Changes in Us Foreign Policy Between 1880 and 1910 Essay

Throughout the years, the United States government had made drastic changes in its foreign policies. The few decades from 1880 to 1910, which saw five different presidents all with very distinct foreign policies, were no exception. As a country, the United States progressed from being a country only concerned with expanding its territory out west, to being a country on the verge of becoming involved in the First World War. During the 1880s and 1890s, the United States focused on broadening their territory and expanding their country westward. During the early part of the decade, a vast amount of land was disappearing due to the fact that millions of people were moving west looking for gold mines and new farmland. The government was†¦show more content†¦During this time, there was a huge amount of new inventions and industrialization within the country. Because of these new techniques and developments, the United States was proving itself to be a major industrial power. Around this same time, there was a massive rush of immigrants into the country. They came from all over the world; from places like Ireland, England, Italy, Russia, Greece, Mexico, and Asia. Any of these immigrants completely broke their ties with the old country once they moved to America. The increase in immigration, led to a rise in Nativism. Organizations were formed whose main purpose was to prevent more people from enterin g the country, including the American Protective Association (APA) and the Immigration Restriction League (IRL). In the late 1890s, the United States experiences imperialistic feelings rise again. The country as a whole feared our resources running out, so there was an increase in foreign trade. The intellectual justification for the idea of the New Manifest Destiny was social Darwinism, or survival of the fittest. In Latin America, the United States sided with Venezuela against Britain over border disputes; we were willing to go to war with Britain on the matter and we were protecting our own interests there. In 1898, France and Britain annexed Hawaii to the United States, which was anShow MoreRelatedChanges In Us Foreign Policy Between 1880 And 1910 Essay1183 Words   |  5 PagesThroughout the years, the United States government had made drastic changes in its foreign policies. The few decades from 1880 to 1910, which saw five different presidents all with very distinct forei gn policies, were no exception. As a country, the United States progressed from being a country only concerned with expanding its territory out west, to being a country on the verge of becoming involved in the First World War. During the 1880s and 1890s, the United States focused on broadening their territoryRead MoreA Closer Examination of Distinct American Groups from 1877 to19301032 Words   |  5 PagesAny serious examination of American history between the years 1877 and 1930 will show completely different experiences among a wide range of distinct groups. Our coursework has given us just a glimpse into the lives of some of these groups. They, among others really deserve a closer look During this time frame the population of the United States rose from approximately 50 million to 123 million people (History). This is an astonishing increase of 146%. Just as surprising is that immigrants toRead MoreThe Making of the Multi-Ethnic American City from the 1880s to the 1920s2086 Words   |  9 PagesThe Making of the Multi-Ethnic American City from the 1880s to the 1920s The United States has always been a nation made up of many nationalities. In little more than two hundred years of its existence, it has taken more than 55 million people, from nearly every corner of the world. People of different countries have brought varied ideas about religion, politics, tradition, and custom to American shores. At the beginning of the twentieth century a Jew immigrant from EnglandRead MoreEssay about History: World War I and Bold Experiments7600 Words   |  31 Pagesin Henretta et al., America’s History, Seventh Edition: Chapter ­17 ­ The Busy Hive: Industrial America at Work, 1877–1911 Chapter 18 The Victorians Meet the Modern, 1880–1917 Chapter 19 â€Å"Civilization’s Inferno†: The Rise and Reform of Industrial Cities, 1880 –1917 Chapter 20 Whose Government? Politics, Populists, and Progressives, 1880 –1917 Chapter 21 An Emerging World Power, 1877–1918 Chapter 22 Wrestling with Modernity, 1918 –1929 Part 5 Essential Questions After studying the chapters inRead MoreRussia Notes as/A2 1881-19147263 Words   |  30 PagesTsar to run the government departments. †¢ RUSSIA WAS POLITICALLY BACKWARD COMPARED TO THE REST OF EUROPE †¢ Russian Orthodox Church †¢ Helped the Tsar to govern. †¢ Owned a lot of land. †¢ Taught peasants that ‘God commands us to love and obey†¦ the Tsar.’ †¢ Was also influential over the Russian court. The Russian Army †¢ Used to control people. †¢ Conscription was a form of punishment. †¢ Discipline was very harsh. †¢ Officer commissions wereRead MoreEssay on A.P.U.S.H unit 6 study guide4910 Words   |  20 Pageswhich the United States asserted control over New Mexico. What role did Mexican immigrants play in the region? In the Compromise of 1850 Texas ceded its claims to the area lying east of the Rio Grande in exchange for ten million dollars and the US government established the New Mexico Territory on September 9, 1850. Among U.S. states, New Mexico has the highest percentage of Hispanics, including descendants of Spanish colonists and recent immigrants from Latin America. 6 Describe theRead MoreMexican-American3148 Words   |  13 Pagesover Mexico his works and the relationships he slowly forged with these people worked together to build a better Mexico. A Mexico where land redistribution and other public social security issues answered many questions about the extreme disparity, between the rich and poor, that existed in Mexico prior to this time, and just as importantly the redistribution of power and elimination of much of the political corruption that dominated and plagued the post-revolutionary nation. (Becker 1995, 1-2) PresidentialRead Moreap euro4567 Words   |  19 Pagesimperialism WAS NOT to lessen the burden of excess European population, especially criminals and other undesirables 29. who said â€Å"All this colonial business is a sham, but we need it for elections† Otto Von Bismarck↠tis correct 30. The â€Å"open door† policy was to allow more freedom of trade in so-called spheres of influence in China 31. The Meiji Restoration in Japan Wanted to westernize Japan Created a political system democratic in form but rigidly authoritarian in practice Sent many JapaneseRead MorePresidential Outlines Ap Us History4197 Words   |  17 Pagestime as President were economic. One of McKinley’s biggest policies was to raise tariffs. He believed that by raising the revenue on foreign imported goods it would foster the growth of American industries. He also wanted to use the extra revenue raised by the Tariff to allow for lower internal taxes. McKinley also had to deal with the issue of bimetallism, or a movement toward using both gold and silver as currency, however, when foreign nations refused to go along with bimetallism, McKinley turnedRead MoreComparison of Chinese and American Film Industry Essay6288 Words   |  26 Pages1990s, when the movie industry in China began to take off and thrive due to the demand for change, the loosening of political restrictions and the development of technologies and supporting industries (Jinhee, 2010). The last period of the 21st century sees the growing strength and capacity of Chinese fil m industries in the global market. In the second part, this paper will make a detailed comparison between the American film industry and the Chinese film industry in terms demand, factor endowments

Essay on Polio Vaccine - 633 Words

Poliomyelitis (shortened to polio) has been around for thousands of years, and there is still no cure, but at the peak of its devastation in the United States, Dr. Jonas Salk introduced a way to prevent it. Polio attacks the nerve cells and sometimes the central nervous system, causing muscle wasting, paralysis, and even death. The disease, whose symptoms are flu like, stuck mostly children, and in the first half of the 20th century the epidemics of polio were becoming more devastating. Salk, while working at the Virus Research Lab at the University of Pittsburgh, developed a polio vaccine, and the medical trials to prove its effectiveness and safety are still being analyzed. Fifty years ago the largest medical experiment in†¦show more content†¦The use of the dual protocol illustrates both the power and the limitations of randomized clinical trials. The control trials with the placebo were important to define the vaccine as the product of scientific medicine, while the observed trials were done to maintain public support for the vaccine. In 1953, Salk presented his tests of a polio vaccine to the Immunization Committee, the scientific advisory committee for the NFIP. The test results seemed promising to Basil OConnor, as the children had shown no ill effects and the levels of polio antibodies in their blood had risen. However, several of the senior virologist on the committee questioned the relation of antibodies to permanent immunity. Despite the virologists critique, OConnor believed that his organization owed it to the volunteers and donors to proceed and called for the planning of a major field study. OConnor, in November of 1953, announced that the field trials would begin in the spring and the observed plan would be used. Within a month, health departments in 38 states had responded, enthusiastic about the prospect of a vaccine. A few state officials however, questioned the impartiality of the evaluation run by the foundation, and not by scientists. Responding to the criticism OConnor called an meeting of an advisory group to review the statistical design. When the group convened, it had decided to go strictly with the placebo controlledShow MoreRelatedThe Discovery Of Polio Vaccine Essay2213 Words   |  9 Pagespoliomyelitis, otherwise known as polio. However, a breakthrough was reached when Jonas Salk managed to developed the first vaccine, which he brought to the public in 1955 after testing the drug on himself, family, and others. Salk developed a killed-virus vaccine through tissue-culture methods discovered by the scientist John Enders. Unfortunately, Salk’s vaccine was not the cure that the scientific community, and the world, had hoped for, as the results of the vaccine took a critical turn for the worseRead MorePolio Vaccine : An Infectious Disease1028 Words   |  5 Pagesâ€Å"A 1916 Polio epidemic in the United States killed 6,000 people and paralyzed 27,000 more† (â€Å"Polio Vaccine†). Thi s lead to the creation of the polio vaccine that has helped to prevent polio for a very long time. The IPV and OPV vaccines played a huge role in all of this. Jonas Salk, who created the IPV vaccine and Albert Sabin, who created the OPV vaccine saved millions of people all around the world from polio (Petersen, Jennifer B). The IPV and OPV polio vaccine helped eliminate polio from theRead MoreThe Polio Vaccine Through The Eyes Of Its Creator1218 Words   |  5 Pagescreation of the polio vaccine through the eyes of its creator. Salk also describes his childhood and the events that lead up to his medical breakthrough. Latour, Bruno , Steve Woolgar, and Jonas Salk. Introduction. Laboratory Life. 1986.Reprint. Princeton: Princeton University Press, 1986. 11. Print. It showed the way that Jonas Salk studied polio and how he came to the conclusion that the vaccine was correct. He also taught that it is a life taking job and that polio vaccine was a difficultRead MoreThe Erradication of Poliomyelitis: Inactivated Polio Vaccine (IPV), and Oral Polio Vaccine (OPV)1076 Words   |  5 PagesIntroduction Poliomyelitis, commonly known as â€Å"Polio†, is an acute motor disease caused by the poliovirus that targets the anterior horn cells of the human spinal cord, and in severe cases results in acute flaccid paralysis (Alberta Health and Wellness, 2011), which can progress to permanent paralysis. It mainly affects children under the age of five, although individuals of any age may contract it (World Health Organization, 2013 [C]). Historical outbreaks, most prominently the 1916 and 1952 epidemicsRead MorePolio Vaccine in America1048 Words   |  5 PagesThe Polio Vaccine in America When my daughter was a baby, and we decided to delay vaccination, a friend of my mother-in-law seemed thrilled with our decision. However, she advised to look into the polio vaccine because there wasn t much they could do if someone did contract polio. During my research, I have found that the polio vaccine is all but completely  unnecessary for anyone in the United States. Let s take a look at some of the most interesting information I have found. Taken directlyRead MoreThe Polio Vaccine Essay1082 Words   |  5 PagesThe Polio Vaccine The discovery of the polio vaccine was an important medical and scientific breakthrough because it saved many lives since the 1950s. In the summer of 1916 the great polio epidemic struck the United states. By the 1950s hundreds of thousands of people had been struck by the poliomyelitis. The highest number of cases occurred in 1953 with over 50,000 people infected with the virus. When hygienic conditions were poor polio attacked infants. The disease was spread by contaminatedRead MoreThe Discovery Of The Polio Vaccine1963 Words   |  8 Pagesdiscovery of the Polio vaccine will be discussed and broken down into deeper thought on why and how it was discovered. Poliomyelitis is an infectious disease that reached epidemic levels in the mid twentieth century. People that were unfortunate to receive this disease faced hardships including fevers, sore throat and vomiting(Allaby). These are just symptoms but Polio can be a vicious disease leaving their patients paralyzed. The majority of people who are diagnosed with Polio don’t get paralyzedRead MorePrevention Of The Polio Vaccine880 Words   |  4 Pagesimmunizations, such as: Dtap, Polio, Hep A, and Varicella. Dtap and Polio is part of Maxe’s primary immunization. First, I would ask mom if she would like her son to receive 4 mentioned above vaccines (consent needed). If mom agreed to vaccinatio n, I would verify if her son didn’t have any of the following symptoms after receiving last Dtap: a brain or nervous system disease within 7 days, non-stop crying for 3h or more, a seizure or collapse, and fever over 105F. For the Polio vaccine I would verify if MaxRead MoreThe Epidemic Of The Polio Vaccine912 Words   |  4 Pagesimmunizations, such as: Dtap, Polio, Hep A, and Varicella. Dtap and Polio are part of Maxe’s primary immunization. First, I would ask mom if she would like her son to receive 4 mentioned above vaccines (consent needed). If mom agreed to vaccination, I would verify if her son didn’t have any of the following symptoms after receiving last Dtap: a brain or nervous system disease within 7 days, non-stop crying for 3h or more, a seizure or collapse, and fever over 105F. For the Polio vaccine, I would verify ifRead MoreThe Relationship between the Polio Vaccine and AIDS in Africa550 Words   |  2 PagesIn the late 1950s, several group s of researches and scientists were developing some vaccines against polio. At that time, polio was still an epidemic worldwide disease. One of these vaccines, made by Dr. Hilary Koprowski MD (1916-2013) was used to test it on millions of people in Africa, after first being trailed in the USA. The vaccine virus was grown in tissue cultures taken from macaque monkeys before being introduced to millions of people , who were largely living in Burundi, Rwanda, and Congo

