely for man or for woman despite the many junctures where people believe that, especially when it comes to leadership. In the world of today, the payment/salary varies with men being paid more than women and it has been hard to address this issue until recently with a significant number of people continuing to fight against the gender discriminations (VanHeest 1). One of the factors that make Socrates sound like a true biological essentialist is his notion that men are stronger than women which is typically true. The point on no one task is a job that can only be done by one sex is encouraging since nowadays there are men cooking and women who fight; nonetheless, there are still tasks that are dominated to one gender like the army’s are full of men who have proven to be stronger than women. There is often the confusion between biological essentialists and feminists for instance in this case, Socrates is more of a biological essentialist than a feminist, believing that even though men tend to be stronger than women, it does not justify the women being denied involvement to their full

Summary of 7 Habits of Highly Effective People Essay Example for Free

Summary of 7 Habits of Highly Effective People Essay Stephen Covey’s book â€Å"The 7 habits of highly effective people† will help me in a number of different ways in the year to come. Not only with being effective in my career, but also my personal life and graduate school. Covey talks about character and personality traits, and uses a great example of being in Chicago and having excellent map and reference skills, but if you have a map of Detroit you will not be able to find your way around no matter how good your secondary skills are. This is a great example of how it is necessary to possess the primary elements, before your secondary skills can be used effectively. Covey goes on to talk about the 7 habits of highly effective people in his book, and continues to talk about the difference in relying on personality vs. character ethics. Covey feels that if you rely on personality ethics and the underlying paradigms are the same, simply changing outward behavior is not effective. He also talks about how people view things not the way they are, but how they are conditioned to see thing. He uses an example of two groups of people being shown two different pictures of a young and old woman. Then the groups are shown an abstract containing characteristics of both the old and young woman. Each group saw the image of the picture they were shown within the abstract. The book presents the 7 habits in an inside-out approach centering around principles and character. The key points that I got out of reading this book was to approach the way that I look at the world differently. Once I can realize my past conditioning, I can then change the way that I see things in order to be more effective. All 7 habits will be helpful to me in my future growth, success, and effectiveness. The first is to be proactive. By being proactive, this means to assess a situation and developing a positive response for it, as opposed to reporting it to someone and sitting back and waiting for them to come up with a response. The other key points I took from the 7 habits of highly effective people, is to develop a personal mission statement and to spend time doing what fits into my personal mission. By this I need to identify the key roles I take on in life, and make time for each of these key roles. Another key point is to look for win/win agreements and relationships. This means to look for relationships and agreements that are beneficial to both parties, and in the event that there is not the possibility for a win/win to be comfortable to say â€Å"no deal†. The last three habits I found extremely beneficial to me. What I got from these is to first look to understand the other person, and then seek to be understood. Secondly try and solve conflict and find a better solution to a problem through mutual trust and understanding. Finally, to try and maintain a balance between production and production capacity, by looking at the physical, mental, social/emotional, and spiritual dimensions. The 7 habits of highly effective people, has been beneficial to me in a number of different ways. It has helped me look at how I perceive things, versus the way that I need to be approaching things. It has also helped me develop a mission statement for myself and to prioritize things based on that personal statement. It has also helped me look at my production and production capacity, and helped me try and understand people before seeking to be understood. I would have to give this book a 9 out of 10.

