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

Language as the Key to Identity and Social Acceptance in Richard Wright’s Book, Black Boy :: Wright Black Boy Essays

Language as the Key to Identity and Social Acceptance in Richard Wright’s Book, Black Boy According to African American writer, James Baldwin, language is a â€Å"vivid and crucial key to identity† and social acceptance. Black Boy, by Richard Wright, defends Baldwin’s belief. In a selected Black Boy passage, where Richard and his friends converse, the rhetorical techniques, pathos and warrants assist to convey Wright’s own attitude toward the importance of language as a key to identity and social acceptance. The idea that language is important to identity and social acceptance is defended in the passage by the utilization of pathos. Diction largely relays the comfortability of Richard and his friends with each other by not speaking in proper English, with phrases like, â€Å"that ain’t gonna do you no good,† and words like â€Å"miz† for â€Å"miss† and â€Å"scareda† as â€Å"scared of.† Also, syntax is used to make short explanatory sentences after each blurb of dialog: â€Å"An angry grunt of supreme racial assertion.† Language as an indicator of social acceptance is also seen in the word choice, with a wide array of cuss words, like â€Å"sonofabitch†, â€Å"hell†, and â€Å"nigger†. Repetition is developed through out the passage with the word â€Å"silence,† to indicate the identity of the boys with language. Wright also incorporates personification, personifying the boys talk being able to â€Å"weave, r oll, surge, spurt, veer, swell†¦Ã¢â‚¬  showing the comfortability and social acceptance of each other because of language. Richard Wright’s use of pathos helps to defend Baldwin’s beliefs on language. Another rhetorical technique that aids as a defense for Baldwin’s views is Wright’s use of value-based assumptions, or warrants. The boys establish their black identity through diction, referring to on another as â€Å"nigger† and â€Å"we†, â€Å"naà ¯ve† and â€Å"race†. Many assumptions are made about whites with rhetorical questions like, â€Å"Man, ain’t they ugly?† and other race related questions. The conversation of Wright and his friends make the assumption that whites treat blacks poorly, which establishes identity through language. Agreeing of the other boys with the â€Å"racial assertion† further leads to social acceptance. Repetition of negative statements about â€Å"whites† also further strengthens the warrants. â€Å"The enemy is an animal to be killed on sight† is a metaphor, which illustrates the black assumptions of whites through language.

Nursing Informatics Article Review

Article Review Number Two NRSG 115 October, 31, 2012 Article Review Number Two This article briefly summarizes informatics providing definitions for confusing terminology and what it means for the nursing profession. Nursing informatics is described as the union of nursing science, computer science, and information science. As advances in technology continue, nursing informatics increasingly plays a larger role in patient care and nursing practice (Manal, Shaben, & Allen, 2012).By encouraging proficiency in informatics, the authors believe that nurses can improve their knowledge base and confidence in their practice. This competency can lead to a higher quality of care and a safer work environment in the nursing profession (Manal et al. , 2012). Quote â€Å"However, choosing to ignore the technology does not address the challenges. On the contrary, nurses need to think about technology beyond skills mastery and critically examine how it impacts patient care and nursing practice† (Manal et al. , 2012, p. 14). You can read also Coronary Artery Disease Nursing Care PlanParaphrase Nurses should view technology as another tool that is important for the profession and patient care (Manal et al. , 2012, p. 14). Evaluation All three authors are registered nurses. Kelib is a candidate for a PhD and holds two masters; one in business administration and the other in nursing. The remaining authors, Allen and Shaben, both hold masters in nursing. As nurses, they understand the increasingly complex world of technology that is changing the nursing profession, and why it is important for nurses to be competent in it.Two of the nurses provided their email addresses in the article for those interested in being a part of the Informatics Specialty Practice Group for Alberta nurses, which leads me to believe that they are very involved and obviously up-to-date in the world of nursing informatics. This article was published in spring of 2012. I believe it is one of the most current articles on the subject. It doesn’t dive into the specifics of informatics which is a constantly evolving field. Instead it focuses on the importance of understanding what informatics is and why it is important in nursing practice.Since it is such a quick and generalized overview, I believe it is as relevant as it was 6 months ago. This article was geared towards registered nurses, particularly those that work in Canada. I also believe that this article is applicable to anyone in the nursing profession. I do think that this information is relevant to me as a student. It is a very simple article that presents to the reader a brief description of informatics in language I understand. This information provides me insight into the importance and impact that the evolving world of technology has on nursing.The authors quote a professional opinion from one reference and cite references throughout the text to support their conclusions. The first section of the article defines health informatics and terminology related to literacy. All the definitions and facts are cited and referenced. The second half of the article provides an expert opinion as to why informatics is important to nursing. This article uses eight references. Four of the references were published within the past 6 years and the other half dates back from 1996-2003.I do consider this bibliography useful because this article is such a brief overview of informatics and I would like to learn more. I realize how important informatics is to nursing practice and the reference list provides great resources to expand my knowledge on the subject. This article was found on the CINAHL database provided by the Renne Library website. I went under advanced search options and narrowed the search by selecting the box, first author is a nurse, and limited the date of publication to no later than five years ago.I entered informatics into the find box. I think this is an expert opinion article because it is not peer reviewed. It does not incl ude the required abstract, introduction, methods, results, and discussion section that research articles have. It does cite other research articles and papers related to informatics to provide evidence for their opinion. References Kleib, M. , Shaben, T. , & Allen, D. (2012). Lost in translation. Alberta RN, 68(1), 12-14. Retrieved from