Why Pursuing a Master Degree Essay Example For Students

Why Pursuing a Master Degree? Essay In recent decades around the world, there has been an active surge of interest in the pursuing bachelor and master’s degree. This interest arises from students who wish to deepen their knowledge in areas that are directly related to their career, and to learn abroad. As a rule, they are looking for some help  and money as the financial support. Accordingly, universities and colleges in almost all countries of the world have increased the number of programs offered at this level that can help in accomplishing the goals. In recent decades around the world, there has been an active surge of interest in the master’s degree. This interest arises from people who wish to deepen their knowledge in areas that are directly related to their career, and to learn abroad. Accordingly, universities and colleges in almost all countries of the world have increased the number of programs offered at this level for such people. What Prospects Does This Educational Program Foreshadow? For most students, the pursuing bachelors or master’s degree will be the last qualification they will acquire. Moreover, it costs big money. Therefore, all the knowledge and skills acquired during education will directly influence how they move up the career ladder, whether they will work in the same field or try to change their occupation. Many subject areas, especially those related to social and economic development, economics, international relations, law, and management are especially popular. Therefore, the competition for them in the best international universities is especially high. Successful admission to at this level implies that the candidate has achieved exemplary academic success in this field, scored high points on any of the requested tests, can provide excellent recommendations and help, and in some cases even have relevant job experience not as for bachelors. The Main Advantages: During education, students receive advanced knowledge. This is due to the fact that far from all universities have the rights to conduct the preparation help of masters, but only the best. As a rule, the best teachers, professors from foreign universities, people who have not only scientific degrees but also practical job experience are invited to conduct masters classes. Master programs are implemented taking into account the individual needs of students. Often, universities provide the opportunity to choose a schedule and form of education. At the end of the education, a masters degree is assigned, which is understandable and recognized abroad. Labor market mobility and money policy including international, is constantly increasing. In this regard, the quotation of the diploma becomes an important issue for people. Masters degree makes the opportunity to continue studying in another direction. In fact, it gives graduate the opportunity to get a completely new profession. However, all the advantages do not end there, and it may even seem that they are limitless. The education is not only knowledge and a diploma, but it is also a useful people connection. Fellow students, graduate, professors who combine academic work with practice can play a role in their careers in the future. In many universities, there are active graduate clubs that bring together ex-students with master’s degree from different years. Even a very experienced professional one day may feel that he lacks a theoretical basis. Studying under this program immerses into the theory more deeply and precisely in the framework of a particular direction. Masters studies can fill in the gaps and systematize your experience. However, it is worth noting that the result strongly depends on the choice of a particular program. The Reverse Side of the Coin It is worth paying attention to the fact that to make a decision on pursuing a masters degree is still quite an important stage in life. Moreover, this is not an easy task for many people. .ud77f1351cf28dcb0bed5d2bc43b25bfc , .ud77f1351cf28dcb0bed5d2bc43b25bfc .postImageUrl , .ud77f1351cf28dcb0bed5d2bc43b25bfc .centered-text-area { min-height: 80px; position: relative; } .ud77f1351cf28dcb0bed5d2bc43b25bfc , .ud77f1351cf28dcb0bed5d2bc43b25bfc:hover , .ud77f1351cf28dcb0bed5d2bc43b25bfc:visited , .ud77f1351cf28dcb0bed5d2bc43b25bfc:active { border:0!important; } .ud77f1351cf28dcb0bed5d2bc43b25bfc .clearfix:after { content: ""; display: table; clear: both; } .ud77f1351cf28dcb0bed5d2bc43b25bfc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud77f1351cf28dcb0bed5d2bc43b25bfc:active , .ud77f1351cf28dcb0bed5d2bc43b25bfc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud77f1351cf28dcb0bed5d2bc43b25bfc .centered-text-area { width: 100%; position: relative ; } .ud77f1351cf28dcb0bed5d2bc43b25bfc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud77f1351cf28dcb0bed5d2bc43b25bfc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud77f1351cf28dcb0bed5d2bc43b25bfc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud77f1351cf28dcb0bed5d2bc43b25bfc:hover .ctaButton { background-color: #34495E!important; } .ud77f1351cf28dcb0bed5d2bc43b25bfc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud77f1351cf28dcb0bed5d2bc43b25bfc .ud77f1351cf28dcb0bed5d2bc43b25bfc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud77f1351cf28dcb0bed5d2bc43b25bfc:after { content: ""; display: block; clear: both; } READ: A new type of museum EssayEvery graduate who wants pursuing a masters degree should be ready to complete an individual job plan. This plan is the main governing document. It reflects the particular specialization of the student, the training period, the volume and forms of certification. You must have good self-discipline since the slightest pause can lead to not very good consequences. If you are not the most ambitious graduate, then there is every chance that in fact pursuing a masters degree will never come in handy. On the other hand, education will never be superfluous. Today, a master’s degree is an opportunity to improve its competitiveness in the labor market. This degree makes it possible to earn good money. However, it is necessary to assess your strengths and abilities realistically. Pursuing a masters degree can be an overwhelming burden if you need some help. Which employer needs a student, and which professor needs a student who does not have enough time for knowledge. Of course, everything depends on you, but this fact must really be taken into account, and particular priorities should be set. For a long time, we can describe all the benefits of pursuing the master’s degree and the difficulties that may arise during education. A masters degree is a valuable addition to your resume and can provide you with the vital skills and knowledge you need to advance your job path. In fact, what you can bring to the masters degree depends directly on your goals, mood, and abilities.

Post-War British Politics of Consensus Essay Example Essay Example

Post-War British Politics of Consensus Essay Example Paper Post-War British Politics of Consensus Essay Introduction The post-war period was an extremely difficult period in the history of Great Britain. In fact, after the end of the World War II the country was practically ruined in the result of the regular bombings from the part of the German aviation and the entire infrastructure of the country was in a very poor condition. What is more important, traditional partners of the UK in international relations both political and economic, European countries, such as France, were also affected dramatically by the war and the entire continent had to recover from the disastrous consequences of the World War II. At the same time, all the countries, including the UK, perfectly realized that they would not be able to survive another military conflict of such a scale as the world war. In this respect, it was vitally important to prevent the growing tension within the society in order to decrease the threat from the part of extremist parties similar to Nazi party in Germany. As a result, the socially oriente d politics targeting the minimization of tension between different classes and solution of the problem of poverty was one of the major trends in the UK politics of the post-war era. This is why this politics was called the politics of consensus since it focused on the search of compromise which could create conditions of the prosperity of all classes of British society. Post-War British Politics of Consensus Essay Body Paragraphs However, despite noble goals British governments attempted to achieve in terms of the politics of consensus, it is still possible to argue that this politics did not lead to the consensus but rather to attempts to ignore actual problems of British society which eventually resulted in the collapse of politics of consensus by 1979 (Robbins, 2004). Politics of consensus Basically, it is traditionally believed the after the end of the World War the official politics of the British government was characterized by consensus. It is necessary to underline that supporters of such a point of view on the British post-war politics argue that this was a characteristic of all post-war governments, i. e. governments of Labor and Conservative parties, which replaced each other in post-war era (Keylor and Bannister, 2004). In fact, this means that the politics of consensus was the general strategy of the development of the UK accepted by both major political forces of Great Britain, the Labor Party a nd its opponent, the Conservative party. In general, the politics of consensus was the logical choice the political elite of the UK had made just after the end of the war. It was obvious that country needed a fast and effective reconstruction in order to overcome the economic crisis which inevitably followed the end of the war because the country was dramatically affected by military actions of Germany and allies and needed some time to recover from the effects of the war. At the same time, there was a real threat of the profound crisis within British society caused by the numerous economic problems resulting from the World War II. In such a situation, the government, whether represented by the Labor Party or the Conservative Party, had to prevent the growing tension in society. Otherwise, the growing poverty would lead to the marginalization of the large part of society that could lead to its radicalization or even social revolution. Anyway, the growing poverty was one of the major reasons of the World War II. As a result, the UK government formed by the Labor Party started the politics which was defined as the politics of consensus. Basically, this politics incorporated some ideas of social justice and division of national welfare in such a way that the government could prevent the marginalization of large classes of British society. In order to meet this goal and appease the growing antagonism between rich and poor, the UK government launched a socially-oriented politics, which could be defined as the politics of consensus (Heilbroner and Milber, 2002). In practice, this politics resulted in the creation of numerous social programs which targeted the improvement of the position of ordinary British people, especially those in need. In this respect, it is possible to single out the creation of the National Health Service which made health services more accessible to the wide public and, in fact, eliminated barriers to health services of a relatively high qual ity to all people, regardless their social status. Furthermore, this politics was based on the idea of the increasing role of the state in the national economy. It was obvious that numerous social programs needed funds. This is why major industries were nationalized in order to increase their effectiveness and provide the government with the essential funds to finance its social programs. Obviously, the economic politics of the UK governments after the end of the World War II was based on Keynesian principles that made the government a significant player in the national economy. Finally, in terms of the politics of consensus the government attempted to create the welfare state where all people had access to basic services, such as health care and education, which were amply supported by the government (Keylor and Bannister, 2004). As a result, the government increased its presence and interference in the national economy and attempted to redirect wealth in such a way that it would b e possible to provide all citizens of the UK with high quality of life meeting the modern standards of the welfare state. The lack of consensus However, many specialists argue that the politics of consensus had practically nothing in common with consensus itself (Heilbroner and Milber, 2002). In this respect, it is necessary to underline that the politics of the UK government after the end of the World War II was basically determined by the objective need to improve the life of the vast layers of British society which were in a poor position. To put it more precisely, millions of British people lived close or even beyond the poverty ceil that naturally forced the government to undertake certain steps to prevent the marginalization of these people. As a result, this politics could be characterized rather as the struggle with poverty than efforts for the consensus. Objectively speaking, the term consensus implies that the principle of social justice or agreement involves all members o f British society. This means that the improvement of the position of the lower classes should occur due to certain compromise with upper classes. In the case of the UK, in the post-war era, the government simply nationalized the major industries in such a way, taking responsibility for the welfare of the lower classes of British society, while the upper classes, i. e. the former owners of the major industries, simply received the compensation from the government for their property and, in fact, did not lose anything. At any rate, the losses of the upper classes were incomparably lower than the investments made by the government to guarantee the welfare of all citizens of the UK. Furthermore, even after the nationalization, the UK government did not change the economic relationships that was another important condition of the prosperity and that should be a part of the politics of consensus. What is meant here is the fact that the government simply replaced the private owners of the major industries and practically became the larger owner and the main player in the national economy replacing private owners. In such a way, the government could redirect the national wealth as the major player in the national economy while its politics could not always the interests of both upper and lower classes (Robbins, 2004). As a result, it is hardly possible to speak about the real politics of consensus but, instead, it would be more precise to estimate that it was the politics of the government imposing its will to its citizens. Even though the government attempted to improve the position of the lower and middle class of the UK, it still did not make any compromises to make upper classes to share their wealth with representatives of the lower classes. Instead, the government simply attempted to redirect the national welfare according to its own will, while lower classes did not get any effective tools to improve their position considerably. In other words, instead of rece iving effective economic tools to improve their position, representatives of lower classes should simply count for the support of the government that made them totally dependent on the government they elect, while the position of upper classes had not deteriorated considerably since the end of the World War II as they had not share their wealth with the rest of British society. Conclusion Thus, taking into account all above mentioned, it is possible to conclude that the politics of the UK government can be characterized as the politics of consensus only partially because, in spite of the efforts of the government to create a welfare state it failed to make radical changes in socio-economic relationships giving ordinary people direct access to the national wealth, such as ownership of large companies, for instance, which were nationalized, but ordinary people could hardly influence their work or benefit somehow from them. As a result, the government increased its role nd interference in the national economy attempting to close the gap between rich and poor through the state support of the latter but not the compromise with the former. Works cited: Bauer, E. The History of World War II. New York: New Publishers, 1996. Harms, W. Poverty definition flawed, more accurate measure needed. Oxford: Oxford University Press, 1995. Heilbroner, R. L. and W. S. Milber. The Making of Economic Society. London: Princeton Hall, 2002. Keylor, W. R. and J. Bannister. The Twentieth Century World. New York: Random House, 2004. Robbins, R. Global Problems and the Culture of Capitalism. New York: Allyson and Bacon, 2004. We will write a custom essay sample on Post-War British Politics of Consensus Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Post-War British Politics of Consensus Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Post-War British Politics of Consensus Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