Training And Development Analysis Essay Example for Free

Training And Development Analysis Essay Training and education have been increasingly conceived as contributing to the quality and productivity of work and thus the profitability of the organization. When good employees are hired, the organization is benefited by investing in their skill development. The training and development of the employees serve many purposes, apart from quality and productivity improvement. The organization becomes ready to adopt advanced technologies and is also able to find replacements when personnel move up the organization or leave it (ZeroMillion, 2002). Employees become more efficient and motivated and the organization also has adequate human resources for its expansion plans. In earlier times, people were selected and developed as managers based on knowledge of their work and understanding of the organization’s requirements. Workers were told on the requirements and expectations of the management, and the workers delivered it. There were no programs directed at career counseling and performance reviews. The need for stress counseling, interpersonal skills improvement, career advancement, recognition and rewarding was not felt. However in the 1950s to 1980s, the management began focusing on the need to train on core functioning areas like planning, finance, sales and accounting etc. Participants deeply involved themselves on a topic and then moved to another topic. Most management schools did not emphasize on an integrated curriculum of all topics. These managers could hardly solve problems as problems were integrated and the approach to solving them was only restricted to the topic relevant. A manager can solve problems effectively by integrating his knowledge and expertise across various domains. With wider recognition of human relations aspect in managing organizations, training programs were developed to improve efficiency and productivity through coaching, motivation, career development etc. (McNamara, 1997)   Today management schools review diverse management topics, analyze them, and apply that understanding to workplace requirement. Training and development play a vital role in an organization’s attempt of total quality (TQ). Training workshops facilitate stimulation of the attendees’ interest and knowledge, which would drive them towards TQ realization. When training workshops fail to encourage the attendees towards TQ realization, then such workshops have very little or no bearing. Many management personnel believe that interest in TQ would be automatically inculcated when employees mingle and share with each other. Thus, they anticipate great positive changes with every training session. However, many people in the managerial and supervisory roles would see the impending changes as a threat to their position and authority, and therefore indulge in tactics to avoid the implementation of changes. Training can bring about changes and wonders when planned and implemented properly. It should be noted here that training is not considered necessary by all companies, as most training events and sessions cannot be directly attributed to outcomes. Therefore some managers tend to perceive training as a luxury of larger companies who can afford to absorb the costs. Training initiatives need to be related to specific outcomes (Atkinson, 1998). By appropriate planning, the trainer is focused to deliver positive and tangible outcomes. When training is managed properly, the required changes or outcomes are successfully realized. However generalized training using inappropriate material, video presentations and irrelevant case studies are more directed towards the self interest of the trainer rather than the organization. Along with technological innovation and, research and development, training and development is also one of the most important investments a company can make for its progress. The quality of the employees is determined by their experiences and exposure within the organization. When these experiences are restricted in terms of time or opportunity for development, then the employees cannot be expected to solve bigger problems. The employees only tend to keep improving their expertise within the scope of their narrow field. Training in management is similar to athletic training in several ways. In athletics, the successful coachers are those who have undergone similar experiences like those of their trainees. The coach here understands how skills are acquired and how mental blocks like attitudes, hinder effective training. The athletic coach wouldn’t straight away plan a training strategy to make the athlete competitive for the Olympics.   The coachers learn the past performances of the athletes, their ups and downs and appropriately design training strategies. Similarly in management training too, the earlier experience and performance of the managers, their strengths and weaknesses are looked into, while planning their training. Past experiences and its associated success and failures, would help in predicting future behavior with and without training. Sometimes training can create problems by fueling hostility from mangers, mainly because of previous disappointments and sustained ill repute, rendering the training a waste of time and resources. However, determined policy makers can convert hostility into meaningful partnerships. Effective partnering can be developed by trainers crediting success and achievements to the managers. Historically, disappointments associated with training are less intense and take longer time to surface. This is because of the strategy adopted by trainers to play safe by ensuring their programs look successful. The trainers incorporate only standard, mild designs and methods to avoid slipping on the outcomes and attempt to camouflage this by asking for more time, staff and