How Accurate Is Huxleys Vision of the Future.

Back To the Future In a world where people have sex all the time, take drugs to make themselves happier, and have no parents to tell them what to do, they have fun all the time. Huxley’s vision of the future sounds like a college kids dream. Huxley’s vision in his novel, Brave New World, describes a future that will never happen. Huxley’s vision of the future describes a delusion because the United States acts stubborn. We do not agree to anything most countries do, like the math system, language, and currency.The United States acts on its own. No one controls the United States. Most people from our country behave conservatively. People live off religion, it gives people hope that a paradise does exist even in a tough world called life. No person would agree to have sex all the time with anyone and everyone. People want love and a monogamous relationship. People also have jealousy issues. Americans act possessive, no person wants to give up family; it teaches loy alty and love. Most of the rules in Huxley’s novel sound illegal.Five year olds play erotic games; this screams child pornography. What sick person would force children to have sex with each other? The caste system correlates to India which falls under illegal activities. Most importantly, people have to do above and beyond geniuses to develop the test tube theory etc. The education systems in the United States, Canada, and Europe fabricate learning; the children’s mindset of school describes it as a place called hell. They have to meet certain requirements in order to discover ways to make people without sexual reproduction.Brave New World is impossible. Love makes people who they are. Without love; fairness, hope, faith, generosity, humanity, kindheartedness, and compassion would never exist. (â€Å"I want to know what passion is†¦ I want to feel something strongly. † Aldous Huxley, Brave New World, p. 102). Some points in the novel do run parallel with a near future of the United States, such as, no sacred marriages, sex obsessed people, atheist, need for drugs/ alcohol, and hunger for power and control do surround the United States.Although, the possibilities of the future obtain endless outcomes, with the lack of intelligent people, Brave New World will not happen anytime soon because more important dilemmas in the world today take precedence, such as, world hunger, poverty, finding a cure for incurable diseases, crime, and the economy. We have to fix the mess we live in now or no perverted fiction future will ever exist without the advances in government and education. Huxley’s vision will only ever exist in a troubled mind.

Bench Strength

Any thriving business is cognizant of the fact that their success hinges significantly upon the services and loyalty of key personnel, as well as the ability to attract, retain and motivate qualified staff. Of course it does not stop with hiring and retention, the most important aspect of human resources is to be able to recognize potential leaders and train them accordingly so as to prepare them for more responsibilities and leadership roles as they grow with the company. The term bench strength refers to the depth of any given company’s pool of qualified and potential executives and managers.These short-listed people are being groomed to go up the corporate ladder, in a seamless succession of leadership that will bring stability and increased growth for the company. To make sure that the potential leaders will be up to the task, every company must invest in the training and development of their personnel. This training and development program is so designed in such a way tha t will harness the skills and strengths of these people, in the hopes that they will be able to steer the company through rough waters and towards higher grounds.Potential leaders must be identified, mentored, and exposed to all levels of the company’s operations. This way, these people are able to gain a broader and deeper insight of how the business functions, and as such, be able to contribute in all the levels of operation of the business. According to Conger (2004), â€Å"Succession management must be a flexible system that is oriented toward developmental activities, and not just a rigid list of high-potential employees and the slots they might possibly fill.† An effective bench strength strategy is to create a program that successfully marries succession planning and leadership training and development. This way, the company knows the skills required for leadership positions, and training will be aligned in such a way that these skills are successfully developed . Conger (2004) further maintains that the companies that have the most success in bench strengthening programs are â€Å"those that merge succession planning and leadership development in order to create a long-term process for managing the talent roster across their organizations. †Of course a company cannot develop a succession program if its fails to institute a hiring and retention program that would ensure the appropriate fit of employees to their respective job responsibilities. Human resources must be able to attract and hire the right people the first time. If a company fails in this regard, staffing will eat into the company’s resources, and cause disruption in the business because there is frequent change in personnel, leaving the business without any real sense of succession. (Burkholder, 2003, p. 150) In such cases, some companies are forced to hire outsiders for leadership roles.While this is not necessarily bad, personnel who have been groomed for sensit ive and executive positions are will require less adjustment both from subordinates and higher-ups alike. Companies must first look within and find potential leaders among the ranks. The sense of opportunity and career growth will inspire people and motivate them to work harder and give their best performance in every endeavor. Employees who know that their efforts are noticed and recognized have no reason to leave in search of greener pastures and better opportunities.A company with loyal and hard-working personnel will also have the pool of leaders that they need for a seamless succession of leaders. This internal development program not only saves on cots in terms of cost in time and additional compensation to attract and hiring outside people, but more importantly, boosts the morale of the personnel and ensures the stability of the company in terms of human resources. Therefore before any successful succession and leadership development can be designed, an effective staffing pro gram must first be put in place.Burkholder (2003, 151) maintains that staffing â€Å"must be aligned with the rest of the organization. † This means that staffing must take a proactive role in the company, and not just act on a need basis. There are many techniques to ensure an effective staffing program. One method is called the Baldridge process. This program requires a company to take self-assessment. This self-assessment is designed to help companies align their business processes and operations with fluctuating business needs and with the highly fickle labor market. By so doing, this recognizes the strategic role of the staffing group in the business.(Burkholder, 2003, 152) The main advantage of using the Baldridge process is that it empowers the staffing group and acknowledges their value in the business. Knowing that they have full support of the company, an empowered staffing group is thus able to create better and more efficient hiring and recruitment programs that w ill ensure the best matching of people to their spheres of responsibility. The entire business must operate as a single entity, with each department geared towards forwarding the business’ core values and achieving financial success for the company.When designing or implementing any type of staffing and retention programs, it is important to involve all the employees. It is a good idea to solicit their ideas and feedback. A cross-section of all departments must give their suggestions, this is to ensure that staffing and retention practices will be highly aligned with the needs of the company. After the programs have been implemented, there must be a system that will regularly monitor and evaluate the programs.Such a system allows dfor continued improvement; buttressing the good points and working on the not-so-good aspects of the program. (Harris & Brannick, 1999, p. 206) Every organization, regardless of its size will benefit from competent people. The issue that every compa ny must address is how to invite these people and keep them once they have been hired. The next step once you have retained these leaders, is to provide them with growth opportunities that would harness their skills and competencies to the benefit of the entire business.As the company grows, your key personnel should be made capable to handle decision-making responsibilities. To achieve this, your staffing group must be explicitly involved in the planning and implementation of the company’s business plan. By being aware of the objectives of the company, the staffing group has a framework by which to design its own hiring and retention procedures and programs in such a way that contributes to the realization of these goals. (Becker, 2001, p.29) Indeed when a department knows what is expected of them and how they can help the organization, all their energies will be focused towards the attainment of that common goal. Every company must endeavor to encourage a sense of community and participation across all levels of the organization. Only then can a business ever have a chance at carving a niche for itself in the highly competitive world of the free market. References: Becker, B. E. , Huselid, M. A. (2001). The HR Scorecard: Linking People, Strategy, and Performance.Harvard Business School Press. Brannick, J. & Harris, J (1999). Finding & Keeping Great Employees. NJ: AMACOM Div American Management Association. Burkholder, N. C. , Edwards, P. J. , Sartain, L. (2003). On Staffing: Advice and Perspectives from HR Leaders. NJ: John Wiley and Sons. Conger, J. A. & Fulmer, R. M. , (2003). Bench Strength: Grooming Your Next CEO. Developing Your Leadership Pipeline. Harvard Business Review. Vol. 81, No. 12. Retrieved on August 5, 2007 from http://hbswk. hbs. edu/archive/3855. html

