The topic of my speech is Food & Drink. I ha Essays - Education

The topic of my speech is "Food Drink". I have divided my speech into three parts. Nowadays more and more students choose the universities in foreign countries. When people's standard of living improves, they often think about increasing their knowledge so they ca n have a better life. To do so , they choose to study abroad in developed countries where they can get a progressive education. However, everything has its advantages and disadvantages, and studying abroad is no exception . I think studying abroad is the best way to improve ourselves . As you know, there are obvious advantages to study abroad. Firstly , w e have chance to improve our language. I think there is nothing better than learning language with the local people , because it is very efficient way to improve our listening and speaking skills. Moreover, studies abroad also offer s a chance to discover new cultures , way of thinking, history and completely different lifestyle . However, studying abroad is often expensive. We hav e to pay not only for our studies, but also for our living . Therefore, finance may become the biggest problem. Consequently, it distracts our mind from studying to earning money. Finally yet importantly , ad apting to a new environment can be a real challenge for every foreign student. While the change of the weather can affect our health, different culture may influence our mind and make us become less confident or even a victim of disc rimination . Furthermore, i f we do not have enough physical and mental strength, we will fail to adjust ourselves in the new environment and e very day may turn into a struggle for survival. As a result, we could neither study nor gain new experiences as we had expected. In conclusion, I want to say that while studying abroad offers great opportunities for a better future, it also challenges us try our best to overcome all the difficulties to make our dream s come true.

Heads Up, Seven Up Essay Example

Heads Up, Seven Up Essay Example Heads Up, Seven Up Essay Heads Up, Seven Up Essay The article Head up, Seven Up was focused on the finance ministers from seven industrialized nations who were meeting in Paris this weekend to discuss ways to improve world economic growth. This meeting is commonly referred to as the G7. The article stated that the U.S.s value-oriented economic growth package was a key topic during the State of the Union address and will also be addressed during the G-7 meeting. The war of terrorism was another topic discussed. The group thought that it is important to encourage developing countries to grow faster in the coming years to discourage terrorism among its people. The American economy has been growing steadily and as a result it grew 2.8% in 2002. Januarys retail sales, commodity prices, and industrial production were all strong suggestion the economy will continue to grow in 2003. The new tax cut package which eliminates double taxation of dividends is also expected to add to the economic growth in 2004. The group felt that Americas strong economic position required them to project more vision and economic leadership abroad. In response the U.S. felt that much of world growth depends on sweeping growth-oriented IMF reform. But, ultimately the IMF controls economic standards around the world and in the past the U.S. has taken much of the blame because of our supposed control of the IMF. The group felt as if the Argentinas debt crisis and Japans deflation crisis both situation deserved special attention. The assembly gave Japan a clear statement: use a simulative monetary policy to end deflationary expectations. The results from the G7 meeting may not change the way in which our world economy operates. But, several of the worlds economic and financial problems are solvable and this meeting lays a solid foundation for our economic future. Class Concepts Geber states that the G7 meetings goal is to achieve a desirable level of world economic growth. The purpose is to avoid one nation taking an unequal burden. This is especially important when a nation attempts to expand their economy. If the country expands too rapidly then the other countries may not be able to keep up with there exports and the nation attempting to expand its economy may be stuck with a surplus. For a successful world economy all countries must grow evenly and if a country grows to fast others may not be able to keep up with them. In the end the country growing to fast may be hurt the most. The G7 annual meeting in a way is a check and balance system for the worlds economy so that no one of the seven leading economies does not grow to fast for their out good. Gerber then goes on to say the G7 meetings is a great idea for our world economy but, the political problem is that there is no international organization capable of arranging a multilateral agreement among nations. He then adds countries enter and leave slow growth periods and recessions at different points in time and it is rare that one policy is suitable for everyone. Reaction I felt that the article was very informative. I was very unfamiliar with the G7 meetings and gained a great deal of knowledge from the article. As an American I found the article to be discriminatory because it put America on a pedestal and blamed some of the world economic problems on us. But, the article also stated that America favorable economic position required them to set and example for the rest of the world to follow. I agree with this and think the U.S. must adjust their policies accordingly. The article did not mention the implications the meetings have on the rest of the world. By looking into the text I discovered that many of the decision from the meetings have little value and are disregarded. But, the article did end with and interesting point and stated that the G7 meetings are simply just a starting point and a way in which to establish the foundation. The article put a lot of emphasis on the American economy especially the new tax plan. Many feel that the new tax plan would spark a stagnant American economy. However, the G7 meeting acknowledges that the U.S. economy has been growing steadily while others are falling behind. They feel this new tax plan will give America an unfair advantage but, as an American who pays taxes I feel that the tax plan is a good thing that meets Americans need for lower taxes and would not expect anything less. Article Text Heads Up, Seven Up The finance ministers of the seven major industrialized countries meet in Paris this weekend to discuss the state of the world economy and ways to improve growth. The U.S. brings to the meeting the bold, values-oriented approach to economic growth that President Bush chose with his tax proposals and State of the Union message. It could be a strong starting point for a broader prosperity initiative to replace the IMF fixation on austerity for the poor. The war on terrorism adds urgency to our interest in seeing developing countries grow faster in coming years. A discussion of faster global growth should go arm in arm with the planning to help Iraq in the aftermath of a possible war. New Treasury Secretary John Snow will be a welcome addition to the G7 group. While he probably wont be able to transform the dialogue toward prosperity just yet the meetings are in Paris after all he is expected to bring a healthy dose of energy and confidence. Fortunately, the U.S. economy is giving Mr. Snow an assist. Despite rampant negativism, the U.S. grew 2.8% in 2002. Januarys industrial production, retail sales and commodity prices were strong, signaling reflation underway. The U.S. economy employs 131 million workers, most of them flexible and increasingly productive. The prospect of a cut in the income-tax rate, increased incentives for saving, and the elimination of the double taxation of dividends add further to the growth potential. Given our economic strength, the U.S. has an obligation to project more vision and economic leadership abroad. Low expectations and fear of growth have plagued past G7 dialogues. Recognizing core U.S. economic values sound money, low tax rates, free trade, limited government, and a belief in rising living standards for all is fundamental in overcoming these fears and building faster global growth. Part of this will depend on sweeping growth-oriented IMF reform. The IMF controls the economic rules around the developing world, including in key U.S. friends like Turkey, Indonesia, and Pakistan. They suffer impoverishment, with the U.S. getting much of the blame due to our supposed control of the IMF. Among the countries in need, Latin America deserves special attention. Argentinas debt crisis is festering. IMF-related tax riots and 29 deaths scarred Bolivia last week. Apart from Mexico, most of Latin America is closed off from world capital markets. The IMFs standard program of currency volatility repels capital inflows and means high interest rates across the region. With the added prescription of high tax rates, investment and trade liberalization are unlikely. Sound money and trade liberalization can also be a growth-oriented alternative for the countries that French President Jacques Chirac has threatened to keep out of the European Union. For pro-U.S. countries in Eastern Europe, including Turkey, to whip their own economies into shape would ultimately offer more economic benefits than joining the E.U. Another topic certain to be discussed at the G7 meeting is Japans malaise. In 2002, Japan suffered record deflation. Its GDP shrank to less than $4 trillion. The standard message of structural reforms fails the tests for boldness and effectiveness. This year, the G7 has an opportunity to send an unusually clear message to Japan use a stimulative monetary policy to end deflationary expectations building on Alan Greenspans unequivocal December speech about a central banks power to stop deflation.

