Martha Stewart and Inside Trading Act essays

Martha Stewart and Inside Trading Act articles As indicated by Section 10(b) of the Securities Exchange Act of 1934, insider exchanging is any manipulative or beguiling gadget regarding the buy or offer of any security. This decision filled in as an obstacle for the early piece of this century prior to the financial exchange turned out to be such an indispensable piece of our lives. Be that as it may, as the 1960's shown up and illicit insider movement started to get, courts were befuddled by this ambiguous definition. So legal individuals had to decipher this thought since Congress never gave a solid definition. Accordingly, two speculations of insider exchanging obligation have developed in the course of recent decades through legal and regulatory translation: the old style hypothesis and the misappropriation hypothesis. The traditional hypothesis is the sort of criminal behavior one for the most part considers when the words insider exchanging are referenced. The hypothesis rose up out of the 1961 SEC regulatory instance of Cady Roberts. This was the SEC's first endeavor to manage protections exchanging by corporate insiders. The decision made ready for the customary way we characterize insider exchanging - exchanging of a company's stock or subordinates resources by its officials, executives and other key workers based on data not accessible to the general population. The Supreme Court formally perceived the old style hypothesis in the 1980 case U.S. v. Chiarella. U.S. v. Chiarella was the main criminal instance of insider exchanging. Vincent Chiarella was a printer who set up the coded parcels utilized by organizations planning to dispatch a huge cash offer for different firms. Chiarella broke the code and purchased portions of the objective organizations dependent on his insight into the takeover offer. He was in the long run gotten, and his case explained the terms of what has come to be known as the traditional hypothesis of insider exchanging. Be that as it may, the Supreme Court turned around his conviction in light of the fact that the current insider exchanging law just applied t ... <!

World History. The risk to the Middle East and the US of a nuclear Essay

World History. The hazard to the Middle East and the US of an atomic Islamic Iran - Essay Example Hypothesis dependent on previous history since the 1948 Israeli freedom and first Arab Israeli war. Beyond a shadow of a doubt, an atomic outfitted Iran would have genuine ramifications for the district. In an article by Sanger (2010) it was proposed that on account of China a regulation technique was used (Not effectively captivating in an atomic war however hindering its risky moves). Eventually, right now most Americans are progressively stressed over a trillion-dollar obligation as opposed to the atomic weapons store that the East Asian country groups. Anyway the discussion wraths of the dangers connected a regulation system with Iran. Throughout the years Iran has seen a huge increment in its household vitality requests, which puts a critical strain on the measure of oil that can be utilized for send out. Under this pretense, the country has recommended that it might want the ability to produce power thought the utilization of atomic force plants. While this may appear to be a g uiltless enough recommendation it remains the case that this activity could carry with it an atomic combat hardware. As per Fathi (2005) the case the President of Iran, Mahmoud Ahmadinejad has expressed at the yearly enemy of Israel exhibition that â€Å"Israel must be cleared off the map.†

Summertime and the living is slightly less difficult than usual

Summertime and the living is slightly less difficult than usual Hmm, I was under the impression that summer was supposed to be a relaxing break of some sort. Apparently my schedule hasnt gotten the memo. Although I have been watching a great deal of Law and Order this summer (its addictive, I swear), I havent done much else in the way of vegetating. First, I took the GRE in July, and the majority of my free time prior to the test was spent studying. (It did pay off with a great score 1540 but I dont think Ive ever spent so much time studying for a test in my life.) Ive also been getting stuff together to apply to grad school. I wrote my CV the other night, and I promise Im going to sit down tomorrow night and write my statement of purpose. (For grad school, you dont get to write essays about what you do in your free time they really dont care about anything other than your previous research experience, what you want to research in grad school, and how seriously youre committed to your field. They dont even care about your extracurriculars. Scary, yes?) Im trying to get everything together before school starts, because Im sort of taking 60 units and working at my UROP 16 hours a week this fall, so yeah, I need to get app stuff done early. Add to this the fact that Ive been ODing on labwork this week. I was in lab until 7 PM on Friday night (actually because I almost blew something up but I can pretend it was from dedication); I was there from 9 AM to 6 PM yesterday, then went back from 8 PM to 9 PM to prepare some antibody I needed today. To top things off, I went in at 7 AM today, and will probably go in at 7 AM again tomorrow. I guess the real issue here is that I (like many MIT students) am a little bit on the masochistic side I work like crazy because I really like what Im doing, and I like it when my hard work pays off. One of the favorite activities of the collective student body is whining about the mountains of work we have to do; some undergrads here have elevated it to an art form. Thats not to say you shouldnt take me seriously when Im complaining about how busy and stressed and exhausted and burned out I am just keep reminding me that Im doing it to myself.

What Not to Wear on Graduation Day

Deciding what to wear for graduation requires more than merely picking up your cap and gown and making sure you put on the tassel correctly. You have to choose something to wear under the academic garb, too. Theres no dress code, but you dont want to wear something thats so uncomfortable you cant enjoy yourself. What you end up wearing will ultimately depend on your personal taste and the style of the time. No matter the trend, there are a few major fashion donts that you probably want to avoid, for practical purposes, once Pomp and Circumstance starts playing. Uncomfortable Footwear If you are going to buy some new shoes for graduation, make sure you break them in before graduation day. Even if they feel comfortable at first, wear them around your room or apartment for a bit. That way, you can stretch them out and make sure they really are comfortable. Shoes that youve never worn before are the height of discomfort. True, treating yourself to a new (and cute!) pair of shoes might be the special splurge you feel you deserve after your years of hard work in school. But youll likely be on your feet most, if not all, of the day. If you want a pair of shoes to help you stand out, go for bright colors that your friends and family can see beneath your graduation gown. Comfort, however, should definitely take priority, no matter if your shoes are old or new. You dont want to be hobbling around with blistered feet on a day when you should be jumping for joy. Wrong Weather Wear Nothing is worse than clothes that are inappropriate for the weather. If youre going to be graduating when its 100 F outside, dress for the occasion. You dont want to faint from heat exhaustion  or wear something that will show sweat (youll take pictures both in and out the graduation robe, too). Be smart about what the weather is and how you need to dress. Being Underdressed or Overdressed Clothes that are too formal, or not formal enough, will make you feel out of place when you should feel relaxed. Wearing jeans to your college graduation probably isnt a smart choice, but a ball gown isnt quite right, either. Aim for business or business casual for the ceremony. That means a nice dress, nice pants, nice shirt/blouse, and nice shoes. An Outfit Thats Unflattering in Photos Be careful about clothes that wont look good in pictures. If you arent sure what style to pick, going for a classic and classy look is always wise. After all, you dont want to look back at your graduation photo and wince at your wardrobe choice. Pick something nice and professional that looks good on you, which will represent you well over the years. Anything Inappropriate or That Might Get You in Trouble Youre ready for the next step, but youre still a college student for the day. Any poor decisions you make could still lead to serious consequences with the administration. Wearing clothing with an offensive slogan or putting an offensive or inappropriate message on your graduation cap might seem amusing to you, but not to the administration. Also resist the urge to go entirely nude under your robe. After everything youve done to earn your degree, dont sabotage your chance to celebrate it.