The Impeachment Process in US Government

The Impeachment Process in US Government The impeachment process in U.S. government was first suggested by Benjamin Franklin during the Constitutional Convention in 1787. Noting that the traditional mechanism for removing â€Å"obnoxious† chief executives - like  kings - from power had been assassination, Franklin glibly suggested the impeachment process as a more rational and preferable method.   Key Takeaways: Impeachment Process The process of impeachment is established by the U.S. Constitution.The impeachment process must be initiated in the House of Representatives with the passage of a resolution listing the charges or â€Å"Articles of Impeachment† against the official being impeached.If passed by the House, the Articles of Impeachment are considered by the Senate in a trial presided over by the Chief Justice of the Supreme Court, with the 100 Senators serving as the jury.If the Senate votes in favor of conviction by a 2/3 supermajority vote (67 votes), the Senate will then vote to remove the official from office.   Under the U.S. Constitution, the President of the United States, the Vice President, and â€Å"and all civil Officers of the United States† may be impeached and removed from office if convicted of â€Å"Treason, Bribery, or other high Crimes and Misdemeanors.† The Constitution also establishes the impeachment process. Presidential impeachment may be the last thing you would ever think could happen in America. In fact, since 1841, over one-third of all American Presidents have either died in office, became disabled, or resigned. However, no American President has ever been forced from office due to impeachment. Taking the vote on the impeachment of President Johnson. Historical/Getty Images Only four times in our history has Congress held serious discussions of presidential  impeachment: Andrew Johnson was actually impeached when Congress became unhappy with the way he was dealing with some post-Civil War matters, but Johnson was acquitted in the Senate by one vote and remained in office.Congress introduced a resolution to impeach John Tyler over states rights issues, but the resolution failed.Congress was debating his impeachment over the Watergate break-in when President Richard Nixon resigned.William J. Clinton was impeached by the House on charges of perjury and obstruction of justice in relation to his affair with White House intern Monica Lewinsky. Clinton was eventually acquitted by the Senate. The impeachment process plays out in Congress and requires critical votes in both the House of Representatives and the Senate. It is often said that the â€Å"House impeaches and the Senate convicts,† or not. In essence, the House first decides if there are grounds to impeach the president, and if it does, the Senate holds a formal impeachment trial. House Judiciary Committee Meeting in 1974 discussing Nixons possible impeachment.   Bettmann/Getty Images In the  House of Representatives The House Judiciary Committee decides whether or not to proceed with impeachment. If they do...The Chairman of the Judiciary Committee will propose a resolution calling for the Judiciary Committee to begin a formal inquiry into the issue of impeachment.Based on their inquiry, the Judiciary Committee will send another resolution composed of one or more Articles of Impeachment to the full House stating that impeachment is warranted and why or that impeachment is not called for.The Full House (probably operating under special floor rules set by the House Rules Committee) will debate and vote on each Article of Impeachment.Should any one of the Articles of Impeachment be approved by a simple majority vote, the President will be impeached. However, being impeached is sort of like being indicted for a crime. The president will remain in office pending the outcome of the Senate impeachment trial. Bill and Hillary Clinton at the start of the Clinton Impeachment trial. David Hume Kennerly  /Getty Images In the Senate The Articles of Impeachment are received from the House.The Senate formulates rules and procedures for holding a trial.The trial will be held with the president represented by his lawyers. A select group of House members serves as prosecutors. The Chief Justice of the Supreme Court (currently John G. Roberts) presides  with all 100 Senators acting as the jury.The Senate meets in private session to debate a verdict.The Senate, in open session, votes on a verdict. A 2/3 supermajority vote of the Senate will result in a conviction.The Senate will vote to remove the President from office.The Senate may also vote (by a simple majority) to prohibit the President from holding any public office in the future. Once impeached officials are convicted in the Senate, their removal from office is automatic and may not be appealed. In the 1993 case of  Nixon v. United States, the U.S. the Supreme Court ruled that the federal judiciary cannot review impeachment proceedings. At the state level, state legislatures can impeach state officials, including governors, in accordance with their respective state constitutions. Impeachable Offenses Article II, Section 4 of the Constitution says, The President, Vice President and all civil Officers of the United States, shall be removed from Office on Impeachment for, and Conviction of, Treason, Bribery, or other High Crimes and Misdemeanors. To date, two federal judges have been impeached and removed from office based on charges of bribery. No federal official has ever faced impeachment based on charges of treason. All other impeachment proceedings held against federal officials, including three presidents, have been based on charges of â€Å"high crimes and misdemeanors.† According to constitutional lawyers, High Crimes and Misdemeanors are (1) real criminality- breaking a law; (2) abuses of power; (3) violation of public trust as defined by Alexander Hamilton in the Federalist Papers. In 1970, then-Representative Gerald R. Ford defined impeachable offenses as whatever a majority of the House of Representatives considers it to be at a given moment in history. Historically, Congress has issued Articles of Impeachment for acts in three general categories: Exceeding the constitutional bounds of the powers of the office.Behavior grossly incompatible with the proper function and purpose of the office.Employing the power of the office for an improper purpose or for personal gain. The impeachment process is political, rather than criminal in nature. Congress has no power to impose criminal penalties on impeached officials. But criminal courts may try and punish officials if they have committed crimes.

Political Culture and Good Citizenship

Political Culture and Good Citizenship Political culture is a widely shared set of ideas, attitudes, practices, and moral judgments that shape people’s political behavior, as well as how they relate to their government and to one another. In essence, the various elements of a political culture determine the people’s perception of who is and is not a â€Å"good citizen.† To an extent, the government itself can use outreach efforts like education and public commemorations of historical events to shape political culture and public opinion. When taken to excess, such attempts to control the political culture are often characteristic of the actions of totalitarian or fascist forms of government. While they tend to reflect the current character of the government itself, political cultures also embody the history and traditions of that government. For example, while Great Britain still has a monarchy, the queen or king has no real power without the approval of the democratically elected Parliament. Yet, while doing away with the now largely ceremonial monarchy would save the government millions of pounds per year, the British people, proud of their tradition of over 1,200 years of being ruled by royalty, would never stand for it. Today, as always, a â€Å"good† British citizen reveres the Crown. While political cultures vary greatly from nation to nation, state to state, and even region to region, they generally tend to remain relatively stable over time. Political Culture and Good Citizenship To a great degree, political culture implies the characteristics and qualities that make people good citizens. In the context of political culture, the traits of â€Å"good citizenship† transcend the government’s basic legal requirements for attaining citizenship status. As Greek philosopher Aristotle argued in his treatise Politics, simply living in a nation does not necessarily make a person a citizen of that nation. To Aristotle, true citizenship required a level of supportive participation. As we see today, thousands of lawful permanent resident aliens and immigrants live in the United States as â€Å"good citizens† as defined by the political culture without becoming fully naturalized citizens. Traits of Good Citizens Good citizens, in their daily lives, demonstrate most of the qualities considered important by the prevailing political culture. A person who lives an otherwise exemplary life but never works to support or improve the community by taking an active part in public life may be considered a good person but not necessarily a good citizen. In the United States, a good citizen is generally expected to do at least some of these things: Take part in the representative democracy by registering to vote and voting in elections.Run for elected office or volunteer to serve on appointed governing boards.Obey all federal, state, and local laws.Show up for jury duty if called.Be knowledgeable of the basic freedoms, rights, and responsibilities contained in the U.S. Constitution.Pay all applicable federal, state, and local taxes.Remain knowledgeable about political issues and government policy.Volunteer to take part in community improvement programs.Take part in patriotic observances and traditions, like standing for the National Anthem and knowing the Pledge of Allegiance. Even within the United States, the perception of political culture - thus good citizenship - may vary from region to region. As a result, it important to avoid depending on stereotypes when judging a person’s quality of citizenship. For example, people in one region may place more importance in strict observance of patriotic traditions than those in other regions. Political Culture Can Change Though it often takes generations to happen, minds - and thus political culture - can change. For example: Since its colonial period, America has seen periods during which the dominating political culture favored a policy of isolationism from foreign affairs, particularly foreign wars. In each of these cases, threats that foreign wars might directly threaten American lives and freedoms resulted in rapid reversals of the isolationist political culture.As part of President Lyndon Johnson’s sweeping Great Society social reform initiative, Congress enacted the Voting Rights Act of 1965. Passed after generations of post-Civil war racial discrimination, the law authorized the use of federal troops to supervise elections in several Southern states in order to protect the voting rights of black Americans. Forty years later, fearing that the racially-charged political culture in the South might still be a threat to the political freedom of blacks, Congress and President George W. Bush enacted the Voting Rights Extension Act of 2006. Today, multi-racial voting coalitions exist throughout the nation and Black-Americans are commonly elected to federal, state, and local offices. While some political cultures can be changed by the passage of laws, others cannot. In general, elements of a political culture based on deeply-seated beliefs or customs, such as patriotism, religion, or ethnicity are far more resistant to change than those based simply on the government’s policies or practices. Political Culture and US Nation Building While it is always difficult and sometimes dangerous, governments often try to influence the political culture of other nations. For example, the United States is known for its often-controversial foreign policy practice called â€Å"nation-building† - efforts to convert foreign governments to American-style democracies, often through the use of armed forces. In October 2000, President George W. Bush came out against nation-building, stating, â€Å"I dont think our troops ought to be used for whats called nation-building. I think our troops ought to be used to fight and win war.† But just 11 months later, the September 11, 2001 terror attacks changed the president’s perspective. As an outgrowth of the wars in Afghanistan and Iraq, the United States has attempted to establish democracies in those nations. However, political cultures have hindered those U.S. nation-building efforts. In both countries, years of long-standing attitudes toward other ethnic groups, religions, women, and human rights shaped by years of tyrannical rule continue to stand in the way.

Discussion Board paragraph Essay Example | Topics and Well Written Essays - 750 words

Discussion Board paragraph - Essay Example In criminological language, victimless crime is now expressed as Public order crime. Newman (2005) states that â€Å"The U.S. Government uses victimless crimes to control and manipulate its citizens. Prosecuting victimless crimes is driving our country into debt, destroying the Bill of Rights, destroying families and leaving more of our population in prison than any other country. Often the hysteria of victimless crimes traps innocent people and destroys their lives. Victimless crimes also erode respect for the law.†    There are convinced crimes, which may be measured as victimless crimes, which moreover are forbidden, or not. Certainly, almost everything can be forbidden (for instance not wearing a veil as a lady). This is merely a small list of genuine or historical illegal actions in western society that can be measured as victimless crimes. The laws beside victimless crimes are not straight intimidation to seclusion themselves. In criminalizing definite performance, society makes a verdict that there can be no personal importance in those actions. However victimless crime laws do bully the privacy of guiltless because of the scrutinizing and analysis they need for enforcement. No one of the contestant in a victimless crime will account it to authorities. To implement this kind of offense law, authorized authorities must employ in widespread observance, wiretapping, and close watch of suspected criminals and the community. Certain laws are: William Acton in his book â€Å"Prostitution† (1968) blames women for Prostitution when he says, â€Å""Every unchaste woman is not a prostitute. By unchastity a woman becomes liable to lose character, position, and the means of living; and when these are lost is too often reduced to prostitution for support, which, therefore, may be described as the trade adopted by all women who have abandoned an

Interracial Friendships Coursework Example | Topics and Well Written Essays - 500 words

Interracial Friendships - Coursework Example Several, if not most of the dilemmas and challenges confronted by partners in an intercultural romantic relationship are indefinable, such as communication dilemmas with each other and with both parties’ loved ones, the approval or blessings of their immediate families, gender stereotypes, individual aspirations and values, rearing children, and the notion of the nuclear family vis-à  -vis the extended family. Hence, the concern is where to initiate in deciphering the intricacies of intercultural romantic relationships and build up harmony within two very different cultures. The response to this concern is difficult to figure out and will most definitely differ from one intercultural relationship to the next; nevertheless, the fundamental notions are both plain and simple, namely, education, wisdom, communication, respect, and tolerance. Computer-mediated communication can facilitate intercultural relationships mainly through the Internet which provides another perspective and means for people to communicate and meet with unfamiliar people for the first time, set off meaningful and pleasurable discussions or conversations, and construct secure, long-term intercultural relationships, comparable to face-to-face interactions. Through regular and far-reaching verbal communication of social information, couples interacting on the Internet could vigorously commit in self-disclosure and strengthen intimacy and ties. However, CMC could also hinder a good intercultural relationship because of the inherent ambiguities that come from communication technologies such as the Internet. There are things, such as emotional and facial expression, that are important in building a strong intercultural relationship that only a face-to-face interaction can facilitate. Popular culture is the assemblage of concepts, ideas, notions that are popular, trendy or widespread and create the dominant culture. These ideas are profoundly manipulated by mass media.  