Consumer demographics and psychographics Essay Example | Topics and Well Written Essays - 1750 words

Consumer demographics and psychographics - Essay Example Mission Statement The underlying mission statement reads, â€Å"We enable consumers to improve the quality and convenience of their lives by providing high-quality, innovative fashion products.† Product Product from the new line is of top quality. The production concept and prototype have indicated that new denim trousers introduced by the company through its new product line possess distinctive design features which are appealing to the potential buyers. The design features give an impression which customers tend to associate with quality and artistic elegance. These quality attributes are in line with the company’s mission. Establishment of new line, which cause reduction in production costs and improves quality, saves the customers on prices thus bringing convenience in their lives. The artistic appearance and elegance of the new product coupled with the low cost production line is as a result of innovation by the company’s designers. This is consistent with p roduct quality, innovation and consumer convenience, which is explicitly emphasized within the company’s mission. Dibb and Simkin (2008), development of a line of new denim trousers which is anticipated to be successful, is a significant stride towards achievement to the mission. Consumer Product Classification According to the three-way Consumer Product Classification System, the company’s products can be classified as shopping products. According to Dibb and Simkin (2008), quality and design of the products gives a special psychological appeal; hence making them distinguished by the consumers from all the rest. The products have a great artistic design features and extensive testing has identified them as the most popular and comfortable pair of trousers in the industry. Target Market With the advancement in fashion dynamics, there is increased need for artistic designer clothing for casual and official occasions. From previous market survey, young generations, espec ially people aged between 21 and 35 years, feature as the main consumers of the company’s goods. Statistics indicate that the mentioned age group makes approximately 76% of the total consumers of brand denim products. It has been established through various demographic and economic studies that this age group comprises of low income earners. Sometimes, few people in this â€Å"techno generation† who are lucky enough to have high income usually have numerous expenditures. Most people in the generation like associating themselves with high social status despite of their strict spending principles. According to Dibb & Simkin (2008), cost reduction and quality assurance in the product targeting this group must be considered. Consumers are also sensitive to appearances and are commonly attracted to clothes which are elegant and artistic. It is therefore possible to drift them towards the new low cost products that the company is producing. Demographic studies have shown tha t the number of people joining this age group is increasing while those leaving it are substantially decreasing. This shows possibility of a widening market in future. Analysis of Competitive Market Environment Competitive Rivalry Fashion industry is well inhabited by manufacturing companies but few of the companies specialize in branded denim products. However, there are three established denim producers and two more others with considerably lower production capacity. Although some of these companies have managed to reduce prices of their products, it is yet to reach the extent to which the new product line of the company intends to achieve. This

3 Reseach articles Research Paper Example | Topics and Well Written Essays - 1000 words

3 Reseach articles - Research Paper Example All players were examined physically and underwent neuropsychological testing to establish baseline values. Players who sustained concussion, identified by failing tests requiring intact memory and orientation, were continuously assessed till its resolution. Players were repeatedly assessed at predetermined intervals by the similar neuropsychological tests used for baseline testing. The scores of neuropsychological tests and self reported symptoms of players were compared in both the groups using a between-subjects multivariate analysis of variance (MANOVA) (Macciocchi et al, 2001) . Additional statistical analysis was performed to compare scores of players experiencing 2 injuries after their first (T1) and second (T2) injuries to determine whether a second concussion led to a change in cognitive functioning. Additionally, scores were compared between players sustaining 2 concussions in close temporal proximity and players sustaining second injury over 2 or more seasons. Also, to examine the time related changes, pretest and posttest results of subjects with 2 concussions were analyzed with a within-subject MANOVA. Test results showed no significant difference between players with a single injury (S) and players who sustained 2 injuries, either at the time of their first injury or second injury. Players who sustained 2 injuries showed no significant differences in test scores after their first injury and second injury. Improvement in scores was seen in players after their second concussion as compared to pretest scores. Concussions significantly increased the number of symptom complaints at 24 hours and 5 days postinjury in both the groups, but symptoms were comparable to pretest levels by 10 days postinjury. The investigators concluded that there was no significant difference in the degree of neurocognitive impairment with 2 grade 1 concussive injuries sustained at least 2 weeks apart in

Legal and Political Aspects in Public Education Essay

Legal and Political Aspects in Public Education - Essay Example CAPE 18 requires that the principal implements strictly the federal, state, and local laws within the learning environment. In this accord, the principal must ensure that the members of staff strictly adhere to the curriculum set by the law. While laws are crucial in ensuring that the teachers have a framework within which to operate, there is evidence that strictness within the learning environment hinders educators’ creativity, which is crucial for modern learning environment. In this light, while laws within the learning environment are crucial to induce ethical behavior and maintain learning standards, they hinder staff creativity. As more laws become part of the learning environment, it becomes crucial to understand their impacts on public education. Over the years, the government has revised its laws that govern public education. The California Administrator performance Expectations is one of the laws that provide guidelines on how the public education staff should conduct themselves within the learning. In CAPE 18, Implementing California Schools Laws, Guidelines and Other Relevant Federal, State and Local Requirements and Regulations, provides guidelines for school heads. This article requires that principals ensure that the staff members remain within the curriculum framework while delivering services in public education. Secondly, it requires that principals maintain high ethical standards while recruiting and dismissing staff. Besides, the principal must ensure that school practices and procedures meet legal maintenance, health, and safety requirements within the learning environment. The implication of this section was that the principals ensure strict implementation of federal, local, and state laws that pertain to education. The law ensures that all staff members work within the legal framework (Catano & Stronge, 2006). Therefore, the law does not admit any diversion from the law, as this would be misconduct