The Link Between Depression And Suicide Essay - 1288 Words

The Link between Depression and Suicide: Depression carries a high risk of suicide. Over 90% of people who die by suicide have clinical depression or another diagnosable mental disorder. Many times, people who die by suicide have an alcohol or substance abuse problem. Often they have that problem in combination with other mental disorders. Warning Signs: †¢ Always talking or thinking about death †¢ Clinical depression -- deep sadness, loss of interest trouble sleeping and eating -- that gets worse †¢ Having a death wish, tempting fate by taking risks that could lead to death, such as driving fast or running red lights †¢ Losing interest in things one used to care about †¢ Making comments about being hopeless, helpless, or worthless †¢ Putting affairs in order, tying up loose ends, changing a will †¢ Saying things like it would be better if I wasn t here or I want out †¢ Sudden, unexpected switch from being very sad to being very calm or appearing to be happy †¢ Talking about suicide or killing one s self †¢ Visiting or calling people to say goodbye †¢ Extreme mood swings or rage or desire for revenge †¢ Preoccupation with death, arranging for end of life, funeral arrangements etc. Components of suicide that coincide with depression: Loss of interest in things that once made the patient happy Trouble sleeping or eating Losing interest in friends, family etc. Talking about suicide It is also important to consider: Current signs and symptoms of psychiatric disorders withShow MoreRelatedIs There really a Link Between Depression and Suicide?1434 Words   |  6 PagesWhen the word suicide comes to the minds of some, it can be very immobilizing. After all, it is a very serious, deep, and dark topic to converse about. Those who commit suicide have most likely had a history of depression. This is what makes most logical sense. What seems to be the problem though? So many people experience depression. Why should this matter? Depression can be something someone has to live with temporarily, but if the emotions go to as far as killing ones self over it, then thatRead MoreThe Link Between Adolescent Depression And Suicide823 Words   |  4 Pages Is There a Link Between Adolescent Depression and Suicide? According to data provided by the Center for Disease Control (CDC) suicide was the tenth leading cause of death for all ages in 2013. There were 41,149 successful suicides in the United States. Available data regarding completed suicides in 16 National Violent Death Reporting System states in 2010, 33.4% of suicide decedents tested positive for alcohol, 23.8% for antidepressant medication, and 20.0 % for opiates, including heroin and prescriptionRead MoreInformative speech outline Essay1391 Words   |  6 Pagesï » ¿Title: Suicide Among Teenagers Specific purpose: To inform my audience on some of the causes on teen suicides.    I. Introduction A. Attention Material: It has been verified on April 19th, 2013 by the Center for Disease Control that for youths between the ages of 10-24, suicide is the third leading cause for death in the United States. (Center for Disease Control: Teen Suicide Statistics, Chart number 1) B. Tie to the audience: Teenagers taking their own life has always been an idea hardRead MoreEssay On Military Veterans1027 Words   |  5 Pagesâ€Å"disproportionate rate of suicide in the veteran population may be due to various risk factors†, including symptoms of PTSD and depression (p.100). Their study population was comprised of 545 military veterans who completed a Suicidal Behaviors Questionnaire indicating a link between higher PTSD related suicide and depression (p. 100). McKinney et al. (2017) found that â€Å"Depression, as well as other disorders, often serves as a mediator of the relation between PTSD and suicide risk† (p.101).    The implicationsRead MoreSuicide and the Leading Causes1076 Words   |  5 PagesSuicide is an epidemic that has always plagued society. The option to take your own life rather than face the reality of living and the world is an option that many people take each year. 38,364 suicides were reported in 2010 alone (Facts and Figures, 2014). That number made suicide the 10th leading cause of death in the United States (Facts and Figures, 2014). The staggering number of people committing suicide made me wonder what kind of genetic predisposition some people may have to carry out suchRead MoreThe Association Between State Laws Regulating Handgun Ownership And Statewide Suicide Rates872 Words   |  4 Pagesthe article â€Å"The Association Between State Laws Regulating Handgun Ownership and Statewide Suicide Rates†. I have found that in 2010, suicide by a hand gun was ranked tenth in the U.S. for cause of death. The data supported that states with stricter laws on having a hand g un had less suicide rates then the other states who didn’t have strict laws on owning a hand gun. The data also gave an overall ideal that the states with stricter gun laws had more attempts of suicide (Anestis, 2015). This articleRead More The Bipolar Brain and the Creative Mind Essay1434 Words   |  6 Pagesfamous and had housed many great poets and singers. Did the hospital specialize in poets and singers, or was it that poets and singers specialized in madness? ... What is it about meter and cadence and rhythm that makes their makers mad? (1) The link between madness and creativity is one that has been hotly debated in both medical and literary circles for a long time. The two most common types of mental illness theorized to be an influence on creative people such as writers, artists, and poets wereRead More Prozac Causes More Deaths than Any Other Drug Essay1495 Words   |  6 Pagespanacia for depression has turned into Pandoras box (Tracy). Depression and suicide go hand in hand. In fact, 10 to 15 percent of depressed patients commit suicide (Lieber). This is the foundation of the defense argued by Eli Lilly, maker of Fluoxetine, commonly known as Prozac, and other companies manufacturing similar drugs. Although there are some 200 court cases alleging a link between suicide and Prozac this year, Eli Lilly continues to be cleared of all liability (Prozac and Suicide). One suchRead MoreJust As The Hands Of A Clock Are Constantly Moving, Time1199 Words   |  5 Pagesother words, bullying has made its mark in who the common bullies are, who are the typical victims of bullying, the repercussions of bullying, and ways in which bullying is linked to social and individual problems such as depression, anxiety, and violent tendencies. Common Links Across Bullying Societal context has provided an environment in which at some point or another one has more than likely experienced some form of bullying. Bullying as defined by Merriam Webster (2017) is â€Å"abuse and mistreatmentRead MoreEffects Of Depression Among College Campuses Essay1500 Words   |  6 Pagespositively or negatively. Depression can occur when adolescents are transitioning into young adult years. Moving away to college, schoolwork load, and maintaining a social life are all big parts of this time frame in life. Many cognitive problems often develop during this time also. When one enters college, they are faced with many different situations that can lead to negative consequences. Drugs, alcohol, and other substances are all present on many college campuses. Depression is a mental illness that