English Speech Format

Speech: A speech is an extended textual composition. May be based on a verbal or visual stimulus. A speech, like the article, requires a student to express his/her own opinion on a given subject. Write about 3-5 paragraphs. 1st Para †¢Heading or title †¢Introduction-salutation- Addressing the audience, self-introduction- and introducing the topic 2nd Para †¢Logically develop your argument. Credit is given for creativity in presenting ideas. †¢Points should be well organized and linked. Should read fluently. †¢Use rich vocabulary.Spellings must be correct. Use idiomatic expressions 3rd Para †¢Give different thoughts. †¢Points should be coherent. †¢You can take up different issues. 4thd Para †¢Discuss the connected themes as well. †¢Discuss problems if any and provide solutions. †¢Arrive towards a conclusion. 5th Para-Conclusion †¢Repeat and reiterate your point of view. †¢Correct voice (passive, active) and tense to be u sed. †¢Finally, give a very strong conclusion. Solved Example: Speech: Forgiveness makes, anger mars By The Speech WriterGood morning respected Principal, teachers and my dear friends! This is The Speech Deliverer from 10-A, delivering a speech on, â€Å"Forgiveness makes, anger mars. † In today’s hectic times anyone can hurt us anytime—and that too without any rhyme or reason or fault of ours! May be we can also do the same to others. We always look for a healing touch after someone has hurt, humiliated or insulted us. A wise man will make haste to forgive because he knows the true value of time, and will not suffer it to pass away in unnecessary pain.On the other hand, anger is a short madness and when a man grows angry, his reason rides out. Fury and anger carry the mind away. True, anger is never without a reason, but seldom with a good one. In fact anger is the fury and frenzy of the soul. Anger is hard to combat as it is willing to buy revenge with li fe. By controlling the anger of a minute, one may avoid the remorse of a lifetime. So, with the good man anger is quick to die. One reason is that it may compensate for the powerlessness we experienced when we were hurt.We may feel more in charge when we are filled with anger. But forgiving instils a much greater Medically speaking, people who remain angry most are susceptible to hypertension and related heart/brain diseases. Re-living unsuccessful or humiliating situations in the past hurt over and over again and prove bad for your health. other illnesses. Angry men make themselves beds of nettles. Anger always begins with folly and ends with repentance. Anger is like those ruins that break themselves against what they fall upon. Anger is a spender and few indulge it without cost.

The Russian Theatre Hostages essays

The Russian Theatre Hostages essays The views of different countries when it comes to news coverage vary greatly for many reasons. One such story is the theatre hostages in Chechnya, Russia. Each country giving information on this story may contain different information from one another. For example, the United States articles on the theatres hostages lists facts given by many different hostages, Russia trys to make themselves look good and does not give as much information. Chechnya, Russia is where all of this is took place. The people holding these hostages are referred to as rebels. The captors state that they are ready to die and they can resist as long as they want. They ask for an absolute end to the war and that the Russian troops in Chechnya leave. If President Vladimir Putin refuses to pull out he troops, the captors threatened to shoot and kill about ten people an hour. (Theatre Hostages: Lots of blood.) There were over seven hundred hostages being held in the theatre. They were all there to see the performance, Nord Ost. They came from places such as Russia, Germany, Austria, Switzerland, The Netherlands, Australia, Britain, and the United States. The captors allowed a Russian television crew into the theatre. They filmed many of the hostages, most of which pleaded for the government not to come and attack because the men had explosives and were not afraid to kill all of the hostages and themselves. While the news crew was still filming, me mbers of the International Committee of the Red Cross entered the theatre. They then releases more than forty-one people; pregnant women, children, and the elderly. Since all of this is taken place in Russia, it automatically makes bad reviews for the country. The Russians main focus in the article is when they practically pat themselves on the back when they avoided a terrible tragedy (117 hostages die in theatre attack), which in my eyes I believe that what happened in that theatre was ...

