Human Resource Management Essay

Acknowledgment First of all I am thankful to Almighty ALLAH, the Beneficent, the Merciful, for giving me so much strength and strength to work on this internship report and complete it successfully. I would like to express my gratefulness to all my teachers especially for giving me kind guidance and providing me a chance to work on this project right through from the start my courses. I am also thankful to all TEVTA Staff and training staff for his valuable suggestions, gentle supervision and encouragement throughout my internship. Along with all this I am very awful to the Human Resource Department of TEVTA and their cooperation during my stay in the organization. Especially I am thankful to those people of HRM Department who helped me in completing my Internship Report. VIRTUAL UNIVERISTY OF PAKISTAN vi TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY vii Executive Summery TEVTA was formed by an Ordinance No XXIV of 1999 promulgated by Governor of the Punjab. Government of Punjab passed an ordinance to provide for the constitution of the Technical Education and Vocational Training Authority (TEVTA) of the Punjab. The prime aim of TEVTA is to provide technically and skilled trained human resources to the Industry in the province, as per their demand. Another function of TEVTA is Develop and offer Need Based Short Courses in the sector of new technologies to the Industry and also to offer services for solutions regarding associated production problems and establish a Staff Development System to offer demand oriented teacher & instructor training and upgrading performance. TEVTA Regulate and develop standards of technical education and vocational training including internationally recognized curriculum, examination and  certification system and assess the Manpower Training Needs in the context of domestic and global markets. Technical Education and Vocational Training Authority (TEVTA) was set up by Government of the Punjab for promoting & enhancing technical education & vocational training in the province. TEVTA is operating about 25 Technical institutes/colleges, 114 commerce colleges, 303 vocational institutes and 17 Service Centres total 472 Institutions for this purpose & more than 11000 Staff is working under its umbrella. TEVTA also providing Training to their employees and students all over the Punjab in various technical courses. There are two sub-departments of Human Resource Management department. One is Training Department and second one is Career Planning department. This report briefly discussing the functions of HR department in TEVTA. This report also including the suggestions and points out the area in improvements can be. In this report I briefly discussed the business sector of TEVTA organization, history of the organization, nature of the organization, service lines of TEVTA organization. I have also presented the organization hierarchy chart with details of each department and introduction, I have also given the comments on organization structure that what is the impact of organization hierarchy on different factors and I VIRTUAL UNIVERISTY OF PAKISTAN vii TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY viii have also discussed the decision making impact, chain of command and span of control. I have also discussed the brief introduction of my department where I worked in and wrote the detailed description of operation and activities of the departments I worked in. Next I described HRM department hierarchy and its subdepartments. Next I explained the HR needs, sources of candidates, employment selection process, Training Need Assessment (TNA), Performance Appraisal, types of compensation and benefits, organization job changes, separations, layoff, labour management relations, terminations, resignation and retirement I have also discussed the promotion, transfer, demotion. After going through all these topics I have also included Critical Analysis and SWOT analysis of organization in the service sector. After that reader will find conclusion and recommendation for improvement of services. In this report I have explained all my observations and experience got in TEVTA during my internship tenure regarding HRD, recruitment and selectio n, performance appraisal. I go into the assignments with details given by the internship supervisors with detail of each assignment. I spent good time in learning and learnt to deal with different situations and had experience of organization environment. I would like to highlight that my experience with TEVTA organization was very memorable and full of learning’s. VIRTUAL UNIVERISTY OF PAKISTAN viii TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY  ix Table of Contents S. No Description Introduction Of Technical Education Sector 8-Brief introduction of the organization’s business sector 9-Overview of TEVTA a. History b. Nature of TEVTA c. Business volume d. Product lines e. Competitors 10-Organizational Structure a. Organizational Hierarchy chart b. Number of employees c. Main offices d. Introduction of all departments e. Comments on the organizational structure 11-Plan Of Your Internship Program a. Introduction of TEVTA Secretariat Lahore b. Starting & ending dates of internship c. Description of the departments 12-Training Program a. Descriptions of the operations/activities of the departments b. Descriptions of the tasks assigned 13-Structure Of The HR Department a. Department hierarchy b. Number of employees c. Descriptions of Sub Departments. 14-Functions of HR Department a. Human resource planning and forecasting ? HRP process ? Forecasting HR requirements ? Methods to forecast HR needs b. Employees Recruitment & Selection ? Sources of candidates ? Employment selection process c. Training & Development ? Training need assessment ? Employee development Page No 1 3 4 4 4 9 10 13 13 14 22 24 25 25 26 28 36 36 36. 39 39 39 41 41 42 46 VIRTUAL UNIVERISTY OF PAKISTAN ix TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY x d. Performance Management ? Setting performance standards & expectations ? How performance reports are written e. Employee Compensation & Benefits ? Type of compensation & benefits f. Organizational Career Management ? Employee job changes ? Job changes with the organization ? Promotion ? Transfer ? Demotion ? Separations ? Layoff ? Termination ? Resignation ? Retirement g. Labor Management Relations 15-Critical Analysis a. Success and failure b. Future prospects 16-SWOT Analysis a. Strengths b. Weaknesses c. Opportunities d. Threats 17-Conclusion Evaluation & Assessment 18-Recommendations For Improvement Solution of Discrepancies 19-Reference & Sources Used 20-Annexes 46 47 56 57 57 57 57 58 59 59 60 60 61 62 65 66 67 68 68 67 70 71 72 VIRTUAL UNIVERISTY OF PAKISTAN x TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 1 8-Brief introduction of the organization’s business sector The nature of this organization is to develop a skilled workforce for the local industry. TEVTA develops the skilled and technically experienced workforce for local industries. TEVTA also provides business solutions to industrial units. TEVTA playing very important role for Re-engineering and consolidate the existing technical education and vocational training system under one management structure. TEVTA Established close relationships with various sectors of economy namely Agriculture, industry, Services and Commerce. TEVTA Regulate and develop standards of technical education and vocational training including internationally recognized curriculum, examination and certification system and assess the Manpower Training Needs in the context of domestic and global markets. Another function of TEVTA is Develop and offer Need Based Short Courses in the sector of new technologies to the Industry and also to offer services for solutions regarding associated production problems and establish a Staff Development System to offer demand oriented teacher & instructor training and upgrading performance. E D U C A T I O N & T R A I N I N G SE C T O R Labour Market Bachelor of Technology (B. Tech. ) Diploma of Associate Engineers (D. A. E. ) Technical Education M. Com. B. Com. D. Com & DBA Apprenticeship Training Certificate G-II & G-III Certificate. Vocational Diploma/ Certificate Commerce Education Vocational Training High School Middle School Primary School VIRTUAL UNIVERISTY OF PAKISTAN 1 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 2 TEVTA is engaged in imparting technical education and vocational training through its 472 institutions which fall under the below mentioned categories. ? ? ? ? ? ? Government Technical Training Centres Government Technical Training Institutes Government Vocational Training Institutes Government Commercial Training Institutes Government Polytechnic Institutes Government Colleges of Technology. TEVTA in service sector also providing technical solutions to the industry. It registers the organizations through website interface and provides the solution of their problems registered with TEVTA. Courses of different levels and of different duration are being offered in TEVTA institutions to address the public and employer’s demand. In addition to vocational / technical courses of up to 3 years. â€Å"Degree courses for B-Com, B-Tech (Pass) and B-Tech (Honour) are also offered in Government Colleges of Commerce and Government Colleges of Technology†. In education sector TEVTA provides the cheapest education and training to their students that low