Muscles Free Essays

Muscles, skeleton and skin give the body shape and form. But it’s the muscle tissues that clearly give the features and shape of the human body. Much effort is given to muscles that it has even become a large global industry just to maintain it. We will write a custom essay sample on Muscles or any similar topic only for you Order Now Among the specialized tissues in the body, the muscle tissue is highly specialized. Muscle tissues have contracting abilities and conducting abilities. Muscles are found to carry out electrical impulses. Voluntary muscles are differentiated from involuntary muscles. In terms of structure, muscles can either be striated or smooth. Muscles are commonly known as smooth, skeletal and cardiac. Different organs use different kinds of muscles. Small intestines have smooth muscles. Smooth muscles are neat and form parallel lines. Intestine muscles are involuntary muscles. They contract without conscious thought. These muscles fit the intestines because digestion is not an act of will. Whether you like it or not, intestines will move according to the contents of your stomach either when they are full or empty. The uterus also has smooth muscles. Other organs such as the bladder, blood vessels and other internal organs also have involuntary muscles. Skeletal muscles are confused to be fibres of connective tissues. Skeletal muscles are not of connective tissues because these muscles are not extracellular elements. These muscles describe the individual skeletal muscle cells. These tissues are fibres that are thin and very long. They almost look like threads like the one we see in clothing. Under the microscope, these cells are cylindrical and unbranched. The nuclei of these tissues are neatly arranged that goes around the periphery of the cell. This neat and orderly arrangement is made up of actin and myosin filaments found inside the muscle cell. Skeletal muscle cells that are arranged and form large bundles are called fascicles. These bundles are enveloped with thin layers of connective. Continuous arrangements of these fascicles become parts of a particular muscle organ, for example biceps. Cardiac muscles are almost an integration of smooth muscles and skeletal muscles. These muscle tissues make up the wall of the heart. They are striated and multinucleate like skeletal muscles however, they also seem to be smooth because their nuclei are located at the center and that a lot of cells are required to occupy the length of the muscle. â€Å"It differs from both skeletal muscle and smooth muscle in that its cells branch and are joined to one another via intercalated discs. Intercalated discs allow communication between the cells such that there is a sequential contraction of the cells from the bottom of the ventricle to the top, facilitating maximal ejection of blood from the ventricle during contraction. This occurs with out nervous innervation to each cell or group of cells. Cardiac muscle also differs from the other two muscle types in that contraction can occur even without an initial nervous input. The cells that produce the stimulation for contraction without nervous input are called the pacemaker cells.† (Ackerley, 2006) These three types of muscles help the body more than make it look good. There are many important benefits from proper maintenance of muscle tissues. The muscle is fit when one is strong, has endurance, is flexible and can carry out everyday tasks without injury. Keeping the muscle fit will also keep the organs fit. Programs such as weight lifting or weight bearing help the muscle build endurance and flexibility. One need not be a weight lifter to have properly maintained muscles. Weak muscles are cause of lower back and posture-related diseases that can lead to painful problems. If the muscles are healthy, it will help the skeletons to cope up with stressful activities of the body. Both voluntary and involuntary muscles are important to keep the body balanced. Massaging muscle tissues are almost the basic human instinct that is first aid to muscle pains. Massaging the muscles specially the ones that are in pain or are with disease is a way to increase body chemical flow in and out of the muscles. Given that muscles are smooth, skeletal or cardiac, massaging the muscles will help the muscle tissues from stagnating and being rigid. References: Ackerley, Sandra K. 2006. Muscles. Department of Zoology, University of Guelph, Guelph, Ontario, Canada. Retrieved April 1, 2006   http://www.uoguelph.ca/zoology/devobio/210labs/muscle1.html Bourne, GH. 1960. The Structure and Function of Muscle. Academic Press       How to cite Muscles, Essay examples

Tesco How One Supermarket Came to Dominate free essay sample

The size of Tesco is very large as it has 273,028 employees internationally working in 2,106 stores of different kinds in and around Britain. There are also little chains of supermarkets as Tesco Express which is a neighborhood convenience stores averaging 200 square meters (2,200 sq ft), stocking mainly food with an emphasis on higher-margin products such as sweets, crisps, chocolate, biscuits, fizzy drinks and processed food (due to small store size, and the necessity to maximize revenue per square foot) alongside everyday essentials. Its employees would mainly be around 60 and Tesco Extra which is a larger supermarket chain has about 28,000 employees which sell food to technology. Tesco Extra stores are larger, mainly out-of-town hypermarkets that stock nearly all of Tescos product ranges, although some are in the heart of town centers and inner-city locations.The largest store in England by floor space is Tesco Extra in Walden, with 17,230 square meters. The benefits of having a large business in size is that they are usually more established and have greater amounts of funds and resources. We will write a custom essay sample on Tesco: How One Supermarket Came to Dominate or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Larger companies also have more established customers. Therefore, produces higher sales and profits. Also larger companies would have stronger brand recognition or awareness than smaller one would have. Greater brand recognition results in the percentage of people aware of a companys brand name and products, which is a successful way to boost its stakeholder (customer). An advantage of having stronger brand recognition is that customers will usually think of Tesco first when making purchase decisions.Therefore, companies with greater brand awareness generally sell more products in the marketplace. Tesco is an international business. An international is the exchange of goods and services among individuals and businesses in multiple countries. Tesco operates in United Kingdom, United States, China, Japan, South Korea, Thailand, Malaysia, Ireland, Poland, Czech Republic, Slovakia, Hungary and Turkey. There are multiple benefits for owning an international business like Tesco would be that a country is able to earn valuable foreign currency by exporting its goods to other countries. Also International business widens the market for products all over the world. With the increase in the scale of operation, the profit of the business increases.

