Szabist Essay Example

Szabist Essay Service offering And Variety Augmenting the Core Product: The shostack’s molecular model can help identify the tangible and intangible elements involved in service industry. For Szabist the intangible element includes the knowledge they provide to a student in different fields for example BBA, media sciences etc. The grooming of personality, to work in teams, the education which is the core product of Szabist. The tangible element includes the degree provided by Szabist. Nature of Service Offering: Core Product: The core product Szabist provide is quality education. Supplementary Service: The supplementary service Szabist includes extra-curricular activities such as computer labs, libraries, sports room, the societies and affiliation to foreign universities. Delivery Process: Szabist delivery process is through the faculty they hire for providing quality education. The documentation of all the records of student all over the time period till they are studying. The Flower of Service: Information Clearance Classes Degree Education Consultation Fees Submission The flower’s petals are the supplementary service shown in the clockwise pattern in which they are often encountered by customers. Information: When a student comes in for admission they are provided with the admission form and guided about the procedure through which they can join Szabist. Consultation: The student can consult in which program they fit the most and what are the requirement criteria for that particular program. Fees Submission: Once the student went through the admission process they are asked to submit their fees beforehand. We will write a custom essay sample on Szabist specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Szabist specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Szabist specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Classes: The classes are conducted on daily basis for whatever program a student is rolled in. Clearance: Once the student completes his/her credit hours criteria all payments are settled between the student and Szabist before the degree is granted. Degree: Degree is awarded by Szabist to the successful candidate who completes his/her course requirement. The Service Product mix: Width: Graduate Programs EMBA, MBA, MS (Computing), MS (Media Sciences), MS (Management Sciences), MS (Social Sciences Economics) and Ph. D. Undergrad Programs BBA, BABS, BS (Computing), BS (Media Sciences), BS (Social Sciences), BE Mechatronics, Biosciences and LLB. Length: The total number of courses offered by Szabist. Depth: EMBA SZABIST offers a two years EMBA degree for the executives and the middle/level managers who strive for excellence and greater challenges in their professional life. The EMBA is a two years program spread over six semesters and consists of 66 credit hours. 20 courses, 1 Business Project (3 credits) and 1 Research Project (3 credits) are required to graduate. Maximum time limit to complete the EMBA degree is five years. MBA SZABIST offers MBA degree in the specialized fields of Management, Human Resource Management (HRM), Marketing, Finance, Supply Chain Management, Islamic Banking, MIS and Economic Policy Management. Both MBA (Day) and MBA (Evening) programs are offered. For students with a 4-year BBA degree, the duration of the MBA Program is 1. 5 years. 10 MBA courses (30 credits) and a research project (6 credits) are needed to graduate. Students are also required to complete a 6-week internship. The maximum duration to complete this degree is 5 years. For students with a 4-year non BBA degree / relevant degree, the duration of the MBA program is 2 to 2. 5 years. 24 courses (72 credits) are needed to graduate. Students are also required to complete a 6-week internship and clear the SZABIST comprehensive exam. The maximum duration to complete this degree is 5 years. For students with a 2 to 3 year undergraduate degree the duration of the MBA program is 3 to 3. 5 years. 30 courses (90 credits) are needed to graduate. Students are also required to complete a 6-week internship and clear the SZABIST comprehensive exam. The maximum duration to complete this degree is 5 years. MS (Computing) SZABIST offers MS degree with majors in Information Technology, Software Engineering and Computer Sciences. The MS is an evening program only and consists of 8 courses and a Thesis / Research Project / Course Work. For students with a 4 year BS or 2 year MCS degree, the MS is a two year program. 9 MS courses and Thesis/ Research Project/Course Work are needed to graduate (33 credit hours). For students with a 4 year professional degree (BE, MSc etc. ), the MS Program is a two year program. Deficiency conversion courses and 9 MS courses and Thesis/Research Project/Course Work are needed to graduate (33 credit hours +18 credit hours of deficiency courses. ) For students with a 3 year BCS degree, the MS Program is a three year program. One year of deficiency conversion courses and 9 MS courses and Thesis or Research Project are needed to graduate (33 credit hours + 30 credit hours of deficiency courses. ) The maximum time limit to complete the MS degree is five years. MS (Media Sciences) SZABIST offers the MS Media Sciences degree. The MS Media Sciences is an evening program only and consists of 8 courses and a Thesis. For students with a 4-year BS Media Sciences or relevant Bachelors or Masters degree, the MS Program is 1. 5 years. 8 MS courses (24 credits) and a thesis (6 credits) are needed to graduate. Students are also required to complete a 6-week internship. The maximum duration to complete this degree is 5 years. For students with a 4-year non-relevant Bachelors or Master degree, the duration of the MS program is 2 to 2. 5 years. 24 courses (72 credits) are needed to graduate. Students are also required to complete a 6-week internship and clear the SZABIST comprehensive exam. The maximum duration to complete this degree is 5 years. For students with a 2 to 3 year undergraduate degree, the duration of the MS program is 3 to 3. 5 years. 30 courses (90 credits) are needed to graduate. Students are also required to complete a 6-weeks internship and clear the SZABIST comprehensive exam. The maximum duration to complete this degree is 5 years MS (Management Sciences) SZABIST offers the fifth year MS degree in the specialized fields of Management, Human Resource Management (HRM), Marketing, Finance and IT (MIS/ E-Business). The MS program is an evening program only and consists of 8/10 courses and/or Thesis (30 credits). The maximum time limit to complete the MS degree is five years. MS (Social Sciences Economics) SZABIST offers the fifth year MS degree in Social Sciences Economics with majors in Psychology, Sociology, International Relation, Political Science, Economics, Media Studies, Education, Public Administration, NGO Management, Gender Studies, Philosophy, Law Human Rights and Public Policy. The MS Program is an evening program only and consists of 8/10 courses and/or a Thesis/ Independent Studies (30 credit hours). Ph. D. SZABIST offers the Ph. D. degree in Management Sciences, Computing and Social Sciences Economics that can be completed during the evenings in two years after the MS / MBA degree. 6 Ph. D. courses and a dissertation are required to graduate. A total of 48 credit hours must be completed. For candidates with a 4 year professional (BBA / BS / BE / MBA / MCS / MSc / MA) degree, the Ph. D. Program is a three year 78 credit hours program. MS degree (30 credits) must first be successfully completed. In Management Sciences, specializations include Organizational Structure, Human Resource Management Development, and International Business Strategy Development, e-Business Strategy, Leadership, Corporate Restructuring, Corporate Ethics Governance, Advanced Financial Management, Marketing Communication and Not-for-Profit Management. In Computing, specializations include Database Management Systems, Data Warehousing Mining, Networking Communication, Business Intelligence, Process Modeling, Telecommunication, Mobile Communication, Mobile Computing, Technology Management, Artificial Intelligence, Software Engineering, Agent Systems, Speech Recognition, Multimedia HCI Systems and e-Business, Mechatronics and Machine Vision Image Processing. In Social Sciences Economics, specializations include Economics, International Relations, Political Science, Media Studies, Education, Public Administration, NGO Management, Gender Studies, Philosophy, Psychology, Sociology, Law Human Rights and Public Policy. The total time to earn a Ph. D. degree after a four-year university degree is a minimum of three years to a maximum of seven years. BBA SZABIST offers a four year (eight semesters) BBA degree program with majors in Management, Marketing, Finance, and IT. The BBA Program is essentially a day program and consists of 46 courses and a thesis (six courses per semester) with a total of 144 credit hours (all electives and certain courses may be offered in the evening) and an Internship. The maximum time limit to complete the BBA degree is seven years. BABS SZABIST offers the 3 years BA (Hons) Business Studies of the University of Wales, Newport, UK. Students can earn BABS, UK, and Degree after completing two years of study at SZABIST and one year at Newport, UK, through an articulation agreement. Students aiming for a UK degree can join this programme and save 2 years UK cost. Two years study at SZABIST is fully mapped and matched with University of Wales BA (Hons) Business Studies curriculum. Please refer to separate SZABIST brochure for details of this program. BS (Computing) SZABIST offers a four year (eight semesters) BS (Computing) degree with majors in Information Technology, Telecommunications, Software Engineering and Computer Sciences. The BS Program is essentially a day program and consists of 40 courses (six courses per semester) with a total of 130 credit hours (all electives and certain courses may be offered in the evening), Internship and the passing of the comprehensive exam. The maximum time limit to complete the BS degree is seven years. BS (Media Sciences) SZABIST offers a four year (eight semesters) BS (Media Sciences) degree with majors in Production and Advertising. The BS Program is essentially a day program and consists of 46 courses a thesis (six courses per semester) with a total of 144 credit hours (all electives and certain courses may be offered in the evening), and an Internship. The maximum time limit to complete the BS degree is seven years. BS (Social Sciences) SZABIST offers a four your (eight semesters) BS (Social Sciences) degree with majors in Psychology, Sociology, Economics, Political Sciences and International Relations. BS Program is essentially a day program and consists of 48 courses (six courses per semester) with a total of 144 credit hours, Internship and the passing of the Comprehensive Exam. The maximum time limit to complete the BS degree is seven years. BE Mechatronics SZABIST offers a four year (eight semesters) BE (Mechatronics Engineering). The BE program is essentially a day program and consists of 43 courses (five or six courses per semester) with a total of 142 credit hours (all electives and certain courses may be offered in the evening), Internship and the passing of the comprehensive exam . The maximum time limit to complete the BE degree is seven years. Biosciences BS Biosciences at SZABIST is a four year program spread over 8 semesters and consists of 135 credit hours of teaching, 44 courses, internship of at least six weeks, and research project are needed to graduat LLB SZABIST offers the LLB University of London International Programmes This is an evening program and can be completed in three years. The University of London, UK will award the LLB degree. Please refer to the separate SZABIST brochure and to the University of London web site. www. londoninternational. ac. uk for details of this program. Reference: http://khi. szabist. edu. pk/programs