cost syllabus books and practical and in some cases TEVTA charge no fee from students, free training materials is provided by the institutions and students are supported with stipend. TEVTA in education sector providing technical, commerce and vocational training education and occupied the large part of technical education sector in Punjab. All institutes registered with TEVTA are funded by TEVTA. TEVTA approves PC-1 and issues the finance to the concerned institutes. TEVTA helps all registered institutes with procurement, purchasing machinery and construction of institute buildings. TEVTA is in direct relationship with industry sector, education sector, agriculture, commerce and service sector. TEVTA develops the curricula with the consultation of industry sector like leather, textile and agriculture. VIRTUAL UNIVERISTY OF PAKISTAN 2 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 3 9-Overview of the organization TEVTA is a Technical Education & Vocation Training Authority board who is responsible for the technical education & training throughout the Punjab. It is formed by an Ordinance No. XXIV of 1999 promulgated by the Governor of the Punjab to fulfil the needs, wants and workforce of local industry by utilizing the vast network of training institutions. a. History TEVTA in collaboration with Chambers of Commerce & Industry, Lahore has established its help-Desk within the premises of Chambers of Commerce & Industry, Lahore. To assist/help the local industry by utilizing its vast network of training institutions, qualified and experienced faculty, to achieve the objectives of the project. Before TEVTA many technical institutes were working independently or under PSIC (Punjab Small Industries & Export Corporation). PSIC was established by the government of Punjab to support, development and promotion of all small industrial units in Punjab. In 1999 PSIC handover many technical institutes to TEVTA authority. In 1999 TEVTA started work and start serving the all technical institutes in the Punjab and conduct first academic session in Punjab. In 1999 all technical institutes in Punjab started registration with TEVTA authority. The session was conducted of all technical institutes in 1999. The TEVTA board was fully functional at the end of year 1999 and all academic activities started under TEVTA board in 1999. Mission Statement To enhance global competitiveness in Punjab, through a quality and productive workforce by developing demand driven standardized, dynamic and integrated technical education and vocational training service. Service Volume TEVTA’s business volume is spread through out the Punjab serving 459 colleges. TEVTA has 17 Service Centres in all over the Punjab, providing services to all the institutes. And PBTE (Punjab Board of Technical Education) is also working under TEVTA. 45000 students enrol every year in TEVTA and PBTE. 3 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 4 b. Nature of TEVTA TEVTA is a vocational authority board who is responsible for vocation training all over the Punjab. For this purpose TEVTA board has established PBTE (Punjab Board of Technical Education). There are 472 vocational colleges who are working under TEVTA. TEVTA provides full funds and services to all registered institutes. And planning, organizing, leading and controlling all vocational institutes. The nature of this organization is to develop skilled workforce for the local and international industry. TEVTA also provides business solutions to industrial units. TEVTA playing very important role for Re-engineering and consolidate the existing technical education and vocational training system under one management structure. c. Service Lines TEVTA has a very long list of services providing. TEVTA offering many type of short and associate engineering courses in all o ver the Punjab. The list of TEVTA’s product line is given below. TEVTA providing Commerce Education, Training Education and vocation Education. d. Courses Offered Degree B. Tech Auto & Diesel Chemical Civil Mechanical Refrigeration & Air Conditioning Electrical Electronics Auto and Farm B. Tech (Hons) Auto & Diesel Electronics and Communication Chemical Civil Mechanical Refrigeration & Air Conditioning Electrical Auto & Diesel Electronics and Communication DAE Duration 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 years years years years years years years years years years years years years years years years years VIRTUAL UNIVERISTY OF PAKISTAN 4 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 5. Architecture Auto & Diesel Chemical Civil Mechanical Refrigeration & Air Conditioning Auto and Farm Automation Bio Medical Computer Information Technology Electrical Electronic Textile Weaving Technology Foundry & Pattern Making Instrumentation Printing & Graphic Arts Textile Spinning Welder Food Technology Telecom Petroleum Petrochemical Dress Designing & Making Diploma Diploma in Electronics Publishing Technology Higher National Diploma (Telecom) Higher National Diploma (Chemical) Higher National Diploma (Electronics) Higher National Diploma (Mechanical) Higher National Diploma (Textile). Diploma in Commerce Diploma in Information Technology Diploma in  Office Management Post Diploma Bio Medical Technology Environmental Control Technology Commerce Education Master Degree M. Com Graduation Degree B. Com Diploma (2 year) Diploma in Business Administration Diploma in Commerce Diploma in Information Technology 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 years years years years years years years years years years years years years years years years years years years years years years years 1 year 2 Years 2 Years 2 Years 2 Years 2 Years 2 Years 1 year 1 year 1 Year 1 Year 2 Years 2 Years 2Years 2 Years 1 Year 5 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 6. Diploma in Vocational Girls Certificate Certificate in Computer Applications Certificate in Computer Applications Spoken English Spoken English Vocational Education Vocational Diploma (1-2 years) Diploma in Commerce Diploma in Information Technology Dress Designing & Making Diploma in Vocational Girls Diploma in Vocational Girls Diploma G-II (2 years) Diploma in Commerce Diploma in Information Technology Dress Designing & Making Diploma in Vocational Girls Diploma in Vocational Girls Diploma G-III (1 year) Mechanical (G-III) Refrigeration & Air Conditioning (G-III). Auto and Farm (G-III) Electrical (G-III) Electronics (G-III) Auto & Farm Machinery (G-III) Auto Electrician (G-III) Auto Mechanic(G Carpenter (G-III) Commercial Arts / Graphics (G-III) Computer and Electronics (G-III) Computer Operator (G-III) Draftsman Civil (G-III) Draftsman Mechanical(G Electrician (G-III) Fitter General (G-III) Industrial Electronics (G-III) Machinist (G-III) Mechanist (G-III) Painter (G-III) Electronics Application (Radio & TV) (G-III) Tractor and Auto Mechanic (G-III) Welder (G-III) Computer Hardware (G-III) General Mechanic (G-III). 2 Years 3 Months 6 Months 3 Months 4 Months 2 Years 1 Year 2-Year 2 Years 2 Years 2 Years 1 Year 2-Year G-II 2 Years 2 Years 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 6 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 7. Motor Winding (G-III) Tailoring (G-III) Wood Work (G-III) Auto Mechanic(Diesel (G-III) Auto Mechanic(Petrol) (G-III) Heating Ventilation Air Conditioning (HVACR) (G-III) Turner (G-III) Electrical Wiring Technician (G-III) Machine Shop (G-III) Bulldozer Operator (G-III) Textile Printing (G-III) Office Secretary (G-III) Mill Wright (G-III) Sports Goods Leather Work (G-III) Sports Goods Wood (G-III) Office Management Assistant (G-III) Dress Designing & Making (G-III) Machine Embroidery (G-III) Beautician (G-III) Hair and skin Care (G-III) Fashion Designing (G-III). Certificate Refrigeration & Air Conditioning Auto and Farm Auto & Farm Machinery Auto Electrician Carpenter Computer Operator Computer Operator Electrician Machinist Mechanist Welder Driving Motor Winding Plumber Plumber Plumber Tailoring Tailoring Wood Work Auto Cad Auto Cad Auto Mechanic(Diesel) Auto Mechanic(Petrol) 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 6 6 6 6 6 3 6 6 6 6 6 3 6 3 12 6 3 6 6 3 6 6 6 7 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 8. Certificate in Computer Applications Certificate in Computer Applications Electronics Equipment Repair Home Appliances & Repair Heating Ventilation & Air Conditioning Mason/Bricks Layer Tractor Operator Turner Electrical Wiring Technician Machine Shop Bulldozer Operator Sheet Metal Civil Surveyor Mobile Repairing Mobile Repairing Certificate in Computer Graphics Wireman Paint Polish Electrical Appliances Machine Process for Wood Furniture Motor Cycle Mechanic Dress Designing & Making Dress Designing & Making Hand Embroidery Hand Embroidery Knitting Hand Machine Embroidery Machine Embroidery Beautician Beautician Certificate Vocational Girls (1 Year Certificate). Diploma in Vocational Girls (Additional) (Diploma 1 Year) Handicraft Industrial Stitching Machine Operator Leather Work Painting Painting Rural Poultry Spoken English Spoken English Stain Glass Painting Cooking & Baking Domestic Tailoring Drawing & Designing Electrical Mechanical (Vocational ) 3 6 3 6 6 6 6 6 6 6 6 6 6 3 6 6 6 6 6 6 6 3 6 3 6 3 3 6 3 12 12 12 6 3 3 3 6 6 3 4 3 3 3 3 6 8 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 9. Diploma in Vocational Teacher Training (Diploma 1 Year) Decoration Printing English Language e. Competitors There is not any considerable competitor in Punjab Province. 