Medieval vs Renaissance Art Essay

There were no notions of real-life techniques and proportion. Figures, which were more prominent, were drawn larger than the others. All figures are motionless, they sit or stand and there are no attempts to depict movement. There is little in the way of nude bodies, erotic scenes and sexual connotations. People were painted with stoic, serious expressions; the lack of emotions was obvious. Pictures were not voluminous; they were flat and stable. The background was painted with one color. Artists used ordinary basic colors. Paintings weren’t very realistic, but the artists did not necessarily want them to be so. The art was treated as the means of connection with God, and the main purpose of it was to foster the spiritual development of the people. The Early Renaissance starts in Italy in fourteenth century AD due to a number of reasons. According to Jim Lane, perhaps the biggest factor contributing to the rise of the Renaissance was money. He states â€Å"when it became economically feasible to enclose an entire city in fortress walls, then those with money could begin to relax and enjoy it, which meant a craving for beauty that meant art. The city of Florence, Italy, is a classic exampleâ€Å"(Lane, 1998). The church was no longer the only institution with the resources to commission works of art. Religion was not able to serve as the only reason for creativity any more. While religious imagery still dominated many works of art during this period, secular and humanistic themes began to emerge as well. People were in the focus of this art period. They were depicted the way they looked in their real life. It was not uncommon for a wealthy merchant to commission a portrait of himself. People were interested in the anatomy of the human body. The knowledge of anatomy was reflected in the new art. Bodies looked not only real, but attractive for viewers. Most of them were depicted in motion, and appeared much more lifelike. This interest in anatomy precipitated the appearance nude images in paintings and sculpture. An emphasis on natural beauty, and the human form began to emerge. All figures were placed on the canvas considering the perspective. Painters paid attention to light; they started using the technique of shadows and lights in their paintings. Artists were interested in the way people express their emotions and did their best to render the emotional expressions on the faces of people on the paintings. The same features occurred in sculpture as well. It is obvious that art develops in relation to the prior art periods. Some periods build upon the tone and style of earlier periods, while others strike out in new ways in reaction to the earlier period. There are clear examples of how Renaissance art continued the traditions of medieval art. However, the combinations of new styles, techniques, subjects, and philosophies leads to the conclusion the Renaissance developed in reaction to the medieval era. The Renaissance served as the transitional period between the medieval art and the new period in human history. The Renaissance brought significant change to the world of art. Artists started creating art for the sake of art, and not necessarily for the sake of god. They created new art forms, and mastered their skills in order to make things look as they are in real life on the canvas. God was not the only point of depiction. The Renaissance Art is much closer to the conception of art which is common now. It uses mixed colors, shades, real sizes, and perspective. Unlike Renaissance art, medieval art is more primitive. The pieces of art were representations of crucial spiritual content. These differences are best explained by examining a few examples. For instance, the medieval Virgin Mary is rather specific (Duccio, 1300). She is depicted only with the upper part of her body. She holds the infant in her arms. Her face is cold and reserved. The background is static. All objects are two-dimensional; there is no volume or change in colors. The picture lacks dynamics. At the same time, it is a classical representation of Virgin Mary. It was created for the purpose of religious worship. The Virgin Mary is the main figure at the picture. In this respect, the infant on her hands is smaller than he should be in reality. Madonna is the representation of Virgin Mary in Renaissance art. Madonna Litta by da Vinci (1490) shows the tendencies of how the art developed. First of all, both Madonna and her child look lifelike. They appear much more human in their facial complexion, proportions and positions. They are not static. The child holds his finger in his mouth. He is playful and alive. Madonna holds him in her hands and looks at him carefully. Viewers can notice the feelings of comfort and pleasure in the way she looks at her baby. This transition from expressionless, some may say emotionless, depictions of humans to lifelike, active characters can be seen throughout Renaissance art. The Renaissance artists wanted to depict realism in their art. They strived to have the images correspond in some way to the real world. In this respect, they tried to learn how to paint the world they have, not only the world which belongs to Saints. This shift in philosophy during this period created the necessity to create art in a different manner. People became interested in themselves. This may be the most obvious reason why these two art periods are so different. At the same time, Renaissance art is the logical continuation of the development of art in human history. People do not stay the same; the world is changing, so the art changes too. It is hard to imagine that the Renaissance period would have developed in the manner that it did without the foundation laid during the medieval period. It’s clear that later periods built extensively off the techniques and philosophies developed during the Renaissance. The Renaissance served as the greatest transitional period from earlier, more primitive styles, and set the stage for modern art as we know it. References Duccio di Buoninsegna. (1300) Madonna and Child [Picture]. Retrieved from: http://www. metmuseum. org/toah/works-of-art/2004. 442 da Vinci, L. (c. 1490) Madonna Litta. [Picture]. Retrieved from: http://www. abcgallery. com/L/leonardo/leonardo13. html Lane, J. (1998). Renaissance (1400 – 1600). Retrieved from: http://www. humanitiesweb. org/spa/gil/ID/35

Economic Reform Outcomes in China and Russia Literature review - 5

Economic Reform Outcomes in China and Russia - Literature review Example Of all the reforms that took place in the twentieth century, the ones that took place in China and Russia are known to have been the most dramatic. During the first half of the twentieth century, both countries had communist economic systems. However, it was during the latter half of the 29th century that both countries start formulating reforms that were aimed at changing the manner in which their economies functioned. However, a difference in the exact date in which the reforms commenced in both countries existed. In China, the economic reforms commenced in the late 1970s, while in Russia they commenced in the early 1990s.   However, a notable difference exists at the pace in which the reforms were developed and enacted in the two countries (Lin & Tsai 2004, p. 34). In Russia, the market-oriented reforms were developed quickly, and enacted at the same pace, while in China the whole process of bringing the reforms was a little bit gradual. There are a number of factors that can be said to have contributed to the difference in pace at which the economic reforms took place in China and Russia.                                                                                         One of the things that are believed to have contributed to the difference in the pace of the economic reforms between China and Russia is the fact that China was reluctant to adopt foreign technology especially those from the west. At the beginning of the reforms, China mainly depended on the technologies that were locally available. This made it hard for the country to benefit from the technological advancements that were experienced in Europe, especially during the early stages of the reforms. Russia on the other side was willing to adopt new technology from all over the world as long as the technology being adopted was beneficial to the Russian economy in one way or another (Lin, Cai & Li 2009, p. 325). They made sure that their economy was open to new ideas at the early stages of the reforms making it easier for the reforms to have brought the changes that were experienced in their economy in such a short period.