Beneficios de los indocumentados en California

Beneficios de los indocumentados en California El estado de California es el que cuenta con un mayor nà ºmero de inmigrantes indocumentados. Reconociendo este hecho, a lo largo de los aà ±os ha aprobado leyes que reconocen derechos y beneficios a estos miembros de su comunidad. Licencia de manejar Los indocumentados que pueden probar residencia en California pueden solicitar una licencia de manejar.   Este documento, junto con la matrà ­cula consular, son importantes a la hora de probar la identificacià ³n de una persona. Sin embargo, este à ºltimo debe llevarse con precaucià ³n en los lugares en los que sugerir que se est en EE.UU. en situacià ³n de indocumentado puede ser peligroso. Licencias profesionales La ley que se conoce como Senate Bill 1159 establece que los indocumentados tienen derecho a sacar licencias profesionales para desarrollar sus profesiones, como por ejemplo, dentista, enfermera, etc. Esta ley es consecuencia de la lucha de Sergio Garcà ­a, quien ganà ³ el reconocimiento de la Corte Suprema de California para obtener la licencia de abogado. Ayudas para los estudios universitarios La California Dream Act autoriza a que los estudiantes indocumentados que llegaron a Estados Unidos antes de cumplir los 16 aà ±os de edad a que puedan beneficiarse de becas pagadas con fondos pà ºblicos y a pagar in state tuition en las universidades pà ºblicas. Asimismo, el State Dream Loan Program ha creado fondos para que los indocumentados que estudian en uno de los dos sistemas de universidades pà ºblicas de California tengan acceso a prà ©stamos. Por ley no pueden beneficiarse de prà ©stamos federales y tambià ©n estn excluidos de la mayorà ­a otorgado por organizaciones privadas. Tambià ©n pueden beneficiarse de becas, esto à ºltimo al igual que ocurre en el resto de Estados Unidos. Y, si no obtienen suficientes recursos econà ³micos pueden considerar la opcià ³n de comenzar sus estudios universitarios en un colegio comunitario. En los siguientes artà ­culso se brinda informacià ³n sobre ello: Las ventajas de estudiar en un Community CollegeBecas para Dreamers13 universidades de à ©lite que becan a estudiantes internacionales e indocumentados Ciudades Santuario California es el estado con ms ciudades santuario. En ellas, las autoridades locales no preguntan sobre el estatus migratorio de las personas con lo que no hay distinciones entre ciudadanos americanos, residentes permanentes e indocumentados a la hora de calificar por ciertos beneficios. Este es el listado de ciudades santuario en California. Salud Por ley los inmigrantes indocumentados no pueden beneficiarse de Obamacare (ACA, por sus siglas en inglà ©s), ni siquiera los muchachos a los que se les ha aprobado la Accià ³n Diferida (DACA, por sus siglas en inglà ©s). Asimismo por ley no pueden beneficiarse de programas de salud financiados con fondos pà ºblicos, esto hace que en la mayorà ­a de los estados en USA no puedan tener derecho a Medicaid. Sin embargo la situacià ³n es distinta en California ya que todos los fondos proceden del estado. Asà ­: Sin embargo jà ³venes con DACA podrà ­an enrolarse en Medi-Cal (el Medicaid de California), si tienen pocos recursos econà ³micos. Adems, algunos condados brindan asistencia sanitaria a su poblacià ³n ms vulnerable sin importar el estatus legal. Y a partir de mayo de 2016 se ampliar Medi-Cal para cubrir a indocumentados de escasos recursos econà ³micos. En el campo de la cobertura sanitaria en todo Estados Unidos el programa WIC brinda ayuda a la nutricià ³n a mujeres embarazadas o lactantes y los bebà ©s e infantes, sin que importe el estado migratorio. Y las salas de emergencia de los hospitales (ER) tienen obligacià ³n de aceptar los pacientes cuyas vidas corran peligro hasta que se estabilizan, aunque no tengan papeles, seguro mà ©dico o tarjetas de crà ©dito. Ayuda econà ³mica para asesorà ­a legal Por ley, el estado de California ha dado $3 millones a organizaciones sin fines de lucro que brindan ayuda legal a los menores centroamericanos detenidos en la frontera.   Derechos laborales Este es el salario mà ­nimo que aplica a nivel federal y en cada estado, incluido California. Los indocumentados tambià ©n tienen derecho a que se le respete. Y esto es lo que se puede hacer en casos de abusos. Adems, al igual que en el resto de Estados Unidos, las và ­ctimas de fraudes migratorios pueden reportarlos. PRUCOL Los inmigrantes indocumentados en estatus PRUCOL pueden obtener en el estado de California acceso a ms beneficios. Disfrutar California En el sur de California se encuentra Disneyland, estas son 7 recomendaciones para comprar boletos ms baratos. A tener en cuenta A veces la vida en Estados Unidos puede ser muy dura. Si has tenido pensamientos suicidas o sabes de quià ©n los tiene, por favor, solicitar ayuda gratis y en espaà ±ol. No importa el estatus migratorio. Este es un artà ­culo informativo. No es asesorà ­a legal.

EVALUATING CHILDHOOD OBESITY IN THE LONDON BOROUGH OF WESTMINSTER THE Essay

EVALUATING CHILDHOOD OBESITY IN THE LONDON BOROUGH OF WESTMINSTER THE MOST AFFECTED AREAS ARE THE SOUTH AND THE NORTHERN PART - Essay Example Although the borough is the third most prosperous, it has specific parts that are most affected by poverty and deprivation. High deprivation levels have been associated with high levels of obesity, and in Westminster, there is severe deprivation in the south and North West. The lower layer super output areas, which are about 14% of its neighbourhoods, are in the top 10% most deprived. Half of the population ho are classified as deprived come from Churchill, estbourne, Harrow Road, Queen’s Park, and Church Street. 24% of the children in Westminster live in severe poverty. This is due to various social and economic inequalities (Findlay, Yeowart & Kail, 2012). Westminster has the highest levels of obesity compared to all other boroughs with a level of 39.4%. This paper is an evaluation of childhood obesity in Westminster. It has described the determinants of childhood obesity in an urban setting which reflects the determinants in Westminster, the consequences of the condition, and strategies and interventions of management. Information obtained for the strategies and intervention in relation to determinants’ section informs the conclusion and recommendation. In 2006, the level of obesity in Westminster was already high. A third of the children were obese or overweight. 39 out of 40 primary schools in Westminster were assessed to find out the level of obesity among five-six year olds, and nine-ten year olds. Results showed that 18% of these children were obese; 32% were either overweight or obese, and 14% were overweight. The level of obesity was highest among children of six years, and that obesity level was still going up. Because of such findings schools initiated programs that were to ensure reduced obesity levels. These were; healthy eating and physical activity programs (GP News, 2006). In 2011, the obesity rates had gone up, with the boys being at a higher risk. Westminster had a

The improvement of teaching and learning through technology by blended Dissertation

The improvement of teaching and learning through technology by blended learning in secondary schools - Dissertation Example Both students and teachers are used to a certain format of teaching and learning and too abrupt a change may lead to resistance from both. This resistance could reduce the effectiveness of the new learning process. In such a situation, blended learning is helpful as it contains a mix of the traditional and new approaches. Blending provides a stable transition of familiar and new features. The most efficient teaching method is a blended approach which combines technology with face-to-face learning. Technology would support the traditional education rather than threatening its existence. Education technology is expected to supplement and complement the traditional education methods and not replace them. It is supposed to make work easier for the staff and students thereby enhancing the process of teaching and learning. Blend needs to retain a certain conservative element, which could hinder progress over time. Periodic evaluation is thus essential. Teachers have the opportunity to indi vidualize instructions at all levels and for all students. The weaker students receive encouragement and motivation and they have been known to improve their performance.