12 3 3 3 VIRTUAL UNIVERISTY OF PAKISTAN 9 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 10. 10-Organization Structure a. Organizational Hierarchy chart Organizational hierarchy is the formal framework by which job tasks are divided, grouped and coordinated. To achieve the main objective of the TEVTA structure is designed which is given asunder. Chairman TEVTA Secretary TEVTA Chairman PBTE COO Chairman TEVTA has the final authority in TEVTA to make amendments in TEVTA organization Structure. The Secretary TEVTA, COO (Chief Operating Officer) and the Chairman of PBTE (Punjab Board of Technical Education) is reported to Chairman TEVTA. Secretary TEVTA Manager P. Relations Manage HRM Manager Establishment Manager Inquiry Manager Legal All Managers of TEVTA, 1. Manager Public Relations (PR), 2. Manager Human Resource Management (HRM). 3. Manager Establishment, 4. Manager Inquiry and 5. Manager Legal matters are make reports to Secretary TEVTA. And all managers are also reported to their General Managers. COO TEVTA General Manager Finance General Manager SCs General Manager HRM General Manager Projects General Manager Operations General Manager Academic VIRTUAL UNIVERISTY OF PAKISTAN 10. TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 11 Chairman PBTE Trade Testing Board (Development Cell) General Manager Finance Manager Audit Manager Finance Manager MIS General Manager Human Resources Manager Career Planning Manager Training General Manager Projects Manager Works General Manager Operations Manager Planning Manager Operations-I Manager Operations-II Manager Monitoring Manager Technical General Manager Academics Manager AA Manager AT Manager Curriculum Manager R&D VIRTUAL UNIVERISTY OF PAKISTAN 11 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 12 General Manager Service Centres Manager Service Centres Organization Hierarchy Chart Organization Structure Of TEVTA. Chairman TEVTA BOARD Director (R&D) (D) Secretary/C. O. O. (A) District Boards of Management Chairman (PBTE) Manager PR (I) Manager Legal (C) Manager HRM (A) Manager Enquiry (S) Manager Estt (B) GM Finance (A) Manager (MIS) (M) GM (Projects) (N) Manager (Admin) (Z) Advisor (P&P) (G) GM Operations (A) GM Service Center (L) GM HRM (K) GM Academics (A) Dy. GM Finance (L) Dy. GM Service Centers (O) Manager Development (N) Manager Accounts (M) Manager Finance (A) Manager Works (N) Manager Projects (N) Manager Service Centers (F) Manager Training (A/R) Manager C625. 2areer Planning (P/R) Manager Ops. I (E) Manager Ops. II(E) Manager Tech. 3(E) Manager M&E (E) ZN-N (A).1 ZM-C (A) ZM-S (A) Manager (AA) (M) Manager Apprenticeship (J) Manager Curriculum (A) Manager (A&C) (K) 07 DMs 07 DMs 07 DMs (A) (A) (A) Principals Principals Principals VIRTUAL UNIVERISTY OF PAKISTAN 12 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 13 b. Number of Employees Civil Employees. TEVTA Secretariat Institutes Zonal Office DM Office RDAT Development Cell Total 155 7830 24 71 58 31 8169 TEVTA Employees. 308 3285 20 162 12 2 3789 PSIC 2 663 0 0 0 0 665 Total 465 11778 44 233 70 33 12623 Vacant 145 3183 21 87 20 11 3467 c Main Offices Sr# 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Offices Public Relation Office Gulberg Human Resource Management Office Gulberg Career Planning Office Gulberg Establishment Office Gulberg Operations Management Offices Gulberg Inquiry Office Gulberg Research and Development Office Gulberg Curriculum Office Gulberg Service Centers Office Gulberg Training Office Gulberg A&D Office Gulberg Academic Audit Office Gulberg Project Management Office Gulberg Administration Office Gulberg Examination and Certification Office Gulberg Govt. Institute of Leather Technology, Gujranwala. Cutlery & Small Tools Industry Service Centre, Wazirabad. Light Engineering Service Centre, Gujranwala. Institute of Ceramics, Gujrat. Wood Working Service Centre, Gujrat. Govt. Wool Spinning & Weaving Cum-Training Centre, Jhang Centre for Agricultural Machinery Industries, Govt. Weaving & Finishing Institute, Shahdara. Govt. Polytechnic Institute, Shahdara. Pak German Institute of Cooperative Agriculture, Multan Institute of Blue Pottery Development, Multan (Productive/Service Centre) 13 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 14 27. 28. 29. 30. 31. Wood Work Centre, Kot Addu (Productive/Service Centre) Wood Working Service Centre, Rawalpindi Metal Industry Development Centre, Sialkot Cantt. Govt. Weaving & Finishing Centre Shahdara Knitwear Hosiery Centre, Faisalabad d. Introduction of All Departments Human Resource Management Department. The main function of Human Resource Management department is to recruitment, conducting staff training, handling pension cases, handling promotion cases, enquiry matters, service matters, amendments in service rules and union matters. Main functions of HRM department. ? ? ? ? ? ? ? ? ? ? Employee’s performance evaluation Evaluation performance and improve organizational performance Job Evaluation Job analysis Develop job Descriptions/positions according to the organization needs. Staffing. Issuance of vacancies of civil employees. Employee’s promotions and transfers. Recruitment and selection of people. Record Maintenance. Training Department Training department is a sub department of Human Resources department. Training department is responsible for conducting training programs. Training department assess the weak areas of the organization’s employees and conduct the training program for them. If there is any development in TEVTA curriculum and sallybus then training department conduct the training program for teacher for effectiveness in studies. Main functions of Training Department. ? Study gap analysis. 14 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 15 ? ? ? ? ? ? ? ? ? ? ? ? ? ? Trraining need assessment.. All skill up-gradation trainings. Pedagogy Trainigs. Matters relating with curriculum % manuals. Create training or development specification. Plan training and evaluation. Prepare Annual Training Plan/ Calendar. Finalization of Nominations, Venue & Master Trainer Monitoring of Training activity. Proposal of nominations after short listing. Forward Nominations to P&D. Preparation of cost / budget estimates & release of funds. At the end of training program conducting Feedback from students. Data entry in MIS. Career Planing Department Career planning department is working under Human Resource Management department. Career planning department is a new personnel function. Career planning department of TEVTA is focusing on to motivate their employees towards their jobs with high efficiently and effectiveness. Career planning department of TEVTA has deep focus on individual employee potentials for promotion towards the organization needs and opportunities. Career planning department also help and cooperate with all internees came in TEVTA. Main functions of Career planning department. ? ? ? ? ? ? ? Guidance of students, internees, and organization employees. Developing of job specifications and job descriptions. Maintaining of some sort of HR records of employees. Conduct of workshops/seminars for Placement Officers. Placement of Internees under NIP. Leave Account Termination of contract VIRTUAL UNIVERISTY OF PAKISTAN 15 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 16 ? ? Control absenteeism Short leave and late Attendance Fianancial Management Financial Management department handles the all money & tax matters of and manages the financial resources of TEVTA and also leads the Administration department of TEVTA. Financial Management department performs the extensive responsibilities. Main function of Financial Management department ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Policy forming. Financial dicipline Financial analysis Tax matters Bugdeting Auiditing Internal Audit Physical Stocktaking Preparation of financial statements Sanctioning of Purchase Cases Release of Salary Development of Annual Budget and all procedures till approval Handling Financial Assistance Cases GPF Advance, Marriage, Funeral Grants Pension of PSIC Employees Release of LFA Administration Department Administration department perform all managerial functions. It handles three further departments, Diary and Dispatch department, Transport department, store department and to carry out any kind of security arrangements. Functions of Administration department ? Recruitment of contract employees in TEVTA secretariat and institutes all over the Punjab. VIRTUAL UNIVERISTY OF PAKISTAN 16. TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 17 ? ? ? ? ? ? ? ? ? ? ? Maintenance of time in / time out register. Number of approval for local vehicles Record keeping of diary and dispatch, LFA, store section and transport section. Tenders open in the presence of purchase committee and the Bidders Examining demand & preparing advertisement Submitting advertisement to Public Relation section Request for interview schedule to Appointing authority Short listing of candidates Call letters are issued Preparation of Marks Sheets/Files Consolidated marks sheet for signatures Establishment Department Functions of Establishment department ? ? ? ? ? ? ? ? ? ? ? ? ? Examination & Give proposal Final shaping of the Case for getting Approval of the Competent Authority Preparing summary For S&GAD / Finance etc Issuance of NOC to the nominee Decision / Minutes are put up for approval of authority to convey for implementation Coordinate meeting Receiving Complaints Preparing