Sociology Paper on Functionalist Essay Example for Free

Sociology Paper on Functionalist Essay Q. Describe the different forms of marriage patterns found across cultures. A. Marriage is a legally recognized and socially approved arrangement between two or more individuals that carries certain rights and obligation and usually involves sexual activities. In the United States, the only legally sanctioned form of marriage is monogamy which is a marriage between two partners usually a man and a woman. Polygamy is the concurrent marriage of a person of one sex with two or more members of the opposite sex. The most prevalent form of polygamy is polygyny the con current marriage of one man with two or more woman. Polygyny has been practiced in a number of societies; including parts of Europe until the Middle Ages more recently Islamic societies in Africa and Asia have been polygynous; however the cost of providing for multiple wives and numerous children makes the practice impossible for all but the wealthiest men. The second type of polygamy is polyandry the concurrent marriage of one woman with two or more men. Polyandry is very rare, when it does occur, it is typically found in societies where men greatly out number women because of high rates of female infanticide. Q. Describe the functionalist perspectives on families. A. functionalist emphasize the importance of the family in maintaining the stability of society and the well being of individuals. According to Emile Durkheim, marriage is a microcosmic replica of the larger society; both marriage and the society involve a mental and moral fusion of physically distinct individuals. Durkheim also believed that a division of labor contributes to greater efficiency in all areas of life even though he acknowledged that this division imposes significant limitations on some people. Contemporary functionalist perspectives on families derive their foundation from Durkheim. Division of labor makes it possible for families to fulfill a member of functions that on other institution can perform as effectively. In advanced industrial societies, families serve four key functions: sexual regulation. Families are expected to regulate the sexual activity of their members thus control reproduction so that it occurs within specific boundaries. At the micro level, incest taboos prohibit sexual contact or marriage between certain relatives. Socialization. Parents and other relatives are responsible for teaching children the necessary knowledge and skills to survive. The smallest and intimacy of families make them suited for providing children with the initial learning experiences they need. Economic and psychological support. Families are responsible for providing economic and psychological support for members. In preindustrial societies, families are economic production units; in industrial societies, the economic security of families is tied to the workplace and to micro level economic system. Provision of social status. Families confer social status and reputation on their members these statuses include the ascribed statuses with which individuals are born, such as race/ethnicity, nationality, social class, and sometimes religious affiliation. One of the most significant and compelling forms of social placement is the family’s class position and the opportunities (or lack thereof) resulting from the position. Q. Describe the concept of remarriage and define a blended family. A. Remarriage is when a man or woman divorce and gets married again with the same person or another. Among individuals who divorce before age 35, about half will remarry within three years of their first divorce. Most divorced people remarry others who have been divorced. However, remarriage rates vary by gender and age. At all ages, a greater proportion of men than women remarry, often relatively soon after the divorce. Among women, the older a women is at the time of divorce the lower her likelihood of remarrying. Women who have not graduated from high school and who have young children tend to remarry relatively quickly; by contrast, women with a college degree and without children are less likely to remarry. As a result of divorce and remarriage, complex family relationships are often created. Some people become part of stepfamilies or blended families, which consist of a husband and wife, children from previous m arriages, and children from the new marriage. Q. Describe the functionalist perspective on education. A. Functionalist view education as one of the most important components of society. According to Durkheim, education is the influence exercised by adult generations on those that are not yet ready for social life. Durkheim asserted that moral values are the foundation of cohesive social order and that schools have the responsibility of teaching a commitment to the common morality. From this perspective, students must be taught to put the group’s needs ahead of their individual desires and aspirations. Contemporary functionalist suggest that education is responsible for teaching U.S. values. In analyzing the values and functions of education, sociologist using a functionalist framework distinguishes between manifest and latent functions. Manifest functions in education include teaching specific subjects such as science, mathematics, reading, history, and English. Q. Provide a brief overview of education, define education, and describe cultural transmission. A. Education serves five major manifest functions in society: socialization, from kindergarten through college schools teach students, the student role, specific academic subjects, and political socialization. In primary and secondary schools, students are taught specific subject matters appropriate to their age, skill level, and previous educational experience. At the college level, students focus on more detailed knowledge of subjects that they have previously studied while also being exposed to new areas of study and research. Transmission of culture. Schools transmit cultural norms and values to each new generation and play an active part in the process of assimilation. Social control. Schools are responsible for teaching values such as discipline, respect, obedience, punctuality, and perseverance. Social placement. Schools are responsible for identifying the most qualified people to fill available positions in society. Change in innovation. As student’s populations change over time, new programs are introduced to meet societal needs; for example sex education, and multicultural studies have been implemented in some schools to help students learn about pressing social issues.

Recruiting and Retaining Qualified Personnel Essay example -- Work Wor

Recruiting and Retaining Qualified Personnel INTRODUCTION One of the most critical challenges facing public administration is the recruitment and retention of qualified personnel. While the problem of attracting talent into public service is not new, the introduction and rapid expansion of the high technology and Internet industry, the problem has reached crisis proportions. Both the public and private sector have embraced the Information Age with increasing dependence on a skilled and versatile workforce. Private industry responded by developing greater versatility in expanding and contracting their workforce to compliment the strategic requirements and goals of the organization. Public administration did not adequately recognize the changes in private industry that had such a significant impact on the workforce. In the past twenty years the workforce, who had previously expected to spend their career with a single employer, has adjusted to a norm of changing employers several times, (and in many cases changing career paths). This changi ng expectation of the workforce necessitates not only policy changes in public administration, but far better flexibility in hiring, rewarding and retaining methods. The shift to broader based training and advanced skills have changed the expectations of the workforce. Workers are increasingly less content with remaining within a single occupational discipline and have matched the flexibility and agility of their employers. Public administrators have increasingly recognized the need to modify reward and incentive programs placing much greater emphasis on performance than tenure. Private business, with its ability to change and re-focus strategic goals and objec... ...US Department of Defense, Acquisition Managers Recruiting, Hiring and Retention Handbook, â€Å"Hiring†, 15 April 2001. Available from: http://gravity.lmi.org/acqbook/hiring/index.html. US Department of Defense, Acquisition Managers Recruiting, Hiring and Retention Handbook, â€Å"Retention†, 15 April 2001. Available from: http://gravity.lmi.org/acqbook/retention/index.html. US Department of Defense, Acquisition Managers Recruiting, Hiring and Retention Handbook, â€Å"The defense Acquisition Workforce Improvement Act (DAWIA)†, 15 April 2001. Available from: http://gravity.lmi.org/acqbook/dawia/index.html. US Department of Defense, Acquisition Managers Recruiting, Hiring and Retention Handbook, â€Å"The DoD Civilian Acquisition Workforce Personnel Demonstration Project (AcqDemo)†, 15 April 2001. Available from: http://gravity.lmi.org/acqbook/acqdemo/index.html.

Consequence of Self Deception

The consequence of self-deception can be disastrous. Self-deception can be defined as a misconception that is favoured to the person who holds it. In an attempt to justify ones behaviour, we often, unknowingly, gloss over or even alter the truth of our past, in order to escape the feelings of guilt, embarrassment, shame, or even to protect the people around us. However, consequently, the act of self-deception can be disastrous, not only for the delinquent, but also for those around them.This is continuously depicted in Tennessee Williams’ play, A Streetcar named Desire, as the protagonist, Blanche Dubois, spins a web of deceitful lies to escape the painful truth of her past. It isn’t only Blanche, however, that find them self a victim of their own self -deception, struggling to free themselves from the strong hold, eventually leading to their disastrous downfall. On the other hand however, as self-deception can be extremely dangerous in certain cases, it can also help a ssist in delaying/preventing disasters from occurring.As such, the act of self-deception can leave ever lasting damage, whilst, for some, preventing it, as they attempt to protect the ones they love. Remembering the past, may often be a painful and traumatic experience, as unpleasant events are recalled. As such, certain individuals may tend to try to fabricate these past events, in order to steer clear of shame or embarrassment, and escape the harsh blows of reality. In Tennessee Williams’ play, A Streetcar named Desire, the protagonist, Blanche Dubois, is depicted in a manner where she comes across as a deceitful liar as she only tells what ‘ought to be the truth’.Blanche is somewhat ashamed of her traumatic past and the ancestor’s epic fornications lead to the loss of the family home in Belle Reve, as well as Blanche, searching for love and affection in strangers. Blanches deception to herself and the people around her, lead to her ultimate tragic downf all as she doesn’t search for realism, she wants magic in her life. Throughout the course of the play, Blanche is convinced and has deceived herself, but not the people around her, and as the light is shun over and her unpleasant past is brought to light, Blanche spirals down, consequently leading to her downfall.In certain circumstances, an individual may attempt to supress or repress an event if it is possibly distasteful to their current reality. By choosing to supress a fraction of the truth in the event, one may hope to simply continue on living in their current reality, forcing themselves to believe what they hope to be real. In Tennessee Williams’ play, A Streetcar names Desire, Stella Kowalski decides to repress her thoughts, when her sister Blanche Dubois informed her of how she was raped by Stella’s husband Stanley.Stella believes that if she does chose to believe what her sister has told her about her husband, Stella cannot continue living in her curr ent reality with Stanley Kowalski. Stella however, decided to continue living a life, with the man she loves whilst having to make her own truth of the story she was told by her sister Blanche. Although, through the act of self-deception, Stella manages to continue on, living the life she loves, with the man that she loves, steering clear of the disaster she may have otherwise faced.

Marriage Is a Private Affair – Interpretation

Arranged marriages are something that is still going on in our time. They are something that I don't agree with. The marriage isn't about love, just the profit that each family can make by marrying their children to each other. People who are put together in these marriages usually have not even met before. They are just assigned to eachother from a young age. They spend the first years of their marriages just getting to know each other. The guy usually forces himself onto the woman, since in the countries that arrange such marriages; women are usually treated like property. The families of the children force their kids to go through with the marriages or else they are disowned and dishonor their families. They are then banned from family gatherings and out cast by society. I don't see why people don't just give up these traditions. I know of one person who decided to leave and not go though with an arranged marriage. She is From India she is the sister of my friend Ferhad. She left India to come live here with her brother and uncle. Her parents literally wanted to kill her because she left without telling them. They disowned her and won't speak to her. She doesn't care because now she's here and no one can tell her what to do because she has a job and pays half the rent. She is happy now. I don't understand why more people just don't leave their homes instead of being forced to marry. Arranged marriages are something that will slowly fade away as time goes by. They will just be seen as a barbaric practice of the past. Until that day though, people will just have to leave their homes and break contact with their families or put up with it and let their lives be run by their families and tradition.

Youth Violence and Music essays

Youth Violence and Music essays The prevailing opinion in the media is that listening to violent lyrics tends to lead to violence. This idea permeates nearly all media, news and entertainment. According to the conservative organization Empower America, the issue at heart is such music leading us on a slide toward decivilization (Bennet and Tucker, 1995). The idea being that by glorifying subjects like rape, murder, suicide and homophobia [the fear of homosexuals and their lifestyle], these lyrics erode the judgement and thought capabilities of adolescents. In recent history, the popular solution to the problems of our society has been censorship [the mandated editing or suppression of the music thought to be at fault]. The Parents Music Resource Center [PMRC], headed by Pamela Howar and including such big Washington names as Tipper Gore [wife of Democratic Presidential Nominee Al Gore] pushed for Motion Picture Association of America [MPAA] style ratings of music (Deflem, 1993). The PMRCs efforts resulted in the widely noticed Parental Advisory warnings. While the adults seem to agree, the youth, adolescents and artists alike, seem to take a different direction. The dominant point of view among younger audiences is that no one is responsible for teen violence but those who act out. But there is a second view. We are all equally guilty for the violent acts of youths (Manson, 1999). Such violent acts, while increasingly spoken about by news and entertainment media, the Centers for Disease Control report that violence in adolescents is down (Youth 2000). Given the perceived impact of violent lyrics, and the immense popularity and friction of this issue, it is surprising that little or no actual study has been done to back up any of these claims (Hogan et al, 1996). The ultimate goal of my research is to determine whether there is a real, causal connection between violent lyrical content in music and violent feelings in teens. H...