To do activity on arrow network plus a chart and small questions Essay

To do activity on arrow network plus a chart and small questions - Essay Example The rest remain unchanged. Where staff are not interchangeable or the project involves more than one type of resources, resource scheduling becomes complex. It becomes necessary to smooth, within the same schedule, each category of resources separately. Leveling would be very difficult and the decision on the optimum would depend on the judgment of the project manager. The minimum completion time for this project is 45 weeks. The critical paths involve activities BCE and BCG. Any delay on any of these activities would lead to a delay in the overall project. Activities A, D and F have float. There may be delays or expansions on the activities, to the extent of the floats, without affecting the finish time for the project. Apart from the finish-to-start dependencies, an activity-on-node also represents other dependencies. The dependencies include Start-to-Start dependencies, Finish-to-Finish dependencies as well as Start-to-Finish dependencies (Field and Keller, 2007, p.199). A Finish-to-Finish dependency requires that one activity has to finish for the second activity to finish. The two activities may finish simultaneously. The Start-to-Finish dependency requires that the first activity should start before the second activity can finish (Field and Keller, 2007, p.200). In a Start-to-Start dependency, the start of one activity depends on the start of another activity. The second activity cannot start is the first is yet to start. For example, painting a wall would require the cleaning of the wall first. Applying a first coat of paint on the wall cannot therefore start unless cleaning of the wall has taken place. The two activities may run simultaneously but after the cleaning has

Business in Literature Thesis Example | Topics and Well Written Essays - 1000 words

Business in Literature - Thesis Example Some people confuse ethics to morality but the two terms are quite different. For instance, Mauss and Gans (155) states that â€Å"the proper attitude toward history should be not moral but ethical.† There is need to identify the role of ethics in the market through the study of various scholarly works written by renowned intellectuals. In the novel The Rise of Silas Lapham, there is an outline of ethical responsibility where Lapham would not sell his depreciated mill property to the English agents brought to him by his former partner and informed the investor about his failing position in the market (Howells 35). This goes contrary to the economic rationality concept of self-interest where a person will only seek their profit maximization. The fulfillment of self-interest will contribute to the common good in the market according to John Stuart Mill; the Mauss theory acknowledges that the market cannot ignore the ethics of self interest in the market. His anthropology is based on the aspect of giving and receiving in the market as a basis for social integration that is important in the economic interactions. Lapharm honest in giving truthful information acknowledges the morality of exchange and interdependence of social relations in the market. Mauss anthropology emphasizes that responsibility is a fundamental con stituent of ethical subjectivity therefore responsibility for other human beings legitimizes economic actions and further stressed by Hans who states that responsibility should be extended around the world in time and space to include all of the future humanity. This is to further the utilitarianism theory in the market. The distribution of economic opportunity does not involve questions of blame and responsibility. Self-sacrifice in the face of economic dilemma leads Silas in an attempt to balance things out so as not to feel in anyone’s debt, he must uphold his image as a self-sufficient, self-made man and this depends on keeping

Myers-Briggs assignment Essay Example | Topics and Well Written Essays - 750 words

Myers-Briggs assignment - Essay Example The first two letters are E and I. They are meant to measure if a person is more of an extravert (tend to focus on the outer world of people and things), or an introvert (tend to focus on the inner world or ideas and impressions). The next two letters are S and N. The letter S refers to sensing (people who tend to focus on the present and the concrete information gained from their senses), while the letter N refers to iNtuition (people who tend to focus on the future, with a particular view toward patterns and possibilities). Next are the letter T and F. T refers to Thinking (people who tend to base their decisions on logic and an objective analysis of cause and effect), while F refers to feeling (people who tend to base their decisions primarily on values and on a subjective evaluation of person-centered concerns). Finally, the report generates either a J or a P. J refers to Judgement (people who tend to like a planned and organized approach to life and prefer to have things settled . They are more likely to schedule their activities and they prefer the ‘destination’ as opposed to the ‘journey’). The letter P refers to Perception (people who tend to be flexible and spontaneous in their approach to life. They are not as likely to schedule their activities, as they prefer to keep their options open). The Myers-Briggs assessment was first utilized in 1943 and has become the instrument of choice for countless organizations around the world in helping their people better understand themselves. The assessment was actually developed by a mother daughter team of Katharine Cook Briggs and Isabel Briggs Myers. Their goal was to take their research on personality type theory and turn that it into a tool that could prove useful is helping describe the various temperaments that people have. Interestingly enough, Carl Jung was a heavy influence on the work of both ladies that were responsible for the

Fundamental Rights of EU Law Dissertation Example | Topics and Well Written Essays - 16500 words

Fundamental Rights of EU Law - Dissertation Example 3Introduction Fundamental rights are defined as the elemental human rights and freedoms of all human beings. All humans are entitled to these by virtue of their dignity as human beings and they apply irrespective of race, creed, religion, gender or place of birth and are enforceable by the 1courts, subject to specific restrictions Some of these fundamental rights include the right to life and liberty, freedom of expression, and equality before the law, and the right to food, the right to have an education, the right to work and to participate in one's culture. History of Fundamental Rights Fundamental rights had been traced to several ancient documents which dates signify that even in those ancient eras fundamental rights had already been practiced and recognised and that the concept was alive and respect for such rights existed thousands of years ago. The Cyrus Cylinder which can be found in the British Museum in London shows that during 539 BC, Cyrus the Great of Persia believed in the fundamental human rights of his own citizens as well as captive citizens of Babylonia which he... As the report discusses fundamental rights then emerged from the Roman concept of libertas which established civil law with liberties and gave it political status. During the 14th century emerged the concept of central sovereign courts of justice where Roman sovereign courts guarantee civil law. Lessius then came up with the theory that God invested men with civil rights at birth. According to the paper findings in England, fundamental rights were recognised in the English Magna Carta of 1215 during the reign of King John of England. The Magna Carta enforced certain rights such as the rule of law, the right of prisons to appeal and to be heard and the writ of habeas corpus. This was soon revised in 1297 and remains enforced up to the present in England and Wales. Its provisions included the right to due process, the right to religion, the right to life and liberty, the right to a fair trial by a court of justice. More legal rights were then recognised in both USA and France with the US Declaration of Independence and the French Declaration of the Rights of Man and of the Citizen. But many human rights activists claim that human rights of individuals were given impetus during the Age of Enlightenment or the Age of Reason during the 18th century. Philosophers sprouted during this era, espousing freedom of thought and expression and encouraging people that they h ave God-given rights that they ought to defend.

Johann Sebastian Bach Essay Example | Topics and Well Written Essays - 250 words

Johann Sebastian Bach - Essay Example He developed his organs skills after graduating from the in school in 1702 and getting employed as an organist at a church in Arnstad in the year 1703. Johann made a visit to listen to organ music in a church in Lubeck and here he was deeply influenced by the organ music which prompted him to start composing preludes to hymns. Hence most of his compositions after his trip were religious. During the years 1708-1710, Bach received a lot of acclaim for his organ compositions not only from the general public but also from the royalty. I believe that Bach’s music is very soothing and relaxing and has a certain touch of spirituality in it. I really like the music because it has a great feel and touches the heart of the listeners. Even his non religious music is very unique and never fails to provide entertainment. During the final years of his life, he became blind while his health continuously deteriorated. The great composer passed away on 28th July 1750, but his music is still al ive and continues to enchant its listeners. Works Cited Wolff, Christoph. Johann Sebastian Bach: The Learned Musician. New york: W. W. Norton & Company, 2001. Print.