Implementing and Measuring Effective Organizational Training

Implementing and Measuring Effective Organizational Training Training and development programs have been found to be essential to organizational effectiveness. However, a training program that cannot demonstrate improved organizational effectiveness is a waste of valuable time and money. This paper reviews the literature concerning critical elements of an effective organizational training program. Practical methods are presented in the areas of planning, implementation, and evaluation. Specific guidelines for developing an organizational analysis and training needs assessment are provided for consideration in the planning phase. Guidelines for providing training objectives, a favorable training and learning environment, effective training techniques, and strategies that ensure effective transfer of training are provided for consideration in the implementation phase. Recommendations for thorough training evaluation procedures are provided for consideration in the evaluation phase. Implementing and Measuring Effective Organizational Training and Development Organizations are composed of people with varying knowledge, abilities, skills, attitudes, and social behaviors that are utilized to move the organization towards its mission and goals. In order for organizations to improve and grow, the people who make up the organization must also improve and grow. Knowledge, skills, and attitudes must be developed in order to maintain a workforce that remains competitive in todays marketplace (Cascio Aguinis, 2005). Training and development programs have been found to produce positive results in industrial development and organizational performance and have been shown to produce an increase of employee productivity, wages, and employment longevity (Huselid, 1995; Colarelli and Montei, 1996; Kitching and Blackburn, 2002; van Eerde, Tang, Talbot 2008). Organizations that provide ongoing opportunities for employee development and growth place themselves at a distinct competitive advantage over those that do not. They recognize that training is a necessary component of corporate culture, where commitment to training and development is shared from the top down, and necessary time and funds are invested as needed. They ensure that training is linked to organizational objectives and strategies, and is designed to positively affect the companys bottom line. Continuous feedback is provided through structured quality improvement practices, and the organization remains flexible to restructure systems that improve performance (Cascio Aguinis, 2005). Training within an organization costs valuable time and money. Billions of dollars are spent by organizations each year in formal and informal training programs. Like everything else in business, it is essential to develop an organizational training and development program that provides the grea test possible return on investment (Cekada, 2010). This paper will present a review of the literature to explore three phases of an effective organizational training and development program: the planning phase, the implementation phase, and the evaluation phase. The planning phase includes completing an organizational analysis, task analysis, and a person analysis, and utilizing a training needs assessment to determine specific training needs that are in sync with the organizations mission, goals, and cost constraints. The implementation phase includes the design of the training program that will most effectively meet the needs assessed. The evaluation phase includes the development of criteria and use of comprehensive evaluation models to determine the trainings validity and effectiveness. Phase One: The Planning Phase Training Utility Training utility refers to the benefit that the training program has on organizational effectiveness. Training has been shown to be beneficial to an organization. However, if what is trained does not improve organizational effectiveness, it becomes at best a poor investment and at worst detrimental to progress. A training program is beneficial to the organization to the extent that it meets the assessed needs of the organization (van Eerde, Tang, Talbot 2008). Organization-Task-Person-Demographic and Values Analysis The first task of an effective organizational training program is to determine the specific needs of the organization. A comprehensive analysis of organizational systems and their workforce is necessary to determine relevant training needs and develop a training system to meet those needs (van Eerde, Tang, Talbot 2008). Morano (1973) recommends indentifying and surveying key leaders in each area who are as he describes are in the best position to know what training is needed most in their prospective areas. Morano goes on to suggest conducting a manpower analysis and an organizational analysis to determine needs that could be met through training. Although Moranos recommendations are broad scoped, he grasped the importance of conducting a thorough analysis of what is needed and how those needs could be met through training rather than simply providing training for trainings sake (Morano, 1973). The core model for assessing training needs has not changed much since McGehee and Thayer (1961) developed their Organization-Task-Person framework. The organizational analysis is designed to determine how training personnel can help the organization reach its goals and fulfill its mission (McClelland, 1993). Two major themes of the organizational analysis are linking training to corporate strategy and maintaining the workforces technical relevance (Latham, 1988). The task analysis determines what personnel must learn in order to execute their job well, and the person analysis determines who will need training and for what reason (van Eerde, Tang, Talbot 2008). The emphasis of a task analysis should also be on what is required by the employee in the future to be effective. In addition to the organizational-task-person analysis, Latham recommends performing a demographic analysis to determine the needs of specific subgroups to include age, gender, and management levels (Latham, 1988) . Prior to evaluating organizational strategies such as company philosophy, mission statements, objectives, strengths and weaknesses, organizational design, and programs that implement the strategies, OReilly and Pfeffer (2000) recommend beginning with defining the organizations basic principles and values. The next step is to evaluate management practices to determine the extent that those principles and values are modeled and reflected throughout the organization. Practices that do not embrace these basic principles and values are changed or discarded. This process helps to align the companys objectives with its basic principles and values as well as with the emotional and intellectual behavior of its employees in a way that can be used on a day-to-day basis (OReilly III Pfeffer 2000). Training Needs Assessment A needs assessment is a structured way to determine organizational needs that can be met through training. The function of the training needs assessment is to determine why training is needed, what exactly should be trained, and who should receive it in a way that creates the greatest benefit for the organization. One of the purposes of a training needs assessment is to ensure that the training process actually is designed to meet organizational goals and needs that are assessed so that training is most likely to increase the probability of organizational performance (van Eerde, Tang, Talbot 2008). A training needs assessment is necessary to define goals, determine who will make up the assessment group, determine resources and financial commitment needed, review and recommend the most effective assessment methods and tools, determine time frames, schedule and implement assessment procedures, gather and analyze feedback, determine conclusions, and present findings and recommendations to the organizational leaders (McClelland, 1993). It is a structured and thorough way of determining organizational training needs. A good training needs assessment is the first step in creating an effective training program. A training needs assessment will clarify organizational goals and needs, stimulate creative thinking, formulate effective training strategies within budgetary constraints, provide increased management and participant commitment, and illuminate the most effective methods for determining and providing the training and development needed (Cekada, 2010). An effective needs assessme nt may also identify problems that may not be solved through training but instead require adjustments to policies, procedures, or practices (Brown, 2002). An effective training program is not one that provides the most training hours but one that is aligned with the organizations needs as defined by a thorough training needs assessment (van Eerde, Tang, Talbot 2008). Data collection can be accomplished through a variety of methods. Surveys and questionnaires are inexpensive, can be completed in a short time frame, and are easy to summarize. Interviews can reveal attitudes, problems, and potential solutions. Performance appraisals can identify skill deficiencies and training needs. Observations can provide data in vivo without interrupting the workflow. Tests can assist in determining deficiencies in knowledge or skills and are easily quantifiable and reportable. Assessment centers can assist in determining management training needs. Focus or discussion groups can increase participant interaction and commitment to change. Document reviews can help determine needs and can easily be collected and analyzed. Advisory committees can utilize key players to provide inside information and needs (Brown, 2002). Teams and supervisors can be utilized to provide ongoing data collection and submit results on a regular basis to HR for training recommendations (v an Eerde, Tang, Talbot 2008). Phase Two: Training and Development Create Training Objectives and Sequencing Upon the completion of a thorough training needs assessment, the identified needs can be translated into clear behavioral training objectives. A key to successful training involves creating training objectives that guide the training process and specify measures that accurately evaluate results. Training objectives should clearly describe the desired behavior to be learned, the context in which the behaviors should occur, and the behavioral criteria that can be observed and measured upon completion of the training. Objectives should be listed in sequence as they are needed on the job or by importance. Reasons for sequencing should be made clear to the learner at the beginning of training (McConnell, 2003). In other words, if a particular task requires several sub-tasks to complete, it is important to sequence learning objectives for each sub-task first before working on the overall task (Cascio Aguinis 2005). Create an Effective Training and Learning Environment With the development of internet and intranet technologies, computer-based instruction has provided an alternative to the traditional brick-and-mortar classroom instruction. Most companies today use the Internet to provide various levels of employee training. In a study of use of the Internet for organizational training, it was found that learners in blended learning environments that involved on-line and face to face interactions had more control over where and when they engaged in the learning process and had a wider variety of learning tools. As a result, students were more motivated to learn, and achieved higher scores over those in a traditional face-to-face classroom (Klein, Noe, Chongwei, 2006). Virtual team training is relatively new and has not demonstrated the same success. In fact only 7% of respondents in a survey of over 400 human resource professionals reported current virtual team member and leader training to be very or extremely effective. More effective training is needed to provide skills necessary to select and use appropriate communications technologies, and to lead and manage virtual teams (Rosen, Furst, Blackburn, 2006). However, whether training is conducted in a traditional classroom, on the internet, or on the job, certain principles should be in place to ensure a productive learning environment. For instance, trainees should have a clear understanding of the training objectives and the expected outcomes. Training content should be meaningful and relevant to the job currently being performed. Trainees should be provided a variety of materials that stimulate various learning modalities. A sufficient amount of practice must be provided. Trainees should receive and be able to provide feedback on what is being learned, and should be able to observe and interact with other trainees (Noe Coquitt, 2002). Others principles include providing for trainees with diverse skill levels, ensuring commitment and buy-in to training on all levels of management, and utilizing commitment strategies to increase participant buy-in and motivation (Tall Hall, 1998). Utilize Effective Training Techniques A multitude of training methods or techniques exist and those chosen should be based upon the training needs assessment. Examples of training methods include group training, team training, coaching, mentoring, self-paced learning, e-learning, computer-assisted learning, distance learning, self-study, simulations, lectures, job shadowing, job rotation, and behavioral modeling. Group training occurs when three or more employees are engaged in learning common objectives. Many organizations provide group training to review HR policies and procedures and safety practices. Team training is comprised of members of a particular team with objectives on how to effectively work together as a team in order to fulfill the teams objectives. Coaching is a training technique often used in on the job training and is usually more individualized to the employee. Mentoring occurs when more experienced employees train newcomers to adapt to the organizations culture or environment. Self-paced learning is comprised of self-contained units of instruction that the employee can review and complete at their own pace. Self-paced learning can also be computerized so that employees can complete units of instruction at their own pace via their own computer. E-learning is on-line instruction that can be utilized individually or as a group. Distance learning is utilized to provide instruction from teachers who are in other parts of the world. Distance learning can occur through video conferencing, telephone conference calls, or internet access. Simulations are provided in a laboratory or on computer and simulate the actual job that is to be performed and are usually complete with immediate feedback mechanisms to enhance learning. Job assignments and rotations often occur on the job for a specified amount of time. The shadowed employee is able to learn various aspects and multiple components of the job by asking questions and observing effective modeling in vivo from the job shadower (McConnell , 2003). Both formal and informal on-the-job type training are important for training objectives to be acquired and generalized (Verhaest Omey, 2010). Behavior Modeling The behavior modeling technique based upon Banduras (1977) social learning theory is one of the most commonly used and researched learning methods used in organizational training. Behavior modeling involves providing clear behavioral objectives, using a model or models to demonstrate undesired and desired behaviors in various contexts, providing opportunities for learners to practice what was modeled, providing learners with clear feedback and reinforcement, and implementing procedures that ensure maximum transfer of what is learned to the actual job. A meta-analysis of 117 studies found that although declarative knowledge decreased over time, skills