How to Make a Homemade Roman Candle

How to Make a Homemade Roman Candle A Roman candle is a simple traditional firework that shoots colored fireballs into the air. It consists of a cardboard tube that is sealed at the bottom and lit by a fuse from the top, with one or more charges stacked along the length of the tube. Typically the charges are separated from each other by a layer of clay or sawdust. Here are instructions on how to make a homemade Roman candle. Roman Candle Materials Roman candles come in a variety of sizes. For a home project, its best to start small. The 1/2 tube probably is the easiest/safest to work with, since you have some space to add the materials, yet have a fairly small charge. 1/4 - 1/2 cardboard rocket body tube1/8 fuse, about a footBentonite clayBlack powder or pyrodexStar composition (sample recipe provided in instructions)Masking tape Make a Roman Candle Work in a cool area, away from sources of flame. Dont grind pyrotechnic compositions be gentle. Cut the tube so that you have a 10 length. Its a good idea to measure and note the length so that you know, for future projects, whether to adjust the length shorter/longer.Wrap the tube with paper or masking tape. The purpose of this is to reinforce the tube so that the charge shoots up and out of the tube rather than splitting the cardboard open.Seal the bottom of the tube with a clay plug. About 1/2 of clay should be good, although more is fine. You can substitute epoxy glue, if you prefer. The point is to seal the tube so that the charge moves up and out of the tube rather than escaping through the bottom.Run the fuse down the tube to the clay plug. The firework will be lit from the top, burning down the fuse to light successive charges.Add a layer of black powder (about an inch). One easy way to deliver the powder into the tube is by sprinkling it into a rolled sheet of paper.Add your star composition. There are numerous formulas for this, depending on the effect you want. One s traightforward recipe is to collect the coatings from two 6 inch sparklers, mix it with a small amount of flash powder and black powder or Pyrodex (by volume, 60% sparkler, 20% flash powder, 20% Pyrodex). Add water to this mixture, a drop at a time, until you can roll it into a ball that just fits inside the bore of your tube. Roll as many of these as you need for your candle; allow them to dry. Drop a ball into the tube, on top of the black powder. Press tissue paper or sawdust or a small amount of clay on top of the ball. You can tamp the paper or sawdust into the tube using the eraser end of a pencil. This is the delaying charge, that prevents additional layers of material from burning all at once so that each charge will shoot into the air. This completes your first charge. If this is your first Roman candle, this is a good stopping point to see what you will get/know what to expect. Otherwise... repeat layers of black powder, a star, and the delaying charge until the tube is filled.With any tube-shaped fireworks, its a good plan to shoot them off in a depression or hole, preferably in a tube or packed into soil so they cannot point in an unintended direction. Light the firework and get clear. The expected range of the firework is about 30 feet. Troubleshooting If you need the charge to shoot higher, try using a longer tube or slightly more black powder in your lift charge.If the colored fireball doesnt ignite, try adding a higher percentage of Pyrodex in the star mixture. Safety Notes This is a project for adults who already have some pyrotechnic experience. If you are new to making fireworks, try one of the other firework projects, such as a homemade smoke bomb or sparkler.Be aware of the laws where you live! Roman candles may be prohibited. If so, obviously, dont make one or set it off.Do not ignite a Roman candle in your hand. Do not point a Roman candle at anyone or anything.Use good judgment and follow safe practices when lighting making or lighting this or any other firework. Be sober, away from flammable materials and clear of pets, people or structures. Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

Starwood Group of Hotels and Resorts Marketing Plan Essay

Starwood Group of Hotels and Resorts Marketing Plan - Essay Example The essay "Starwood Group of Hotels and Resorts Marketing Plan" aims at analyzing the profile of "Starwood group of Hotels and Resorts" company and recommending a one-year marketing plan for the company to improve the revenues and current standing of the company. The paper briefly touches upon the current standing of the group.Starwood has a large number of hotels worldwide naming a few: St. Regis, The Luxury Collection, Westin, Sheraton, Le Meridien, Aloft, Four Points, W, and Element. As of 31st December 2007, Starwood group’s portfolio included a total of 897 Hotels with 275,000 rooms across 100 countries that primarily cater to the upscale markets of the lodging industry. The company employs about 145,000 people and has its head quarters in White Plains, New York. Starwood has created a brand name for itself worldwide and has been able to gain a high number of loyal customers. The group has provided good service to customers and has received a number of positive feedbacks from the customers. The popularity of the group is seen clearly by its ranking in the Worldwide Top 10 hotels. Starwood has over 897 hotels worldwide which show the large operational scale. Starwood has grown by 3.0% in one year and this shows how rapidly the company is expanding and now has almost half the number of rooms as its biggest competitor. The main assets of a hotel are the properties owned by it. Starwood has ensured to get very distinct properties and has built the hotels in locations that are very sophisticated.

LC 50 and LD 50 Dissertation Example | Topics and Well Written Essays - 500 words

LC 50 and LD 50 - Dissertation Example LD 50, also known as lethal dose 50 %, refers to the amount of a substance, in solid or liquid form, which is able to kill 50 % percent of a target population in a single dose. The dosage defines either single or multiple applications according to predetermined prescriptions. The two terms defines lethal administration of a substance in a habitat (Fingas and Charles, p. 191).angelo, social How oil can enter an organism Oil can enter into plants and animals’ bodies through different ways such as â€Å"physical exposure, ingestion, absorption and through food chain† (Fingas and Charles, p. 193). Entrance by physical exposure involves the organisms’ direct contact with oil, such as movement in the oil that can then enter the organisms’ bodies through their external openings. Ingestion is however the case of a direct consumption of oil. Absorption of oil occurs through transfer of volatile components through membranes of plants and some animals while exposure through food chain involves multiple transfers through ingestion (Fingas and Charles, p. 193). Meaning of avoidance Avoidance is one of organisms’ responses to calamities, such as oil spill, by restraining from affected areas. Aquatic animal are for example able to move to deeper levels to avoid spilled oil on water surface. Effects of oil spill on the aquatic environment Oil spill have different degree of effects on plants and animal depending on species and age.

Music and religion in South East Asia ( Philippines Christianity Essay

Music and religion in South East Asia ( Philippines Christianity Pasyon and Lant music- Culture, music, religion, and history) - Essay Example Moreover, the relation of Payson to Southeast Asian music and culture entails in this paper. The Payson entails seven major Filipino languages. The languages influence the culture, religion, and music of the Philippines Christianity in diverse and varied forms (Paul, 2002, p. 5). The languages tend to explain the cultures and religion of the natives in Southeast Asia in explaining Payson verses and it is influence to the music and culture of the Philippines. Besides, the languages consist of three thousand rhymed stanzas that comprise of five lines each. It narrates the history of salvation from the creation times to the second coming of Jesus Christ. It includes apocryphal stories, which consists of detailed account and prayerful moments of Christ. The passion and meditation of Christ also includes in the Payson. Majority of the Philippines sing Payson after meals to retain a sacral undertone according to the culture and religion of the Asians. Therefore, the introduction of Payson verses in the Roman Catholic Church has contributed greatly to the development of and influence of Philippines culture, music, religion and history. The verses consist of major teachings and ideas concerning the culture and religion of the Philippines’ in their daily lives. Therefore, Southeast Asian communities concentrate on the developments of Payson verses and ideas to enable them mature in their religion and music in the daily lives (Paul, 2002, p 8). Natives born in a protestant family have the memory of Payson in their daily lives. This is because the developments of Payson started from dramatic actions of reliving the trial, suffering, death and resurrection of Jesus Christ. The main participants of the dramas came from Protestant families since it was a norm for them to introduce any new member of the Payson verses. It encouraged and developed a majority of individuals,