Bouillon vs. Bullion vs. Boolean

Bouillon vs. Bullion vs. Boolean Bouillon vs. Bullion vs. Boolean Bouillon vs. Bullion vs. Boolean By Brittiany Cahoon Dont confuse bouillon with bullionone is a soup ingredient and the other is gold. Both bouillon and bullion come from Old French, and in fact the same root word, boillonwhich refers to the froth on the top of a boiling cauldron. They are pronounced almost the same: Merriam-Webster says that bouillon should be said BOOL-yon, while bullion should be pronounced BULL-yen. But bouillon is a beef broth, like in French cuisine or bouillon soup, and bullion refers to bricks of gold, like in Fort Knox. Thanks to modern technology, we have bouillon cubes: those salty sugar-cube-size morsels that can be dissolved in boiling water for easy soup. But modern technology also gives us Boolean cubes, a graphical visualization of Boolean functionswhich are used in the study of cryptography, for example. If we can assume cubes of bullion make bad soup, I wouldnt risk the Boolean cubes. Here are some quotations from newspapers: CHICKEN FLAVOR GRANULATED BOUILLON , 4-ounce jar (makes 28 cups), 14 cents a pint. Absolutely classic bouillon flavor, not bad for a drink made predominantly of salt and sugar, but little or no relation to chicken. (www.nytimes.com) which operates vaults in London, New York and Zurich there has been a ninefold increase in the number of gold bullion traders in the past five years, with Britons among the most enthusiastic buyers. Most of them, say BullionVault, (www.theguardian.com) Gold Bullion Exchange, accused of bilking investors nationwide of millions of dollars worth of undelivered gold bullion, was stabbed to death today, apparently in an argument over use of his car, police said. (www.nytimes.com) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Definitely use "the" or "a"In Search of a 4-Dot EllipsisWhat the heck are "learnings"?

Laws of Thermochemistry and Enthalpy Equations

Laws of Thermochemistry and Enthalpy Equations Thermochemical equations are just like other balanced equations except they also specify the heat flow for the reaction. The heat flow is listed to the right of the equation using the symbol ΔH. The most common units are kilojoules, kJ. Here are two thermochemical equations: H2 (g)  ½ O2 (g) → H2O (l); ΔH -285.8 kJ HgO (s) → Hg (l)  ½ O2 (g); ΔH 90.7 kJ Writing Thermochemical Equations When you write thermochemical equations, be sure to keep the following points in mind: Coefficients refer to the number of moles. Thus, for the first equation, -282.8 kJ is the ΔH when 1 mol of H2O (l) is formed from 1 mol H2 (g) and  ½ mol O2.Enthalpy changes for a phase change, so the enthalpy of a substance depends on whether is it is a solid, liquid, or gas. Be sure to specify the phase of the reactants and products using (s), (l), or (g) and be sure to look up the correct ΔH from the  heat of formation tables. The symbol (aq) is used for species in water (aqueous) solution.​The enthalpy of a substance depends upon temperature. Ideally, you should specify the temperature at which a reaction is carried out. When you look at a table of heats of formation, notice that the temperature of the ΔH is given. For homework problems, and unless otherwise specified, the  temperature is assumed to be 25 °C. In the real world, ​the  temperature may be different and thermochemical calculations can be more difficult. Properties of Thermochemical Equations Certain laws or rules apply when using thermochemical equations: ΔH is directly proportional to the quantity of a substance that reacts or is produced by a reaction. Enthalpy is directly proportional to mass. Therefore, if you double the coefficients in an equation, then the value of ΔH is multiplied by two. For example:H2 (g)  ½ O2 (g) → H2O (l); ΔH -285.8 kJ2 H2 (g) O2 (g) → 2 H2O (l); ΔH -571.6 kJΔH for a reaction is equal in magnitude but opposite in sign to ΔH for the reverse reaction. For example:HgO (s) → Hg (l)  ½ O2 (g); ΔH 90.7 kJHg (l)  ½ O2 (l) → HgO (s); ΔH -90.7 kJThis law is commonly applied to phase changes, although it is true when you reverse any thermochemical reaction.ΔH is independent of the number of steps involved. This rule is called Hesss Law. It states that ΔH for a reaction is the same whether it occurs in one step or in a series of steps. Another way to look at it is to remember that ΔH is a state property, so it must be independent of the path of a reaction.If Reaction (1) Reaction (2) Reaction (3), then ΔH3 ΔH1 ΔH2

Putting Elderly Parents in Nursing Homes Essay Example | Topics and Well Written Essays - 500 words