Why are Nigerians easily affect by HIV Essay Example | Topics and Well Written Essays - 2000 words

Why are Nigerians easily affect by HIV - Essay Example In 2005, the number escalated to 2,20,000 deaths. In Nigeria prevalence levels of the acquired immunodeficiency syndrome (AIDs) caused by the human immunodeficiency virus (HIV), are highest among young people, especially women between the ages of 20 and 29 years. However, there are differences on a regional as well as state level basis, attributed to the marked social and ethnocultural differences at these levels. According to Deji et al (2007: 10), the prevalence â€Å"ranged from a low of 2.3% in the south west to a high of 7% in the north central regions†. At State level, the variations are wider; as in Osun and Ogun the prevalence of the disease among pregnant women was 1.2% and 1.5% respectively, as compared to 9.3% in Benue and 12% in Cross River. Projections show that by 2009, some five million Nigerians would have developed AIDs, since the disease takes up to ten years to develop fully into AIDs after the onset of infection. Surveys indicate that both urban and rural areas are affected (Sofo et al, 2003: 14). Nigeria’s government predicts that from 2007 to 2011, the adult prevalence of HIV/ AIDs will reach as high as 26% and up to 15 million people will be infected. By 2011, around 10 million Nigerians would have died from AIDs, and Nigeria would overtake South Africa as the African continent’s most AIDs-affected nation (Rotberb, 2007: 25). Before 2011, it would not be possible to stop the escalation of the disease, but an improved availability of treatment with antiretroviral drugs and better healh infrastructure, would help to increase the life span of sufferers. However, slowing the spread of HIV/ AIDs is considered to be crucial in controlling the disease. Professor Rasheed A. Bakare, an accomplished microbiologist and venereologist has stated in an interview (Annals, 2005: 48) that in Ibadan which is the capital city of Oyo State in Nigeria, Africa, the most common agents responsible for sexually