Training Needs Theories and Principles

Training Needs Theories and Principles Chapter 2 Literature Review 2.1 Introduction Training has become a key focus for many organizations wishing to increase their capability, to pursue their strategy and to achieve their goals. It has a great impact not only on efficiency and organizational performance, but also on employees behaviour within the organization. Flexible training programmes may also help an organization to be more responsive to changes in its environment. Therefore, the first objective of this chapter is to explore the meaning of training and of training needs, while the second is to examine the theories dealing with these concepts. It then turns more specifically to an exploration of literature examining training needs in police organizations. 2.2 Developing Countries According to Kinsey (1988), developing country is a term used to describe countries outside the so-called Western bloc of technically advanced nations (North America, Western Europe, Japan, Australia and New Zealand) and the communist bloc. However, due to the rapid economic development in some countries (NICs) and the political and economic disturbances in the communist bloc which have resulted in dramatic changes during the last two decades, the above definition must be amended. Other terms which have been used to designate these countries include industrializing, less-developed and underdeveloped. Each tends to have certain connotations, some being more complementary than others, and some gaining popularity while others disappear. Whatever term is used, these countries are distinguished by widespread poverty. Beside this basic characteristic, Kinsey (1988) describes developing countries as having certain similarities, including low income per capita and per worker, small industria l sectors, few economies of scale, primitive technology, lack of specialization, low capital per worker, small savings per head for the bulk of the population, lack of enterprise, inadequate physical and social infrastructure, low volume of international trade per head and low efficiency. The question is: how could developing countries influence our country in management training? 2.3 Organizational Characteristics Organizations may be characterized in many different ways, depending on the reason for the classification. For the purposes of the present research, the characteristics of the Dubai Police must be examined in relation to the need for training; several authors have suggested that organization size, type of ownership and industrial sector are the main variables affecting the management of training needs (Abdalla and AlHomud, 1995). Alternatively, Wright and Geory (1992) connect training needs with management strategy, organizational structure and corporate culture. In theory, organizations can be characterized in many ways, but there is general agreement that the size of the organization is of prime importance, followed by structure, strategy (e.g. short or long term), technology use, environment and organisational culture. These are the theoretical concepts which will be examined in this study as quantifiable conditions and variables in the management of the Dubai Police. Definitions of Training Training is a very important process in any organization, allowing it to develop its employees skills and improve their performance at work. This section considers the definitions of training suggested by a number of authors. Thus, training can be described as a perfect way to learn a job or to develop employees skills. The organization of individual skills is a significant characteristic of business responsibility today, and employee motivation potentially grows in the process (Noe, 1999). The profit from employee development extends further than the concrete skills gained and their effect on an individuals efficiency (Benson, 2002). Among the many important definitions of training, the following selection is organised chronologically for convenience. Training has historical definitions; for example, Schuler and MacMillan (1984) defined it as part of human resource management (HRM) practice which has the potential to contribute to gains in competitive advantage. But this definition was incomplete because in 1984 there was a lack of information on HRM, which was still a new concept for many organizations. There was also a focus on competitive advantage among organizations, ignoring employee development and direct benefit to the organizations business. Rainbird and Heyes (1994) then defined training as employee development via engaging employees in a commitment to the organization. But this definition only involved employees in commitment and did not state how they were to be developed at work, so Heyes and Stuart (1996) refined this definition by adding that training is a development process which evolves through strategic stages. This definition indicates that development in any organization, whether short or long term, involves organizational commitment. Buckely and Caple (1995) defined training as a strategy to develop employees in skills, knowledge and attitude through a learning experience to achieve effective performance in a range of activities. Again, this definition was subject to important refinements, when Montesino (2002) pointed out that many factors may affect the effectiveness of training, including individual employees behaviour, the training programme, the local environment and the amount of support from each trainees immediate supervisor. Earlier, when Smith and Hayton (1999) defined training, they also attempted to show how certain factors impact on training needs and the decision to train employees. First, employee performance is very important and should be improved. Secondly, improvement is needed in the flexibility and adaptability of employees. Finally, training always needs new technology and investment in training needs to achieve high performance in an organization. This definition indicates the importance of high performance for training decisions, of changing the roles within the organization to increase flexibility and adaptability at work and of using new technology to achieve high performance. The authors also claim that it is a more sophisticated system of human resources management. According to Sparrow (1998), training can be managed to elicit the desired attitudes and behaviours in employees and to enhance involvement, motivation and organizational commitment. The main point of this definition is to motivate and involve employees in organizational commitment; the result could be to change employees behaviour, but these processes are controlled by the organization. Bartlett (2001) adds to this perspective by noting that there are many ways to motivate employees, the best being to improve access to training and the motivation to learn from training, as well as emphasising the perceived benefits of training. This definition shows the importance of motivating employees in training programmes and the benefit to be gained from supervisory support for training within the organization. Finally, Palo and Padhi (2003) define training as the process of developing skills, updating knowledge, changing employees behaviour and attitudes in order to improve their performance and abilities and so to enhance the efficiency and effectiveness of the organization. 2.5 Training Theories 2.5.1 Training and Behaviour Theories Luthans (1998) considers that training can help organisations to change employees behaviour and that one technique of behaviour modification, encouraging desired behaviours and discouraging unwanted ones, is operant conditioning. Such behaviourist techniques were first used for the treatment of mental disorders and phobias, in psychiatric rehabilitation and in recovery from accident and trauma. Applications have since been extended to organisational settings. As developed by Fred Luthans (Luthans and Kreitner, 1985; Luthans et al., 1998), organisational behaviour modification theory has five mains steps. The first step is to identify the critical, observable and measurable performance-related behaviours to be encouraged. The second is to measure the current frequency of those behaviours, to provide a baseline against which to measure improvement. Next, the triggers or antecedents for those behaviours are identified, as are their consequences, positive, neutral and negative. The fourth step is to develop an intervention strategy to strengthen desired behaviours and weaken dysfunctional behaviours through the use of positive reinforcement (money, recognition) and corrective feedback, noting that punishment may be necessary, for example to inhibit unsafe behaviour. Finally, there is a systematic evaluation of the effectiveness of the approach in changing behaviour and improving performance over the baseline. Training can appear particularly attractive to managers, who are often in ideal positions to manipulate the reinforcement of certain employee behaviours. They also tend to find this approach attractive because it argues that what has to be changed is behaviour, and that to achieve this one needs to know very little about the complex internal workings of the people concerned. Desirable workplace behaviours include speaking courteously to customers, attending training to develop new skills and being helpful to colleagues. Undesirable ones include lateness, the production of poor quality items and being uncooperative. Training should eliminate undesired behaviour and increase the frequency of desired work behaviour. Suppose a manager wants more work assignments completed on time and fewer submitted beyond deadline. The behaviour modification options are summarized in Table 2.5.1. Luthans (1998) gives some ideas for improving performance through training, which failed to work. But Luthans argues that behaviour modification should be designed to suit organisational applications. Firstly, training should be applied to clearly identifiable and observable behaviours, such as timekeeping, carrying out checks and repairs, and the use of particular work methods. Secondly, to change organisational behaviour there should be a good strategy of rewards which are contingent on the performance of the desirable behaviours. Thirdly, training should focus on positive reinforcement, which can take a number of forms, from the praise of a superior to cash prizes, food or clothing. Finally, training can lead to sustained modification of behaviour only if positive reinforcement is continued (albeit intermittently). Training and Motivation Theories Smith and Hayton (1999) identify the following theories, which mention the role of training in organizations. i. Human capital theory This theory focuses on training in terms of economic investment. Human capital theory sees training as improving efficiency (Becker, 1964; Mincer, 1974; Strober, 1990). It is concerned with developing ideal training conditions. In the 1980s neo-human capital theory stated that organizations should train their employees consecutively to develop the flexibility and suppleness of the workforce and their receptiveness to modernisation (Bartel and Lichtenberg, 1987). ii. Human resource management theory This theory concerns the commitment of employees to the organization and views training and employee development as a means of engaging it (Rainbird, 1994; Heyes and Stuart, 1996). The early formulation of a hypothetical structure for HRM came from the Harvard Business School in the early 1980s (Beer et al., 1984). Training is seen as a strategy for managing the human resource flow of a venture which, with other human resource policies, creates commitment, competence, congruence and cost-effectiveness. iii. Training and high performance theory This is among the most widely adopted theories in organizations in Britain and the USA. It concerns the skills trajectory and proposes a distinction between those occupations which are becoming increasingly skilful and others which are deskilling over time (Gallie and White, 1993; Cappelli, 1993). Studies of high-performance employment practices and HRM strategies have resulted in the concept of human resources bundles (MacDuffie, 1995; Dyer and Reeves, 1995) which highlight the significance of implementing a number of HRM practices collectively in bundles in order to enhance performance. Training is always cited as a critical measure within the set. Training Needs Analysis Training needs analysis (TNA) is a very important stage in the methodical training cycle of design, delivery and evaluation. The purpose of TNA is to take account of unusual meanings and perspectives depending upon a variety of actors in the process, avoiding misunderstandings about prospects and what can be achieved. In addition, external trainers and consultants are able to acknowledge the importance of a challenge when they rely upon TNA which has been conducted prior to their involvement with an organization. For instance, the excellence of feedback provided by the TNA process might differ significantly, from a very detailed search to a cheap and cheerful canvassing of opinions about what is needed. In addition to the challenges noted above, there are considerations about whose benefit is served: Is the training compulsory? Does it represent the needs of individual people, their managers, the organization, etc? 2.6.1 Definition of Training Needs Analysis Williamson (1993) defines TNA as a systematic approach to determining the real training needs which exist within an organization or department. This indicates that TNA involves collecting information, for example by examining the training programmes of different organizations. A number of managers will refer to the total procedure of identifying the essential training needs, after which the next step is to analyze and address them by the best available method. The pure understanding of the term describes the last procedure simply. Although understanding can differ, it is significant that there is supposed to be constancy of practice within any organization and all employees are assumed to be completely conscious of the sense of local terminology in this field. The term training need can be difficult to define in practice, with serious consequences. On other hand, there are many authors who have defined training needs analysis as the examination or diagnostic portion of the training system. In addition, it seeks to determine whether there exists a case of supposed performance deficiency in many organizations (Camp et al., 1986). This view applies to TNA. That is to say, needs evaluation in a training needs analysis is, in truth, a diagnostic attempt, rather than an effort to identify an apparently deficient performance, because TNA does not have direct access to employees performance. Conversely, Goldstein (1986) defines TNA as an attempt to analyze and diagnose an organization, task or individual, to decide if a cure is required and if so, which is the most likely to produce the desired results. Once more, TNA is seen as a diagnostic process at an organizational level. 2.6.2 Approaches to TNA One of the earliest writers on TNA was Boydell (1976), who planned a methodical approach to training needs that had its roots in analyzing supplies using a method based on organizational objectives. For Boydell (1976, p. 4), A training need exists when the application of systematic training will serve to overcome a particular weakness. He also argues that training needs must be identified before training begins. A similar perspective is presented by Bartram and Gibson (1994, p. 3): Analyzing training needs provides a focus and direction for the investment an organization has to make in its people. Likewise, Bee and Bee (2003) assert that organizations needs are the drivers for training solutions to close any performance gap. Two supporting considerations which influence TNA are also noted by Reay (1994). Firstly, establishing who has ownership of the TNA is likely to determine whether the findings are ignored or implemented. Secondly, the person who really pays for it will point to t he real employees and this is usually senior management. On the other hand, this methodical approach to TNA tends to adopt organizational perspectives. Reid and Barrington (1999) accept these perspectives, but warn that the needs may sometimes conflict, e.g. long-term development for an individual and lack of support opportunities might contradict each other. Similarly, Sloman (1994, p. 24) notes that in the training sphere there can be a singular divergence of interests between the organization and the individual. This viewpoint is shared by Palmer (2006), who warns against assessing training needs solely from the viewpoint of the organization. Many individual employees correctly follow their own training and development agendas and strategies. There are also sound business and motivational reasons for organizations to help employees to complete their self-development needs. Learning and development are continuing and practical (Sloman, 2003). They are supposed not to have to wait for business needs and training objectives to be set before embarking on a programme. Therefore, individuals need to take more responsibility for their own learning, rather than waiting for the organization to lead them. 2.6.3 Important TNA Factors in a Changing Competitive Environment There are important factors which affect TNA in a competitive environment for any organization and which a professional approach to change requires those responsible to consider. These are now examined in turn. i. Cross-competitive environment The abolition of collective differences in vocational results can be maintained by training programmes for diverse employees in a competitive environment, which can produce admiration for individual differences in attitudes, values and behaviours, according to DNetto and Sohal (1999), who recommend certain practices in the field of training. These include identifying exact training needs which are connected to the organizations goals and objectives; assessing individual training needs to facilitate a contribution within the training programme; developing individual annual training strategies which take account of knowledge, operational and interpersonal skills, attitudes to the job and technological skills training; evaluating literacy, language and numeracy to assess the ability to undergo training; connecting training to rewards, project agreements, development procedures and pay scales; and identifying the complementary skills of employees through a review process. ii. Diversity Moore (1999) suggests that a diversity needs analysis is required for the effective integration of diverse group members. Two contrasting approaches to diversity of background are to ensure that the organization is diversity blind or to provide a diversity-negative environment. According to Moore (1999), an important starting point in an environment of diversity in TNA is awareness of different challenges faced by people from different backgrounds within the organization. Training programmes should facilitate the understanding and appreciation of actual differences between people, which can apply in communicating and using language, in learning styles, in methods of dealing with conflict and in task and relationship orientation. Developing and integrating competencies and skills in culturally diverse employees is the next step presented by Moore (1999). It should create a mechanism whereby individuals learn to avoid damaging processes due to dysfunctional interpersonal conflict, miscommunication, higher levels of stress, slower decision-making and problems with group cohesiveness. Moore (1999) states that the development of important communication skills is needed in order to achieve effective integration of competencies. These skills are the ability to consider viewpoints that may differ from ones own, to communicate, to negotiate and to face difficulties appropriately. iii. Leadership According to Silverthorne (2005), leadership plays an important role in decision-making and organizational achievement. In order to develop effectively in a cross-competitive environment, leaders must understand and control their own behaviour, as this affects employees perceptions of leadership. They must also ensure that environmental issues are considered when choosing the best management style. However, appreciating the differences in leadership styles is not sufficient to be an effectual leader, as the necessary insight also varies with the environment. Silverthorne (2005) states that an effectual leader knows which leadership style to employ and when to employ it. There are four contrasting leadership styles: active or involved, supportive, participative and attainment-oriented. Active leaders tell subordinates what is required and put into effect individual systems to direct them; the supportive leader creates a friendly environment and is responsive to her subordinates needs; the participative leader engages them in the decision-making process; and the achievement-oriented leader applies high standards to the decision-making process and appears confident that subordinates will reach them. Silverthorne (2005) argues that an effective leaders choice of leadership style is based on the context of the task and the needs of the subordinates. iiii. Communication Silverthorne (2005) also suggests that one way to achieve better communication between individuals with different competitive backgrounds is to apply TNA to managers on how to work in a competitive environment. He proposes four ways of reducing cross-environment communication problems. First, managers should focus on differences in communication styles. Understanding that employees are different means describing a behaviour, rather than the individual. This will give the manager the time to understand the subject being discussed. Thirdly, the manager should attempt to understand the subject from the employees perspective. Seeing the employees point of view gives the manager an opportunity to better understand what the employee is trying to communicate. Finally, the manager must listen more openly than normal and engage in exercises to improve the communication process. 