and behaviors remained the same and often increased with the use of behavior modeling. Skills increased when the full use of behavior modeling technique was utilized, learning points were emphasized, and training time was longer. Desired behavioral transfer to the job increased when both negative and positive models were utilized, behavi or modeling contexts were created and practice by trainees, both trainees and managers were trained in the behavior model process, and effective behavioral contingencies were applied in the actual work environment to reinforce learned behaviors (Taylor, Russ-Eft, Chan, 2005). Ensure Effective Transfer of Training Transfer of training refers to the how well an employee utilizes and generalizes what was learned in training to the actual job where it is needed (Cromwell Kolb, 2004). If behaviors learned in training cannot effectively be demonstrated and increased on the job where they are needed then the cost and time spent in training was wasted (Velada, Caetano, Michel, Lyons, Kavanagh, 2007). Cromwell Kolb (2004) found significant transfer of training occurs when training is supported throughout the organization, supervisors are supportive during and after the training process, and trainees participate in peer support networks for a period of at least one year. Lack of time, supervisory support, and managements commitment to the process are noted as barriers to an effective transfer of training (Cromwell Kolb, 2004). General considerations that will help to ensure transfer of training include: Organizational and management support of training and transfer of training. Training contexts should match job contexts. As much experiential training as possible should be provided. Supervisors should recognize and reward learned behaviors when demonstrated on the job. A peer support system should be developed that encourages and demonstrates support for the use of behaviors learned in training that are demonstrated on the job (Machin, 2002; Martin, 2010). Include self-management as part of training to reduce relapse of old ineffective behaviors. Self-management training involves setting personal goal, identifying attitudes and behaviors that interfere with or enhance success, creating plans to overcome interfering obstacles, developing self monitoring systems that provide observation of progress towards the plan, and the utilizing personal contingencies that reinforce effective behaviors, block ineffective behaviors, and increase motivation to utilize behaviors learned in training (Wexley Baldwin, 1986; Gist, Bavetta Stevens, 1990). Recognize that self-efficacy, self-management, and performance levels may drop significantly after training, but increase to the same levels after training about one year later. Allow at least one year to transpire before evaluating transfer of training effects (Cromwell Kolb, 2004; Vermeulen  Ãƒâ€šÃ‚  Admiraal, 2009). Phase Three: Evaluation Training evaluation should occur throughout the training process. Evaluation provides information necessary to adjust, or improve effective training elements, and eliminate ineffective elements of current programs. On a practical note, a successful evaluation design has the potential to justify the existence of an organizations training and development department (Tsang-Kai, 2010). A thorough training evaluation requires collecting and analyzing training data and results in a manner that will effectively instruct future training and development content and practices. Because this type of evaluation costs considerable time and money, many organizations revert to utilizing trainee responses from post training surveys. However, this is only one dimension of a thorough training evaluation and should not be used alone to determine training effectiveness. An effective training evaluation requires the establishment of controls, accurate methods of measurement, educated evaluators, statistical analysis, and clear evaluation criteria to determine the effectiveness of training transfer. A common problem associated with comprehensive training evaluations is that many organizations perceive them as being more theoretical than practical. In fact, one study showed that it is common for most companies to evaluate employee reactions. However, only half evaluated employee knowl edge, about a fourth evaluated the transfer of training to the workplace, and only a small percentage evaluated the actual impact of the training on the organization (Tsang-Kai, 2010). The Evaluation Design It is commonly held that training in and of itself does not guarantee improved productivity, satisfaction, longevity, or organizational effectiveness in the workplace. Effective transfer of new knowledge, skills, and attitudes requires a variety of structural contingencies to reinforce effective behaviors and practices and to prevent relapse of ineffective habits. Training evaluators must develop outcome criteria that will accurately forecast intended results and inform future training activities (Dionne, 1996). The evaluation design must attempt to determine the extent of change demonstrated in the level of performance that has occurred and to what extent that level of performance meets the organizational need. Standard outcomes of the study may require the use of formal experimental designs that measure statistical significance and effect size for example between an experimental and control group posttest means (Sackett Mullen, 1993). It is important to determine whether the requirements of the evaluation call for the measurement of change, the measurement of achievement, or both. Measuring change may be used to estimate the utility of training, provide evidence of training effectiveness, or demonstrate the monetary value of training by pairing past training with past success. The measurement of achievement involves comparing the efficacy of two different training programs to see which is more effective. If the training is only offered once, the program designers do their best to estimate the most effective approach given the budgetary and time constraints. If the training is offered repeatedly, the long term costs and constraints make comparative research more worthwhile. Finally, the evaluator who wishes to contribute to the global literature of understanding the training processes may wish to utilize a formal experimental design. Regardless of the design and methods of evaluating the training program, it is imp ortant that the evaluators sell organizational leaders on a thorough and useful evaluation of the training process (Sackett Mullen, 1993). Criteria for measuring training and job performance success One particular model that has endured with widespread popularity, perhaps because of its practical simplicity, is Kirkpatricks (1959) four level training evaluation criteria model. This model has been utilized by organizations as a guide for the evaluation of training programs since it was first introduced in the late fifties (Alliger Janak, 1989). Thirty years later Kirkpatrick (1996) maintains the value of his model, and continues to recommend his procedure for measuring the utility of the training program. Kirkpatricks model measures four levels of training: reaction, learning, behavior, and results. On the reaction level, the goal is to measure participants feelings about the training experience. By asking questions regarding participants reactions, the organization demonstrates that they are interested in the employees needs and are willing to do what it takes to meet those needs. Evaluating reactions to training provides a way to attend to participants motivation to learn. Fai lure to attend to motivation can easily create failure of learning, and thus failure of the training program. The second area to measure is learning. Did training create and/or increase the desired knowledge, skills, abilities, or change in attitudes? The third area to measure is behavior. Did the training create the desired change of behavior in the specific context of the work environment where it is needed? The final area to evaluate is the results. This is a measure of the effect that training had on the organization such as increased sales, higher productivity, improved quality, increased employee satisfaction, and decreased turnover. The evaluation process becomes more difficult at each level (Kirkpatrick, 1996). Some researchers have noted problems regarding unclear training evaluation criteria in Kirkpatricks model and recommend revision, while others argue for entirely different models. One concern is that the framework of the model is not based upon modern theories of learning. Another concern is that Kirkpatrick over simplistically treats multi-dimensional constructs such as trainee reactions as one dimensional. Further concerns exist regarding basic assumptions suggested by the level model. For instance it is assumed in the model that evaluation levels should be arranged in ascending order for maximum effectiveness. It is also assumed that each level is causally linked to the other, and that each of the levels is positively intercorrelated. However, despite these and other concerns, the model remains one of the most utilized approaches among practitioners and researchers. (Alliger Janak, 1989). A meta-analysis of 34 studies and 115 correlations demonstrated significant reliabilities between training criteria using an augmented framework for training criteria based on Kirpatricks model. Trainee reactions were shown to be important. However, simply liking training did not necessarily transfer to performing what was trained in the workforce. However, although positive reactions to training do not guarantee transfer, negative reactions have been shown to have a significant negative affect on the training department. Questions on utility appeared to provide the best indicators of training transfer, and attentiveness to content validity was shown to be important when developing criterion strategies to minimize the potential for misinterpreting criterion relationships (Alliger, Tannenbaum, Bennett, Traver Shotland, 1997). An alternative measurement model was developed by Kraiger (2002) to overcome the deficiencies of Kirkpatricks (1959) four level model (Kraiger,). This model is based upon Kraigers earlier theoretical model of learning, and addresses three distinct learning outcomes: cognitive, skill-based, and affective. According to Kraiger, cognitive outcomes should measure verbal knowledge, knowledge organization, and cognitive strategies. Skill-based outcomes should measure compilations of proceduralization, composition, and automaticity. Affective outcomes should measure attitudinal outcomes and motivational outcomes such as motivational disposition, self-efficacy, and goal setting (Kraiger, Ford, Salas, 1993). In his later developed evaluation model, Kraiger makes a clear distinction between evaluation targets and data collection methods. Evaluation targets include training content and design, changes in learners, and organizational payoffs. Targets and methods are linked to available measurement tools. Evaluation targets focus on the implementation of the training design, training delivery, and validity. Measurement tools include the use of advisory panels, established methodologies, judgments from experts, and course ratings. For changes in learners targets the focus of implementation is on specific cognitive, behavioral, and affective change. Measurement tools include written tests, work samples, interviews, and surveys. For organizational payoff targets the focus of implementation is results, performance, and transfer. Measurement tools include cost-benefit analysis, ratings, and surveys. Each of the three target areas of evaluation informs the other in an interactive feedback loop (Kr aiger, 2002). Analyzing the benefits and costs of training Organizational leaders may become concerned about training costs when there appears to be no increase in revenues or particularly when revenues appear to be declining. They may need to see that training programs are producing some sort of rate of return on their investment. In order to clearly demonstrate to administrators that the benefits of training outweigh the cost, it is important to include a cost analysis in the presentation of the training program evaluation (Clarke, 2002). The cost-benefit analysis is the most widely used method of calculating return on investment (ROI). Using this method, return on investment is calculated by dividing the monetary value of benefits incurred by training with the actual costs of training. If the ratio exceeds 1, then the benefits are shown to outweigh the costs of the training program. Another model used to calculate ROI subtracts the monetary costs of training from the monetary value of benefits incurred. In this method, the ROI increases proportionately to the increase in the difference between calculated benefits and costs of the training program. Some organizations recommend anywhere between a 20-40 percent ROI, while others suggest that training benefits should at least outperform the rate of inflation. The net present value (NPV) is yet another method to evaluate training investment. In this method, training benefits are assigned an expected rate of return. If the net benefits are positive after deducting training costs, the training is considered successful (Murray Efendioglu, 2007). A thorough cost analysis should seek to clearly demonstrate that the training program provides a net value to the organization in areas such as increased employee satisfaction and productivity, decreased employee turnover and recruitment costs, decreased penalties for compliance violations, and reduced insurance premiums (Clarke, 2002). Summary Training and development programs have been found to be essential to organizational effectiveness. However, a training program that cannot demonstrate improved organizational effectiveness is waste of valuable time and money. This paper has reviewed the literature concerning critical elements of an effective organizational training program that include thorough planning, implementation, and evaluation. The planning phase is designed to avoid training simply for trainings sake and to ensure that the training program meets the assessed needs of the organization. The planning phase should include a thorough analysis of the organization, tasks to be learned, people that need to learn them, important demographic concerns, and values. A thorough training needs assessment is a valuable tool to determine training needs through a systematic evaluation of each of these areas. The training and development phase is designed to create specific training objectives and sequential learning opportunities. It is important in this phase of development to create a favorable training and learning environment and utilize the most effective training techniques that will provide the maximum potential to transfer objectives into outcomes in the workplace where they are needed. Because training without transfer is a waste of time and money, the training development phase should design and implement strategies that will ensure the effective transfer of training. Training evaluation should occur throughout the training process. Evaluation provides information necessary to adjust, or improve effective training elements, eliminate ineffective elements of current programs, and justify the existence of an organizations training and development department. A thorough and systematic evaluation design is necessary to ensure that what was trained increased the effectiveness of the organization. The design should provide target measurements for training content and design, changes in learners, and organizational payoffs that analyze the benefits and costs of training. Further research is needed to provide more accurate, practical, and cost effective methods to measure organizational training and development programs.