the case for probe / inquiry Amendments in service rules of TEVTA Postings and transfers House building advances Matters relating to PBTE. Managing all kind of leaves such as, medical leave, earned leave, study leave, extra ordinary leave. ? ? ? Deputation of cases. Marriage grants and funeral grants. Finance assistance cases. VIRTUAL UNIVERISTY OF PAKISTAN 17 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 18 ? ? To deal with Chief Minister’s complaint cell. Governments Circulars and Notifications. Legal Department Legal department is responsible for preparation of cases and proposals on TEVTA activities to help TEVTA to avoid from legislations. Finalize the parawise comments and submit to the competent authority, get signed the parawise comments from the Authority, present the rough draft of parawise comments, file the parawise comments in the Court, attend the Court on each date of hearing & present/explain the case if necessary, put up the court order to the authority for implementation, attend the Court on each date of hearing and present/explain the in the Court and to provide legal opinions to TEVTA authorities. Enquiry Department Enquiry department is responsible of conducting enquiry of inefficiencies, misconduct, corruption, absence record of teacher and employees all over the Punjab, subversive activities and disciplinary actions. They investigate the activities/cases against the state in TEVTA institutions and all district managers and zonal managers. The competent authority of Enquiry department is secretary TEVTA. Enquiry department receive the cases of enquiry from grade 17 scale officers to 22 grade scale officers from all over the Punjab. Functions of inquiry department is to generate enquiry report, conducting enquiry of absence, corruption, misconduct, inefficiencies and activities against state matters, prepare the charge sheet / penal of enquiry officers / departmental representative. Research and Development Department Research and development department is responsible for overall development of TEVTA and its institutions, exercise market research, training need assessment and to coordinate with curriculum department for in development of curricula. Research and Development have to identify new trades and technologies in the market and TEVTA intuitions all over the Punjab. Functions of research and development department, approval of action plans industry visits, meetings with the stakeholders, review of draft TNA report, preparation of organization plans, coordinate with curriculum department and keep on eye on VIRTUAL UNIVERISTY OF PAKISTAN 18 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY. 19  changes & development in sallybus, to plan, supervise and coordinate research and development activities in Punjab and to identify technologies trades at new intuitions Curriculum Department The responsibility of Curriculum development is to develop the curricula of TEVTA institutions. They develop the curricula of 3 year DAE classes, B. Tech classes, 1 year, 6 months and 3 months courses. But they have they authority of authentication the curricula of courses below the period of 3 years. 3 years a curriculum is approved by the NEVTEC the higher authority of TEVTA. Curriculum department evaluates revision and develop the curricula. Functions of Curriculum department ? Proposal for curricula development committee, curricula revision committee and curricula evaluation committee. ? ? ? Scrutiny of Proposal Approval of CDC/CRC/CEC Proposal for manual development committee.

Pluribus Unum: How Then/How Now

E Pluribus Unum is a Latin term that has been used in the US coin since 1776. The term which directly translates to ‘out of may one' became a de facto motto for the US till it was replaced by ‘In God We Trust' in 1956. Understanding the relevance of the phrase and the role that it has played in the ideas that have been and are being adopted by the US is important in developing an understanding of its implication. In its original employment the term E Pluribus Unum was used to portray the nature of US as a nation originating from an amalgamation of thirteen kingdoms.The use of E Pluribus Unum as a leading ideology in strategies that the US employed in its involvement in the world wars and those that it employed thereafter led to its being labeled a melting pot. It is worth noting that the US did not engage in the initial phases of both the second and first word war but only played parts in the last critical stages and rebuilding nations that engaged in the wars. E Pluribus Unum implies that the US as a nation embraced a culture where different communities and cultural backgrounds came together in peaceful coexistence.The involvement of the US in the Second World War was thus aimed at ensuring the end to a threat to development of homogeneous nations. Under this consideration, the US was against war not the Germans and the ideals driven by the Nazi who sought superiority over other races. The engagement of the US in rebuilding nations that were appreciative of capitalism goes in hand with developing a homogeneous society; an objective that is central to E Pluribus Unum. Development of a common ideology through different approaches in a society that is appreciative of this ideology is important to propagation of E Pluribus Unum.Employment of different approaches is allowed; however, the ideologies that underpin the different approaches should be uniform throughout the different groups. Capitalism as a system that brought together Western Europe nations that were worst affected by the Second World War and the US is basically developed under the same principles that define E Pluribus Unum. It is worth noting that capitalism employed in an economic environment is defined by an environment where there are a number of players who seek common goals but have different resource ability due to the free market ideology.Capitalism as an ideology ensures the development of markets where different players are presented with the same opportunities and success is thereby defined by resource ability and levels of organization that the different business entities afford in harnessing their opportunities. Such environments as it current is are defined by a large number of players and high levels of competition though the rules that players have to pay by are equally defined for all players. No one nation allows more immigrants into its society than the US.Open immigration policies that defined the period just after the second world war and have be en a hallmark of US foreign policy before increase in awareness on the effects of immigration and terrorism are all in line with the development of a society where different nationalities can come into the US and get absorbed into its culture to aid the development of its economy. The US allows more immigrant than any other nation and plays an important part in global policies especially in addressing issues that it feels are of global importance.One of the key reasons given by successive US Presidents before invasion of nations or pronouncement of war against terrorism or even drugs is based on such nations' purported support for ideologies that are detrimental to the development of a homogeneous society. The war against Vietnam, invasion of communist nations, war against terrorism and the Iraq invasion to seek weapons of mass destruction have all been done under the premise of ensuring global peace and unity by dealing with threats that are of global stature.Globalization and tech nological development are variables in the present environment that define the levels of success that nations attain harnessing opportunities present in their environments. In fact globalism and technological development especially information technology plays a large part in shaping up a global economy that is predominantly capitalistic. The US has played large part in globalization for it is the home of many multinationals that shape the global economy.The European Union which is a global economic force resulted from a pronounced need for common bargaining and so are a number of regional trading blocks that have come into existence. A technological development like the GPRS global positioning system that is under the control of the US government places it in a position where it is able to monitor other nations while providing them with a critical technology the same can be said of satellite technology.A recent manifestation of the E Pluribus Unum is the 2008 economic crisis which shows that the ideology has spread all over the globe. Each nation is defined by its own approaches to economic development despite the advent of globalization. The SubPrime crisis that started in the US had negative effects on other nations hence the global stature of the crisis. This is a manifestation of the E Pluribus Unum in a wrong light where all feel the negative effect of an act or a crisis even if they were not involved in its perpetuation.‘In God We Trust' may have replace E Pluribus Unum as the official motto for the US government and its people however its manifestation is clear in both policies developed by the US government and variables that affect the economic environment defined by the US. Both negative and positive effects of its manifestation have been experienced thus though E Pluribus Unum came into being as depiction of the thirteen kingdoms that originally merged to from the US it has developed to be representative of the US and the globe.