The Life and Death of Marie-Antoinette

The Life and Death of Marie-Antoinette Marie Antoinette (born Maria Antonia Josepha Joanna von Ãâ€"sterreich-Lothringen; November 2,  1755–October 16,  1793) was an Austrian noble and French Queen Consort whose position as a hate figure for much of France helped contribute to the events of the French Revolution, during which she was executed. Fast Facts: Marie-Antoinette Known For:  As the queen of Louis XVI, she was executed during the French Revolution. She is often quoted as saying, Let them eat cake (there is no proof of this statement).Also Known As:  Maria Antonia Josepha Joanna von Ãâ€"sterreich-LothringenBorn:  November 2, 1755,  in Vienna (now in Austria)Parents: Francis I, Holy Roman Emperor, and Austrian Empress Maria TheresaDied:  October 16, 1793, in Paris, FranceEducation: Private palace tutors  Spouse: King Louis XVI of FranceChildren: Marie-Thà ©rà ¨se-Charlotte, Louis Joseph Xavier Franà §ois, Louis Charles, Sophie Hà ©là ¨ne Bà ©atrice de FranceNotable Quote: I am calm, as people are whose consciences are clear. Early Years Marie-Antoinette was born on November 2nd, 1755. She was the eleventh daughter - eighth surviving - of Empress Maria Theresa and her husband Holy Roman Emperor Francis I. All the royal sisters were called Marie as a sign of devotion to the Virgin Mary, and so the future queen became known by her second name – Antonia – which became Antoinette in France. She was bought up, like most noble women, to obey her future husband, an oddity given that her mother, Maria Theresa, was a powerful ruler in her own right. Her education was poor thanks to the choice of tutor, leading to later accusations that Marie was stupid; in fact, she was able with everything she was competently taught. Marriage to Dauphin Louis In 1756 Austria and France, long term enemies signed an alliance against the growing power of Prussia. This failed to quell the suspicions and prejudices each nation had long held for each other, and these problems were to affect Marie Antoinette deeply. However, to help cement the alliance it was decided that a marriage should be made between the two nations, and in 1770 Marie Antoinette was married to the heir to the French throne, Dauphin Louis. At this point her French was poor, and a special tutor was appointed. Marie now found herself in her mid-teens in a foreign country, largely cut off from the people and places of her childhood. She was in Versailles, a world where almost every action was governed by fiercely employed rules of etiquette which enforced and supported the monarchy, and which the young Marie thought ridiculous. However, at this early stage, she tried to adopt them. Marie Antoinette displayed what we would now call humanitarian instincts, but her marriage was far from happy to start with. Louis was often rumored to have had a medical problem which caused him pain during sex, but it’s likely he simply wasn’t doing the right thing, and so the marriage initially went unconsummated, and once it was there was still little chance of the much-desired heir being produced. The culture of the time - and her mother - blamed Marie, while close observation and attendant gossip undermined the future queen. Marie sought solace in a small circle of court friends, with whom later enemies would accuse her of hetero- and homosexual affairs. Austria had hoped that Marie Antoinette would dominate Louis and advance their own interests, and to this end first Maria Theresa and then Emperor Joseph II bombarded Marie with requests; in the end, she failed to have any effect on her husband until the French Revolution. Queen Consort of France Louis succeeded to the throne of France in 1774 as Louis XVI; at first, the new king and queen were wildly popular. Marie Antoinette had little regard or interest in court politics, of which there was a lot, and managed to offend by favoring a small group of courtiers in which foreigners seemed to dominate. It’s not surprising that Marie seemed to identify more with people away from their homelands, but public opinion often angrily interpreted this as Marie favoring others instead of the French. Marie masked over her early anxieties about children by growing ever more interested in court pursuits. In doing so she gained a reputation for outward frivolity - gambling, dancing, flirting, shopping - which has never gone away. But she was irreverent out of fear, self-doubting rather than self-absorbed. As Queen Consort Marie ran an expensive and opulent court, which was to be expected and certainly kept parts of Paris employed, but she did so at a time when French finances were collapsing, especially during and after the American Revolutionary War, so she was seen as a cause of wasteful excess. Indeed, her position as a foreigner to France, her expenditure, her perceived aloofness and her early lack of an heir led extreme slanders to be spread about her; claims of extramarital affairs were among the more benign, violent pornography was the other extreme. Opposition grew. The situation isn’t as clear cut as a gluttonous Marie spending freely as France collapsed. While Marie was keen to use her privileges - and she did spend - Marie rejected the established royal traditions and began to reshape the monarchy in a new fashion, rejecting stark formality for a more personal, almost friendly touch, possibly derived from her father. Out went the previous fashion on all but key occasions. Marie Antoinette favored privacy, intimacy, and simplicity over the previous Versailles regimes, and Louis XVI largely agreed. Unfortunately, a hostile French public reacted badly to these changes, interpreting them as signs of indolence and vice, as they undermined the way the French court had been built to survive. At some point, the phrase ‘Let them eat cake’ was falsely attributed to her. Queen, and Finally a Mother In 1778 Marie gave birth to her first child, a girl, and in 1781 the much longed for male heir arrived. Marie began to spend more and more time involved with her new family, and away from previous pursuits. Now the slanders moved away from Louis’ failings to the question of who the father was. The rumors continued to build, affecting both Marie Antoinette - who had previously managed to ignore them - and the French public, who increasingly saw the queen as a debauched, idiotic spendthrift who dominated Louis. Public opinion, on the whole, was turning. This situation worsened in 1785-6 when Maria was publicly accused in the ‘Affair of the Diamond Necklace’. Although she was innocent, she took the brunt of the negative publicity and the affair discredited the whole French monarchy. As Marie did begin to resist the pleas of her relatives to influence the King on behalf of Austria, and as Marie became more serious and engaged in the politics of France fully for the first time - she went to government meetings on issues which didn’t directly affect her - it so happened that France began to collapse into revolution. The King, with the country paralyzed by debt, tried to force reforms through an Assembly of Notables, and as this failed he became depressed. With an ill husband, a physically ill son, and the monarchy collapsing, Marie too became depressed and deeply afraid for her future, although she tried to keep the others afloat. Crowds now openly hissed at the Queen, who was nicknamed ‘Madame Deficit’ over her alleged spending. Marie Antoinette was directly responsible for the recall of Swiss banker Necker to the government, an openly popular move, but when her eldest son died in June 1789, the King and Queen fell into distraught mourning. Unfortunately, this was the exact moment when politics in France decisively changed. The Queen was now openly hated, and many of her close friends (who were also hated by association) fled France. Marie Antoinette stayed, out of feelings of duty and the sense of her position. It was to be a fatal decision, even if the mob only called for her to be sent to a convent at this point The French Revolution As the French Revolution developed, Marie had an influence over her weak and indecisive husband and was able to partly influence royal policy, although her idea of seeking sanctuary with the army away from both Versailles and Paris was rejected. As a mob of women stormed Versailles to harangue the king, a group broke into the queen’s bedroom shouting they wanted to kill Marie, who had just escaped to the king’s room. The royal family was coerced into moving to Paris, and effectively made prisoners. Marie decided to remove herself from the public eye as much as possible, and hope that she wouldn’t be blamed for the actions of aristocrats who had fled France and were agitating for foreign intervention. Marie appears to have become more patient, more pragmatic and, inevitably, more melancholic. For a while, life went on in a similar manner to before, in a strange sort of twilight. Marie Antoinette became then more pro-active again: it was Marie who negotiated with Mirabeau on how to save the crown, and Marie whose distrust of the man led to his advice being rejected. It was also Marie who initially arranged for her, Louis and the children to flee France, but they only reached Varennes before being caught. Throughout Marie Antoinette was insistent she would not flee without Louis, and certainly not without her children, who were still held in better regard than the king and queen. Marie also negotiated with Barnave on what form a constitutional monarchy might take, while also encouraging the Emperor to start armed protests, and form an alliance which would - as Marie hoped - threaten France into behaving. Marie worked frequently, diligently and in secret to help create this, but it was little more than a dream. As France declared war on Austria, Marie Antoinette was now seen as a literal enemy of the state by many. It is perhaps ironic that at the same instance as Marie began to distrust Austrian intentions under their new Emperor - she feared they would come for territory rather than in defense of the French crown - she still fed as much information as she could gather to the Austrians to aid them. The Queen had always been accused of treason and would be again at her trial, but a sympathetic biographer like Antonia Fraser argues Marie always thought her missives were in the best interest of France. The royal family was threatened by the mob before the monarchy was overthrown and the royals properly imprisoned. Louis was tried and executed, but not before Marie’s closest friend was murdered in the September Massacres and her head paraded on a pike before the royal prison. Trial and Death Marie Antoinette now became known, to those more charitably disposed to her, as Widow Capet. Louis’ death hit her hard, and she was allowed to dress in mourning. There was now debate over what to do with her: some hoped for an exchange with Austria, but the Emperor wasn’t overly worried about his aunt’s fate, while others wanted a trial and there was a tug of war between French government factions. Marie now grew very physically ill, her son was taken away, and she was moved to a new prison, where she became prisoner no. 280. There were ad hoc rescue attempts from admirers, but nothing came close. As influential parties in the French government finally got their way - they had decided the public should be given the head of the former queen - Marie Antoinette was tried. All the old slanders were trotted out, plus new ones like sexually abusing her son. While Marie responded at key times with great intelligence, the substance of the trial was irrelevant: her guilt had been pre-ordained, and this was the verdict. On October 16, 1793, she was taken to the guillotine, exhibiting the same courage and coolness with which she had greeted each episode of danger in the revolution, and executed. A Falsely Maligned Woman Marie Antoinette exhibited faults, such as spending frequently in an era when royal finances had been collapsing, but she remains one of the most incorrectly maligned figures in Europe’s history. She was at the forefront of a change in royal styles which would be widely adopted after her death, but she was in many ways too early. She was let down deeply by the actions of her husband and the French state to which she had been sent and cast aside much of her criticized frivolity once her husband had been able to contribute a family, allowing her to ably fulfill the role society wanted her to play. The days of the Revolution confirmed her as an able parent, and throughout her life as consort, she exhibited sympathy and charm. Many women in history have been the subject of slanders, but few ever reached the levels of those printed against Marie, and even fewer suffered as greatly from the way these stories affected public opinion. It is also unfortunate that Marie Antoinette was frequently accused of exactly what her relatives demanded of her - to dominate Louis and push policies favoring Austria - when Marie herself had no influence over Louis until the revolution. The question of her treason against France during the revolution is more problematic, but Marie thought she was acting loyally to the best interests of France, which was to her the French monarchy, not the revolutionary government.