Putting Elderly Parents in Nursing Homes - Essay Example Repaying your parents like this who have strived so hard and compromised so much for giving you the best is a real shame! Would you ever appreciate if your children send you to a nursing home? Would you ever want to be isolated from all you have strived for? It’s a true fact that as people get older, at times taking care of them turns to be challenging, the reason being a continuous increase in their demands. But, don’t forget that raising a child is as challenging too. With age, a child’s demands keep increasing as well, at times pressurizing the parents (Durant 2007). But parents make sure to provide their children with the best despite all the hardships that come their way. Many of you might say that you work. Valid! But there are numerous options other than dumping your parents in a nursing home. If your parents need supervision, hire a nurse or an adult sitter who can take care of them while you are at work. Seriously, the nursing home environment does negat ively shape the personalities of the elderly. Patients in a nursing home have almost no independence as they usually share rooms. Nursing home abuse and neglect have also increased to extraordinary levels as the dependant, elderly patients are tortured daily in the hands of an overworked, underpaid workforce (Folbre 2004). So, instead of sending your parents to a nursing home; honor and help them at such a critical age of their lives. As Florence Nightingale once stated that in her view the ultimate destination of all nursing is the nursing of the sick in their own homes (Praver 2004). Just because a person may be elderly doesn’t mean that they have no feelings because they absolutely do! You should make your parents feel important instead of making them realize that they have become a burden on your lives.

Bank Lending (Loan Propsal) Essay Example | Topics and Well Written Essays - 3000 words - 1

Bank Lending (Loan Propsal) - Essay Example elocate to the new building--which would save the company an amount of more than $9,000 per month on the rental of premises where they operate from at present—at this time it is not recommended that Lettera Pty Ltd be allowed to have a loan. If the company is afforded a loan, it should be loaned the money with special restrictions. The business for which the loan is being applied is a family printing business. Old Mr Lewis is the director, and he is assisted by the two co-directors of his sons. This business was started five years ago by Mr Lewis, after having a twenty-year stint as a technical supervisor at a competitor printing company. That being said, his technical4 knowledge with regard to printing is superior. He emphasizes quality, and as such all of the machines used by Lettera must be imported from Germany as per Mr Lewis’s predilection. Both of Mr Lewis’s sons became involved with the business’s management5 straightaway after they finished with school. It is Mr Lewis’s hope that the company be inherited by hs sons. The older son was involved with the business since its inception whilst his second son has been involved for the past two years. Actual printing activities are not the business of either of the sons. Rather, they deal with the financial management and general administration ends of the business. In addition, they also take care of marketing6 of Lettera’s services. This division of responsibility does well according to Mr Lewis: According to balance sheets, the business did not do remarkably well in the past, however the company’s position did improve quite a bit within the past year. This can be attributed to the fact that Lettera is the only printing business in the neighborhood where it does business. This is because a major print franchise which was located nearby closed down. Mr Lewis sees the local business as the principal source of business for Lettera’s services. This is seeing as how Lettera has gotten

Construction of identity Essay Example | Topics and Well Written Essays - 1000 words

Construction of identity - Essay Example In the period from 1950 to 1990, the unidimensionl identity of modern women ws replced by bidimensionl identity (Nicholson, 1997:380), phenomenon observed lso in other countries (Woodwrd, 1997:240). In generl, women's lbor force prticiption incresed drmticlly during the twentieth century, nd in recent yers, the continuity of women's creers hs lso risen. Mny women becoming mothers now hve greter occsion to develop nd vest themselves in nonfmilil identities thn did women in the pst. But mny of the culturl chnges tht hve ccompnied economic nd demogrphic chnges mke the question of how to live s n dult problemtic in new wys for such women. Prentl roles re no longer tken to define the mening of womn's dult life or of couple's reltionship. Current culturl rhetorics of individulism men tht, mong the middle clss, it is no longer pproprite for dults to scrifice themselves for their spouses or their children; insted the individul is offered culturl imges of self-reliztion nd of "finding one's self" s guides to identity nd the mening of life. Such chnges in the menings of womnhood nd motherhood, however, re contested. Kaplan (1984:112) points out tht conflict over the socil representtion of motherhood s optionl rther thn centrl in women's lives lies t the hert of the politicl debtes on bortion in the United Sttes. Tody Tody's motherhood is more complex nd diverse in mening. Kpln (1992) speks in this regrd of "postmodern" motherhood. The Mdonn imge--representing the scrificing mother-hs been supplemented with the Creer women imge (Kpln, 1992:115). ccording to Crmer (1997), young mothers re well wre of the conflict between trditionl nd modern models of mother hood. In the view of Hys (1996), mothers tody fce two socilly constructed imges, tht is, tht of the "trditionl" mother-who stys t home nd dedictes ll her energy to the fmily--nd tht of the successful "supermom": The ll-round mother who hs "briefcse" qulities. She not only mnges the household nd rises the children, but lso hs her own creer. With respect to the described chnges within society, it is of interest to investigte how tody's dolescent girls nd young women conceptulize motherhood. The trditionl imge is extended with modern imge of motherhood.The representtion of motherhood s primrily biologicl reltionship conceled the gendered politics of socil nd "nturl" reltions. In Western cultures, women's "embodied humnity," most clerly symboliclly expressed by their biologicl cpcity to mother, hs been used to exclude them from "true humnity"-to relegte them to sphere perceived to be outside history, society, nd reson: tht is, "to nture" (Woodwrd, 1997:242). Nture nd womn were both culturlly ssocited nd empiriclly devlued.Feminist nlyses, however, drw even deeper implictions from these culturl ssocitions nd dulisms. Ecofeminism, for exmple, exposes the wys in which gendered constructions of "humn" (msculine) nd "nonhumn" nture hve been embedded in the emergence of modern sciences nd the ssocited politicl-economic reltions of industriliztion nd coloniztion.Ptrirchl conceptions of womn nd nture, they rgue, re t the hert of destructive ecologicl prctices s well s of the oppressive gender, clss, nd rce reltions on which they re built (Kpln, 1992:115). Not surprisingly, mny contemporry feminists re rethinking motherhood. For the nlysis of motherhood, s Hys (1996) points out, hs the