Theoretical Orientations In Sociological Analysis

Theoretical Orientations In Sociological Analysis The social world that we inhabit comprises of several peoples, groups, communities, relations, etc. Those who are interested in comprehending the social world around them and trying to make sense of the same, make use of reason and logic to clarify, label and develop ideas about who we are. These commonsensical notions about the world around us are different from ideas informed by logic and reason. Logical understanding of society finds expression in the ordering of ideas into concepts and the careful arrangement of concepts into hypotheses to be tested, validated and tested for reliability in order to arrive at universal generalisations of social phenomenon. The central purpose of this essay is to understand two interrelated questions: What is theory? And why do we need theory? We will explore the aforementioned questions by examining two different models of conceptualising society: Naturalistic and humanistic. While examining this point, we would also seek to clarify the need of social theory to exist in a separate domain from commonsensical and lay knowledge. This would be followed by bringing to light the methodological premises on which theory building rests and its implications on the production of sociological knowledge. The argument would attempt to clarify the case for finding a middle ground between methodological individualism and methodological collectivism in methodological situationalism for production of social theory. But before moving to these arguments, we would begin by understanding the relation of theory and concept, as one the most widely used definitions of theory uses concept. Social Theory and Concept We begin with the proposition that theories can be described as sets of inter-related concepts and ideas that have been scientifically tested and combined to magnify, enlarge, clarify, and expand our understanding of people, their behaviours, and their societies. A theory is a unit of knowledge that comprises facts, assumptions and hypotheses. This unit shows how facts can be subordinated to general principles or laws and how they relate to them. Theories can be verified by experiments or by methodological observation. Usually theories focus on one selected aspect of a phenomenon under consideration. This means that several or even many theories can be constructed dealing with the same phenomenon. Blumer highlights the issues concerned with using concepts in social theory. In terms of both origin and use, social theory, seems in general not to be geared into the empirical world. This is problematic because theoretical formulations rely heavily on concepts as means of capturing the em pirical world. It is quite evident that the concepts in social theory are vague because the objects of study include social values, norms, institutions, etc which cannot be grasped in their entirety, but can only provide a rough identification of attributes that can be included in the study. There is thus, a need to have clear concepts which can be used for social theory. The difference that Blumer points out is that there is a distinction between definitive concept and sensitising concept. A definitive concept refers to what is common to a class of objects, by the aid of fixed benchmarks of empirical science. A sensitising concept on the other hand gives a general sense of reference and guidance in approaching empirical instances. Concepts used in social theory largely belong to the latter category. They lack the precise referent and benchmark which can be used to grasp the concept. The empirical world of our discipline is a social world of every day experience. Every object can be subjected to consideration for social theory. This distinctive character of the empirical world and its settings make our concepts sensitising in nature. This is not to say that these concepts are unscientific in any way. Sensitising concepts can be tested, improved and refined. Their validity can be analysed through careful study of empirical references that they seek to cover. Dealing with questions of Agency through an exploration of the Naturalistic and Humanistic perspective The next section of this essay we will begin with the naturalistic model of social theory. The naturalistic model with its focus on developing a true and valid science of society aimed to align social theory along the lines of empirical science. An empirical science of society analyses the world abstractly as composed of objects and attempts to establish relations among these classes of objects. It is this analytical scheme of empirical science which influences research and also methods of data collection, classification and its implications on formulation of new theories. Social theory finds its fundamental problem, in such a scheme of analysis, as the relation between the empirical referent and the concept used to denote the referent in theory as social theory is largely made of well defined concepts and the relational value attached to them. The concepts that are used in social theory can be vague in nature, in the sense that they may not be able to determine with exactitude the p recise specification of attributes to be studied. (As mentioned before) The domain of sociology has at its centre the analysis of society, and all its related components. The subject matter of sociology becomes problematic because we inhabit the world we seek to analyse. The most critical question that presents before us is to understand how does a member of society become an objective observer of social phenomenon, while being a part of the social model, and thus produce scientific sociological theory. The task therefore is to delineate general phenomenon from sociological phenomenon. This brings us to the difference between common sense knowledge and sociological knowledge. There are different ways of approaching this question. We begin with the proposition that all the knowledge that we possess about the world may not have the element of truth in it. Human agents as concept bearing actors are aware of their actions and attribute certain meanings to them. To be a human agent is to knowà ¢Ã¢â€š ¬Ã‚ ¦ what one is engaged in and why. There is a sense in which we cannot be wrong about what are actions are.. Giddens (1987:5). As actors, individuals operate out of their own understanding of what is true knowledge derived from social conventions and is contextual in nature. This knowledge at all times is contested knowledge. While there may be acceptance of different points of view, there could also the possibility of ideas being borne out of false premises or slanted beliefs. Our presumed knowledge about institutions (maybe)à ¢Ã¢â€š ¬Ã‚ ¦ inclined to error Giddens (1987:4). The point is that knowledge can be false in the sense that it can be contextual, holding validity only for a particular cultural and social setting. Our actions are always oriented in a setting and a significant part of what a sociologist does is to uncover these premises and lay them bare for an outsider to grasp in the same manner as the actor. This non-discursive si de to our activities is of relevance to social theory and forms an important aspect of sociological analysis. This is where the role of social theory then begins to take shape. Social theory has the task of clarifying the generally held beliefs about social institutions and society at large. In fact, as pointed out by Giddens, our understanding of the social world owes a lot to sociological studies and researches. One should not underestimate the contributions which social research and theory can make to identify false or slanted beliefs widely held about social phenomenon. For such beliefs may often take the form of prejudices and hence contribute to intolerance and discrimination or might inhibit social changes that would otherwise be seen as desirable. Thereby to assert the difference between sociologically true and valid concepts from commonsensical notions, social theory makes use of its own conceptual metalanguage in order to grasp aspects of social institutions which are not described in lay terms. The study of the non-discursive aspect of social action reveals to us what we already know about the social world but also re-emphasises the need to know what we do and why we do. This also calls our attention to the category of unintended consequences of our action. Actors may perform certain actions being cognisant of only the intended results, while the unintended consequences may remain obscure. Social theory reveals these unintended consequences to help us understand the course of development of any sociological phenomenon as it takes into account what we know and intend to produce as well as the consequences that we are not aware of since they are not intended. This analysis is critical since, there is interplay between society and agency and that although agency creates social life in individual and personal experience and biographies, and it also reproduces the larger social history which exists independent of an individual actor. In performing duties as a daughter, sister or mother, women in any society reproduce the social institutions of family and kinship which they did not bring into existence. The activities are thus embedded within, and are constitutive of, structured properties of institutions stretching well beyondà ¢Ã¢â€š ¬Ã‚ ¦ time and space Giddens (1987:11). While Durkheim argued that the domain of social phenomenon is largely the ways of acting, thinking and feeling, which possess the remarkable property of existing outside the consciousness of the individual Durkheim (1982:51), he