2 Easy Ways to Get Zinc Metal

2 Easy Ways to Get Zinc Metal Zinc is a common metallic element, used to galvanize nails and found in many alloys and foods. However, its not easy to get zinc from most of these sources and you may have trouble finding a store that sells it. Fortunately, its easy to obtain zinc metal from common products. All it takes is a bit of chemistry know-how. Here are two simple methods to try. Where to Find Zinc in a Penny Although pennies look like copper, they are really made with a thin copper shell that is filled with zinc. Its easy to separate the two metals because they have different melting points. Zinc melts at a lower temperature than copper. When you heat a penny, the zinc runs out and can be collected, leaving you with a hollow penny. To get zinc from a penny, you need: United States pennies (minted in 1982 for the right chemical composition)pliersa gas stove or torcha heat-proof container to collect the zinc Extraction Turn on the stove or torch so it will be hot enough to melt the zinc.Hold a penny with pliers and place it in the tip of the flame. This is the hottest part of a flame. If the metal is not melting, make sure its in the right part of the flame.Youll feel the penny start to soften. Hold it over the container and gently squeeze the penny to release the zinc. Be careful with this process, as the molten metal is very hot! Youll end up with zinc in your container and a hollow copper penny in your pliers.Repeat the process with more pennies until you have as much zinc as you need. Allow the metal to cool before handling it. An alternative to using pennies is to heat galvanized nails. To do this, heat the nails until the zinc runs off of them into your container. Use a Zinc-Carbon Lantern Battery Batteries are useful sources of several chemicals, but some types contain acids or hazardous chemicals, so you shouldnt cut into a battery unless you know exactly what kind it is. To get zinc from a battery, you need: a zinc-carbon batterygloves to protect your hands from sharp edgeswire cutterspliers Extraction Basically, youre going to break open the battery and dismantle it. Start by prying the rim or top off the battery.Once the top is removed, youll see four smaller batteries inside the container that are connected to each other by wires. Cut the wires to disconnect the batteries from each other.Next, youll disassemble each battery. Inside each battery is a rod, which is made of carbon. If you want carbon, you can save this part for other projects.After the rod is removed, youll see a black powder. This is a mixture of manganese dioxide and carbon. You can discard it or place it in a labeled plastic bag to use for other science experiments. The powder will not dissolve in water, so it wont do you any good to rinse the battery. Wipe out the powder to reveal the zinc metal. You may need to cut open the battery to completely remove the powder. Zinc is stable in air, so once you have it, you can put it in any container to store it. Safety Information The chemicals in this project are not particularly hazardous, but either method of obtaining zinc should be performed by an adult. Melting pennies presents a burn hazard if youre not careful. Getting zinc from batteries involves sharp tools and edges. Otherwise, this metal is one of the safest chemicals to obtain. Pure zinc metal does not present a health hazard. If all else fails, you could always buy zinc metal online. Its available as a metal ingot or as a metal powder from sellers.

Global Warming Research Paper Example | Topics and Well Written Essays - 2000 words

Global Warming - Research Paper Example In a general manner, global warming can be defined as a rise in the temperature all around the globe. But global warming is not limited to only the rise in temperature but it is also associated with bringing about other environmental changes. These changes have a very major effect on the atmosphere of the world. Global warming is hence a very important issue that is increasing and affecting the global environment. It results due to many reasons and harmful human activities serve as the major cause of global warming. Global warming poses a great risk for life on this planet and hence this issue needs to be dealt with in the best possible manner (Houghton 2004). With the passage of time, it has been realized that global warming is an international problem and it has led to many demographic as well as temperature changes in the world. The National Climatic Data carried out a study which presented with very alarming as well as essential findings with regard to global warming. The study p resented the fact that the temperature which was recorded in the year 2004 in the United States of America was the 4th warmest temperature on its record since the year 1880 (NCDC 2004). Causes The study of the climate of the Earth along with the global climatic changes and patterns have served to be of great assistance in analyzing the reasons which have led to the problem of global warming. Many causes have been linked to this global issue with human activities being counted as the major reason but it is also believed by a group of researchers that global warming is not associated with human activities but it is rather a natural phenomenon. Carbon emissions can be specified as the major cause of global warming. The factories which are using the fossil fuels during their manufacturing processes are giving out a great amount of carbon and this leads to a great change in the temperature of this world. The trees planted in the world are considered to be of immense importance in stoppin g the problem of global warming to expand. A tree intakes carbon dioxide during its respiratory process and this helps it to reduce carbon dioxide from the environment. However after a tree dies or the wood in it decomposes, carbon dioxide is given off in the environment. This has been seen as a major cause of the alarming high rates of carbon dioxide in the air these days. In the present years many forests have been burnt by the people or have been burnt naturally due to some accident. These factors have caused the trees to die and release carbon dioxide in the air. In the recent years fires have erupted in the major forests of this world. The fires which erupted in Amazon during the years of 2000 and 2005 can be viewed as a major setback for the environment of this world. It destroyed an area of 132000 square kilometers of the Amazon forest. This area is estimated to be the size of the whole country of Greece. These fires resulted in the release of a huge amount of CO2 into the at mosphere. And it is estimated that the amount of CO2 released during these fires is in billions (Chemical & Engineering News, 2005). Deforestation, climate changes and forest fires have been the major causes of the release of CO2 in the