21st century religious fundamentalism and 20th century European Fascism Essay

Religious fundamentalism is the belief that social and political life should be organized on the basis of what are seen as essential religious principles that are supported by a belief in the literal truth of scared texts.1 Fascism, on the other hand is a totalitarian ideology that centers itself upon the leader and possesses the ‘anti-factor’ whereby it rejects a whole lot of other ideologies such as liberalism and communism. At first glance, there seems to be not much connection between 21st century religious fundamentalism and 20th century European Fascism; however a more detailed comparison between the two ideologies will reveal similarities that caused the former to be viewed by some as the â€Å"new fascism† and differences that made this view irrelevant. In the first half of this paper, I am going to compare and contrast the various similarities and differences between 21st century religious fundamentalism and 20th century European Fascism and then show that to deem religious fundamentalism as a new form of fascism is really unjustified. In the remaining half of the paper, I will make an argument for my belief that 21st century religious fundamentalism should indeed be considered as an ideology and also the basis of its mass appeal. Due to the complexities and varieties of 21st century religious fundamentalism and 20th century fascism, the similarities and differences listed below can be seen as generalizations and thus proven wrong by certain sects of religious fundamentalism or certain style of fascism. However, this is inevitable as this is the only way to compare the similarities and differences between these two complex ideologies. The first similarity between 21st century religious fundamentalism and 20th century European Fascism is the emphasis in both ideologies upon charismatic leadership. Many of the fundamentalists believe in the embodiment of ‘truth’ by their leader who will in turn implement it.2 For instance, in the Catholic faith, the pope is seen as the Vicar of Christ and can do no wrong.3 Furthermore, Ruhollah Khomeini, the founder of Islamic Iran was recognized first as Ayatollah (a ‘reflection of Allah’) and then Grand Ayatollah. 4Fascism is based upon the cult of personality built around its leaders and it is effectively crafted to exploit this cult. For instance, Hitler effectively cultivated the Fuhrer cult through Nazi propaganda machine under the expertise of Goebbels and through films such as ‘Triumph of Will’ by Leni Riefenstahl.5 Perhaps fascism’s huge emphasis on charismatic leadership is best embodied by Mussolini’s proclamation, â₠¬Å"Fascism is Mussolinism†¦what would Fascism be, if I had not been?†6 The second similarity between these two ideologies is the intolerance shown by both ideologies upon conflicting elements that goes against their principles. For instance, some sects of religious fundamentalism such as evangelicalism or Islamic fundamentalism exhibits little tolerance for other faiths and in some instances even prosecute and victimize minorities that believes in other faiths in a largely Islamist or Christian country. This intolerance also translates into the belief that religious views can be coercive and religious views ought to have a role in politics thus cementing the power of the religious fundamentalists in their country. This is comparable to the racism and anti-semitism present in European Fascism whereby the proclaimed enemies of the ideologies were shown no mercies and prosecuted and victimized through no faults of their own. The most extreme illustration of this is the holocaust which was brought about systematically by the Nazis. These two similarities certainly contributed to 21st century religious fundamentalism been branded by some as â€Å"the new fascism†. However, the more important contributing factor should be the increasing role that religion is playing in world politics. Judaism has produced its own militant â€Å"nationalist† terrorists; Buddhists show a militant and violent side in their politics in Sri Lanka against Hindu Tamils. 7 A few American evangelists have engaged in murder and violence on the abortion issue.8 Islam-inspired terrorism also received much publicity especially after the 911 attack. Furthermore, religious fundamentalists have tried their best to exert their influence through proper channels of government. For instance, American fundamentalists fielded candidates for elections.9 Thus the increasing influence that religious fundamentalists are trying to exert in politics and the adverse violent happenings that they brought in the 21st century doubtlessly brought echoes of the 20th century European Fascism which brought about not only the 2nd World War but also the holocaust. However, to brand 21st century religious fundamentalism as the ‘new fascism’ is not only incorrect but also unjustified. In the following paragraphs, I will proceed to show the differences between 21st century religious fundamentalism and 20th century European Fascism. 21st century religious fundamentalism does not contain elements of racism, anti-semitism or the belief in the possibility of a master race. It also holds no faith in eugenics. Furthermore, it is also an ideology that does not preach upon imperialism, militarism or world domination. All the above elements are defining attributes of 20th century European Fascism. The mere evidence that religious fundamentalism does not believe in all these attributes made the branding of it as a new form of fascism unjustified. Many religious fundamentalists believe that political power should be subordinated to religious power whereby the Bishop, the Rabbi, or the Ayatollah should be able to make the final decision on social issues.10 The best case scenario for religious fundamentalists would be as in the case of Iran where they actually govern however, compromises are made between religious fundamentalists and secular authorities.11 This belief that political power should be subordinate to religious power is of course the direct opposite of fascism whereby churches (religion) should be subordinate to the state. 21st century religious fundamentalism also possess other aspects in their ideology that is absent in 20th century European Fascism. Some of these attributes are otherworldliness and messianic spirit (where fundamentalists are concerned with the sacred and devote energy only in activities consonant with the words of God), against science (rejecting critical interpretations of the Bible and Darwin’s evolutionary theory), belief in the supernatural, moralism and the subordination of women.12 After showing the differences between 21st century religious fundamentalism and 20th century European Fascism, I will like to conclude that to brand the former as â€Å"new fascism† is not only unfair but incorrect. Next, this paper shall argue for 21st century religious fundamentalism to be accorded its rightful status as an ideology. Before I start defending my belief that religious fundamentalism is an ideology, I will like to provide the definitions of political theory and political philosophy. This is because of the commonly interchangeable usage of ideology, theory and philosophy and thus a clear distinction between the three terms will be helpful to my argument. Political philosophy is defined as a â€Å"disinterested search for the principles of the good state and the good society.†13 Political theory has been defined as â€Å"disinterested search for knowledge of political and social reality.† 14 Thus many scholars claimed that political philosophy is a normative theory while political theory is an empirical theory.15 Political ideology contains both the normative and empirical propositions.16 Thus, I will now start my argument by looking at the characteristics of an ideology and how religious fundamentalism actually fits these characteristics and rejects any suggestions that religious fundamentalism is only a ‘philosophy’ or a ‘theory’. â€Å"Ideologies arise in conditions of crisis and in sections of society to whom the hitherto prevailing outlook has become unacceptable†17 This accounts for the resurgence of religious fundamentalism in the late 20th to 21st century(similar to how European Fascism evolved) where social problems in western countries such as Britain and America have caused evangelicals to organize pressure groups to petition against abortion laws and other problems such as pornography. This further explains the popularity of political Islam in the Middle East as it is the only other viable solution to the secular ideologies propagated by the West. â€Å"An ideology is more than just ideas; it is also actions based upon those ideas.†18 21st century religious fundamentalism can be seen to fulfill this criterion as many examples show this. One example will be the establishment of Iran as an Islamic state and in its latest issue of Iran daily; Iran reiterated that it will still maintain its fundamentalist ways despite pressures from the United States.19 Another example will be Evangelicals forming pressure groups to translate their ideas into actions. â€Å"Ideology includes both empirical and normative elements-empirical assertions that certain conditions exist, and normative assertions that a certain political order is to be preferred.†20 21st century religious fundamentalism does possess this quality and one instance will be how Islamic fundamentalist view the Israel issue where they see Israel as a western creation due to no fault of their own and sought not to recognize the status quo but to take steps to revise it. Another example will be Islamic fundamentalists’ view of the United States role in the Middle East. â€Å"Ideology tends to be exclusive, absolute, and universal.† 2121st century Religious Fundamentalism contains various different sects, for instance, evangelicalism and Islamic fundamentalism and thus could not lay claim to this criterion. However, there are indeed common attributes within religious fundamentalism such as the inerrancy of the â€Å"Written Word† and the subordination of political power. Furthermore, within the different varieties of religious fundamentalism, one can points out that evangelicalism and Islamic fundamentalism is by itself, exclusive, absolute and universal. Lastly, â€Å"Ideologies seek to elicit a response of commitment and obligation on the part of the adherents.