Sustainability in chemical engineering Research Paper

Sustainability in chemical engineering - Research Paper Example Sustainable chemistry is the â€Å"chemistry that contributes to securing the needs of the present without compromising the ability of future generations to meet their own needs† (Christensen, 2009). Chemical Engineering is a course or program that plays a significant role in sustaining a society through manufacturing products and making processes for a better environment. Chemical Engineering contributes to sustainability through green chemistry. The terms ‘green chemistry’ and ‘sustainable chemistry’ are used interchangeably (Hardy, 2004). The purpose of green chemistry is to eliminate or reduce the risk of chemical hazards which in turn obviates the need to establish expensive exposure controls and prevents accidents leading to environmental incidents. Research in green chemistry is directed at alternative feedstocks, reagents and catalysts, environmentally benign solvents, and making of recyclable chemical products. This is achieved by giving bio-based feedstocks preference over petroleum-based sources. For example, the important intermediaries of commodity chemicals’ production; adipic acid, catechol, and hydroquinone can be produced from glucose as a raw material instead of benzene (Abraham, 2005, p. 168). While recycling increases the overall production, the cost of production is reduced because waste materials are used rather than getting disposed off. The importance of clean air, clean water, and safe environment highlights the significance of green chemistry. Chemical engineering has contributed to the increase of sustainability by introducing a range of efficient and productive systems including the large lake bio-complexity systems, systems dynamic modeling and ecological engineering and restoration. Sustainable development is based on the approach to service systems and industrial products’ manufacturing. Companies like General motors and HP are using â€Å"design for environment† techniques

Depression Essay Example | Topics and Well Written Essays - 750 words - 4

Depression - Essay Example More detailed definitions of the term give a little more sense of the depth of emotion the term indicates. Another Merriam-Webster definition goes deeper by describing depression as â€Å"a psychoneurotic or psychotic disorder marked especially by sadness, inactivity, difficulty in thinking and concentration, a significant increase or decrease in appetite and time spent sleeping, feelings of dejection and hopelessness, and sometimes suicidal tendencies† (2009). The tendency to define the condition based on how it makes a person feels is echoed in Medline but Medline adds that these feelings must be experienced for an extended period of time. But everyone has a tendency to feel some or even all of these feelings at some point during their day or week, so what makes the depressed person different from everyone else? Trying to understand what is really meant by the term depression becomes more confusing when it is understood that there are several different types of depression. According to the National Institute of Mental Health, there are at least five different types of depression. Major depressive disorder, or major depression, is what is commonly defined in the dictionary in terms of the symptoms a person might experience. More than just sadness, though, â€Å"major depression is disabling and prevents a person from functioning normally† (NIMH, 2009). The other kinds of depression all fall under the heading of dysthymic disorder which is not considered to be disabling, but is considered long-term, which NIMH defines as two years or more. These include psychotic depression, postpartum depression and seasonal affective disorder. Psychotic depression is like regular depression but includes the person developing hallucinations, delusions or breaking from reality. Postpartum depression ha ppens within the first month after giving birth and seasonal affective disorder occurs during the winter months when there is less