did not give enough recognition to individual freedom, volition and autonomy. This reduction of the individual as a mere reproduction of society makes the study of larger social institutions the object of analysis. This would not hold true in micro-sociological analyses, which give due importance to interaction between actors to understand basic features of larger social institutions. Methodologically, the study of sociology can either be informed by the concerns of the naturalist model or can follow a humanistic approach. The 19th century sociologists were advocates of a science of sociology and therefore, adopted a natural science model for the study of society. The natural laws however could not suffice in their explanation of social phenomenon. The humanistic approach, with its focus on, Verstehen as propounded by Weber found its ground as a methodological tool to take into account the meaning of social action. This contrast between explanation and understanding represented by a choice of either model becomes problematic for social theory. The point is that social theory is bound in what Giddens called double hermeneutics. Anthony Giddens (1982) argued that there is an important difference between the natural and social sciences. In the natural sciences, scientists try to understand and theorise about the way the natural world is structured. The understanding is one-way; that is, while we need to understand the actions of minerals or chemicals, chemicals and minerals dont seek to develop an understanding of us. He referred to the above as the single hermeneutic. In contrast, the social sciences are engaged in the double hermeneutic. Sciences like sociology study how people understand their world, and how that understanding shapes their practice. Because people can think, make choices, and use new information to revise their understandings (and hence their practice), they can use the knowledge and insights of social science to change their practice. In outlining his notion of the double hermeneutic, Giddens (1987: 20) explained that while philosophers and social scientists have often considered the way in which lay concepts obstinately intrude into the technical discourse of social science that Few have considered the matter the other way around. He explained that the concepts of the social sciences are not produced about an independently constituted subject-matter, which continues regardless of what these concepts are. Social theory studies human beings who are concept bearing individuals, engaged in social interaction which produce and reproduce larger social structures. The understanding of social actors and theorising about the same, is also appropriated by the same actors who reflexively reflect upon their actions. The findings of the social sciences very often enter constitutively into the world they describe Giddens (1987:20). Social Theory and its Methodological Concerns. The development of social theory cannot be understood completely without taking into account the methodological premises on which the production of social theory were built. We begin by categorising the theories as macro-sociological theories and micro-sociological theories. Macro-sociology can be understood as dealing with social phenomenon and institutions on an aggregate level. Such an approach entails the use of both theoretical concerns on a system level and the use of aggregate data to arrive at generalisations. Micro-sociology deals with smaller groups as the object of analysis focusing on cognitive order and social interaction between actors, significance of meanings, etc. Theories which can be categorised as macro-sociological in approach have at their core, the study of normative order. This proposition can be further explored by looking at Durkheims view of society. Durkheim was one of the chief proponents of a normative-functional integration model of society. For Durkheim, individual actors acted out of social norms which had been internalised by the individual through socialisation and education. These norms informed all the actions and contributed to the overall functioning of the society in perfect equilibrium. The social facts existed independent of the individual, were external and coercive in nature while being collective and general. For Durkheim, the pre-established harmony of society through individual agents was internally controlled and imposed. Micro-sociological approach has brought a remarkable shift in theorising where cognitive order has become the object of analysis. The methodological structure on which micro-sociological theoris ing is based takes into account cognitive processes that represent and interpret the relevance of values and obligations. It begins with the premise that the actor is a knowing, active subject. Micro-sociologists like symbolic interactionists view actors and meanings attributed by actors in social interaction as ways of understanding the larger macro issues of order. Meads conception of the self has the underlying notion of the individual as a composite whole of selves and also the notion of interior audiences where men attribute motives to each other from the perspective of the generalised other which can also be seen as an internalised reference group for giving meaning to action. Such a social theory then recognises the significance of a knowing and acting agent, and the study of related phenomenon not as coerced human action, but as informed human action, to study the manner in then social phenomenon is produced, contested, repaired, organised and displayed in social situations. Social theory then stands to reconcile both macro and micro approaches to the study of social phenomenon. Taking the above example, social order can be redefined by moving away from the traditional normative-functional-integration model to a cognitive model of micro social action which would take into account the actor not as a puppet in the hands of society but as an active agent in society. The distinctive feature of micro sociological approaches is the fact that they accord a privileged status to small scale social situations. These social interactions also have their place in macro sociological theory where they may be considered as building blocks for larger systemic conceptions. The point to be made is that social theory must find its ground between methodological individualism and methodological collectivism. Methodological individualism demands that all aspects of social theory be analysed in terms of the interests, activities, etc., of individual human beings. Methodological collectivism holds the view that the society is a whole which is more than just a sum of its parts and that society moulds individuals in socialisation so that they must be seen as dependent upon social institutions rather than their active constituents. An alternative to the dominant approaches of methodological individualism and methodological collectivism is methodological situationalism. Methodological situationalism replaces the model of the actor as the ultimate unit of analysis and leads to the production of knowledge that takes into account the practice through which members reproduce and acquire a sense of order while at the same time searching for order of rules and resources which presumably underlie and generate social conduct. We can summarise this section with the following remarks. Macro sociological theories have focused primarily on interrelations of social action. Micro sociological theories on the other hand, look at micro-social situations for theory building and theory formulations. Concluding Remarks The aim of sociological theory is not limited to understanding conceptual ambiguities but to reason systematically and scientifically about some of the major social problems that we face, to illuminate which values are relevant to the context and why, and to give some direction to what we should do. The general goal is to accomplish an understanding of reality. The importance of studying theory can be discerned by understanding the possible functions of theory- descriptive, analytical or explanatory, and to a certain degree predictive as well, and inherently prescriptive. Theory enables the researcher to make sense of the world around him. They guide and give meaning to what we see and observe. Theory helps in orienting the researchers mental framework to an established and accepted base from which the researcher can extract an understanding of the social reality around him, and proceed to develop his own hypothesis. Theories are often used to orient the mind of the reader to the pur pose of the research study. A strong theoretical background helps in introducing and justifying the need for undertaking a certain research study. When a researcher investigates and collects information through observation, the investigator needs a clear idea of what information is important to collect, which could be solved by using a theoretical tool to dictate the research enquiry. Theory and empirical research are intrinsically interrelated in the scheme of sociological enquiry. Following the scientific model of sociological enquiry, theory and research are linked in the both the inductive and deductive analysis of social reality. In the deductive model research is used to empirically test the validity and reliability of theory, while in the inductive model theories are developed on the basis of careful understanding and analysis of research data. If theory answers the question of what, why and how, research helps in indicating the purpose, object and end of what a particular theory is aiming to achieve. The significance of social theory can therefore, never be undermined.