† Again, this criterion is easily satisfied by 21st century religious fundamentalism. This can be seen in the 911 suicide bombing of the twin towers by terrorists inspired by Political Islam. To pursue ‘jihad’, Islamic extremists are willing to give up their lives for a greater good. On a more moderate note, ideologies certainly influence evangelicals who try to fight against social laws that their ideology deem inappropriate. After showing the ability of 21st century religious fundamentalism of fulfilling the various criteria of an ideology, I can safely conclude that 21st century religious fundamentalism is an ideology and not a political philosophy or a political theory. In this last part of the paper, I will provide the basis of its mass appeal. The basis of 21st century religious fundamentalism’s mass appeal must be its political vision of the world and the kind of a new society that it can bring to the world. Faced with social problems such as rising crime rates, teenage pregnancy and abortion rates in the Western countries, evangelical activists draw strength from its ideology and attempt to fight all these social problems through the formation of pressure groups pressuring and cajoling the government to make improvements in all realms of lives, from abolishing abortion to anti-pornography laws to religious education in school. These actions by evangelical activists from their perspective can be seen not only as morally rewarding but also efforts made that adhere to their religious beliefs. Political Islam’s appeal in the Middle East can also be attributed to the erosion of traditional values brought about by modernization.22 Furthermore, complicated by the colonial experience, the failure of secular nationalism, the Israel creation and unhealthy US interferences in the region, political Islam remains a very attractive alternative to western ideas.( the reason been that Islam cover all aspects of lives and offer solutions to just about everything) In conclusion, this paper has shown the similarities and the differences between 21st century religious fundamentalism and 20th century European Fascism and also argued that to call religious fundamentalism â€Å"new fascism† is not only incorrect but unjustified. This paper has also argued for 21st century religious fundamentalism to be considered as an ideology through the demonstration of it fulfilling the various criteria of an ideology. Lastly, this paper has provided the writer’s perception for the basis of 21st century religious fundamentalism mass appeal. Bibliography Andrew Heywood, â€Å"Politics†, second edition, palgrave foundations, 2002 Aristotle A. Kallis, â€Å"The Fascism Reader†, first edition, Routledge, 2003 Graham E. Fuller, â€Å"The Future of Political Islam†, palgrave, 2003 J. Christopher Soper, â€Å"Evangelical Christianity in the United States and Great Britain†, Macmillian, 1994 Reo M. Christenson, â€Å"Ideologies and modern politics†, first edition, Fletcher and Son Ltd, 1972 Roy C. Macridis and Mark Hulliung, â€Å"Contemporary Political Ideologies, Movements and Regimes†,sixth edition, HarperCollins College Publishers, 1996 http://www.iran-daily.com/1384/2526/html/ Iran Daily Newspaper copyright,2005, 20/03/06 1 Andrew Heywood, â€Å"Politics†, second edition, palgrave foundations, 2002, p. 63 2 Roy C. Macridis and Mark Hulliung, â€Å"Contemporary Political Ideologies, Movements and Regimes†,sixth edition, HarperCollins College Publishers, 1996, p.233 3 Hulluing, p. 233 4 Hulluing, p. 234 5 Aristotle A. Kallis, â€Å"The Fascism Reader†, first edition, Routledge, 2003, p.294 6 Reo M. Christenson, â€Å"Ideologies and modern politics†. first edition, Fletcher and Son Ltd, 1972, p. 60 7 Graham E. Fuller, â€Å"The Future of Political Islam†, palgrave, 2003 p. 78 8 Fuller, p. 78 9 Fuller, p. 78 10 Hulluing, p. 233 11 Hulluing, p. 233 12 Hulluing, p. 233 13 Christenson, p. 7 14 Christenson, p. 7 15 Christenson, p. 8 16 Christenson, p. 8 17 Christenson, p. 9 18 J. Christopher Soper, â€Å"Evangelical Christianity in the United States and Great Britain†,Macmillian,1994, p.26 19 http://www.iran-daily.com/1384/2526/html/ Iran Daily Newspaper copyright,2005, 20/03/06 20 Christenson, p. 11 21 Christenson, p. 11 22 Fuller, p. 68

Nutrition and Carbohydrates Essay

In today’s society everyone is looking for the next best thing, there are all kinds of fad diets out there that are consistently making outrageous promises to consumers. The latest in the fad diet trend is the â€Å"Low Carbohydrate/High Protein† diet. To break it down simply  proteins are needed to help the body to grow and repair while carbohydrates provide energy. Both are needed in order for a person to remain healthy, which is why fad diets that promote one over the other are harmful to our bodies. Fad diets such as the â€Å"low carb/high protein† diet tend to have one thing in common. They promote the exaggerated benefits of their program and show unrealistic results all while telling the consumer that their diet is the best, the safest, or the most natural diet available. What they fail to make known are the potential health problems that going on crash or fad diets can cause. Fad diets such as the â€Å"low carb/high protein diet† all have well documented risks that should not be overlooked when doing research on weight loss. Are low carb/high protein diets and the rapid weight loss they promise worth the potential harm we could be doing to our bodies in the long run? On a daily basis we decide what we are going to put into our bodies with the knowledge that what we choose to eat affects the body in different ways. Carbohydrates are one of the crucial macronutrients that perform an essential role in fueling the human body. They provide the body with energy and in order for the body to use carbohydrates for energy food must undergo digestion, absorption, and glycolysis. It is recommended that 55 to 60 percent of our caloric intake come from carbohydrates. It is important to keep in mind that there are different types of Carbohydrates. There are good and there are also bad carbohydrates and it is up to us to choose which ones to digest as part of a healthy diet. Eating a healthy diet would ideally include Carbohydrates but it is possible for the body to exist without them. Certain diet programs suggest cutting out Carbohydrates all together in order to lose weight. It is up to the consumer to decide to include Carbs in their diet or accept the potential risks of cutting them out completely. There are simple Carbohydrates which are most commonly referred to as blood sugar are found in sugared sodas, pastries, and high processed foods. Then there are complex Carbs which are composed of starch, glycogen, and dietary fiber. These types of Carbs are commonly found in fruits, vegetables, and whole grains. The starch represents the digestible carbohydrate that gets broken down in order to release sugar into the bloodstream to produce energy. Glycogen is similar to starch but, the primary storage site in the human body is the liver and the muscles. Proteins are equally as important as Carbohydrates and play a critical role in keeping the body healthy. There are many health benefits that come from including protein in your diet. The body needs to ingest enough protein to help with tissue repair if you sustain an injury. Proteins help the body to fight off illness and disease and also keep the immune system functioning properly. Our bodies can produce almost every amino acid needed to remain healthy but there are nine amino acids that our bodies cannot produce. Therefore we must obtain these nine amino acids by keeping a balanced diet that is high in protein. Though they are becoming more and more popular, â€Å"High Protein, Low Carbohydrate Diets† have their pros and cons. When protein levels become escalated due to high amounts of saturated fats such as those found in animal products, problems may occur. These problems could eventually lead to heart disease, stroke, diabetes, and several types of cancer. Restricting Carbohydrates from your diet is essentially cutting off the fuel from your brain, heart, and other organs thus depriving the body of what it needs to function. Diets that advocate cutting Carbohydrates count on the fact that your body will go into a different metabolic state called ketosis, in order to lose weight. When the body is in Ketosis it begins to pull energy from the carbon fragments that the breakdown of fat creates. The beginning stages of ketosis can be recognized easily as the consumer begins to feel less hungry and the weight starts to come off rapidly. Though this seems like an optimal outcome, restricting Carbohydrates could lead to health problems such as kidney failure or kidney stones. The issues associated with protein packed diets are that often times once the consumer decides to stop the diet, the weight they lost is rapidly regained, leading to a potentially dangerous cycle of â€Å"yo-yo dieting. † Diets such as these can place you at risk for certain deficiencies. Sometimes too little or too much of something may result in poor health which is why balance is so important. Eating a low carbohydrate diet has adverse side effects such as headaches, bad breath, constipation, muscle weakness, and feelings of fatigue. The effects of not having of not having complex carbohydrates result from restricting plant based foods, which are in phytochemicals and antioxidants and these chemicals offer protection against diseases. The healthy solution is choosing fruits, vegetables, whole grains, and beans as your carbohydrate source since these contain vitamins, nutrients, and fiber that our bodies need. Consuming high protein diets consisting of red meats or other high fat food are linked to high cholesterol. The benefits of a healthy and balanced diet should include high energy levels, internal organs working properly, and overall physical and mental good health. With the United States being at the forefront of the obesity epidemic, many have turned to fad diets as a solution, without concern for the potential risks. Comparatively to living a natural and holistic lifestyle, dieting has been proven to be ineffective and detrimental in the long run. Throughout history diets have been proven to be unreliable and at times unsafe, which is why it is so important to understand that having a healthy well-balanced diet is the key to weight management and overall good health.