Atomic Bomb Essay -- essays research papers

Atomic Bombing Of Hiroshima On the quiet morning of August 6, 1945, the United States shocked the world by dropping an atomic bomb over the city of Hiroshima, Japan. (www.grolier.com) Hiroshima was a major industrial city with an estimated population of almost 400,000 people. A B-29 bomber was loaded with the Atomic Bomb and left the United States Pacific air base at 2:45 a.m. local time and dropped the bomb at 8:15 a.m. The bomb was detonated one minute after being dropped. The atomic bomb, nicknamed "Little Boy", which was dropped on the Hiroshima City, exploded at an altitude of 580 meters above a hospital close to the present A-bomb Dome. (Brown, p.38) The mushroom cloud resulting from the explosion reached an estimated altitude of five hundred and twenty meters over Central Hiroshima. The atomic bomb blast obliterated three-fifths of the city within seconds. The atomic bomb gave off uranium-235 and was equivalent in power to approximately 15 kilotons of TNT gunpowder. (www.enviroweb.org) The fireball resulting from the explosion emitted an intense thermal heat, which caused severe burns and loss of eyesight. Most of the people exposed to thermal rays died. In addition, the impact of the bomb landing on the ground created an enormous shock wave closely followed a quick expansion of air. The result was the immediate death of 75,000 people. (www.grolier.com) The long-term effects of the bomb on the environment and children are horrible. Atomic blasts cause many prolonged injuries such as, keloids, cataracts, leukemia and other cancers. (earthbase.org) The total death count for the atomic bombing is estimated at 140,000. This means that almost as many people died from the long-term effects as were killed in the initial explosion. People who think that dropping the bomb was right say that the bomb was the one event that ended the war. Americans believed that the Japanese would fight until the very last man even if there were a dropping of the atomic bomb. Luckily for them the war ended. The reason the United states dropped the atomic bomb was because they wanted the unconditional surrender of Japan. Personally I think they could get Japan to surrender using a different type of method. I think they would have surrendered on their own because the axes powers where starting to diminish. Germany surrendered before they dropped the bomb and the re... ...ll with rain. Because of the wind, the rain did not fall directly on the hypocenter but rather in the northwest region (Koi, Takasu area) of Hiroshima and the eastern region. Nowadays, the radioactivity is so miniscule that it is difficult to distinguish from trace amounts of radioactivity caused by atmospheric atomic-bomb tests. In reading many quotes by bomb survivors and leaders in the Japanese government, I came to the conclusion that they had a lack of respect of for the United States. It wasn’t just from the bombing but from the treatment of them back in the United States but from the mistreatment of the Japanese. The government thought that the Japanese were spies and were giving them military secrets. The government in my eyes thought that the Japanese were no good and looking for trouble. The United States was prejudice against the Japanese. With the United States dropping the atomic bomb on Hiroshima, the whole world just assumed that dropping atomic bombs was now fair. This happening started what we called the Cold War. The Cold War was basically a bunch of countries pointing nuclear weapons at each other. This was total chaos throughout the majority of the century.