A Race for Intelligence Gains through Aerial Reconnaissance Term Paper

A Race for Intelligence Gains through Aerial Reconnaissance - Term Paper Example One of the most striking features of the Mosquito bombers as reconnaissance vessels was its reliable speed in aerial space. Technical features range to incredible numbers such as with the Mosquito PR Mk 34 and PR Mk 34A. These units had addition fuel carried in a bulged bomb-bay - 1,192 gallons which was the equivalent of 5,419 miles. A further two 200 gallon drop tanks under the outer wings gave a range of 3,600 miles cruising at 300 mph. Powered by two 1,690 hp Merlin 114s first used in earlier Mosquito units. A total of 181 were built, including 50 built by the Percival Aircraft Company (Bowman 165).As what had been explained above, both Spitfire fighters and the Mosquito bombers were the most versatile aerial vessels of the British Royal Air Force. Both were proven exceptional when it came to dogfights and bomb raids respectfully. They were efficient in aerial defenses that kept enemy aerial raids at bay. Both units were also useful in assault missions where escort Spitfires prov ided cover for raiding Mosquito bombers above enemy territory. More importantly, espionage missions were the key factors which created the Spitfire and the Mosquito a treasure to the British Royal Air Force. The speed and efficiency both the mentioned fighter and bomber units possessed were the primary aspects which catapulted the Spitfire and the Mosquito into heavy reconnaissance tasks. Flexibility to adopt with the environment and the maneuverability of the mentioned units were beneficial for low, medium and high altitude spying.  Ã‚  ... Technical features range to incredible numbers such as with the Mosquito PR Mk 34 and PR Mk 34A. These units had addition fuel carried in a bulged bomb-bay - 1,192 gallons which was the equivalent of 5,419 miles. A further two 200 gallon drop tanks under the outer wings gave a range of 3,600 miles cruising at 300 mph. Powered by two 1,690 hp Merlin 114s first used in earlier Mosquito units. A total of 181 were built, including 50 built by the Percival Aircraft Company (Bowman 165). As what had been explained above, both Spitfire fighters and the Mosquito bombers were the most versatile aerial vessels of the British Royal Air Force. Both were proven exceptional when it came to dogfights and bomb raids respectfully. They were efficient in aerial defenses that kept enemy aerial raids at bay. Both units were also useful in assault missions where escort Spitfires provided cover for raiding Mosquito bombers above enemy territory. More importantly, espionage missions were the key factors wh ich created the Spitfire and the Mosquito a treasure to the British Royal Air Force. The speed and efficiency both the mentioned fighter and bomber units possessed were the primary aspects which catapulted the Spitfire and the Mosquito into heavy reconnaissance tasks. Flexibility to adopt with the environment and the maneuverability of the mentioned units were beneficial for low, medium and high altitude spying. On the opposite end of the spectrum, the Luftwaffe provided the Germans with unique espionage units. At the onset of the war, ordinary German passenger planes were used as the primary aerial vessels for the campaign of enemy espionage. These were indeed decisive actions taken by the German intelligence because they risked innocent civilian