Interview With a Parent of a Child with Special Needs Essay -- Intervie

I interviewed a woman who has a child with special needs. The child is now in kindergarten. The mother reported having a normal pregnancy with no complications. This was the second child for the mother, who has another child who was five years old at the time. The mother disclosed that during the pregnancy, she was in the process of separating from the child’s father and that this caused a moderate level of stress. At the time of the pregnancy, the mother was also working full time as a waitress in a local restaurant. The mother reported that her job required her to be on her feet for long periods of time. She was able to work until around a week before her child was born. The mother reports that the child was born around two weeks early but that labor was easy and the child was born healthy. The mother described the child as being a fussy infant who had trouble sleeping and would awake several times during the night. The mother also reports the child was a fussy eater, and she experienced trouble feeding her daughter during infancy and needed to switch her daughter to soy formula. Overall the mother reported that the daughter was a happy infant who smiled often. The mother reported her child being alert and responding positively to family members who visited and enjoyed playing with her toys. In regards to the development, the mother reported that her daughter seemed to be developing slower than her first child who hit certain milestones earlier. The mother reports remembering her daughter babbling, but says she did not say her first word until much later on than her first child. She said that this was a concern for her and that she discussed it with her pediatrician who did not see any cause for alarm at the time. When t... ...orking collaboratively with families is to be patient understanding. Do not assume their unwillingness is because they do not want to help their child. I would also say that it is important for them to keep communication open make an effort to include the parents. â€Å" Take the initiative to a establish coequal relationship. Don’t be discouraged by limited initial success.† (Oslens & Fuller 2012, p 128.) References: o http://www.corestandards.org/ELA-Literacy/SL/K †¢ Gerald Mahoney, Ann Kaiser, Luigi Girolametto, James MacDonald, Cordelia Robinson, Philip Safford, and Donna Spiker Parent Education in Early Intervention: A Call for a Renewed Focus Topics in Early Childhood Special Education Fall 1999 19: 131-140, †¢ Olsen, Glenn W., and Mary Lou Fuller. Home and school relations: teachers and parents working together. 4th ed. Boston: Pearson, 2012. Print.