Pricing Strategies Essay Example for Free

Pricing Strategies Essay Competition based pricing Setting the price based upon prices of the similar competitor products. Competitive pricing is based on three types of competitive products: * Products having lasting distinctiveness from competitor’s product. Here we can assume * The product has low price elasticity. * The product has low cross elasticity. * The demand for the product will rise. * Products have perishable distinctiveness from competitor’s product, assuming the product features are medium distinctiveness. * Products have little distinctiveness from competitor’s products. Assuming that: * The product has high price elasticity of demand. * The product has some cross elasticity of demand. * No expectation that the demand of the product will rise. Cost plus pricing Cost plus pricing is the simplest pricing method. The firm calculates the cost of producing the product and adds on a percentage (profit) to that price to give the selling price. This method although has two flaws; it takes no account of demand and there is no way of determining if potential customers will purchase the product at the calculated price. AC + Profit markup It is lower than profit maximizing level of pricing Price = Cost of production + Margin of profit Creaming or skimming Selling a product at a high price, sacrificing high sales to gain a high profit, therefore ‘skimming’ the market. Usually employed to reimburse the cost of investment of the original research into the product – commonly used in electronic markets when a new range, such as DVD players, are firstly dispatched into the market at a high price. This strategy is often used to target â€Å"early adopters† of a product or service. These early adopters are relatively less price sensitive because either their need for the product is  more than others or they understand the value of the product better than others. This strategy is employed only for a limited duration to recover most of investment made to build the product. To gain further market share, a seller must use other pricing tactics such as economy or penetration. This method can come with some setbacks as it could leave the product at a high price to competitors. Limit pricing To set a price low enough to ensure that new entrants are discouraged to enter the market. A limit price is the price set by a monopolist to discourage economic entry into a market, and is illegal in many countries. The limit price is the price that the entrant would face upon entering as long as the incumbent firm did not decrease the output. The limit price is often lower than the average cost of production or just low enough to make entering not profitable. The quantity produced by the incumbent firm to act as a deterrent to entry is usually larger than would be optimal for a monopolist, but might still produce higher economic profits than would be earned under perfect competition. The problem with limit pricing as strategic behavior is that once the entrant has entered the market, the quantity used as a threat to deter entry is no longer the incumbent firm’s best response. This means that for limit pricing to be an effective deterrent to entry, the threat must in some way be made credible. A way to achieve this is for the incumbent firm to constrain itself to produce a certain quantity whether entry occurs or not. An example of this would be if the firm signed a union contract to employ a certain (high) level of labour for a long period of time. Loss leader Loss leader: Basic concept in the majority of cases, this pricing strategy is illegal under EU and US Competition rules. No market leader would wish to sell below cost unless this is part of its overall strategy. The idea of selling at a loss may appear to be in the public interest and therefore often not challenged. Only when the leader pushes up prices, it then becomes suspicious. Loss leadership can be similar to predatory pricing or cross subsidization; both seen as anti-competitive practices. Market-orientated pricing Setting a price based upon analysis and research compiled from the targeted market. Also with the cost price. Penetration pricing This price is deliberately set at a low level to gain customer’s interest and establishing a foot-hold in the market. Price discrimination Setting a different price for the same product in different segments of the market. For example, this can be for different ages or for different opening times, such as cinema tickets. Such as market orientated pricing is also a very simple form of pricing used by very new businesses. What is involves is, setting a price of product/service according to research conducted on your target market. It holds good in case of: price sensitive consumers existence of large mass market intence competition in the market.