resource requirements. Even when managers have a slight positive attitude, there exists opportunities for better collaboration. Such managers would only demand evidence of the worth of the training. The training partner should welcome this and be ready to slow proof. Managers may sometimes want trainers to design programs or modify them to address their needs. By appropriately creating or modifying programs, a partnership is forged and strengthened. There are other managers who support training and partner with it without any critical examination. These managers don’t listen or speculate on informal concerns and go about answering, signing and scheduling the training. Such kind of cooperation and support would be sufficient for training programs that have been well established. However for training associated with change strategies, this support would not be sufficient. When managers presume ownership of training and are in charge of training, they assume a powerful role (Lynton and Pareek, 2000). They actively participate with the trainers and explore opportunities, options and situations for effective training. Proceeding further, managers acquire required competencies in training and join the training team. Managers have detailed understanding of the work settings and work process and their presence in the training team can be very beneficial. Preparing a training budget is an important administrative responsibility of the training manager. An organization’s concern for training is reflected by the amount sanctioned for training against the requested, budgeted amount. It is important for training managers to strive hard to position training within the organization as something that would enable employees to gain what the organization wants them to acquire. Training should not be perceived by internal customers as a mere classroom program or a teaching department. When, due to any finance crunches, budget cutting is required; it would most probably come down to the training budget. However, if the organization at any later date wants to impart some training or sees a need for training, can easily bring in funds from other programs or departments. Thus learning, if deemed necessary, would always be funded. An organization funds its training programs in several ways. Some organizations have a central training budget from where funds are efficiently transferred to the training department to take care of the organization’s training needs. Sometimes the training department is allocated sufficient money to run its own affairs, like its department’s salaries, supplies and over heads etc. The funds required for the conduct of the programs comes from the budgets of the departments requiring the training. The training department normally raises a charge for its services. Organizations use various terminologies for its budget like budget accounts or chart of accounts; and its own terminology for budgeted items. However a typical budget for the training department includes salaries, benefits, recruitment, consulting, supplies, postage, travel, communications etc. After allocation of funds, the training department tracks its spending on the basis of the same categories. Using a spread sheet, a report is generated showing the expenses for each category in the current month, year-to-date expenses, budget amount for the year and the remainder left for the year. All organizations have their own policies and format for reporting financial data and the training manager too has to conform to this. Employees rely on training, not only to improve their expertise on their current job, but also to help them prepare for responsibilities and prospects. Each job must be designed to provide opportunities for learning and growth. The jobs must be able to enhance skill variety, incorporate task significance and also include autonomy and feedback. Job dissatisfaction is an obvious outcome caused by jobs that are seemingly unrewarding in themselves. Employee resignations and turnover is also increased when people are not trained properly. Employees begin to feel that the demands made on them cannot be fully delivered without proper training. When new employees are not provided adequate training, they experience an ‘induction crises’. Learning and training programs raise existing skills and competences among employees to expected standards, while increasing their morale and confidence. Employees must be encouraged to acquire new skills so that they can assume bigger responsibilities and perform various tasks. Such multi-tasking would also help them to earn more under skill-competency based pay structure. Training is very important when organizations experience change. All successful change implementation efforts need to be supported by enabling structures like retention programs, rewards system and outplacement programs. Retention programs are very crucial as change implementation can turn out to be a major cause for employee turn over. Employees are generally encouraged to those aspects of work, which are rewarded and discard those aspects, which are not rewarded. Thus employees can be reallocated by appropriate training. Sometimes, change implementation may involve downsizing. However, the organization should work out to ensure minimal damage by downsizing, as downsizing can jeopardize any change implementation effort. Before laying off any employee, the manager must consider if the employee has any skills that can be deployed in another position or division of the organization. Here again the prospects of training for adapting is considered. Only when the employee looks incapable of acquiring newer skills or when the employee is not very enthusiastic of training should lay off be considered. If layoff is inevitable, the organization should ensure that a comprehensive outplacement services are offered to him, so that the employee