How Child Labor Affects a Child in the Philippines Essay

According to NSO Survey, in the year 2011 the population of child labor grew up to 3 million compared in the year 2001 that has 2.4 million population of child labor. 25% of the population are doing hazardous jobs that can harm them. Many laws had been passed but the population of child labor still increases. Child labor refers to the employment of children in any work that deprives children of their childhood, their ability to attend regular classes, and totally dangerous for them. In the developing countries like in the Philippines with high poverty and poor schooling opportunities, child labor is still present. Vast majority of child labor is found in the rural places and an unreached help of the government. Poverty and lack of schools are considered as the primary cause of child labor. For better information, the researcher includes the history and the effects of the topic. Its history can be traced in some dark realms of industrialization but in a more detailed study, the practice can reveal that child labor was present, much before industrialization spread out. Unfortunately, they work at a lower pay. The effects of child labor are definitely unimaginable for such a young age. Child labor deprives the child’s proper childhood. Their time of childhood days was now taken by their jobs. It also suffers their physical and mental mind that makes them tortured. They are forced to feed their family and it gives them such a hard responsibility to handle out. This leads to another new generation because of adult modeling. The parents must be aware of the rights of their children to be dresses, to be fed, and to attend in school to have a better future.

Italian Slang Dictionary Adult Words A

Italian Slang Dictionary Adult Words 'A' In every language, native speakers know more than newbies will ever learn in from textbooks, dictionaries, or from respectable tour guides. Often referred to as the language of love, Italian is no exception. Obviously, there are many ways to talk about seduction, flirtation, a little naughtiness, and sometimes get  downright raunchy in Italian. These Italian slang words and phrases are not found in standard texts, but most native speakers know them well (whether theyll admit it or not is another question entirely).   Most likely, however,  you dont want to begin your Italian lessons with these words; youre better off first learning some basic survival phrases  if Italian isnt your native tongue. Greetings are another list of must-learn words and phrases, particularly if you want to make friends while traveling in Italy. If you want to partake in all the culinary delights Italy has to offer, learn a few phrases related to dining out and food. And of course, before you unleash the naughty words below on your new Italian friends, youll want to at least get to know one another with some  basic introductions If youre pressed for time, focus on the fundamentals. Study the Italian ABCs and Italian numbers, learn how to pronounce Italian words and ask questions in Italian, and brush up on the euro. Adult Italian Phrases Now that youre ready with some fundamentals, you can spice up your language skills with this uncensored guide to Italian colloquial expressions, shocking idioms, hard-core curses, scatological words for body functions and parts, expletives, off-color phrases, and euphemisms. Because of the very nature of slang, this feature necessarily contains expressions that some readers might find offensive.  Heres the list of words beginning with the letter A. allupato  adj.  (familiar) hungry for sex, especially after a long period of celibacy.ammucchiata  f.  orgy.arare  v.t.(familiar) to possess sexually.arrapato  (familiar) horny, sexually excited.arruso  m.  [Palermitano] (vulgar) buttocks.  Tta a facc,arruso  Ill strip your face, [buttocks].assatanato  m.  sexually aroused, excited.avere rapporti sessuali con  (familiar) to have sex with.