2.7 Management Training Many organizations today have training programmes for their employees but the reasons for conducting them vary widely. Some provide job orientation for new recruits; others training on new equipment for existing employees or strategic planning courses for managers. Successful managers need multi-skills training and detailed information about the organization. Training programmes for managers should cover different skills than those for employees; examples are functional, administrative, planning and leadership skills. Assessing changes in performance following training is complicated by the fact that while some of these skills can be easily observed in the short term, others will be apparent only from long-term changes in the performance of the manager, the department or the entire organisation. 2.7.1 Different types of training needs All employees should be aware of the types of management training their organization offers, because many will be planning to be line-managers in the future, so will require certain skills. McConnell (2003) lists twelve types of training which are very useful in ones current job and helpful for the future. These are now examined in turn. i. Group Training Group training involves three or more individuals who participate in a common learning activity, generally led by a group facilitator. ii. Coaching Coaching is one-on-one job training. Generally it includes demonstrations, lectures and observation of practice. iii. Mentoring This is a process in which experienced employees are assigned to assist newer employees through guidance. Sometimes it takes a formal approach; at others it is informal. It is also used to introduce employees to a companys culture and environment. iiii. Self-Paced Learning This is any learning activity in which the learner determines the speed at which the material is covered. Generally, it is an individualized form of instruction, but it can be used with groups, the speed being set either individually or by the group. V. E-Learning This is a term used to describe learning activities conducted from the users desktop via the Internet or e-mail. It is generally an individual activity. Vi. Computer-Assisted Instruction This is the delivery of training via a computer. Again it is generally individualized. It can include programmes on modelling, simulation, practice and knowledge. Vii. Distance Learning Training This describes instruction in which the teacher is geographically separated from the learner. Connection can be via satellite or phone line with the instruction delivered to a PC or to a room specially equipped with video or audio conferencing equipment. Viii. Self-Study Self-study refers to learning activities initiated and participated in by an individual. Programmed or computer-assisted instruction and reading assignments can all be self-study activities. Viiii. Simulations These are controlled and standardized representations of a job, activity or situation used as a basis for developing skills in dealing with the simulated situations. VV. Lectures These are structured oral presentations delivered for the transfer of information. VVi. Job Assignments Job assignments place an individual into an actual job, generally for a limited period of time, the primary goal being to learn all or part of the job. VVii. Job Rotation This is similar to job assignment but generally includes several assignments in a planned order or the exchange of jobs with another person. 2.7.2 Different levels of training needs The objective of a training needs analysis is the identification of the training required to meet the recognized needs. In point of fact, while these may be accepted or revised by the employees, a senior person may be assigned to decide what training is necessary. The person conducting the training or assessing the needs is not always the individual who develops or recommends the training. On the other hand, the most important step in TNA is to translate the recognized needs into objectives. Then individual objectives can be used to develop or choose a training approach at individual and organization level. Beside the types of training, McConnell (2003) specifies the levels of needs for individual and organization and the personnel who will conduct the training. i. Supervisors These are the people who manage the people being trained. ii. Human Resources These are the professionals in the human resources department. If training is a function of the HR department, it is treated separately. iii. Operating Department Employees These are the employees of the department for which an individual is to be trained. iiii. Training Department Personnel These are generally training professionals employed by the training department. Their strengths are their skills and knowledge of training techniques and procedures. The most common criticism of such people is that they lack specific job or operational knowledge. Some organizations assign their trainers to specific areas-sometimes even to temporary work in the operating departments-to overcome such weaknesses. V. Operating Department Personnel on Temporary Assignment to Training These are people who usually have excellent job knowledge but often lack training skills. Many organizations use this approach because it gives greater credibility to the training sessions, while the operating personnel on such an assignment benefit greatly from the experience and learning of training techniques. Vi. External Professionals These are usually training consultants, supplier employees, or academics. Generally, they are used when the required degree of knowledge or skill is not available within the organization. These people are usually excellent trainers, but they can be expensive to use. If they offer similar classes on a regular basis, consistency may be lost if the same external person does not conduct all classes. Vii. External Organizations Local schools and professional organizations often conduct registration programmes in general subjects. Knowing the types of training currently being used by an organization and who conducts each training type provides an initial indication of what can be done. However, in some cases the training will have to be designed and/or obtained elsewhere. 2.7.3 The Roles of HR, Trainers and Line-Managers The many roles within the training function can be analyzed and their strengths and weaknesses identified. The training function within an organization should have as part of its mission the meeting of the organizations requirements; its success at accomplishing that will be the basis for the analysis. HR people and line-managers in the training function should help the organization to improve and involve employees in training courses which could be helpful in enhancing their skills and hence their performance, so HR people and line-managers must undertake a number of tasks, summarised below. Training organization: the mission of the training function, its internal structure, and internal and external relationships. Training personnel: the selection, qualifications, and motivation of department employees. Employee training in the requirements of specific jobs or activities. Employee development training in the requirements of future jobs and broadening their abilities in their current posts. Remedial training, conducted to correct inadequate basic skills such as mathematics, reading and writing. Organizational development: improving communication and understanding throughout the organization in order to produce effective, functioning teams; establishing or changing to a desired culture; and responding to changing conditions. Internal and external communication of the training departments abilities, results, and offerings. Training facilities: the physical space and equipment allocated to conduct training. Identifying training needs: determining the training required by individual employees and the organization. Training design and development: creating, structuring, or obtaining a training programme to meet specific ob Training Needs Theories and Principles Training Needs Theories and Principles Chapter 2 Literature Review 2.1 Introduction Training has become a key focus for many organizations wishing to increase their capability, to pursue their strategy and to achieve their goals. It has a great impact not only on efficiency and organizational performance, but also on employees behaviour within the organization. Flexible training programmes may also help an organization to be more responsive to changes in its environment. Therefore, the first objective of this chapter is to explore the meaning of training and of training needs, while the second is to examine the theories dealing with these concepts. It then turns more specifically to an exploration of literature examining training needs in police organizations. 2.2 Developing Countries According to Kinsey (1988), developing country is a term used to describe countries outside the so-called Western bloc of technically advanced nations (North America, Western Europe, Japan, Australia and New Zealand) and the communist bloc. However, due to the rapid economic development in some countries (NICs) and the political and economic disturbances in the communist bloc which have resulted in dramatic changes during the last two decades, the above definition must be amended. Other terms which have been used to designate these countries include industrializing, less-developed and underdeveloped. Each tends to have certain connotations, some being more complementary than others, and some gaining popularity while others disappear. Whatever term is used, these countries are distinguished by widespread poverty. Beside this basic characteristic, Kinsey (1988) describes developing countries as having certain similarities, including low income per capita and per worker, small industria l sectors, few economies of scale, primitive technology, lack of specialization, low capital per worker, small savings per head for the bulk of the population, lack of enterprise, inadequate physical and social infrastructure, low volume of international trade per head and low efficiency. The question is: how could developing countries influence our country in management training? 2.3 Organizational Characteristics Organizations may be characterized in many different ways, depending on the reason for the classification. For the purposes of the present research, the characteristics of the Dubai Police must be examined in relation to the need for training; several authors have suggested that organization size, type of ownership and industrial sector are the main variables affecting the management of training needs (Abdalla and AlHomud, 1995). Alternatively, Wright and Geory (1992) connect training needs with management strategy, organizational structure and corporate culture. In theory, organizations can be characterized in many ways, but there is general agreement that the size of the organization is of prime importance, followed by structure, strategy (e.g. short or long term), technology use, environment and organisational culture. These are the theoretical concepts which will be examined in this study as quantifiable conditions and variables in the management of the Dubai Police. Definitions of Training Training is a very important process in any organization, allowing it to develop its employees skills and improve their performance at work. This section considers the definitions of training suggested by a number of authors. Thus, training can be described as a perfect way to learn a job or to develop employees skills. The organization of individual skills is a significant characteristic of business responsibility today, and employee motivation potentially grows in the process (Noe, 1999). The profit from employee development extends further than the concrete skills gained and their effect on an individuals efficiency (Benson, 2002). Among the many important definitions of training, the following selection is organised chronologically for convenience. Training has historical definitions; for example, Schuler and MacMillan (1984) defined it as part of human resource management (HRM) practice which has the potential to contribute to gains in competitive advantage. But this definition was incomplete because in 1984 there was a lack of information on HRM, which was still a new concept for many organizations. There was also a focus on competitive advantage among organizations, ignoring employee development and direct benefit to the organizations business. Rainbird and Heyes (1994) then defined training as employee development via engaging employees in a commitment to the organization. But this definition only involved employees in commitment and did not state how they were to be developed at work, so Heyes and Stuart (1996) refined this definition by adding that training is a development process which evolves through strategic stages. This definition indicates that development in any organization, whether short or long term, involves organizational commitment. Buckely and Caple (1995) defined training as a strategy to develop employees in skills, knowledge and attitude through a learning experience to achieve effective performance in a range of activities. Again, this definition was subject to important refinements, when Montesino (2002) pointed out that many factors may affect the effectiveness of training, including individual employees behaviour, the training programme, the local environment and the amount of support from each trainees immediate supervisor. Earlier, when Smith and Hayton (1999) defined training, they also attempted to show how certain factors impact on training needs and the decision to train employees. First, employee performance is very important and should be improved. Secondly, improvement is needed in the flexibility and adaptability of employees. Finally, training always needs new technology and investment in training needs to achieve high performance in an organization. This definition indicates the importance of high performance for training decisions, of changing the roles within the organization to increase flexibility and adaptability at work and of using new technology to achieve high performance. The authors also claim that it is a more sophisticated system of human resources management. According to Sparrow (1998), training can be managed to elicit the desired attitudes and behaviours in employees and to enhance involvement, motivation and organizational commitment. The main point of this definition is to motivate and involve employees in organizational commitment; the result could be to change employees behaviour, but these processes are controlled by the organization. Bartlett (2001) adds to this perspective by noting that there are many ways to motivate employees, the best being to improve access to training and the motivation to learn from training, as well as emphasising the perceived benefits of training. This definition shows the importance of motivating employees in training programmes and the benefit to be gained from supervisory support for training within the organization. Finally, Palo and Padhi (2003) define training as the process of developing skills, updating knowledge, changing employees behaviour and attitudes in order to improve their performance and abilities and so to enhance the efficiency and effectiveness of the organization. 