Us history

We take nothing by conquest, Thank god. Zinn uses this statement to present how atrocious the conquest really was since there was a conquest. America wanted to hide it's evil ways behind the facade of saying that America acquire land always through peaceful purchases. The war was very unpopular to many.Polk said that the war was to gain California and also said that Mexicans invaded first. On this chapter Zinn focuses on the Mexican American war and how it really was a conquest caused by Polk. In 1821, Mexico won it's independence in a revolutionary war against Spain. Mexico was a large country which included Texas, New Mexico, Utah, Nevada, Arizona and part of Colorado. In 183 Texas broke of from Mexico and declared itself † The lone star republic† and in 1845 the U. S Congress brought it into the union as a state.Later in spring of 1846, all that was needed was a military incident to begin the war Polk wanted. It happened after General Taylor's quartermaster, Colonel Cr oss isappeared. His body was found eleven days later. It was assumed that the Mexicans had killed him. A lot of the Anti-Slavery congressmen voted against all war measures. Seeing the mexican campaign as a means of extending the southern. Slave territory Joshua Giddings explains his vote against supplying men and arms for the war.To Howard Zinn looks like Polk was the only one that wanted California to be part of his nation. The war barely begun in the summer of 1846, when a writer who lived in Washington refused to pay his Massachusetts poll tax. Denouncing the mexican war. He was put into Jail and spent the night there. Zinn argues that the president Polk pushed for the war because he wanted to expand. He wanted to go as southwest as possible. He thought the United States needed to be larger. Polk wanted California for America before anyone else could get it.It was not right for him to move his troops into an area that was already claimed by Mexicans. The war was not popular and t he soldiers wanted to go home. Like Zinn said † I don't think it was right to Just take land from Mexico Just because the president wants it. I think thats ot fair. Polk's leadership as president ofa nation that was quickly expanding not care for the mexican people already living there. Zinn gives a quote from the diary of Colonel Ethan Allen Hitchcock, who opposed measures taken by General Taylor to annex Texas.Hitchcock explains, â€Å"He seems to have lost all respect for Mexican rights and is willing to be an instrument of Mr. Polk for pushing our boundary as far west as possible,† (A people's history of the United States page 150). The feelings for this burst of expansion were varied; some believed it unnecessary to ifferent degrees and opposed or refuse to go into war with Mexico Just to take their land , while others strongly favored the extra land.In fact, a new attitude was developed during this time, the one of â€Å"manifest destiny'Americans technically wen t into conquest because Cross was found dead eleven days after he disappeared and Mexicans were responsible for it. They didn't know who killed it so they actually went into conquest because Polk was already planning on taking California from Mexico. Americans assumed the war begin by the mexicans after killing Cross. No one wanted to go to war with anyone. The American people were not excited or impatient for this.In conclusion a part of me was shocked while another part of me knew that these actions were not uncommon. While it is hard for me to determine what the United States' goal is right now (perhaps stability) it's easy to see what kind of mindset these powerful leaders back then had. It was all about the idea that Americans were entitled to the land they set their eyes on. knowing that the united states of America used to be so grossly land-obsessed. Then again, who knows what our country is obsessed with today; it could be land once again. Us history We take nothing by conquest, Thank god. Zinn uses this statement to present how atrocious the conquest really was since there was a conquest. America wanted to hide it's evil ways behind the facade of saying that America acquire land always through peaceful purchases. The war was very unpopular to many.Polk said that the war was to gain California and also said that Mexicans invaded first. On this chapter Zinn focuses on the Mexican American war and how it really was a conquest caused by Polk. In 1821, Mexico won it's independence in a revolutionary war against Spain. Mexico was a large country which included Texas, New Mexico, Utah, Nevada, Arizona and part of Colorado. In 183 Texas broke of from Mexico and declared itself † The lone star republic† and in 1845 the U. S Congress brought it into the union as a state.Later in spring of 1846, all that was needed was a military incident to begin the war Polk wanted. It happened after General Taylor's quartermaster, Colonel Cr oss isappeared. His body was found eleven days later. It was assumed that the Mexicans had killed him. A lot of the Anti-Slavery congressmen voted against all war measures. Seeing the mexican campaign as a means of extending the southern. Slave territory Joshua Giddings explains his vote against supplying men and arms for the war.To Howard Zinn looks like Polk was the only one that wanted California to be part of his nation. The war barely begun in the summer of 1846, when a writer who lived in Washington refused to pay his Massachusetts poll tax. Denouncing the mexican war. He was put into Jail and spent the night there. Zinn argues that the president Polk pushed for the war because he wanted to expand. He wanted to go as southwest as possible. He thought the United States needed to be larger. Polk wanted California for America before anyone else could get it.It was not right for him to move his troops into an area that was already claimed by Mexicans. The war was not popular and t he soldiers wanted to go home. Like Zinn said † I don't think it was right to Just take land from Mexico Just because the president wants it. I think thats ot fair. Polk's leadership as president ofa nation that was quickly expanding not care for the mexican people already living there. Zinn gives a quote from the diary of Colonel Ethan Allen Hitchcock, who opposed measures taken by General Taylor to annex Texas.Hitchcock explains, â€Å"He seems to have lost all respect for Mexican rights and is willing to be an instrument of Mr. Polk for pushing our boundary as far west as possible,† (A people's history of the United States page 150). The feelings for this burst of expansion were varied; some believed it unnecessary to ifferent degrees and opposed or refuse to go into war with Mexico Just to take their land , while others strongly favored the extra land.In fact, a new attitude was developed during this time, the one of â€Å"manifest destiny'Americans technically wen t into conquest because Cross was found dead eleven days after he disappeared and Mexicans were responsible for it. They didn't know who killed it so they actually went into conquest because Polk was already planning on taking California from Mexico. Americans assumed the war begin by the mexicans after killing Cross. No one wanted to go to war with anyone. The American people were not excited or impatient for this.In conclusion a part of me was shocked while another part of me knew that these actions were not uncommon. While it is hard for me to determine what the United States' goal is right now (perhaps stability) it's easy to see what kind of mindset these powerful leaders back then had. It was all about the idea that Americans were entitled to the land they set their eyes on. knowing that the united states of America used to be so grossly land-obsessed. Then again, who knows what our country is obsessed with today; it could be land once again.