Main Objectives of Training in Employment

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

Berlin Wall Essay

The Berlin wall caused much strife during its existence. It started with the conflict between the USSR and the Allies and quickly escalated from there. The long years it stood were full of separation and conflict. The story of the Berlin wall is not one easily forgotten. During WWII the Soviet army captured the German city of Berlin. The U.S., Great Britain, France, and the Soviet Union all occupied a sector of Berlin. The United States, Britain, and France occupied sectors in West German and Berlin while the Soviet Union occupied the East. Because of this, when the Cold War started, East and West Berlin were divided both in opinion and territory. The Soviets were communist and the leaders of West Germany were determined that all of Germany should be communistic. The Soviets tried to force the Western powers to give up their control over their three sectors. After their attempts to convince them to give up their control failed, the Soviet side cut West Berlin, which was isolated in the middle of East Germany, from all land and air travel. West Berlin was frozen and starving, but they refused to give in. The Western Allies started what is commonly known as the Berlin Airlift. Great amounts of food and supplies were dropped by plane. West Berlin was not given up by the Allies. East Germany however, did give up the blockade of West Berlin after a year. They determined that something else must be done. East Berlin lost many people to West Berlin. It was said approximately two and a half million people escaped the communistic East Germany simply by crossing the border from East Berlin into the West. A common method of this escape was by subway. At one station they believed that one out of every three people leaving the station was actually an escaping citizen of East Germany. East Germany was rapidly losing its much needed work force. Walter Ulbricht was the man most blamed for the building of the Berlin Wall. In public, he denied all rumors of even the consideration of cutting off the border routes. The denial of the idea of closing the border was a plan to keep the flow of people escaping from increasing before the wall was built. Ulbricht believed that people would desperately flee as soon as they heard of the plans for the wall. On a Saturday night in 1961, the wall was hastily built. Since it was the weekend, the unsuspecting people were vacationing after their week of long work and did not notice the hidden rolls of barbwire and timber slashed away where the wall was to be built. People whose houses stood where the separation was were no longer allowed to use their Western doors. Many used the windows to escape but others were caught by the East police or lost their lives in the process. By the end of the first couple weeks, the windows and doors were sealed off with bricks. The Berlin was more than a sliver of grey concrete. It was watchtowers, guards, guns, barbed wire, and even mines. As determined as many East Berliners were to cross to freedom, they had to risk so much in the process. For many, the risk led to their deaths. The wall was disapproved of by many of the citizens. Because of the sudden construction, many families were instantly separated. The dangers sometimes outweighed the thought of unification. Wanting to at the very least see their loved ones, platforms were built on the West side of the wall and families would find some comfort in mere glimpses of their loved ones. Another negativity of the wall was the sheer conflict of beliefs. Some who did not share the opinions of Germany were quickly forced in a problematic situation. They couldn’t escape from the strict rules of communism. The wall had clearly put them on the wrong side. Family and beliefs were not the only things the wall separated. Though not physically, the Berlin wall drew a line right through Germany. You were either East German or you were West German. There were no in between grey sections. People had to choose sides or their side was chosen for them. Of course, through all this, France, Britain, and the United States stood beside their West German sectors. Tension of the cold was thick. Many showed what side they were on by simply choosing to support East or West Germany. Those who supported the East were Communistic. Those who supported West Germany were supporters of democracy of freedom. The problems within East Germany became more and more obvious as time went on. The most obvious problem was the existence of the wall itself. Many died from the wall and it wasn’t just the start. The problems of East Germany were from social to economic. At first, it was very possible to make it across the wall. People would break through with trucks, dig tunnels, fight their way across, sneak across during construction, forge papers, and all manner of escape. People didn’t let the risk of death keep them from their freedoms and families. Not everyone was lucky enough to make it across. One example of misfortune was a pair of young men who determined to sneak across a weak part of the wall. The first made it successfully across, but his friend did not. Shot by the guards, the young man lay injured and bleeding at the wall. Still on the East side, people from the West could not retrieve the dying young man. The guards waited for him to bleed out before disposing of his body. His screams and cries for help haunted and outraged the people. Fearing a future uprising, the guards were commanded to move bodies and dying individuals out of sight so the people wouldn’t be quite as disturbed by their deaths. After many made it across the Berlin wall, it was decided to reinforce the wall. This reinforcement crushed many people’s hope of ever crossing and killed many of those that retained their hope. The wall at first had been simply a tall concrete wall with armed watchtowers, searchlights, and barbed wire. The reinforcement included a higher fence with a column of concrete that was seemingly impossible to grip, extra fences, tripwires connected to automatic machine guns, and a seemingly hopeless run to safety. Forged papers at the gates were the most likely means of escape after the reinforcement. In East Germany, the work hours were long, the opportunities were few, the tension was high, and the rules were strict. Music was censored and lives were limited. East Germans created a distinct culture because they had to avoid breaking so many rules. You watched what you said and who you were with. Rules in East Germany were not taken lightly because the people never knew when they were being watched. The neighbors, their best friend, their lover, or even their mother could’ve been one of them; one of the agents for Germany’s secret police, that is. The secret police were called Stasi. Anyone could be suspected of being part of the Stasi, since the Stasi used anyone they could. The Stasi was a huge network of agents who watched over East Germany. They had their eyes on over one-third of the population. The Stasi spied on, arrested, and manipulated countless people. They picked up on plans of escape, wormed their way into possible rebellion for information, and even kept records of their target’s lives in incredible detail. Along with the suspicious activity they stored in the files pertaining to the lives of their targets, they included elaborate plans for their victims. These plans interfered with lives, ruined marriages, kept certain kids from getting into universities, and even destroyed futures. They didn’t stand for any possible uprising. They snuffed out any spark that could lead to anything contradictory to East Germany’s policies. Pollution was a major problem in East Germany. Their pollution was actually so great that it actually caused diseases not seen since Victorian ages. The diseases killed many of the people. People started environmental programs to try and do something about the pollution and stop the tragedy of diseases. A bit of freedom was the beginning of change and the start of hope in East Germany. The rules were loosened on churches across the land. Slowly but surely the church became the centers of protest across the land. People came to meetings with the accepted excuse of praying for the country or involvement at environmental programs at the church. The church quietly became the center of reformists. Because of the hope sprouted by the reformist church meetings, a protest of seventy-thousand people occurred openly in East Germany. The world watched in tense concern. Many feared that East German officials would use the â€Å"China option† where they would simply massacre the protestors like what had recently occurred in China. The world was shocked when there seemed to be no immediate consequences for the massive protest. The opening of the Berlin wall was a great event and actually an accident. After many years of separation and conflict, one man’s misunderstood words caused the great event. While an East German bureaucrat, Gà ¼nter Schabowski, was at a press conference on November 9th, 1989, his uncertain answer to a simple question was misunderstood. The misunderstanding was that travel restrictions were being lifted and effective immediately. People flooded to the gates of the wall demanding access they believed was granted by one man who simply misspoke. These people could not be turned away though what Schabowski had said was far greater than what the authorities had intended to do. For hours, the gates remained closed and the guards were hammered by questions and demands from the eager citizens. The guards tried to get an order from the higher ups, but at the time the whole system of authority was in chaos and disorder. No one seemed to know what to do. Finally, at about 11:30 that night, after countless meetings and useless phone calls, the order went out to open the gates. This order was given by Lieutenant-Colonel Harald Jà ¤ger, the senior officer in charge at the Bornholmer Strasse border crossing. When he gave the order, people flooded through the gates and climbed the walls. Harald Jà ¤ger later gave his report of what had occurred that night. It was apparent to all of the guards that something was amiss and that people would soon show up trying to pass through the gates as they watched the press conference. They were all surprised at the words spoken at the press conference but did not understand the enormity of the consequences that were to come. He said, â€Å"All I thought was: Now you’ve got to find out whether they’re allowed to travel immediately or not.† He called his higher up to ask, but it was apparent that he was just as surprised and simply ordered him not to let anyone through. Harald apparently held countless meetings with his officers all that afternoon. Everyone demanded that he tell them what to do. Fearing the consequences of letting them through and wanting to know if the men would support his decision, he had asked if they should open fire on the people. When the guards objected he knew what he must do. The people were bound to get hurt in a scuffle if he waited too long so he reached his decision. â€Å"†¦ I gave my people the order: Open the barrier!† The destruction of the wall was almost immediate. The world watched in awe as the socialistic experiment on East Germany quickly crumbled as the East and West citizens of Germany united in joy and merriment. The opening of the wall was well received by the West. That very night, they made their way over the wall to join and rejoice with their Eastern brethren. Even the Chancellor of West Germany called the current President of the U.S., George H. W. Bush, and ecstatically relayed the events of the night. They knew Germany would never be the same. Despite all the official government problems with the occasion of the wall falling, the East and West strove to be together again. After forty years of that cursed wall, the people finally had their chance to tear it down. They gladly took that chance. The people of the White House shared the Chancellor’s enthusiasm and encouraged the President to go to Germany. The President refused to take any credit in the happening, â€Å"This is the German moment.† The people of Germany jumped at their chance to seize freedom and unity. They feared they would lose the opportunity as abruptly as it came. Germans wanted freedom to decide their own fate. They wanted the freedom to see their loved ones and choose who they wanted to lead them. They wanted to be a whole nation again. As joyous as the world was at the fall of the wall, many feared what was to come. How would the world take it? What would it lead to? How was the Soviet Union going to handle this? The very symbol of socialism had fallen by the hand of its own people. Was this reunion of sides going to be allowed? Or would there be a violent backlash? Leaders and the world watched anxiously. There were so many consequences that could occur, but everyone simply wondered whether they would be positive or negative. Mikhail Gorbachev was a name well known among the USSR. He was the man who was trying to reform the Soviet Union from the inside. He was trying to make a stronger, greater Soviet Union, but even his supporters in the Soviet began to think he had taken it too far with the opening of the wall. It had never been his intention to open the wall, but it had happened on his watch. Everyone feared that this would somehow end up in violence. A man by the name of Helmut Kohl, the Chancellor of Germany, saw this even at the opportunity to reunite Germany. Many called his idea premature and the very idea made people uneasy. The concept of having a reunified strong Germany struck concern into Germany’s neighbors and nations around the world and Europe. People feared another German attack and the change that could take place. As much as the concept of reunification was feared, it turned out that it was actually out of the European leaders’ hands and in the people’s. The people of Germany started the ball rolling on the reunification of Germany. Within the first day of the fall of the wall, over one million East Germans made their way to West Berlin and within the first week over nine million had done the same. It was almost a large party. The mood was full of celebration. They were even given a welcome gift as they came. People went to shop and to drink and simply enjoy the fact that they were now on the other side of the wall and the gates were open. It became extremely obvious to the East Germans that personal freedom meant that they had the option of doing whatever they desired to do. They could lose their job, try to find a new one, follow their dreams, and they all had to change. The economy of East Germany couldn’t avoid a drastic change. It was unstable, but the Germans determined that they were going to do what they wanted. Though it was roughly known that the German Chancellor Helmut Kohl desired a reunified Germany, he had not officially stated any means of doing so. Upon hearing that others were already beginning to discuss their own plans for East and West Germany, the Chancellor felt that he should hold a speech that stated his views and display his plan for reunification. The plan was supposed to take about five to seven years to complete and had been carefully crafted within his group of trusted advisors. Helmut Kohl had not consulted with his allies before holding his bold speech for the entire world to hear. Had he done so, he believed the speech would have never been made. Thought his speech had been a gamble, it was one that paid off. Because of it, he was personally identified with reunification of Germany. The United States decided to fully support Kohl’s plan for reunification. The only problem now lay in convincing the leaders of France and Britain that a reunified Germany would be beneficial to Europe. While world leaders struggled to decide what was to be done and what Germany was to become, the people of Germany had gathered their own to plan their new land. They continued to daily tear down more and more of the ugly wall that had so long separated them. The people didn’t want a Germany that was simply a larger West Germany, but a completely new Germany that took both the best of the West and the East. The people planned on taking this into their own hands and becoming a form of Democracy. The group who were planning such an event was a group called the Round Table. Among one of the first things they strove for was and open election in East Germany, something that hadn’t been done in over sixty years. Of course, not everything would turn out right. One major cause of concern was when the Round Table had received a report that things were turning violent. An angry mob was reported storming the East German secret police’s, the Stasi’s headquarters. They feared that many were about to be lynched, but to their surprise, the mob simply stormed the headquarters and no violence actually seemed to occur. They now found themselves surrounded by mass amounts of information, years of spying and reports written about them. They had overthrown the Stasi. In March of 1990, East Germany held their first election in over sixty years. Many were torn between voting for the conservative West German runners since they had the money to pull them out of their bad economy and the Democratic candidates of the East that had pulled them out of their situation in the first place. As time when on, many began to realize that the people were pushing for materialism over all other things. The feeling of revolution was quickly dying out as they voted for those they believed would grant them prosperity. It was all too obvious that a new Germany was no longer desired. The East simply wanted to be like the West. The majority of the elected officials were rich conservative Westerners and only a handful of reformists. A major problem with the gradual reunification was the horrid, polluted economical state of East Germany. It dawned on many Westerners that they would have to pay a lot of the price for the East German pollution problems. It was estimated that as the lifelong security of jobs guaranteed by the strict East Germany was destroyed that almost every two out of three jobs were lost by East Germans. They abruptly had to face the reality of joblessness and strive to succeed in other places. Despite the hardships, Germany was indeed being unified. One of the symbols of reunification was when the leaders of France, Germany, the United States, Great Britain, and the Soviet Union gathered to watch the removal of checkpoint Charlie, one of the focal points of the Cold War. The Soviets were facing the reality that their East German socialist empire was quickly meeting its end. The last thing blocking German unification was Soviet permission for Germany to join North Atlantic Treaty Organization (NATO). When this was surprisingly overcome, there was nothing standing in the way. On October 1st, 1990, the four victorious powers formally gave up their rights to Germany. Germany was now free to do as they chose. Less than a year after the fall of the Berlin Wall on October 3rd, 1990, Germany became one nation. Mikhail Gorbachev was forced to resign and blamed for the fall of the Soviet empire who suffered a great loss when Gorbachev chose to give up Germany. Despite this, he believed he had done the right thing in the end. The leaders involved in the reunification of Germany all seemed to stand by their decisions that it was right to let Germany choose who it was going to be. The Cold War had peacefully ended. The people of East Germany were now free and unified. They were free to enjoy music, free to see their families, free to choose their own jobs, free to say what they wanted, and free from fear of the Stasi. East and West Germany ceased to exist, and though there is still a distinction between the people, they grow more and more unified as time passes on. Parts of the wall still stand, but people now simply see it as a reminder of what had been and a way to urge themselves to look to a greater future.