Data as an Asset Assignment Example | Topics and Well Written Essays - 250 words

Data as an Asset - Assignment Example The changes in privacy laws will prohibit companies from using consumers’ information without their consent, thus protecting the privacy rights of all consumers (Education Week, 2015). Netflixs "recommender system" is a software program that is designed to learn about users by gathering data about them and drawing conclusions. â€Å"Machine learning† employs Artificial intelligence to recognize the needs of customers that uses the services of a particular company (Newitz, 2009). Computers can now supply the information that was used to be provided by individuals. Artificial Intelligence is the pillar behind Maps, Siri, and Passbook; gadgets are now able to do great things without help from users (Jackson, 2012). Rather than requesting users to rate products on a five-star scale, Netflix’s recommendation systems need to ask them to evaluate products in pairs; it will offer a correct representation of preferences of consumers. Besides recommending movies, Netflix needs to diversify and support music and games. Music and games are lucrative areas that will benefit the company. Users should be afforded an opportunity to offer feedback on how to improve the recommendation system. Netflix can offer a platform where users can give feedback on the effectiveness of the system. The three changes must be included in the system as part of the platform. Jackson, E. (2012). Whats Going To Be Apples Next Killer Product? Not a New iPhone- Artificial Intelligence. Retrieved on January 6, 2015 from http://www.forbes.com/sites/ericjackson/2012/10/09/whats-going-to-be-apples-next- killer-product-not-a-new-iphone-artificial-intelligence/ Newitz, A. (2009). Annalee Newitz-Artificial Intelligence and the Netflix Prize. Retrieved on January 6, 2015 from

Depression Essay Example | Topics and Well Written Essays - 750 words - 4

Depression - Essay Example More detailed definitions of the term give a little more sense of the depth of emotion the term indicates. Another Merriam-Webster definition goes deeper by describing depression as â€Å"a psychoneurotic or psychotic disorder marked especially by sadness, inactivity, difficulty in thinking and concentration, a significant increase or decrease in appetite and time spent sleeping, feelings of dejection and hopelessness, and sometimes suicidal tendencies† (2009). The tendency to define the condition based on how it makes a person feels is echoed in Medline but Medline adds that these feelings must be experienced for an extended period of time. But everyone has a tendency to feel some or even all of these feelings at some point during their day or week, so what makes the depressed person different from everyone else? Trying to understand what is really meant by the term depression becomes more confusing when it is understood that there are several different types of depression. According to the National Institute of Mental Health, there are at least five different types of depression. Major depressive disorder, or major depression, is what is commonly defined in the dictionary in terms of the symptoms a person might experience. More than just sadness, though, â€Å"major depression is disabling and prevents a person from functioning normally† (NIMH, 2009). The other kinds of depression all fall under the heading of dysthymic disorder which is not considered to be disabling, but is considered long-term, which NIMH defines as two years or more. These include psychotic depression, postpartum depression and seasonal affective disorder. Psychotic depression is like regular depression but includes the person developing hallucinations, delusions or breaking from reality. Postpartum depression ha ppens within the first month after giving birth and seasonal affective disorder occurs during the winter months when there is less

Interviewing Essay Example | Topics and Well Written Essays - 750 words

Interviewing - Essay Example The study will investigate numerous reasons behind the liking for the KFC. The interviews are one of the famous and reliable methods for the data collection. The interviews will allow exploring people’s perception about the KFC restaurant. It will help to study the motivation behind the likeness for the brand and it will try to look for the fact that makes them spend money on KFC food and other items. How? What is your method? When and where will you meet? How will you make contact? The data collection will be done through various sets of interviews. The customers will be interviewed by asking different questions which will allow exploring their different perceptions about the restaurant. Various interviews will be taken. All the customers will be asked same questions. The questions will be both, open and close ended in order to have a clear analysis of their perception. Mainly the questions will be designed to reveal why they prefer KFC Restaurant, the reason for their choosi ng the brand over other fast food brands etc Random sampling of the population will be done. The interviews will be taken from those samples which are easily available with ample time for the interviews. No criteria will be set for the interviewers. The reasons behind their fondness for the brand will be the ultimate reason for the research. Generally - what are the logistics? How are you going to record the interview? The interview date will be announced, the interested customers will be interviewed for the required research questions to be answered in the KFC restaurant. The interviews taken will be both written and recorded interviews. The interviewer will first write the questions on the paper and then the answers will be written and recorded with the help of the video camera. This will be done for the purpose of keeping a record and proof of this activity. Such recordings provide a useful source for comparison with a subsequent study which may be conducted in coming years. The interviewees will be mixed. The parents and the young lot of the society will be analyzed in order to look for dimensional and different perspective answers. Ethnicity of individuals will not be given importance. The participation of different customer will define the level of their fondness for the restaurant. The customers will be asked different set of questions about the restaurant. Their answers will be later analyzed and interpreted in order to find answers. Mixed aged groups will be allowed to participate in the interviews and answer the questions. The answers will provide benefit to the restaurant with a number of suggestions. It will allow the KFC owners to focus more on their strength points and