Expertise Has Been Defined As The Outstanding Performance Nursing Essay

Expertise Has Been Defined As The Outstanding Performance Nursing Essay Expertise has been defined as the outstanding performance and appropriate behaviour shown during an uncertain situation. However, Erricson Smith argued that expertise requires series of outstanding achievements under different circumstances. Additionally, Ericsson (1999) defined expertise as ability to take the right decision for a particular situation and performing it at the right time. Jensen et al. (1999: 23) had a totally different perception, that experts use specific knowledge to solve problems and the knowledge is learned by means of practice and experience. Therefore, a requisite for expertise is experience Benner (2001: 3). However, Higgs and Jones (2008: 123) said merely gathering of years of experience does not mean they will become experts. Experience is necessary for the attainment of expertise, but is not sufficient: some therapists do not attain expertise despite many years of experience. Therefore, it is not simply years of experience that is important; rather, to le arn and grow, is considered to be vitally necessary for individuals (Jensen et al.1999). King at al (2008:110) stated extensive, focussed, and challenging experience is considered necessary, but very little is known about how much of, what type of experience is required for the development of expertise. Nojima et al (2003: 4) notes that expertise and experience are interlinked. However, in physiotherapy practice, it does not necessarily follow that with increased years of experience, the quality and quantity of care always improves. Furthermore, Anon (1961) defined expertise as the skill or knowledge of a person who is highly experienced or has superior performance in a specific subject related to their study. However, Crosby et al (1990: 374) stated an expert is one who is trained in a specialty area, either by education, experience, or both. Furthermore, Higgs and Jones (2008: 123) stated expertise is continuous process of development rather than a static state resulting from different aspects like knowledge and problem-solving skills. The process of developing expertise is progressive, but not straight and continuous (Nojima 2003: 4). Benner (1984) puts forth, using the Dreyfus model that in acquisition of development and skill, a student passes through five levels of proficiency: novice, advanced beginner, competent, proficient and expert. These stages from novice to expert highlight knowledge and decision making as essential requirements to expertise. In addition, Higgs and Jones (2008: 124) said expertise depended on detailed knowledge in a specific area, enabling them to distinguish the most critical and relevant information and to engage in effective action. Thus, expertise is a multi dimensional concept, these factors and characteristics serve the basis for understanding expertise (Jensen et al. 1999:23). There is an unbelievable rate of change in health care system, and significant advances in physiotherapy. Therefore, it is very important to understand how physiotherapists achieve expertise which will help in effective and efficient management of patients (Jensen et al. 1999:12). Thus, it can be seen that various factors contribute in developing expertise; however, understanding developing expertise helps one to become an expert from a novice. One such factor that contributes in developing expertise and will be addressed in this essay is knowledge, with the main focus on practical knowledge. KNOWLEDGE AND EXPERTS Knowledge is defined as an understanding of the facts (propositional knowledge), values (personal knowledge), and procedures ( knowledge derived from theory and research (Higgs and Jones 2011: 154) e.g. there are five lumbar vertebrae in a human vertebral column. Non propositional knowledge or knowing how is created through practice and experience (Higgs and Jones 2011: 154) e.g. mobilization of joints. Non-propositional knowledge encloses tacit knowledge, practical knowledge and personal knowledge (self-knowledge) (Higgs and Titchen 1995: 526) e.g. of tacit knowledge is when a patient is made to stand from sitting, automatically the hand of the therapist supports the shoulder of the patient. Jensen et al (2000: 28) stated reality and knowledge are socially constructed. That is, reality exists because we give meaning to it. Thus, the individuals perceptions of reality, truth and knowledge have subjective dimensions or interpretations, as well as objective dimensions (reflecting the world out there). Knowledge is considered as a dynamic phenomenon undergoing constant changes and testing (Higgs and Titchen pg 521). For e.g. an expert physiotherapist has more knowledge than the novice which increases with experience. (Novice is a person who is new to the field or work where he/she is placed).An expert physiotherapist learns from experience, what typical events to expect in a given situation and how to respond to it (Benner 2001: 28). However, Higgs and Titchen (pg 521) stated knowledge is the product of a dynamic and indeed difficult process of knowing, or striving to understand. In such striving, the individuals depth and certainty of knowledge grows. For e.g.: An expert paediatric physical therapist collects multiple and selective cues through observation, handling of the child and conversation with the mother. The expert begins to see a pattern of motor delay that appears to be mild and knows the child would benefit from being encouraged to make specific movements whereas the no vice physiotherapist applies an evaluation framework, testing reflexes that he can remember. He tests child in all position and does not observe any abnormal responses to the tests he applies. Therefore, he concluded that the child has no problem (Jensen at al 1999: 21) Furthermore, knowledge is essential for reasoning and decision making, which lie at the centre of physiotherapy practice (Higgs and Titchen pg 521) for eg: an expert physiotherapist has to have knowledge about rheumatoid arthritis to choose the correct intervention for treating it. Jensen et al (2000: 28) argued that differences between experts and novices lay primarily in experts recall of meaningful patterns, that is, in the structure of the knowledge rather than in a problem-solving strategy applied to the problem. In addition, they postulated that problem-solving expertise was case specific and highly dependent on the clinicians mastery of a particular content domain. Developing and changing forms of knowledge are critical aspects of student learning, as they help students move from memorization of facts or information to understand key concepts and structure of knowledge. For example, if a novice can grasp the critical concept of testing muscles in gravity and antigravity positions and knows muscle structure and function, memorizing specific tests is unnecessary. Instead the novice can rely on knowledge structures. (Jensen et al 1999 pg 22).However, Higgs and Titchen( pg 521) concludes that it is possible to deal with knowledge and knowledge claims, using a flexible framework which consists of the four key elements apparently common to all knowledge-oriented activities, i.e. social interaction, personal commitment, development of the mind, and value implication of knowledge. Knowledge from one category can be transferred to other. For example: Practical knowledge can be transformed into formal, publically assessable propositional knowledge through theorization or rigorous critique. Propositional knowledge on the other hand also arises through basic or applied research. It can then be elaborated and arranged through practice to become part of the experience of individual (Higgs and Jones 2008 : 154). Practical knowledge is associated with the interpretive paradigm and is embedded in the world of meanings and of human interactions (pg525 Higgs and Titchen). However, in medicine and the health care professions, propositional knowledge is more valued than practical knowledge (Higgs and Titchen: 525).However, as discussed practical knowledge is considered important for expertise (Higgs Jones 2001: 154). Therefore, my focus will be on practical knowledge. PRACTICAL KNOWLEDGE Smith et al (2003: 321) stated that it is both clinical and theoretical knowledge base, which enables physiotherapy experts to distinguish the most critical and relevant information and to engage in effective action e.g. in stroke rehabilitation, the expert knows how and when to make patients sit out of the bed whereas the novice will not make the patient sit thinking it is just two days of post stroke. However, King et al (2007: 224) argued experts can differentiate and selectively use the most important and relevant information because they possess structured and organized practical knowledge which provides a conceptual foundation. The practical knowledge of novice is stored haphazardly for e.g. a novice struggles to perform all the cranial nerve tests by memorizing the order of the tests, how is it performed and number of cranial nerves whereas an expert does it very easily (Jensen et al 1999: 32). Higgs and Jones (2011: 154) agreed that practical knowledge has supremacy over prop ositional knowledge by disagreeing to the medical model above, which follows rather than drives clinical knowledge. Furthermore, (Higgs and Titchen 522) argues that this compulsion of knowledge in its dependence upon propositional truth, limits acceptance and appreciation of non-propositional forms of knowledge. Although theoretical or propositional knowledge is useful in predicting the effectiveness of number of therapeutic interventions which might be helpful to the patient whereas practical knowledge helps the expert practitioner to use this theoretical knowledge in thze best interests of the particular patient or family member. The knowledge and awareness that arise through reflection are considered to be essential ingredients for development of clinical expertise (King 2008: 190).The experts reflect and learn from their experience whereas novice are rigid. Experience is the enhancement of pre-conceived notions and theory through encounters with many actual practical situations that add differences to the theory (Benner 2001: 36) It is this practical knowledge along with theory that makes enhancement possible for the experienced physiotherapist. Practical knowledge is generated through describing and interpreting phenomenon, particularly human phenomenon, exploring it, taking account into context, subjective meanings and intentions within the particular situation (Higgs and Jones 2008: 157). On the other hand, Benner (2001: 36) stated theory and research are generated from the practical knowledge, i.e. from the practices of the experts in a field. Moreover, expert physiotherapist relied on and utilized extensive physiotherapy knowledge to practice as compared to novice physiotherapists, who applied their existing theoretical knowledge to practice (Bonner 2007: 163). However, Jensen (1999: 33) argued that although experts posses more knowledge, it the organization and appropriate usage of that knowledge is important. Therefore, expert physiotherapists used multiple sources of knowledge in practice (Bonner 2007: 163). He also stated expert physiotherapists are better able to provide justification for their practice (Bonner 2007: 163). Experts continue to learn through experience by observing and scrutinizing their actions whereas novices thinking is governed by application of rules (Jensen 1999:17). Higgs and Titchen (1995: 521) stated physiotherapy experts construct their own knowledge rather than discovering it whereas novice rely on book knowledge and later apply it. Thus, knowledge is not simply transferred from the expert to novice; it is worked upon by the learner and incorporated into practice (Smith et al 2003: 324). Benner (2001: 2) stated there are many skills (knowing how) that are gained without knowing that. She also stated that one cannot always theoretically account for know-how for many common activities like swimming. OHara (2012: 66) stated Physiotherapy is a practice focused activity and thus requires a great deal of practical knowledge. Benner (2001: 4) stated Practical knowledge is gained over time, and experts themselves are often unaware of their gains. Bonner (2007: 163) takes the statement further and stated for expert physiotherapists, the practical knowledge which they learnt in their postgraduate level had been proceduralized into their routine practice to the extent that it is difficult for them to indentify where they had learnt something e.g.an expert no longer measurse ranges of motion of any joint using goniometer. Expert physiotherapists know exactly which intervention to be used not only theoretically but also practically (OHara 2012: 66). Whereas with slighted change in symptoms the novice will not be able to decide the type of intervention. OHara (2012: 66) stated Practical knowledge acts as foundation of understanding from which therapists make informed decisions about how to act in mostly uncertain situations. Bonner (2007: 164) argued it is not only the practical knowledge, but also clinical cues by the patient which helps to make decision in complex situations e.g. a patient might position him in a way to relieve the pain symptoms from back. Bonner 163: 2007 stated expert physiotherapist used multiple sources of practical knowledge to guide their practice. Moreover, Resnik et al (2003:1101) emaphasized experts use patient education as part of their practical knowledge to treat patients e.g. when a patient is taught what they have to do, why they have to do, then the patient automatically does it correctly so the work of the therapist lessens. King (2009: 186) argued that experts are more interested in observing how other expert therapists engage patients and in understanding the meaning of experiences for patients. Whereas the novice will not focus on other therapist and use their own rules of knowledge into practice. Higgs Jones (2011: 124) stated clinical reasoning brought progressive expansion of practical knowledge in a problematic situation that continued until the problem was solved e.g. when an intervention does not work, the physiotherapist reasons out for its failure. However, Jensen (1999: 266) argued clinical reasoning is theoretically quite simple but extremely difficult to apply in real clinical situations. Also, successful reasoning strategy might work in one can and may not apply in the second e.g. a low back ache patient might feel better with mobilization other may not. CONCLUSION The essay has demonstrated various aspects of knowledge and in particular practical knowledge which contribute in developing expertise in physiotherapy field. Practical knowledge is vital for skilful practice in physiotherapy. Efforts were made to appraise the best of literature and illustrate how expert and novice differ in practical knowledge and the effect on their clinical practice. This essay further concludes the importance and relevance of the practical knowledge in reference to developing expertise. Although, measures have been taken to appraise some of the key aspects of practical knowledge in depth. Other elements of practical knowledge can also be evaluated to develop expertise in the physiotherapy field.