holds the organization in high esteem in his further association with the industry (Harvard, 2005). When organizations introduce technological changes, the work processes are changed and training is required to help employees to perform their new responsibilities with ease and confidence. The machine and its human operator are two complementary units of the work process, and none can replace the other. Science-driven changes are fast and multidirectional. The impact of technology and its bearing on competition is very vast. Different technologies have varying impact on management systems. Technologies used in their work processing in banking, insurance, production line etc., require system redesign and new operator skills. In steel and power generation plants, the central control is carried out by electronic technology. Genetic, bioengineering and instrumentation technology backed procedures require considerable amount of decentralization and cooperation at operator levels. Thus change of technology or introduction of new technology into the work cycle, create certain demands to redesign the work process and work environment, for which training is necessary (Saini and Khan). While training programs are mainly proposed at the employer levels, work unions can also play a crucial role in training and development. The achievements of British trade unions is a standing example of what it can achieve for its members when it’s focused on training and learning. During the last few years, the British trade unions have adopted training and learning as an important element of their agenda. The role of unions in establishing ‘learning agreements’ with employers, creating union learning representative (ULR) and several union learning programs are seen as success stories associated with unions. Unions have also been provided a stakeholder role in the vocational education and training system (VET). Today, most of the important institutional bodies include a formal representation of unions. Unions are represented in the learning skills council (LSC) and the sector skills council (SSC). New sector skills agreements and regional skills agreements have been formed in sectors where unions are present. The Trade Union Congress (TUC) has a formal representation on the National Skills Alliance to advice government on the implementation and progress of skills strategy. Although unions have very limited role at the policy formulation level, they have a larger new role in improving workplace learning. The establishment of the union learning representative is perceived as an innovation of the central union. The role of the representative is to support and motivate workers in taking up workplace learning. The success of workplace learning is evident from the associated facts and figures. As of December 2006, the TUC claims to have trained over 13,000 ULRs. More than 3000 workplaces have been covered with over 450 union learning projects, while over 67,000 learners benefit from these courses each year. There have also been many cases where unions have been in partnership with employers to develop learning and skills acquirement. It is important to note here that employers and employees perceive training and training success in different ways. Employers prefer to develop-specific skills that directly help their business. Union and employees on the other hand, would want to develop broad transferable skills, which can help in an individual’s employment and career. Such programs are very valuable to the employees and sometimes be a life changing experience for many. It helps them to advance their career, while also encouraging them to become more active in the union. A unionlearn random postal survey has highlighted an enormous latent demand for learning (Unionlearn, 2007)  Ã‚   Over 96% of respondents agreed or strongly agreed that it is important to always be learning. People also wanted to take to learning for various reasons. About 81% of people wanted to study for their personal development or as a leisure time activity, while 56% wanted to learn, to benefit at their work. Sometimes workplace training is imparted remotely too through e-learning. The benefits of technology in learning is not just restricted to classroom learning alone, but also to workplace learning. The workplace trainer here needs to have appropriate teaching skills to help the understanding of remote students. The remote workplace trainer requires technology-based instructing skills, comparable to that of an academic teacher. In the coming years, probably all teachers, academic or workplace, would be trained to handle remote teaching, given the trend of e-learning. Successful e-learning for the American workforce calls for combined action by the public and private sectors. Quality issues, assessment and certification, and access to e-learning opportunities are vital areas that need to be focused to make e-learning more beneficial. Business houses need to realize the potential of e-learning and integrate e-learning into their strategies and operations. A training program is designed based on the assessed needs or requirement of the members.   The learning needs are separated into groups and the groups connected in a logical manner. Each group is then associated with goals or outcomes to be realized at the end of the training program. The goals are split into learning objectives, which are specific requirements that a trainee must know or be capable of, once the program is completed. For instance, if an organization’s needs are assessed and found that its supervisors should learn more on performance management, then the training program should have the following outcomes: 1) Supervisors should know the company policy on performance management. 2) Supervisors should manage employee performance only according to the rules and procedures of the company. 