Dead Trees and the Dead Wood Cycle

Dead Trees and the Dead Wood Cycle Introduction A common misconception about forest would be that a â€Å"healthy forest† should have only have trees that are alive or growing. This â€Å"healthy† forest should be rid of dead trees as they would cause harm to the forest and/or perhaps spread disease of sorts. This misunderstanding originated from our lack of understanding of forests and trees. Dead trees play a crucial role in sustaining biodiversity within forests. They provide the forest with nutrients, a habitat for forest animals, rivers, soil, along with many other benefits covered in this paper. To highlight all the importance’s of dead or decaying trees this report will be broken down to sections After defining exactly what constitutes as a dead trees, we will go in depth into the dead wood cycle. Following that will go into analyzing the benefits of dead trees that include and but not limited to[1]; Hold moisture for the soil throughout arid seasons. Provide a location for necessary bacteria to survive Provide a home for small mammal dens and bird nests; Improving the soil by accumulation of organic matter. Offer a seed bed for redeveloping trees. scavenging spot for several insectivorous animals such as woodpeckers; food, protection, shelter, cover, and suitable climate for thousands of tiny organisms Then role of dead wood in the ecosystem and finally we will conclude the report by stating important facts about the significant biodiversity found because of deadwood. Definition of dead trees and decaying trees Common sense would provide that dead or decaying trees are those trees that are no longer alive. However this is more of a definition of the different kinds of dead tress you could potentially encounter in a forest. We will analyze each kind and separate them from the others Coarse Woody Debris Coarse woody debrisis used to describe fallen deadtrees orthe leftovers of bulkybranches left either in the forest or in the rivers. There is a minimum size required for woody debris to be defined as coarse, which is around 20cm in diameter. This also includes dead or decaying stumps[2]. Coarse woody debris are caused by ordinary tree death,illness, andbugs, as well as disastrous events such aswildfires,tornados, hurricaneand floods[3]. Old forests still contain dead trees and woodland remnants are still where they had fallen. These are recycled to nourish fresh vegetation and establishes the perfect woodland in relations of reprocessing and the renewal of fallen trees. As a matter of fact almost 30% of all biomass contained in a forest are from dead trees[4]. Large Woody Debris Sticks, logs, and branches all are considered large woody debris. Wood that fall into streams and rivers are also believed to be large woody debris. This debris can affect how the water flows in and how strong or weak the channel is. This flow affects how much erosion goes on and thus affects how rivers and other water channels are shaped[5]. Large woody debris are important for all its effects on forest management as well as channel streams. The debris is one of the most important factors in the formation of pools and ponds[5]. As these pools and ponds are formed animals, such as salmon, frogs, and other small fishes. Large woody debris is an important source of biodiversity because if these ponds and or pools were not created a lot of these animals would be washed away. The frogs and other animals that nourish off these fish would lose a feeding ground. The measure of scrubbing and erosion is determined by the relation of the span of the wood, to the deepness of the watercourse, and how deep the piece is dug in[6]. Snags Snags could be defined as coarse woody debris, however they operate in a slightly different way and can be identified in different ways. Snags costs of either standing, dead, or dying trees. Whereas coarse woody debris is usually fallen debris, snags are still standing. Both can, however, refer to dead or decaying trees/debris. Snags are also often missing their tops or most, if not all, of their branches[7]. Dead wood cycling Dead wood cycling is the procedure of when the components of wood, enter the forest ecosystem through death, followed by decomposition and then reuse. Many components and functions of the forest are affected during the changes in trees. These changes are the most important physical features of forest.[8 ]Most forest ecosystems in general contain a large amounts of organic matter within the dead wood. It is reported that 17% of all ecosystem organic matter was found within coarse woody debris and snags at costal ecosystems[8]. The cycle begins with the death of the stem. Usually the death is slow, however in special cases such as lightning strikes, floods, hurricanes or other storms the death is immediate. The larger the tree the longer their period to die. Snags usually take a long time to be utilized by other living trees. A lot of factors contribute to this including, rooting, moisture, nutrients, slop of the ground, how the tree died and the species of trees. All of these factors also affect how long the snag, coarse woody debris, or large woody debris[9]. The utilization of dead snags differs dependent on provincial and geographical ecological conditions. Forests that are troubled by procedures other than lumber jacking, the trees ultimately become dead wood. However the trees that die and continue to stand upright end up becoming part of the snag component of the forest. More lush sites usually have superior snags. Snag thickness reduces and useful life increases with the snag size[9]. Coarse woody debris work differently. After the tree dies it enters the ecosystem either directly through a fall. This could