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

The Atlantic Slave Trade Essay -- Slavery History Essays

The Atlantic Slave Trade The changes in African life during the slave trade era form an important element in the economic and technological development of Africa. Although the Atlantic slave trade had a negative effect on both the economy and technology, it is important to understand that slavery was not a new concept to Africa. In fact, internal slavery existed in Africa for many years. Slaves included war captives, the kidnapped, adulterers, and other criminals and outcasts. However, the number of persons held in slavery in Africa, was very small, since no economic or social system had developed for exploiting them (Manning 97). The new system-Atlantic slave trade-became quite different from the early African slavery. The influence of the Atlantic slave trade brought radical changes to the economy of Africa. At the time of the Atlantic slave trade, Africa was an area that had far-flung interests based on agriculture, industry, and commerce (Curtin 54). Complex stratified societies based on settled village agriculture were developed throughout the continent. â€Å"Essentially agricultural, the peoples of Africa displayed a remarkable degree of specialization within this ancient economic pursuit,† writes John Hope Franklin, the author of From Slavery to Freedom: A History of African Americans (p. 18). In addition to agriculture, artistry was a significant area of economic community. Even less complex communities included some with various skills. Furtherm...

Transformation to Womanhood in Two Kinds by Amy Tan :: Two Kinds, Amy Tan

Transformation to Womanhood in Two Kinds For a lot of us growing up, our mothers have been an integral part of what made us who we are. They have been the one to forgive us when no one else could. They have been the one to comfort us when the world seemed to turn to evil. They have been the one to shelter us when the rain came pouring down. And most importantly, they have been the one to love us when we needed it the most. In "Two Kinds," by Amy Tan, Jing-mei is a young daughter of a Chinese immigrant. Growing up she had to endure being raised by an overbearing mother as well as deal with psychological struggles within herself. She had to learn how to become a woman on her own terms. Throughout the story, her mother repeatedly pressures Jing-mei to be something that she is not. She wants Jing-mei to somehow become a prodigy child. She has such high hopes for her daughter that she doesn't realize the amount of distress she causes Jing-mei. Like all good mothers, she only wants the best for her child. Since immigrating to America, she believes that anything can be accomplished and she uses her daughter as her outlet to prove it. She continuously gives Jing-mei numerous tests to memorize bible passages and world capitals, and eventually coerces her into taking piano lessons, which becomes the prime focus of her 'perfect daughter' determination. Jing-mei reacts extremely negatively to this pressure. This is only exemplified when she states, "'I won't let her change me, I promised myself. I won't be what I am not." She is forced to take a stance against her mother primarily because she doesn't want to be forced into becoming something that she is not. Jing-mei feels she must become her true self, a person whom she feels her mother is not to determine for her. Jing-mei feels uncomfortable with her mother putting so much pressure on her. She is on a continuous struggle within herself to find who she really is. She is constantly distraught over torn feelings of wanting to become her true self and making her mother proud. Still, as time goes on it proves to be better to go against the tide, go against her mother's wishes. "And after seeing my mother's disappointed face once again, something inside of me began to die.