Is it possible to identify who is to blame for the debt crisis Essay Example

Is it possible to identify who is to blame for the debt crisis Essay Example Is it possible to identify who is to blame for the debt crisis Essay Is it possible to identify who is to blame for the debt crisis Essay Essay Topic: Economics The debt crisis, a term used for discussing the situation of third world debt, is an extremely complex issue, with multiple factors affecting the constantly fluctuating and increasing problem that many of the least developed countries (LDCs) are still facing today. One of the key aspects of the debt crisis is not necessarily the loans themselves all countries have some deficit, but rather the sustainability of the debt; that is whether or not a country can afford to repay the loans it has taken out (if a debt is over 40% of a countries GDP it qualifies as nsustainable). Questions that comes to mind when looking at the debt crisis today, and indeed the crisis that has been developing since the 1960s, is how can creditors be happy to lend money to developing countries whose situation indicates a high improbability of being able to repay the loans without immense damage to their economy for which the loans are meant to be beneficial? Are these decisions calculated? And why are the loans harming not helping? It is the nature of a capitalist, consumerist economy for loans to be encouraged whether on a huge scale uch as those faced by LDCs in the debt crisis, or small scale loans such as credit cards and mortgages. (I feel that it should be noted that loans between countries is not a new concept and has a history of over 175 years (Sachs, 1989:4) around the same time as capitalism took stronghold across the world). Although theoretically these debts are supposed to be an investment which will be beneficial in the long term, it has become the case in many countries that loans can in fact prohibit the scale of progress that can be made due to the many restrictions of repaying the ebts (which are often crippling amounts), meaning LDCs find it very hard to catch up to more developed countries no matter the amount they loan. Within the modern culture of international super powers and a macroeconomic climate that feeds off the economic situation of all the countries involved in trade, it is difficult to assign blame to a single element or financial body, as is often the case when trying to pinpoint responsibility for crisis. Indeed as many of the readings emphasise (Sachs, Whaites, Jain) it is the creditors blame the debtors for having bad economic olicies, whilst the debtors blame the creditors on the unfair advantage the bankers hold. However, this is a very oversimplified view of assigning blame, and in this essay will explore the variety of explanations of how such a debt crisis emerged and who, if anyone, can be thought of as responsible. To understand more fully the origins of the debt crisis it is essential that we understand the economic situation at the time of the first loans, in other words why did certain countries need to borrow huge amounts of money which would come to cripple their hopes for successful development. Many of the first loans to LDCs were made in the 1960s following the economic robbery (Whaites, 1991) that was colonialism. Following their independence after years of exploitative and self-interested policies implemented by colonial powers (which included the countries that would become the creditors), many of todays LDCs were granted freedom without the consideration of how they would proceed to successfully develop after so many of their resources had been taken without re investment from colonial power; the tools needed for significant development had been taken and used before these countries had reedom and the opportunity to set up an infrastructure capable of achieving economic and social progress, for example countries such as Zambia were unable to tackle problems such as health and education amongst others, many of which are still prominent problems today (see list of MDGs on UN website). However, in the wake of finally being given freedom many countries facing these troubles decided borrowed huge amounts to fund highly ambitious goals, and also to get over the holes within the economy (World Ban k website) such as the need to import goods such as petroleum and iron due to lack of industrialisation. This, in turn led to a high dependency on basic commodity exports (Whaites 1991), which would have been ok so long as the economy continued to be prosperous and there remained buyers for the exports. These factors led to the point at which a number of countries faced critical situations (Easterly, 2002:2) in regards to their debt service payments. However a serious crisis did not emerge until the 1970s, when the price of oil had an untold effect on the next 40 years of debt. In the early 70s and again later in the decade oil prices rose dramatically, leading to mass amounts of oney being loaned to many LCDs with oil reserves, who obviously thought economic successes would be made rapidly. However the economic situation took a turn for the worse and soon inflation and interest rates rose and those creditors who had raced (Eichengreen Lindert 1992:1) to lend money for potential petro dollars (Whaites 1991), left many countries not only with a much higher debt and much higher interest rates, but also a world market facing a recession, meaning economies that relied on highly on trade would find fewer buyers and lower prices for their exports. Countries that had invested all their hopes and borrowed inance in the oil trade now faced debts that were completely unsustainable and those without reserves faced economic growth that was too slow to repay the money that had been borrowed. This situation has been viewed in two different ways, the creditors see such rash investments as a bad choice of economic policy, placing the blame on the debtors for their economic situation, whereas the debtors point the finger at the banks that were so keen to lend copious (Sachs 1989: 2) amounts of money out even after prices for oil had dropped for they were preoccupied with the large returns they were etting from previous loans, one leading bank was looking at 72% of the overall earnings coming from international operations in 1976 (Sachs 1989:8), meaning lenders were blind sighted to the fact that it was dim that the debt incurred in the 1970s ver paid back in full (Eichengreen Lindert 1992:3). The events in the 1970s set the precedent for the next 20+ years, in which problems were faced largely by a variety of cause and effect situations, meaning blame could be circulated over and over, there is no clear cause. However some countries such as Indonesia and South Korea success fully managed to gain some economic prosperity hrough loans, raising the question of whether they made wise investments opposed to the so called bad economic policies of some indebted countries, or whether their investments were lucky and caught the economy at the right time, highlighting again the difficulty of assigning blame. Whilst OECD states recovered from the recession reasonably easily, the heavily indebted countries fell further and further behind. In the case of Latin America the financial situation reached such a severe problem that Mexico defaulted on their loan, having a massive knock on effect on the willingness of creditors to lend. Leaving struggling ountries with no money to invest, no substantial demand for the export products they relied on so heavily and a disadvantage in the trade market, due to OECD states adopting protectionist policies, driving a wedge between market and shadow prices (Sachs 1989:13) and resulting in LDCs having little or no money for investment and development of welfare as it was being used for consumerism. Creditors had lost faith temporarily in lending out money (although lending was restored within a few short years) feeling debtors had dug themselves in a hole they could not get out of, with no escape from the service debt they were struggling to afford. Perhaps it is possible that ill thought out, unrealistic economic policies were applied in this period that did nothing but further widen the gap LDCs were desperately trying to close, various bad investments were made, which resulted in little economic benefits from the large loans undertaken. I feel it is debatable whether or not the banks had been ignorant to the massive risk they were taking through lending money (perhaps they even felt they had to do so as to give countries a chance? or whether the risk was always expected to end badly meaning the LDCs remained subordinated to rich owerful countries that already existed, the former colonial powers that had given countries freedom only due to the impossibility of retaining their empire successfully, ensuring more cheap labour and opportunities for cheap trade and exploitation of the third world countries who were trapped in their economic situation. Even recent debt relief programs that have been set up have to be questioned, whilst it is too soon to tell what effect the multilateral debt relief initiative will have, as Easterly comments, the last 3 years have seen debt ratios drop and per capita ncome rise in countries that had been deemed at completion point in the HIPC initiative of which the benefits are still as yet unclear. In order to gain help HIPC countries must comply with strict fiscal disciplines (Jubilee USA brief 2008) and allow the IMF to control key policies regarding financial spending supposedly to insure avoidance of any more bad policies being made. However, policies implemented by the IMF have prolonged austerity, reduced public spending and even driven the price of cotton in Mali down to an artificially low price in order to compete with other arkets with a variety of advantages, meaning little profit is being made (Jubilee USA brief 2008), contradictory of this information of the IMF website which claims to be increasing social spending amongst many other successes. However it is evidently resulted in less change to the debt than expected suggesting therefore that whilst blame may be tricky to assign for such huge debts, the solution is even harder to pin point. However whilst both the creditors and the debtors are eager to assign the blame to the other party, it is commonly the case that corruption is to blame for the extreme levels of the debt crisis. Jain (1998) talks extensively about corruption in economics and the power of that to destroy even a prosperous economy whether it be corruption amongst the creditors or debtors. Kremer and Jayachandran (2002) call this type of debt odious debt by which they mean illegitimate debt, which occurs through corrupt leadership taking out debts; never having intended to invest it in the country, but to keep it for themselves. A recent example of a case such as this is Mubarak, who is reported (BBC news 2011) to have up to $70 billion dollars that he has stolen over time from the Egyptian people, an mount twice as much as their countries entire debt which stands at $34. 46 billion. This huge injustice shows that the blame for huge economic crisis can sometimes lie with a corrupt leader good at concealing what he is doing (the HIPC initiative aims to tackle problems such as this) money taken in this way will never see any investment back into the country as it is often hidden where it will yield stable and lucrative (Whaites 1991) returns, in a phenomenon known as flight capital. Although is not always a case of illicit money being taken out of a country, but sometimes ore innocently a consequence of a bad economy, investors want to store their money where they will see the highest return, resulting in a vicious circle of low investment, low growth and continuing capital flight (Whaites 1991), once more highlighting that a solution is as hard to discover as placing blame for the start of the situation. After examining some of the origins of the debt crisis, as well as looking at how the situation has progressed in the last 40 years, it is still hard to see who exactly is to blame for the crisis, and no party is prepared to accept esponsibility as that could have serious repercussions, such as the banks being forced to call off the debts, or the LDCs being denied extensive aid. Whilst Eichengreen Lindert (2002) feel that circumstances such as this have happened in history before due to the nature or the international economy, Easterly (2002) highlights the impact irresponsible lending has had in what is described as violation of prudential standards of creditworthiness i. e. lending money to a source that can quite clearly not pay the money back, at least not without serious sacrifice. For whatever motives, the banks have made serious errors resulting in uncontrollable amounts of debt. However, many miscalculations have been made on the side of the debtors too, including both accepting unrealistic loans and harbouring overambitious goals (though can they be blamed for this? ). One of the key issues surrounding this debate is that the loans were not forced by either party, encouraged unwisely perhaps, or accepted too eagerly, but not forced. Therefore blame cannot be assigned, perhaps even, it is just the uncontrollable nature of our economy that is behind the crisis reaching the level it is at today. In cases where odious debt exists however it is much easier to pin point the driving force behind unsustainable debt unconceivable selfishness, corruption and complete disregard for the country they are supposed to be in charge of. Unfortunately whatever is to account for the situation today, it is clear who it is suffering the most from it, and sadly, those who are hit the hardest by the debt crisis are also the ones with the smallest influence on how it will shape out. Sadly it seems that economic capital is more valuable than human life and development.