Human Language Is A Wonderful Way With Communicate

Human language is a wonderful way to communicate. Sometimes I think what this world would be like with any languages. It is even more wonderful that in three fast short years a child can hear, mimic, explore, practice, and, learn language. There is no genetic thing that leads a child to speak English or Spanish or any other language. Language is something person has be to learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make differences between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have some kind of meaning. Babies babbling sound life for an example, ma - ma - ma of the infant becomes mama, and then mother. The sounds of a toddler practicing language is really them copying the rhythm, tone, volume, and non-verbal expressions they see in the adults. Language is one of the greatest gifts that is given to children. But we so often treat our verbal communication with children in a casual way. Sometimes like it doesn’t matter. Language acquisition is a product of active, repetitive, and complex learning. The child s brain is learning and growing more during language acquisition in the first six years of their life than during any other cognitive ability he is working to acquire. Adults help children learn language just basically by talking with them. This all happens when a mother coos and baby talks with her child. It happens when a fatherShow MoreRelatedThe Power Of Language1464 Words   |  6 PagesThe Power of Language Language is often defined   as a system of communication, a way for humans to interact with one another. Language itself can hold a great amount of power. It can express one s emotion, show love or hate, and could give meaning. For example an object has no identification unless the power of language is wielded to provide it a name based on its ability and function. 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