3) Supervisors must conduct themselves with the legal limits when addressing performance management issues. When a training program is to designed, it is essential that all departments are involved in it with the training department (O’Connor, Bronner and Delaney, 2003). A wider representation and involvement is necessary as the training outcomes would virtually affect everyone in the organization. The design team should also be represented by members from HR and Legal Departments. Based on the identified needs and the training outcomes, the duration of the training program and the modules are planned. The training professional must ensure that the program activity incorporate good instructional and adult learning principles. The program should have various activities giving priority to group work and interaction than individual readings or lectures. The programs should reflect the organizational culture while being focused on individual learning. The design of the training program should have relevance to the experience and knowledge existing already with the participants. The program should stop once the required learning has been accomplished. Segmenting a designed program helps the training team and the participants to focus on packets of contents, one at a time, for more clarity. The program content may be divided into days, with each day divided into units and each unit divided into modules. The effectiveness of a training session can be evaluated by several parameters. The training can be said to be efficient and effective when it has achieved its objectives. The validity of the training is determined by ascertaining whether the training has been able to solve problems associated with output, service and outflow. The validity of the training program is also seen from the perspective of the participants, whether it has met their needs.   The training program is evaluated by measuring the overall cost benefit of the program while validation is the judgment of objectives achievement. Using a series of tests and assessments, internal validation can be carried out to ascertain whether the participants have acquired knowledge, skills or experienced attitude modification. Common measuring instruments are the opinion of the attendees, opinion of trainers, opinion of managers and opinion of peers and colleagues.   The knowledge gained by training can also assessed through oral, written, objective or practical tests. The skills acquired can be assessed by asking the trainee to demonstrate the skills with a checklist and without a checklist, before judges (Ramaswami, 1992). The checklist must reflect the actions or procedures required to be performed. The attitudes of trainees are measured by actual observation of behavior, by judges, or by an attitude scale for reference. Apart from the training imparted, it has been perceived that certain attributes of the trainer itself can contribute to the influence of the participants. When the trainer is prepared and confident, the participants are convinced and feel at ease. When the trainer is enthusiastic and purpose-oriented, the trainees become interested and get a clear objective. The responsibility and involvement in enhancing productivity has gradually shifted from the management level executives to the capable and knowledgeable workers. The management facilitates and encourages workers to work independently and determine ways of doing things in a better way. This approach is significantly different from its earlier approach of controlling and instructing workers. The management also wants its employees to share their knowledge and expertise with others so that the organization benefits from the new knowledge. With more work being automated, workers have to think of ways and techniques appropriate to the speed and requirements of the automated facility. Learning is necessary to realize and understand better, the ways to doing things that would benefit the customer. Learning is very different from training, which is imparting of skills required for a particular task or work requirement. Learning is an ongoing process, which doesn’t require exclusive sessions or classes; and is perhaps the heart of productive activity (Thite, 2004). Given the globalization and intense competition in the market place, a suitable idea from anyone is appreciated as long as it contributes to process improvement. Ideas even help transform organizations by breaking new grounds. People are encouraged to think of solutions and apply them to their daily work. Organizations need to realize the power of learning and benefit from it to successfully face global competition. REFERENCES Unionlearn.(2007) The role of trade unions in the formation and distribution of learning and skills, [Electronic Version] downloaded on 12th May, 2008 from http://www.unionlearn.org.uk/policy/learn-2042-f0.pdf ZeroMillion (2002). Employee training and Development [Electronic Version] downloaded on 13th May, 2008 from 4. Employee Training and Development McNamara C. (1997) Brief History of Management training and Development. [Electronic Version] downloaded on 13th May, 2008 from http://www.managementhelp.org/mgmt_dev/history/history.htm Atkinson P., (1998) Creating Culture Change; Strategies for Success, Jaico Publishing House O’Connor, Bronner and Delaney (2003) Training for Organizations, Thomson Learning, Singapore Ramaswami N, (1992) A Handbook of Training Development, T.R. Publications Lynton R.P, Pareek U., (2000) Training for Organizational Transformation Sage Publications    Harvard (2005), The Essentials of Managing Change and Transition. Publisher: Harvard Business School Press. Thite M., (2004). Managing People in the New Economy. Response Books. Sage Publication Saini D.S, Khan S.A., (2000), (Eds) Human Resource Management. Perspectives for the New Era, Publisher: Response Books, Year of publication 2000.