American Privateers in the Revolutionary War

American Privateers in the Revolutionary War American Privateers in the Revolutionary War Before the Revolutionary War began, the Continental Congress showed little interest in creating a navy for the new nation (Nelson 62). Congress was reluctant to supply the funds to purchase or build ships, purchase supplies, or pay sailors to man the ships. When the Revolution began, however, Congress realized it was important to have American ships patrolling the coasts of the new nation, especially because Britain’s naval force was the most powerful at the time (Frayler). Consequently, the Americans turned to privateering. Privateer ships were privately owned vessels and were similar to pirate vessels. Unlike pirates, privateers were authorized by the government to attack ships belonging to an enemy. Privateering during the Revolution financially benefited both sailors and colonists alike and it assisted the Continental Army by providing supplies. American privateers, commissioned by the Continental Congress and the colonies, played an important role in the development of the United States and the outcome of the Revolutionary War. Beginning in 1775, soon after the beginning of the Revolutionary War, the Continental Congress and individual colonies began commissioning privateers (Konstam 148). In November of 1775, the Massachusetts General Court approved â€Å"An Act For Encouraging the Fixing out of Amed Vessels† (Patton 27). This act allowed citizens to â€Å"equip any vessel to sail on the seas, attack, take and bring into any port in this colony all vessels offending or employed by the enemy† (qtd. in Patton 27). Additionally, it outlined the proper procedure for obtaining commissions and creating prize courts to distribute the captured wealth. The Continental Congress passed an act on March 23, 1776, which formalized the commissioning process and established rules of conduct for privateers (Frayler). The act required owners of privateering vessels to post monetary bonds in order to verify that they would adhere to Congress’s regulations. (Frayler). Applications for commission required the applicant to supply a sum of money as much as $10,000 as a promise to treat captives with â€Å"the greatest humanity and tenderness† (Patton 98). Applicants were charged $5,000 if the vessel weighed less than 100 tons and $10,000 if it was larger (Kuhl 86). In another act, passed on April 3, 1776, Congress issued instructions for the commanders of privateering vessels. The act authorized the commanders to â€Å"by Force of Arms, attack, subdue, and take all Ships and other Vessels belonging to the inhabitants of Great Britain on the High Seas,† and â€Å"by Force of Arms, attack, subdue, and take all ships and oth er Vessels whatsoever carrying Soldiers, Arms, Gun powder, Ammunition, Provisions, or any other contraband Goods, to any of the British Armies or Ships of War employed against these Colonies† (qtd. in Salem Maritime National Historic Site). As Massachusetts’s act suggested, any vessel could become a privateer (Patton 27). Although this quickly increased the number of privateers on the seas, it made it possible for ships of any condition to become privateering ship. When Washington, a large Continental schooner, was captured by the British, the Royal Navy deemed it to be unsuitable for sea or for war, suggesting that not all privateer ships were in the best condition when they were commissioned (Patton 32-33). The physical state of a ship was important, but the size of a ship was equally significant. The largest ship was the Caesar, a 600-ton, 26-gun ship and the smallest was the 8-ton Defense (Frayler). The most prevalent ships were two-masted schooners and brigantines. By early 1776, ships of all sizes were cruising the Atlantic Ocean, Caribbean Sea, and the Canadian coast (Konstam 148). In order to become a privateer, the owner of the ship had to be issued a letter of marque and reprisal. These documents promised that the bearers would not be prosecuted as pirates by their home nation (History Channel). If a ship attacked another ship but did not have a letter of marque, the attackers were considered pirates and could be hung for their crimes (Kuhl 12). Letters of marque provided extra protection to the bearer because it guaranteed that captured privateers would be treated as prisoners of war rather than criminals by the foreign nation (History Channel). The documentation from this time is incomplete, but about 1,700 Letters of Marque were provided on a per-voyage basis to Revolutionary privateers (Frayler). Although letters of marque were supposed to protect the privateers, the promises made by the Congress were never fully accomplished because the British passed the Pirate Act in March of 1777 (Patton 34). Under this act, privateers were regarded as pirates, and were denied both due process in British courts and the opportunity for prisoner exchange. As a result, many captured American privateers were jailed and had only three options to get out: join the Royal Navy, escape, or die. Even before the Pirate Act was passed, the British often treated their prisoners poorly (Kuhl 43). However, it is worth noting that many British citizens disagreed with the poor conditions that American privateers were subject to and many opponents called the Pirate Act â€Å"cruel, persecuting† and â€Å"shocking to humanity† (qtd. in Patton 142). In December of 1777, about one hundred Londoners met together and raised  £1,300 to be allocated to American inmates so they could purchase goods that were otherwise unavailable to them (Patton 143-144). Three members of the House of Lords also contributed money to the cause and charities and churches donated food and other supplies. The risk of capture, imprisonment, or death did not deter sailors and citizens from rushing to become privateers. Men continued to join privateering vessels because of the promise of riches. Although privateers received no pay for their service other than the spoils they stole from British ships, many men signed up to become privateers because they could quickly earn a large sum of money (Konstam 148). Privateering was so lucrative that it was possible for a man to make more money in a month as a privateer than he could earn in another occupation in an entire year (Patton xvii). There is at least one known instance of a sailor, Joseph Peabody, who rose from a lowly deckhand to a privateer investor by participating in just nine voyages between 1777 and 1783 (Patton 115). In August of 1776, John Adams observed, â€Å"Thousands of schemes for privateering are afloat in American imaginations. Out of these speculations many fruitless and some profitable projects will grow† (qtd. in Patton 113). When a ship was captured by privateers, it was usually taken to a friendly port (Kuhl 33). Crews on a privateer tended to be larger than normal because part of the crew was required to board the captured ship and sail it. Goods captured by privateers, called prizes, were usually subject to judgement in an admiralty court (Kuhl 12). The admiralty court decided if the captors were eligible for payment and if they had followed the correct protocols (Kuhl 87). In order to receive payment, the prize had to arrive in port with the correct paperwork and whole cargo; it had to have been captured from an enemy; and the prisoners could not be harmed and their personal belongings could not be confiscated. However, in some cases of extreme need, supplies could be sent to the Army without being invoiced (Patton 120). In the case of the cargo ship Lively, the load of clothing and blankets were sent directly to American troops, and the captors did not receive payment for the supplies, which were estimated to be worth  £25,000. When the admiralty court decided that the crew had followed the correct protocols, the prize would then be auctioned off and the crew would be paid (Patton 121). Once they were paid, privateers tended to equally divided the payment between crew and owners (Kuhl 51). In some cases when the military was bidding on supplies, the public would sometimes refrain from bidding (Patton 121). Although this saved the government money, it lessened the payment that the crew would receive. Once the auction had ended, the winning bidder was usually required to immediately pay five percent of the purchase price (Patton 118). In its infancy, Revolutionary privateering was a disaster. The first privateering ship, the Hannah, would cause numerous problems for Congress (Nelson 87). The captain of Hannah was reluctant to sail far from port so he frequently seized merchant ships belonging to fellow Americans (Patton 30). The first ship captured by Hannah was Unity, a continental transport belonging to a member of Congress. Although Unity had been captured by the British, Hannah’s crew received no payment for the recapture of the transport ship. As a result, thirty-six members of the angry crew mutinied and were punished when the mutiny was eventually subdued (Patton 31). The next seven ships captured by Hannah also belonged to Americans, and damages had to be paid out of Continental funds for the merchandise that the crewmen stole. Another early privateer ship, Washington, captured only one legitimate prize (a load of hay) before being captured by the British after only eight days of service (Patton 3 2). Despite the discouraging beginnings, not all privateering ventures were disastrous. Lee, a small schooner crewed by 50 men, was able to capture Nancy, a transport ship that was four times the size of Lee (Patton 35). Despite Nancy’s size, Lee was able to capture the transport ship because Nancy’s crew was disoriented after sailing through a storm and they had mistaken the Lee for a Royal Navy ship. The British ship was loaded with precious supplies: tons of ammunition, thousands of weapons, and a three-thousand-pound mortar were all seized for use by the Continental Army. The cargo had an estimated worth of  £10,000 to  £30,000. In 1776, the Continental schooner Franklin intercepted the three-hundred-ton British transport, Hope (Patton 44). Hope carried numerous cannons and muskets as well as seventy-five tons of powder, making it the most valuable prize captured during the Revolution. When Hope and the cargo were finally auctioned off, they would be sold for more than $1.5 million (Patton 118). A Salem privateer ship named the Rattlesnake captured more than $1 million worth of prizes in a single cruise (Konstam 148). The Connecticut privateer Defence successfully captured two British transports, George and Annabella, and a third ship within a period of a few days (Kuhl 41-42). The captured ships carried necessary equipment, including tent supplies, blankets, cooking supplies, clothing, and small arms and bayonets (Kuhl 44). Washington immediately demanded that these supplies be sent to the Continental Army stationed in New