Art History Slide Notes

Venus of Willendorf from Willendorf, Austria 28,000 – 25,000 BCE Limestone Naturhistorisches Museum, Vienna Paleolithic – representation of a woman – female anatomy is exaggerated – serves as a fertility image – no facial features, just hair/hat – freestanding sculpture Statuettes of 2 worshipers from the Square Temple at Eshnunna (Tell Asmar), Iraq 2700 BCE (early dynastic/Sumerian) Soft gypsum and inlaid with shell + black limestone Iraq Museum, Baghdad – represent mortals praying – tiny beakers were used in religious rites men wear belts + fringed skirts + have beard + shoulder-length hair – women wear long robes – heads tilt upwards with large open eyes – not proportionate, eyes=too big and hands=too small Bull-headed lyre from tomb789 (King’s Grave), Royal Cemetery, Ur (Tell Muqayyar), Iraq 2600 BCE Bull’s head = gold leaf over a wooden core Hair, beard = lapis lazuli University of Pennsyl vania Museum of Archaeology and Anthropology, Philadelphia – sound panel depicts a hero grasping animals that look human, serving at a banquet + playing music Spotted horse+ negative handprint rom Pech Merle, France 22,000 BCE (Paleolithic) Wall painting (cave) – negative hand imprints – horse in profile Hall of the Bulls from Lascaux, France 15,000 – 13,000 BCE (Paleolithic) – coloured and non-coloured silhouettes Wall painting of horses, rhinos, aurochs from Chauvet Cave, Vallon-Pont-d’Arc, France 30,000 – 28,000 BCE – oldest cave paintings – advanced features (overlapping animal horns) Bird Headed Man with Bison from Lascaux, France 15,000 – 13,000 BCE Paleolithic – depicts a possible hunting scene – early example of a narrative Victory Stele of Naram-Sin from Susa, Iran 2254 – 2218 BCE (Akkadian empire) Pink sandstone Louvre, Paris – king defeats his enemies; one has spear through throat, one begs for mercy, one thrown off cliff – 3 stars=3 gods – hierarchy of scale is used to emphasize king’s absolute power and influence; he is the focal point b/c he wears horned crown (signifies divinity) + larger + leads army (who look at him for guidance) up the mountain + in profile – diagonal tiers, relief sculpture – narrative Stele of Hammurabi from Susa, Iran 1780 BCE (Babylonian) Basalt Louvre, Paris – top = relief of Hammurabi with sun-god, Shamash – Hammurabi salutes Shamash, hand up and is able to rule as he is given permission from Shamash – one of the first examples employing foreshortening (representation at an angle) e. g. Shamash’s beard = series of diagonal lines Palette of King Narmer (back) from Hierakonpolis, Egypt 3000 – 2920 BCE (Predynastic) Slate Egyptian Museum, Cairo – relief carving – utilitarian object; carried eye makeup which was also used to protect eyes from sun – circle stands for union of Upper + Lower Egypt King of Narmer = detailed, largest, calve muscles, directional lines lead up to him, wears a crown, has a beard, has an aggressive pose, holds a baton, has a bull’s tail, wears decorated kilt Horus – King’s protector/falcon – organized into registers very flat, linear Palette of King Narmer (front) – 2 heads of a cow (top) with woman’s face = identified as goddess – hieroglyphic represent Narmer’s name – narrative art King Narmer combined Upper + Lower Egypt Khafre enthroned (Statue of Khafre) from Gizeh, Egypt 520 – 2494 BCE (4th Dynasty) Old Kingdom Diorite – hardest stone to sculpt Egyptian Museum, Cairo – idealistic portrait – carved for the pharaoh’s valley temple and for the king to reside in, in case the mummy disintegrates – king sits firmly/rigidly upright on throne (fused); bare-chested, detailed kilt, feet placed firmly on the ground, right hand fisted, false beard atta ched, royal linen nemes headdress with the uraeus cobra of kingship on the front, looking strong and young (regardless of age), calm, head tilted slightly upwards – might have held omething important in his hand—a symbol that shows Khafre=king – throne’s legs show intertwined lotus and papyrus plants (which happen to be symbolic of the united Egypt) – falcon sits on the back of his head with its wings around for protection. falcon=Horus – perfectly symmetrical, flawless, well-developed, muscular body to show that he was a divine ruler – statue’s function was to make sure it lasted for eternity, so no breakable parts Menkaure and Khamerernebty from Gizeh, Egypt 2490 – 2472 BCE (4th Dynasty) Graywacke Museum of Fine Arts, Boston double-portrait, high-relief sculpture, contained sculpture – she holds onto him, signifies that they are married – carved for Menkaure’s valley temple – Menkaure is rig idly frontal, his arms lie straight and close to his well-built body, has clenched fists, even with left foot forward body stays rigid, physique is idealistic, short beard – Khamerernebty’s right arm encircles the king’s waist, left hand rests on his left arm, clothing is light to show female form – both look out into space, not at each other – function – to show the timeless nature of the stone statue that was also designed to provide an eternal substitute home Nefertiti bust by Thutmose from Amarna, Egypt 1353 – 1335 BCE (18th Dynasty) New Kingdom Painted limestone Agyptisches Museum, Berlin – Nefertiti (Akhenaton’s wife) has expression of entranced musing + sensitivity + delicacy – work, unfinished b/c of missing left pupil – long curved neck balance long crown, broken right ear – portrayed as elegant beauty, symmetrical – found in Thutmose’s workshop – purpose? Thutmose’s model Akhenaton, Nefertiti, 3 daughters from Amarna, Egypt 1353 – 1335 BCE (18th Dynasty) New Kingdom Limestone Agyptisches Museum, Berlin – sunken relief – intimate family portrait = new, never been done before undulating curves replace rigid lines – figures possess prominent bellies (characteristic of Amarna period) – family bask in life-giving rays of the Sun (Aton, the sun disk) – mood = informal, anecdotal – Akhenaton lifts 1 daughter to kiss, one sits one Nefertiti’s lap who gestures toward father, youngest one reaches to touch pendant on mother’s crown – flowing scarves suggest wind Innermost coffin of Tutankhamen, from his tomb from Thebes, Egypt 1323 BCE (18th Dynasty) New Kingdom Gold with inlay of enamel + semiprecious stone Egyptian Museum, Cairo – tomb contained sculpture, furniture, jewelry – mummy within the innermost of 3 coffins dressed in official regalia, nemes headdress, fake beard – effects of mask and tomb treasures express power, pride, wealth – innermost coffin – gold, portrays pharaoh as Osiris (god of underworld/afterlife) Egyptians – enjoyed life – loved to eat + drink – loved and embraced life – believed afterlife = important – evolved and made their gods (sun gods) – left behind artworks to show that the kings were to exist eternally in the afterlife – majority = farmers – had intimate relati onships with Gods – preserved bodies – made solid tombs that preserved materials – wore jewellery to look good, loved precious stones would never have bothered to live in Egypt if it weren’t for the Nile – believed that they would have a straight narrow path like the Nile – believed that people have spirit – Middle kingdom disintegrated, Egyptians were invaded by the Hyksos (shepherd kings) with chariots + horses, but were later overthrown by Ahmose – Ahmose = 1st king of the 18th Dynasty (first to call Pharaoh), ushered in the New Kingdom, in which borders were extended and new capital, Thebes (in Upper Egypt)became a luxurious metropolis with palaces, tombs, temples – have ceremonial meal/feast/banquet at the deceased tomb 1/year – purpose? Commune with deadFacts about Egypt – houses = mud brick and were made to not last – Nile river (longest river on Earth) floods 1 a year – desert = sand, dry – no rainfall for decades – rich mud = good for growing plants – ultimate god – Re = is the Sun, creates dry land, – – creates life by ejaculating/spitting, creates gods of dryness/wetness – only wealthy people could afford mummification between the Old and Middle kingdom, Egypt was in a state of civil unrest – rock-cut tombs were characteristic and became popular during the middle kingdom, even replaced the mastaba as standard Egyptian tomb – temples were built to honour pharaohs, gods – long narrow passageways = characteristic of Egyptian temples (eg, Hatshepsut + Amen-Re) – successful hunting = metaphor for triumphing over death + disorder, which ensured a happy existence in the afterlife – King Tut – died at 18 â₠¬â€œ NEW KINGDOM – temple of Hatshepsut, Ramses, Amen-Re Old kingdom = pyramids Middle kingdom = rock-cut tombs New kingdom = temples Predynastic Period Early Dynastic Period Old Kingdom (3,4 dynasty) Middle Kingdom (11-14) New Kingdom (18,19)Old stone age (Paleolithic period) Sumerian (3500-2340 BCE) Akkadian (2340-2180 BCE) Babylonian (2125-1750 BCE) Mastaba – an Egyptian tomb made of brick/stone that is rectangular in shape with sloping sides, featuring a chapel with a false door. Some included a serdab – a small room that housed a statue of the deceased elonging to take into next world – portrait sculpture â€Å"he who keeps alive† Slide exam – Title, Artist, Date, Period, Medium. Be able to analyze style + significance, be able to compare MINOANS No big statues, no ideas that there were kings, built palaces on slopes, bull-leaping ceremonies, typical to have columns with cut stone bottoms, artists painted on wet plaster (fresco) which has the advantage of a picture staying on the wall, Minoans adored nature , 2 key elements Minoan art – line and color. Unlike the Egyptians who painted in fresco secco (dry fresco), Minoans painted on a white lime plaster and used a true (wet) fresco. Volcanic eruption on Thera (Cyclades), 4. 12 big eyes, holds snake, skirt has folds, snakes didn't come from Crete, came from Asia Minor. Unlike Egypt, no temples/monumental statues of gods, kings, or monsters have been found in Minoan Crete, Minoan sculptures usually small in size, Proto geometric Geometric Oritentalizing Archaic Early classical High clausal Late classical Hellenistic