How Economists Use Total Factor Productivity

How Economists Use Total Factor Productivity Conceptually, total factor productivity refers to how efficiently and intensely inputs are used in the production process.  Total factor productivity (TFP) is sometimes referred to as multi-factor productivity, and, under certain assumptions, can be thought of as a measure of level of technology or knowledge. Formula for TFP Given the macro model: Yt ZtF(Kt,Lt), Total Factor Productivity (TFP) is defined to be Yt/F(Kt,Lt) Likewise, given Yt ZtF(Kt,Lt,Et,Mt), TFP is Yt/F(Kt,Lt,Et,Mt) The Solow residual is a measure of TFP. TFP presumably changes over time. There is disagreement in the literature over the question of whether the Solow residual measures technology shocks. Efforts to change the inputs, like Kt, to adjust for utilization rate and so forth, have the effect of changing the Solow residual and thus the measure of TFP. But the idea of TFP is well defined for each model of this kind. TFP is not necessarily a measure of technology since the TFP could be a function of other things like military spending, or monetary shocks, or the political party in power. Growth in total-factor productivity (TFP) represents output growth not accounted for by the growth in inputs. - Hornstein and Krusell (1996). Effects on TFP Disease, crime, and computer viruses have small negative effects on TFP using almost any measure of K and L, although with absolutely perfect measures of K and L they might disappear. Reason: crime, disease, and computer viruses make people AT WORK less productive.

A Rose For Emily by William Faulkner Essay Example | Topics and Well Written Essays - 250 words

A Rose For Emily by William Faulkner - Essay Example After her father dies and at the age of thirty Emily meets Homer Barron, who is in town for work. Homer is Emily’s one chance at marriage, but Homer is not a marrying man (Faulkner 94). Homer plans on leaving Emily when the work on the sidewalk is finished, so she takes drastic measures to keep him as her own. The murder of Homer Barron is a consequence of Emily’s father control, Emily’s mental state, and Emily’s unrequited love for Homer. Emily is guilty of murdering Homer because it is clear from the text that she did it so that she can keep him by her side forever. Emily Grierson is completely suffocated by her father’s control. He takes drastic measures to keep Emily under his control, and prevent her from finding a husband. â€Å"We remembered all the young men her father had driven away†¦,† (Faulkner 93), is clear indication that her father drives most of Emily’s suitors away, and the reason she remains unmarried at the ripe age of thirty. Furthermore, the story paints an image of her father for us, â€Å"†¦his back to her and clutching a horsewhip†¦,† (Faulkner 93) a horsewhip that is used to drive all of the men in Emily’s life away. Upon her father’s death, Emily denies to the women that come to visit that he is even dead. Denying her father’s death, gives Emily the chance to control him by refusing to give up his dead body, even if it only lasts for three days. Her father’s death ultimately takes a toll on Emily’s sanity. Insanity runs in Emily’s family. Her great aunt, Old Lady Wyatt, had gone completely crazy (Faulkner 93). Throughout the story, Emily’s level of insanity is apparent. She refuses to come out of her house for years at a time after her father’s death, and is not seen by the town people until Homer Barron arrives in town. Miss Emily purchases poison, and the townspeople are sure she is insane enough that she is going to commit suicide. Instead, Miss Emily uses the

Progressive Period Research Paper Example | Topics and Well Written Essays - 1000 words

Progressive Period - Research Paper Example The researcher states that during the progressive period several people stand steadily to find solutions of the problems, that were faced by America and these people were called as Progressive people. The progressive people worked to create awareness among the general public regarding different problems like alcohol abuse, child labour, food purity and government corruption etc. As a result of evolving public awareness then government had to pass several laws and acts to solve the problems of the people. The progressive movement was mainly aimed at eliminating corruption within the city government with the help of prohibition that worked for the destruction of political power of the local bosses that used to be based in saloons. The activists also worked for the promotion of women’s suffrage and eventually purer female vote was brought into the arena. During the progressive era efforts were also made to achieve high productivity and efficiency in different sectors by fostering modernization process. There were different scientific, economic, medical and engineering solutions invented during this era to support the performance of different sectors. The progressive movement was initiated at local level during the early stages, however soon it was expanded and spread to the national and state levels as well. It was also discussed how the progressive people had great support from the middle class and many lawyers, teachers; physicians became the supporters of the progressive movement. ... As a part of application of the scientific methods it was realized that the old fashioned ways of running the economics, industries and government are highly inefficient and waste the time and resources. To avoid this wastage the progressive movement worked for adaptation of different policies like banking laws that resulted in the creation of Federal Reserve System in 1914 (Leuchtenburg, p504). The progressive period activities proved them dedicatedly committed to bring reforms and changes within the country. They expect that the changes they sought could significantly improve the American society. Some of the major changes enacted during the progressive era include the income tax imposition with the Sixteenth Amendment, direct election of Senators through the Seventeenth Amendment Prohibition ad the Nineteenth Amendment to the U.S constitution that was meant to enact women’s suffrage. The journalist played an important role during the progressive movement as they worked to m ake people aware and informed about the corruptions being committed at the government level. These journalists were called with the names of Muckrakers who worked for exposing the waste, corruption and scandals of the authorities and government officials. They use the medium of highly influential and popular national magazines like McClure Magazine, Brand Whitlock and George Creel and published the stories and facts to uncover the wrong deeds and corruption of the government at local and state level. There were several frauds and corruption cases uncovered in these magazines. The progressive movement was also led by the motive of modernization implementation within the society. The