York. Sailors were not the only people to profit from government-endorsed piracy against British fleets. Many ports, including the ports at Salem, Baltimore, and particularly Boston, benefitted from the privateers that operated off their coasts (Konstam 148). General Washington praised Bostonians for â€Å"the valuable prizes that have been lately brought into your port. We stand in need of all your activity to increase our supplies by these means† (qtd. in Patton 107). Rhode Island benefitted as well, and an estimated  £300,000 worth of prizes were brought into Providence between April and November of 1776 (Patton 91). Sailors of privateer ships often pledged future earnings to creditors as a way to settle debts (Patton 79-80). If the sailor’s earnings exceeded the debt amount, the agreement allowed the creditor to keep the difference. Investors earned money by owning and trading privateers shares (Patton 80). The value of these shares depended on the quality of the ship and the competency of the crew. A sixteenth of a share in a small privateer ship cost  £56 during the war (Patton 91). Manufacturing companies in the colonies profited as well. One cannon company owned by the Brown family in Providence, Rhode Island, sold their cannons for  £35 per ton (Patton 88). Congress ordered sixty twelve- and eighteen-pound cannons for their privateering vessels and a former member of Congress ordered twenty-six cannons (Patton 89). However, because many of the guns manufactured by the Brown’s company were set aside for private ships who would pay in advanced and pay extra for weapons, customers like Congress had to wait a long period of time for their guns to be produced (Patton 90). Although privateers helped the American cause by supplying the Continental Army with goods and weapons, privateering had a downside: privateers were owned by individuals, rather than the Navy or government, so they were not obligated to fight enemy ships (Nelson 285). While this helped maximize profits for the privateers, it limited their usefulness in the war. However, targeting merchant vessels did help the Revolutionary cause by applying financial pressure to English merchants (Kuhl 51). The Americans knew that if they harassed the British merchants enough, the merchants would in turn pressure Parliament and the king into ending the war. The popularity of privateering also decreased the number of men fighting in the Continental Army (Patton 124). Naval sailors were especially attracted to privateering, and they frequently deserted the Navy. While the Continental Navy offered many of the same benefits as privateers (such as a doubled prize share for the first sailor to spot an enemy vessel and a tripled share for the first sailor to board an enemy vessel), privateers had no regulations against cursing and did not require sailors to attend a religious service twice a day (Patton 78). As a result, the government began to place embargoes on the privateering industry (Patton 124). Before a privateer or merchant ship could leave its home port, the town had to fulfill the military manpower quotas for the town. Unsurprisingly, businessmen openly protested the embargo. John Adams opposed the embargo as well, stating, â€Å"I am sorry the embargo was ever laid. I am against all shackles upon trade. Let the spirit of the peo ple have its own way† (qtd. in Patton 124) As the Revolutionary War progressed, the success of the privateers began to dwindle. In 1777, British Parliament authorized their own anti-American privateers (Patton 107). Parliament had been initially been reluctant to authorize anti-American ships because it would acknowledge America as a legitimate country. As a result of Parliament’s decision, more than a thousand loyalist ships were launched from Britain and the West Indies and another one hundred warships launched from New York. Some estimates claim that admiralty courts in New York were inundated with up to 2,600 requests for privateer commission and letters of marque (Patton 147). It is difficult to calculate the number of American privateers killed, but records show that 832 Continental seaman (not including privateers) had died at sea during the Revolutionary War (Patton 111). During the Revolution, American privateers had captured more than three thousand British merchant ships (Konstam 148). Other sources state that eight hundred vessels that were commissioned as privateers have been credited with capturing or destroying about six hundred British vessels (Frayler). The British lost an estimated  £6 million annually as a result of privateering during the war (Patton, 43). Maritime diminution in the West Indies alone by mid-1777 were calculated at  £2 million (Patton 135). Additionally, American privateers caused an estimated $18 million (a little more than $302 million today) worth of damage to British ships (Frayler). In fact, shipping losses caused by privateers were a part of the reason in Britain’s decision to surrender (Konstam 148). Privateering was initially a disaster but many ships were very successful in capturing British vessels. Although privateering was dangerous, it was an extremely profitable venture that many Americans benefitted from. Sailors benefited by quickly earning money, merchants supplied weapons and other necessary items to privateers, and investors could earn money by trading stock in privateer ventures. Most importantly, privateers helped supply the Continental Army with captured British goods, such as clothes, blankets, weapons, and gunpowder. Privateers, regardless of their successes and failures, played a crucial role in the development of the United States and the outcome of the Revolutionary War.

The Need for a Workplace Violence Prevention Plan Dissertation

The Need for a Workplace Violence Prevention Plan - Dissertation Example 11). While it might be difficult, and sobering, to convince a reluctant boss that consideration must be given to keep all of their employees safe form violence while on the job, it is certainly worth the effort. To begin, it is helpful to point out some real world examples that bring the problem a little bit closer to home. Consider a bank, where tellers are on the frontline of ealing with the public on a daily basis, with thousands (in some cases much more) of dollars in their grasp. Without a violence prevention program in tact, an unsuspecting teller, and the public at large, can quickly become the victim of a violent act of grave proportions. There are many types of businesses that have a propensity towards violence occurring in the workplace. Consider any business that has its primary function being various interactions with the public. By the sheer nature of having unsecured people entering the office or place of business on a daily basis, all employees and an unsuspecting publ ic are put at risk. To not have some type of prevention effort in place to ward off possible attacks, management and owners are simply doing a disservice to the very employees that have devoted their working lives to the company. This is not to mention the customers who have a basic assumption that they are safe during the time that they are in a place of business. The management and owners owe it to the very customers that make them money to keep them relatively safe from harm in every way possible. Owners need to be aware of the risks, and cannot simply adopt a ‘this will not happen us’ mentality. A firm example of this can be seen in a company that utilises armoured trucks to transport money and various precious metals around major cities all across the United States. Such employees literally put their lives on the line to protect that which they are transporting, yet they all too often become victims of violent crimes. Without an adequate plan of workplace violence prevention, the drivers and guards would be left at a loss for which protocols to follow when they are under threat (Bruce & Nowlin, 2011, p. 294). Yet, almost all such companies do have a violence prevention plan in place. Naturally, such a plan does not work in every case, unfortunately, but they have thwarted many a violent attack in the past, and will continue to do so in the future. The owner who simply says that their business is not subject to violent attacks, such as the one described in this example, is missing the point. Any business that has any number of employees is, at some point, vulnerable to an attack. Consider any transportation company. Their drivers would be under the risk of attack from criminals who would seek to rob them of their merchandise. Any employee, working alone or with a partner, that is off site for any part of the work day is in a dangerous position and should have some kind of protection to ward off a possible violent attack that might occur. It is not only businesses that work with the public that are subject to violent attacks either. Consider the recent attacks at post offices, tax agencies, and general office

Human Resources Management Essay Example | Topics and Well Written Essays - 1250 words

Human Resources Management - Essay Example Nasr believed that there was a need of some fresh blood which could spur growth in the financial services sector for Morgan Stanley. For this job, Nasr required an individual, who was an initiator, some one who was an expert in not just market and product knowledge. But was a shrewd salesperson; that is be able to identify the needs of his customer and is able to bring a feasible solution to the customer’s problem. And more importantly, the person must also be having an established credibility in the financial sector for his expertise. As Morgan Stanley’s Capital Markets division needed to leverage on an expert’s experience and talent; in order to establish a brand name for itself. Parson became Nasr’s choice for this job as he had known for his professional expertise in this sector. In Nasr’s opinion, Parson’s experience in industry, his analytical capabilities, his motivation and his selling skills; made him the perfect fit with the job’s requirements. (Fisher, Schoenfeldt, & Shaw, 2005) Although, initially Parson may have been skeptical to work at Morgan Stanley; but Parson’s ambitions to excel in his career made him grasp this opportunity. Parson’s acceptance of this challenging job and then his success in drastically improving the market share of Morgan Stanley in financial services sector; not only justified Nasr’s choice but also proved that Parson was an achiever, he had successfully accomplished a lot in a very short span of time. Morgan Stanley may have begun to enjoy profits from Parson’s endeavors. But still Nasr faced a problem at his hands. Rob Parson does not incorporate Morgan Stanley’s working habits in his business manners. He fails to follow the Morgan Stanley way of doing things with consensus and as a team. Thus, Parson’s evaluation is reviewed as being that of an individualistic not a team player;