Internet Gaming Addiction Essay

â€Å"So, how was your weekend? † one worker asks another. â€Å"It was amazing,† the other responds, â€Å"My girlfriend and I found a spot on the top of a small hill and talked as we watched the sun set. Then we went to a bar and watched a local entertainer, we had a couple of drinks and spent the night meeting all sorts of interesting people. † â€Å"That sounds nice,† the first worker replies, â€Å"Which bar did you go to? † â€Å"It was a cantina on the planet Corellia. The entertainer was really helpful. We then took my new star-cruiser to join with a group of people who were off to fight the Rancor. That took a really long time, and we had to return to the cantina in shifts in order to use the entertainer to heal, but we finally took the monster down. I got quite a bit of experience for that one. (This is such a great shocker, illustrating the difference between real life and a game and the way the two blur in many people’s minds! ) Man what a busy weekend. That was only part of the first night,† the second worker explains. He is visibly excited, and continues to explain more events in detail, all of which of the game. â€Å"Wait a minute,† the first worker interrupts, â€Å"You mean that you watched the sunset with your girlfriend in a game? † â€Å"Of course,† responds the second, â€Å"She is a Rodian bounty hunter from the planet Tatooine . I think she lives in Brazil in real life. Anyway†¦Ã¢â‚¬  He resumes his story where he was prior to the interruption, detailing the events of his entire weekend. The majority of his weekend it seems has been spent playing a popular on-line computer game based on the Star Wars universe. The exchange above is a small illustration of a steadily growing population of people whose social experiences and interactions take place almost exclusively on the internet, inside virtual game worlds. The widespread availability and use of the internet has allowed people access to communication with anyone else on the planet. As with any other powerful tool however, its use is prone to abuse. Numerous studies have been performed on the addictive nature of the internet and some of its uses and applications. â€Å"Surfing† on the internet, chat rooms and messaging services, and Multi User Domains all have documented cases of addiction that display many of the negative aspects associated with substance abuse, minus chemical dependency. (This shows great use of fact to cement your point of view, rather than quoting widespread opinion. ) Video games like the ones mentioned above, commonly referred to as MMORPG’s or Massive Multi-player On-line Role Playing Games, are hugely popular and are one of the newest forms of on-line interaction prone to habitual use. (Good statement, but maybe a good place for a new paragraph to help follow along? ) What was once thought of as a harmless past-time may be more dangerous than many realize. (Good use of shocking language. ) The reasons behind the addictive behavior these kinds of games can induce lie in the rewarding social experiences and sense of accomplishment offered to otherwise introverted people, a sense of anonymity or alternate identity that serves to boost self esteem, and they seem to offer escape from the often depressing everyday life the addicted individuals feel they are trapped inside. (This is a good statement, but how do you know? Is this opinion, or something that’s been quoted? ) Multi User Domains, commonly referred to as MUD’s, are text based fantasy realms that play like an interactive novel and are populated by user created characters. As these characters, players complete quests, fight â€Å"monsters†, and collect weapons and items in order to become wealthier and stronger. With the advent of 3D graphics and larger servers, this type of medium expanded and improved, providing a much richer environment and the ability to support many more users at one time. These games came to be called MMORPG’s and have become exceedingly popular because they offer much more variety and detail, offering the same level of open ended game play that evolves as much as the characters the players create. For example World of Warcraft, a hugely popular MMORPG, just gained its 10 millionth subscriber as of 2008. This is roughly half of the population of Australia. These games run continuously and are accessible by people from all over the world, making them change and grow all the time. This, along with the experience accrual and monetary system keeps players playing longer and more frequently, as they are constantly being rewarded for their dedication. Peer pressure from other players may also play a role in increased playing time, as the forming of groups is often encouraged and sometimes necessary to accomplish the more advanced goals. These types of games have a much higher rate of addiction and abuse than do video games that are not of the dynamic multi-player variety. In a study performed by Peter Wiemer-Hastings, PhD, and Brian D. Ng, M. S. published in the CyberPsychology and Behavior journal, they found that the majority of the players of non-MMORPG played an average of 1-6 hours per week. The majority of the players of MMORPG are on the other hand played on an average of 11-40 hours per week, and 11% of those studied played 40 hours or more per week. The players of MMORPG’s also had tendencies of playing for long stretches, up to 8 hours at a time, and had reported losing sleep because of their playing habits. The study also asked a series of questions regarding the social behaviors of the two distinct groups of players. The answers indicated that â€Å"MMORPG users would rather spend time in the game than with friends, have more fun with in-game friends than people they know, found it easier to converse with people while in-game, did not find social relationships as important, and felt happier when in the game than anywhere else. † (Wiemer-Hastings and Ng) Playing habits with this level of dedication, especially when approaching the 40 hour dedication level, is almost certain to have negative impacts on the person’s personal life. Playing games this frequently is akin to working a full time job. This leaves little time for other activities or social interactions, especially when the dedicated player has an actual full time job or is a full time student. This can lead to an increasingly fractured personal social life and many who are introverted or less confident may begin to seek the entirety of their social outlets in a virtual world. These types of introverted people often find the anonymity and alternate identity appealing, as it offers them an escape. It gives them the ability to be anyone they wish for the time that they are playing, often times consuming much of the players’ real lives. Another popular game that shares many common themes and ideas with the MMORPG type of games, Second Life, is a 3D virtual world populated by players who create alternate identities to socialize with online. The player creates the way he or she would like to appear in the game, can purchase land and houses for their character to reside, and are free to do in the game world as they wish. Characters can shop and socialize as they would in the real world, all safely behind an alternate identity. Mediums such as these may be useful, as many institutions have begun experimenting with using them in group sessions and for distance instruction, as it can prove to be a more personal means of communication than traditional distance learning techniques. However, people who may struggle with traditional social interaction or who have a low self esteem may begin to find this type of interaction to be a complete substitute. This can lead to habitual and addictive use which may lead to the same problems in the individual’s everyday life that are often seen with the addiction to the MMORPG’s. (What problems, specifically? Do marriages end? Are jobs lost? This sounds a little vague and leaves me feeling like the argument is a little shaky. ) Many who have become to be dependent on their on-line social life may begin to lie to loved or become defensive about their frequency of use. One study indicated that marriage and dating relationships were effected the greatest when addictive computer game usage is present. â€Å"Dependents neglected their spouses in place of rendezvous with electronic lovers, leaving no quality time for their marriages. Finally, Dependents continued to emotionally and socially withdraw from their marriages, exerting more effort to maintain recently discovered on-line relationships. † (Young) The study also found that â€Å"Despite the negative consequences reported among Dependents, 54% had no desire to cut down the amount of time they spent on-line. † (Young) This lack of a desire to change this habitual behavior serves to illustrate the level of dedication and addiction possible in the use of these avenues of entertainment. As the addiction begins to involve larger portions of an individual’s life, damaging their professional and romantic relationships, often times depression can result. This brings us to the third possible cause for gaming addiction, escapism. The nature of these types of games present the player with the ability to play a character as close to or as far away from their own personality type and gender as they choose. They are given the ability to reinvent themselves entirely, to live out their every fantasy. As the players progress through the game, accomplishing quests and gaining experience points, they are receiving a sense of accomplishment. Individuals who have trouble approaching the opposite sex in their real lives can do so with the confidence that anonymity gives them. It may also give individuals who are depressed a reprieve from what they dislike about their lives. The more time the player spends in the game, the more this behavior is reinforced. As the playing time increases, the issues in their daily lives worsen until most of the players waking hours are spent hiding in the virtual world. As previously mentioned, these MMORPG style games excel at creating a believable and enjoyable fantasy world. There are games that cater many different genres and the developers have gone to great lengths to ensure that all personality types and playing styles have options to keep gamers enticed. The incremental increases to stature and abilities within the game serve to keep interest level high. The developers are continuously developing more quests and new game areas to explore, ensuring that the players will always have more to come back to. What was once seen as a harmless past-time may become the next focus of support group therapy. Review This is an excellent and well thought out argument pointing out the fact that online gaming has begun to steadily replace reality for many people. The author supports most of their arguments with facts gleaned from studies, and there is little to no feeling of personal preference here. The only areas where the information seems to draw from personal experience rather than supported fact are the reasons and the potential results behind large quantities of gaming. Otherwise, this argument is very well written and well supported. Works Cited Wiemer-Hastings, Peter and Brian D. Ng. â€Å"Addiction to the Internet and Online Gaming. † CyberPsychology and Behavior 8. 2 (2005): 110-113. Young, Kimberly S. â€Å"Internet Addiction: The Emergence of a New Clinical Disorder. † CyberPsychology and Behavior 1. 3 (1996): 237-244.