be the death from a fall of living trees or through tree death and the eventual fall of upright dead branches. The biomass and ecologically sustainability of the coarse woody debris also depends on the species of trees. For example coniferous (cone bearing trees) ecosystems hold more bio mass than coniferous ecosystems (used up parts that proceed to fall off.) Biomass is coarse woody debris is also effected by how moist it is. The more moisture there is the more it is able to sustain other organism increasing biodiversity. There is more biomass existent on older trees that younger ones. This is usually due to the nutrients and the size of older trees[10]. Benefits There are a lot of benefits created but all forms of dead trees. Most of the benefits overlap however this report will separate some of the distinct benefits created by each individual type of dead tree. To make this part as thorough as possible, some benefits will also be separated to each respective function and cause. Coarse woody debris The benefits of coarse woody debris are huge. They are one the most important factors in sustaining biodiversity in the forest. Usually there is an accumulation of long-term organic matter, which is contributed by how well decayed the wood is. The size also adds to the accumulation of organic matter and that results in decayed wood that has high in carbon constituents. The soil and ability to carry moisture greatly improved by the carbon[11]. To ensure biodivesity, the protection of productive potential in forest soil should be maintaned. This would ensure a contiuous supply of organic materials that live off the moisture in the debris[11]. Fungus Root tip association There is a special relationship is between ectomycorrhizal activity ( a symbiotic relationship) and coarse woody debris. This fungi is key for the healthy growth of conifer trees and needs moisture to survive during dry periods. The moisture is provided during the state of decay of wood[11]. During the summer months, the moisture contents found in coarse woody debris was around 250% of the dry weight. All this moisture store was then used for dry spells throughout the year to ensure refugia and ectomycorrhizal fungi. The larger the piece, the more moisture would be stored. This does not completely replace the moisture and nutrition needs, but if there is enough wood, it would be a significant source of moisture[12]. Fixation of nitrogen in forests due to coarse woody material Forests growth, specifically in boreal forests, is limited to the amount of nitrogen available in the air and usually is limited in forests. The general theory behind the limit is the slow mineralization of organic soil nitrogen. However since nitrogen is such an important part of forest growth it is crucial to ensure that there is enough nitrogen in the air for the flora[13]. There are 4 sources of nitrogen in the forest[12]: Nitrogen fixing bacteria that reside in roots (also called associative nitrogen fixation) Nitrogen fixing bacteria that occur in soil and plants ( called non symbiotic nitrogen fixation) Nitrogen collected from lightning, dust, pollen, and other air pollutants. Nitrogen fixation from roots from certain species (red alder) The most efficient source is nitrogen fixation from species such as the red alder. Unfortunately, after many years of fire suppression, only some forests contain such species[14]. These forests then rely mostly on non-symbiotic sources of nitrogen, which occur from bacteria found on coarse woody debris. The debris allows bacteria to live due to the heavy moisture contained within the wood, and is an important contributor to nitrogen. There is also a relationship between fungus and nitrogen fixing algae. The algae are self-sustaining however the fungi provide a very firm home for the algae. This fungus survives during the dry sells due to the moisture found on the coarse woody debris 1 [1] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [2] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [3] Keddy, P.A. and C.G. Drummond. 1996. Ecological properties for the evaluation, management, and restoration of temperate deciduous forest ecosystems. Ecological Applications 6: [4] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [5] Curran, Janet H. Flow Resistance of Large Woody Debris in Headwater Streams of the Washington Cascades Abstracts with Programs Geological Society of America [5] [6] Curran, Janet H. Flow Resistance of Large Woody Debris in Headwater Streams of the Washington Cascades Abstracts with Programs Geological Society of America [7] Ferguson, H.L., Robinette, K., and K. Stenberg. 2001.Wildlife of Urban Habitats – Urban Parks, Golf Courses, Cemeteries, and Open Space.Pp. 334-335 in: Johnson, D.H. and T.A. O’Neil, managing directors, Wildlife-Habitat Relationships in Oregon and Washington. Oregon State University Press. [8 ]8 Lofroth, Eric (1998),The dead wood cycle, in Voller, J.; Harrison, S.,Conservation biology principles for forested landscapes, Vancouver, B.C.: UBC Press, pp.185–214 [8] [9] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [9] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [10] Lofroth, Eric (1998),The dead wood cycle, in Voller, J.; Harrison, S.,Conservation biology principles for forested landscapes, Vancouver, B.C.: UBC Press, pp.185–214 [11] [11] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997 [11] [12] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997 [13] Roger T. Koide,Christopher Fernandez,Glenna Malcolm,Determining place and process: functional traits of ectomycorrhizal fungi that affect both community structure and ecosystem function,New Phytologist,2014,201,2 [12] [14] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997