2.5 Training Theories 2.5.1 Training and Behaviour Theories Luthans (1998) considers that training can help organisations to change employees behaviour and that one technique of behaviour modification, encouraging desired behaviours and discouraging unwanted ones, is operant conditioning. Such behaviourist techniques were first used for the treatment of mental disorders and phobias, in psychiatric rehabilitation and in recovery from accident and trauma. Applications have since been extended to organisational settings. As developed by Fred Luthans (Luthans and Kreitner, 1985; Luthans et al., 1998), organisational behaviour modification theory has five mains steps. The first step is to identify the critical, observable and measurable performance-related behaviours to be encouraged. The second is to measure the current frequency of those behaviours, to provide a baseline against which to measure improvement. Next, the triggers or antecedents for those behaviours are identified, as are their consequences, positive, neutral and negative. The fourth step is to develop an intervention strategy to strengthen desired behaviours and weaken dysfunctional behaviours through the use of positive reinforcement (money, recognition) and corrective feedback, noting that punishment may be necessary, for example to inhibit unsafe behaviour. Finally, there is a systematic evaluation of the effectiveness of the approach in changing behaviour and improving performance over the baseline. Training can appear particularly attractive to managers, who are often in ideal positions to manipulate the reinforcement of certain employee behaviours. They also tend to find this approach attractive because it argues that what has to be changed is behaviour, and that to achieve this one needs to know very little about the complex internal workings of the people concerned. Desirable workplace behaviours include speaking courteously to customers, attending training to develop new skills and being helpful to colleagues. Undesirable ones include lateness, the production of poor quality items and being uncooperative. Training should eliminate undesired behaviour and increase the frequency of desired work behaviour. Suppose a manager wants more work assignments completed on time and fewer submitted beyond deadline. The behaviour modification options are summarized in Table 2.5.1. Luthans (1998) gives some ideas for improving performance through training, which failed to work. But Luthans argues that behaviour modification should be designed to suit organisational applications. Firstly, training should be applied to clearly identifiable and observable behaviours, such as timekeeping, carrying out checks and repairs, and the use of particular work methods. Secondly, to change organisational behaviour there should be a good strategy of rewards which are contingent on the performance of the desirable behaviours. Thirdly, training should focus on positive reinforcement, which can take a number of forms, from the praise of a superior to cash prizes, food or clothing. Finally, training can lead to sustained modification of behaviour only if positive reinforcement is continued (albeit intermittently). Training and Motivation Theories Smith and Hayton (1999) identify the following theories, which mention the role of training in organizations. i. Human capital theory This theory focuses on training in terms of economic investment. Human capital theory sees training as improving efficiency (Becker, 1964; Mincer, 1974; Strober, 1990). It is concerned with developing ideal training conditions. In the 1980s neo-human capital theory stated that organizations should train their employees consecutively to develop the flexibility and suppleness of the workforce and their receptiveness to modernisation (Bartel and Lichtenberg, 1987). ii. Human resource management theory This theory concerns the commitment of employees to the organization and views training and employee development as a means of engaging it (Rainbird, 1994; Heyes and Stuart, 1996). The early formulation of a hypothetical structure for HRM came from the Harvard Business School in the early 1980s (Beer et al., 1984). Training is seen as a strategy for managing the human resource flow of a venture which, with other human resource policies, creates commitment, competence, congruence and cost-effectiveness. iii. Training and high performance theory This is among the most widely adopted theories in organizations in Britain and the USA. It concerns the skills trajectory and proposes a distinction between those occupations which are becoming increasingly skilful and others which are deskilling over time (Gallie and White, 1993; Cappelli, 1993). Studies of high-performance employment practices and HRM strategies have resulted in the concept of human resources bundles (MacDuffie, 1995; Dyer and Reeves, 1995) which highlight the significance of implementing a number of HRM practices collectively in bundles in order to enhance performance. Training is always cited as a critical measure within the set. Training Needs Analysis Training needs analysis (TNA) is a very important stage in the methodical training cycle of design, delivery and evaluation. The purpose of TNA is to take account of unusual meanings and perspectives depending upon a variety of actors in the process, avoiding misunderstandings about prospects and what can be achieved. In addition, external trainers and consultants are able to acknowledge the importance of a challenge when they rely upon TNA which has been conducted prior to their involvement with an organization. For instance, the excellence of feedback provided by the TNA process might differ significantly, from a very detailed search to a cheap and cheerful canvassing of opinions about what is needed. In addition to the challenges noted above, there are considerations about whose benefit is served: Is the training compulsory? Does it represent the needs of individual people, their managers, the organization, etc? 2.6.1 Definition of Training Needs Analysis Williamson (1993) defines TNA as a systematic approach to determining the real training needs which exist within an organization or department. This indicates that TNA involves collecting information, for example by examining the training programmes of different organizations. A number of managers will refer to the total procedure of identifying the essential training needs, after which the next step is to analyze and address them by the best available method. The pure understanding of the term describes the last procedure simply. Although understanding can differ, it is significant that there is supposed to be constancy of practice within any organization and all employees are assumed to be completely conscious of the sense of local terminology in this field. The term training need can be difficult to define in practice, with serious consequences. On other hand, there are many authors who have defined training needs analysis as the examination or diagnostic portion of the training system. In addition, it seeks to determine whether there exists a case of supposed performance deficiency in many organizations (Camp et al., 1986). This view applies to TNA. That is to say, needs evaluation in a training needs analysis is, in truth, a diagnostic attempt, rather than an effort to identify an apparently deficient performance, because TNA does not have direct access to employees performance. Conversely, Goldstein (1986) defines TNA as an attempt to analyze and diagnose an organization, task or individual, to decide if a cure is required and if so, which is the most likely to produce the desired results. Once more, TNA is seen as a diagnostic process at an organizational level. 2.6.2 Approaches to TNA One of the earliest writers on TNA was Boydell (1976), who planned a methodical approach to training needs that had its roots in analyzing supplies using a method based on organizational objectives. For Boydell (1976, p. 4), A training need exists when the application of systematic training will serve to overcome a particular weakness. He also argues that training needs must be identified before training begins. A similar perspective is presented by Bartram and Gibson (1994, p. 3): Analyzing training needs provides a focus and direction for the investment an organization has to make in its people. Likewise, Bee and Bee (2003) assert that organizations needs are the drivers for training solutions to close any performance gap. Two supporting considerations which influence TNA are also noted by Reay (1994). Firstly, establishing who has ownership of the TNA is likely to determine whether the findings are ignored or implemented. Secondly, the person who really pays for it will point to t he real employees and this is usually senior management. On the other hand, this methodical approach to TNA tends to adopt organizational perspectives. Reid and Barrington (1999) accept these perspectives, but warn that the needs may sometimes conflict, e.g. long-term development for an individual and lack of support opportunities might contradict each other. Similarly, Sloman (1994, p. 24) notes that in the training sphere there can be a singular divergence of interests between the organization and the individual. This viewpoint is shared by Palmer (2006), who warns against assessing training needs solely from the viewpoint of the organization. Many individual employees correctly follow their own training and development agendas and strategies. There are also sound business and motivational reasons for organizations to help employees to complete their self-development needs. Learning and development are continuing and practical (Sloman, 2003). They are supposed not to have to wait for business needs and training objectives to be set before embarking on a programme. Therefore, individuals need to take more responsibility for their own learning, rather than waiting for the organization to lead them. 2.6.3 Important TNA Factors in a Changing Competitive Environment There are important factors which affect TNA in a competitive environment for any organization and which a professional approach to change requires those responsible to consider. These are now examined in turn. i. Cross-competitive environment The abolition of collective differences in vocational results can be maintained by training programmes for diverse employees in a competitive environment, which can produce admiration for individual differences in attitudes, values and behaviours, according to DNetto and Sohal (1999), who recommend certain practices in the field of training. These include identifying exact training needs which are connected to the organizations goals and objectives; assessing individual training needs to facilitate a contribution within the training programme; developing individual annual training strategies which take account of knowledge, operational and interpersonal skills, attitudes to the job and technological skills training; evaluating literacy, language and numeracy to assess the ability to undergo training; connecting training to rewards, project agreements, development procedures and pay scales; and identifying the complementary skills of employees through a review process. ii. Diversity Moore (1999) suggests that a diversity needs analysis is required for the effective integration of diverse group members. Two contrasting approaches to diversity of background are to ensure that the organization is diversity blind or to provide a diversity-negative environment. According to Moore (1999), an important starting point in an environment of diversity in TNA is awareness of different challenges faced by people from different backgrounds within the organization. Training programmes should facilitate the understanding and appreciation of actual differences between people, which can apply in communicating and using language, in learning styles, in methods of dealing with conflict and in task and relationship orientation. Developing and integrating competencies and skills in culturally diverse employees is the next step presented by Moore (1999). It should create a mechanism whereby individuals learn to avoid damaging processes due to dysfunctional interpersonal conflict, miscommunication, higher levels of stress, slower decision-making and problems with group cohesiveness. Moore (1999) states that the development of important communication skills is needed in order to achieve effective integration of competencies. These skills are the ability to consider viewpoints that may differ from ones own, to communicate, to negotiate and to face difficulties appropriately. iii. Leadership According to Silverthorne (2005), leadership plays an important role in decision-making and organizational achievement. In order to develop effectively in a cross-competitive environment, leaders must understand and control their own behaviour, as this affects employees perceptions of leadership. They must also ensure that environmental issues are considered when choosing the best management style. However, appreciating the differences in leadership styles is not sufficient to be an effectual leader, as the necessary insight also varies with the environment. Silverthorne (2005) states that an effectual leader knows which leadership style to employ and when to employ it. There are four contrasting leadership styles: active or involved, supportive, participative and attainment-oriented. Active leaders tell subordinates what is required and put into effect individual systems to direct them; the supportive leader creates a friendly environment and is responsive to her subordinates needs; the participative leader engages them in the decision-making process; and the achievement-oriented leader applies high standards to the decision-making process and appears confident that subordinates will reach them. Silverthorne (2005) argues that an effective leaders choice of leadership style is based on the context of the task and the needs of the subordinates. iiii. Communication Silverthorne (2005) also suggests that one way to achieve better communication between individuals with different competitive backgrounds is to apply TNA to managers on how to work in a competitive environment. He proposes four ways of reducing cross-environment communication problems. First, managers should focus on differences in communication styles. Understanding that employees are different means describing a behaviour, rather than the individual. This will give the manager the time to understand the subject being discussed. Thirdly, the manager should attempt to understand the subject from the employees perspective. Seeing the employees point of view gives the manager an opportunity to better understand what the employee is trying to communicate. Finally, the manager must listen more openly than normal and engage in exercises to improve the communication process. 2.7 Management Training Many organizations today have training programmes for their employees but the reasons for conducting them vary widely. Some provide job orientation for new recruits; others training on new equipment for existing employees or strategic planning courses for managers. Successful managers need multi-skills training and detailed information about the organization. Training programmes for managers should cover different skills than those for employees; examples are functional, administrative, planning and leadership skills. Assessing changes in performance following training is complicated by the fact that while some of these skills can be easily observed in the short term, others will be apparent only from long-term changes in the performance of the manager, the department or the entire organisation. 2.7.1 Different types of training needs All employees should be aware of the types of management training their organization offers, because many will be planning to be line-managers in the future, so will require certain skills. McConnell (2003) lists twelve types of training which are very useful in ones current job and helpful for the future. These are now examined in turn. i. Group Training Group training involves three or more individuals who participate in a common learning activity, generally led by a group facilitator. ii. Coaching Coaching is one-on-one job training. Generally it includes demonstrations, lectures and observation of practice. iii. Mentoring This is a process in which experienced employees are assigned to assist newer employees through guidance. Sometimes it takes a formal approach; at others it is informal. It is also used to introduce employees to a companys culture and environment. iiii. Self-Paced Learning This is any learning activity in which the learner determines the speed at which the material is covered. Generally, it is an individualized form of instruction, but it can be used with groups, the speed being set either individually or by the group. V. E-Learning This is a term used to describe learning activities conducted from the users desktop via the Internet or e-mail. It is generally an individual activity. Vi. Computer-Assisted Instruction This is the delivery of training via a computer. Again it is generally individualized. It can include programmes on modelling, simulation, practice and knowledge. Vii. Distance Learning Training This describes instruction in which the teacher is geographically separated from the learner. Connection can be via satellite or phone line with the instruction delivered to a PC or to a room specially equipped with video or audio conferencing equipment. Viii. Self-Study Self-study refers to learning activities initiated and participated in by an individual. Programmed or computer-assisted instruction and reading assignments can all be self-study activities. Viiii. Simulations These are controlled and standardized representations of a job, activity or situation used as a basis for developing skills in dealing with the simulated situations. VV. Lectures These are structured oral presentations delivered for the transfer of information. VVi. Job Assignments Job assignments place an individual into an actual job, generally for a limited period of time, the primary goal being to learn all or part of the job. VVii. Job Rotation This is similar to job assignment but generally includes several assignments in a planned order or the exchange of jobs with another person. 2.7.2 Different levels of training needs The objective of a training needs analysis is the identification of the training required to meet the recognized needs. In point of fact, while these may be accepted or revised by the employees, a senior person may be assigned to decide what training is necessary. The person conducting the training or assessing the needs is not always the individual who develops or recommends the training. On the other hand, the most important step in TNA is to translate the recognized needs into objectives. Then individual objectives can be used to develop or choose a training approach at individual and organization level. Beside the types of training, McConnell (2003) specifies the levels of needs for individual and organization and the personnel who will conduct the training. i. Supervisors These are the people who manage the people being trained. ii. Human Resources These are the professionals in the human resources department. If training is a function of the HR department, it is treated separately. iii. Operating Department Employees These are the employees of the department for which an individual is to be trained. iiii. Training Department Personnel These are generally training professionals employed by the training department. Their strengths are their skills and knowledge of training techniques and procedures. The most common criticism of such people is that they lack specific job or operational knowledge. Some organizations assign their trainers to specific areas-sometimes even to temporary work in the operating departments-to overcome such weaknesses. V. Operating Department Personnel on Temporary Assignment to Training These are people who usually have excellent job knowledge but often lack training skills. Many organizations use this approach because it gives greater credibility to the training sessions, while the operating personnel on such an assignment benefit greatly from the experience and learning of training techniques. Vi. External Professionals These are usually training consultants, supplier employees, or academics. Generally, they are used when the required degree of knowledge or skill is not available within the organization. These people are usually excellent trainers, but they can be expensive to use. If they offer similar classes on a regular basis, consistency may be lost if the same external person does not conduct all classes. Vii. External Organizations Local schools and professional organizations often conduct registration programmes in general subjects. Knowing the types of training currently being used by an organization and who conducts each training type provides an initial indication of what can be done. However, in some cases the training will have to be designed and/or obtained elsewhere. 2.7.3 The Roles of HR, Trainers and Line-Managers The many roles within the training function can be analyzed and their strengths and weaknesses identified. The training function within an organization should have as part of its mission the meeting of the organizations requirements; its success at accomplishing that will be the basis for the analysis. HR people and line-managers in the training function should help the organization to improve and involve employees in training courses which could be helpful in enhancing their skills and hence their performance, so HR people and line-managers must undertake a number of tasks, summarised below. Training organization: the mission of the training function, its internal structure, and internal and external relationships. Training personnel: the selection, qualifications, and motivation of department employees. Employee training in the requirements of specific jobs or activities. Employee development training in the requirements of future jobs and broadening their abilities in their current posts. Remedial training, conducted to correct inadequate basic skills such as mathematics, reading and writing. Organizational development: improving communication and understanding throughout the organization in order to produce effective, functioning teams; establishing or changing to a desired culture; and responding to changing conditions. Internal and external communication of the training departments abilities, results, and offerings. Training facilities: the physical space and equipment allocated to conduct training. Identifying training needs: determining the training required by individual employees and the organization. Training design and development: creating, structuring, or obtaining a training programme to meet specific ob