Employability Essays

Employability Essays Employability Essay Employability Essay INTRODUCTION: Employability is a persons capability of gaining and maintaining employment. (Hillage and Pollard, 1998). Why people are not getting the desired employment what they deserve or what they expect from their degree. This is the major problem or question faced by the young graduates. On the one hand a persons employability depends on the knowledge, skills and attitudes of this person. On the other hand labour market rules and institutions have significant impact on the ability of an individual to gain employment. Hence, a person with the same knowledge and skills characteristics might fare very differently in different national or regional labour markets. This is enabled by everyone coming out of the public employment and skills system being able to work in a team, communicate clearly, listen well, be interested and keen to learn, take criticism, solve problems, read, write and add. These employability skills are the lubricant of our increasingly complex and interconnected workplace. They are not a substitute for specific knowledge and technical skills: but they make the difference between being good at a subject and being good at doing a job. Employability challenge executive summary, UK) While there is no singular definition of employability, a review of the literature suggests that employability is about work and the ability to be employed, such as: the ability to gain initial employment; hence the interest in ensuring that ‘key skills’, careers advice and an understanding ab out the world of work are embedded in the education system the ability to maintain employment and make ‘transitions’ between jobs and roles within the same organization to meet new job requirements, and The ability to obtain new employment if required, i. . to be independent in the labour market by being willing and able to manage their own employment transitions between and within organizations. It is also, ideally, about: The quality of such work or employment. People may be able to obtain work but it may be below their level of skill, or in low paid, undesirable or unsustainable jobs, and so forth. The capacity and capability of gaining and maintaining productive work over the period of ones working life(Muhammad Nawaz Qaisar, MS HRD, NUML, Islamabad, Pakistan) There are about 200 MBA colleges in Karnataka affiliated to many universities. Bangalore University itself has around 5,000 MBA students, and offering various specialization and opportunity for the students to do MBA. The importance of higher education in relation to the progress of the individual and the nation cannot be overstated. In today’s world, the intellectual capital of a nation is its biggest strength in driving socio-economic growth. For an individual, higher education is not only a means of intellectual pursuit, but also a catalyst to become self-dependent financially to lead a respectable life. We as a Nation have been the beneficiaries of the new knowledge based world economy and so has been the consistently growing Indian middle class. To continue on this growth path and allow its advantages to trickle down to the masses, we need to continue to audit the quality of our higher education system, identify gaps and implement constructive interventions for a better tomorrow. (National Employability Report aspiring minds, 2009) The level of educational attainment of the working population provides a crude measure of the knowledge and skills available in each country. It presents the educational characteristics of the supply side of the labour market. In this context, the share of the population with high educational attainment was selected as the core indicator for measuring progress in the field of employability. If the employability rates decreases or low the training and development cost for the organizations become high and reduces the possibility of making good profit margin. There for it is very important to study the employability of the students, its causes and consequences on the job market and on the organization. STATEMENT OF THE PROBLEM: Why people are not getting the employment what they deserve or what they expect from their degree. This is the major problem or question faced by the young graduates. This study is trying highlight the problem associated with the employment of new graduates. Causes for the poor performance of the students and the remedies for this problem. This is enabled by everyone coming out of the public employment and skills system being able to work in a team, communicate clearly, listen well, be interested and keen to learn, take criticism, solve problems, read, write and add. These employability skills are the lubricant of our increasingly complex and interconnected workplace. They are not a substitute for specific knowledge and technical skills: but they make the difference between being good at a subject and being good at doing a job. The problem here is to understand and find solution or techniques to the major question as how effectively employability can affect the organization and its causes and consequences. Hence it is important to find out the employability of the MBA students. And why some students perform well and some are not. This research focus on finding out the employability rate and its causes and consequences on job market to the MBA students. This help in students to upgrade their abilities to become more employable and for the companies to form their recruitment, selection and training policy and also regarding the preparation of compensation plan for the graduates, and how companies can improve their quality of work force. OBJECTIVES OF THE STUDY: Primary objective: i. To study the employability of the MBA students, studying in Bangalore, from both VTU and BU. Secondary objectives: i. To find out causes and remedies of the employability rate. ii. Formulating strategies for students to become more employable. iii. Suggesting the strategy for companies and colleges to adopt strategy which can help to select the best candidates and make them employable. SCOPE OF THE STUDY: This study will cover what is the employability rate of MBA students. Training and development needs of the graduates. The research will be conducted by selecting the students and working professionals. REVIEW OF LITARATURE: Kanika Datta in New Delhi Source: [pic] September 06, 2007 Business schools have become so much the in-thing these days that most employers in India now consider it a minimum qualification for white-collar jobs, fulfilling the same function that the basic graduation degree did in the decades before economic liberalization. The huge demand for B-school graduates is amply reflected in the burgeoning numbers of institutes for business learning. Today there are 1,400 B-schools accredited by the All India Council for Technical Education and countless more   of questionable credentials or otherwise   that function without AICTE certification. In fact, the country produces almost seven times the number of B-school graduates as the UK. India is something of a unique market in which an MBA degree is considered a career-starter. In the developed world, in contrast, it is considered a mid-career enhancer. It is an option that a chosen few consider after learning their basic skills in the real world of business. Yet, heres the thing: ask any employer in India and s/he will tell you that the bulk of B-school graduates have a low employability value. Though rarely articulated, it is commonly acknowledged that outside of the 2,000-odd students from the premium B-schools like the Indian Institutes of Management who clearly skew the market, most Tier-II B-schools face a quality problem. According to a 2006 survey by RocSearch on the knowledge services market, only half of the 84,000 graduates from AICTE-approved Tier II business schools can be classified as fit to work in quality-conscious and competitive international companies. The fact that there is an acknowledged quality gap speaks volumes for the inadequacy of the AICTE approval process, which continues to focus on metrics such as a minimum number of computers and so on as qualifying criteria rather than robust qualitative standards. But it also says much for the nature of the education system. It is widely acknowledged that a B-school education is not an automatic guarantor of outstanding performance. So why the persistent demand for an MBA degree as a minimum job qualification? One answer is that this is the corporate sectors way of trying to correct for flaws in the university system. Shackled by state budgets, Indias notoriously under-funded universities   with notable exceptions   restrict their role to functional teaching shops rather than institutes of creative thought and research. On the other hand, an MBA curriculum by its very nature demands the kind of innovative thinking that crowded and stultifying university curricula rarely encourage   and there is a lot to be said for the now much-criticized case study approach in B-schools. Thus in India, we end up with the classic paradox of turning a specialist degree into a generalist requirement. To be sure, this basic flaw is something that those in the education business have begun to understand. That explains the rush for local tie-ups with global universities that leverage technology to provide access to world-class education through distance learning. Investing in quality education is also an opportunity for the corporate world to make a truly meaningful contribution in the corporate social responsibility space. As American businessmen understood long ago, business stands to gain the most by investing in education. As an aside, it is worth noting that RocSearch has estimated that out of the 3 million people added to the workforce every year across the major disciplines   MBAs, engineering, medicine, computer techies, lawyers, chartered accountants, college students and PhDs   about 500,000 can be considered employable in an international corporate workplace. From the employers point of view, this suggests a major leap in the premium that companies will have to pay to employees who meet the minimum employability criterion. From the employees perspective, the gravy train just got longer. tips for MBA students to make themselves more employable by Pritika Ghura Nowadays just doing a Master’s of Business Administration (MBA) is not enough to get your dream job. Since the corporate world is very competitive, demanding and dynamic, there are other skills that you should be proficient enough to secure your dream job with your dream salary. In an attempt to help you reach your career goals, we are offering you 7 tips to make yourself more employable-: 1) Enhance your soft skills: You must enhance your communication skills, presentation skills and soft skills. For those who’re not confident about their soft skills, joining a finishing school to develop your personality, body language, inter-personal and social interaction skills will be beneficial. 2) Be a team player: It is very important that you can work in a team, coordinate with your colleagues, communicate with them effectively and make proper adjustments. 3) Develop leadership skills: Since you will be hired at a managerial position after completing your MBA, it is very important that you’re able to manage a group of people. For that you need to develop leadership skills. ) Knowledge building: You should be updated with latest trends in your field. It is important to keep on doing courses to update your knowledge. Participate in all kinds of group activities like group case studies, simulations, industry interaction programs and inter- college level academic and extra-curricular competitions to keep yourself updated. 5) Develop corporate awareness: An employer is not o nly looking for a MBA degree but also the application orientation of the student. Students in B-school study the concepts of management in their classes but hardly understand how this knowledge can be applied in real business scenario. Thus there is a gap between theory and knowledge. To be able to bag the coveted job you must understand what business is all about and how you can contribute to the growth of any organization. 6) Strong Network: To be a successful professional, you must be well connected and have a strong networking with people in your field. Having a good network and being active on social networking sites will be useful for you. 7) Carefully selecting internships and placements: You must select a good/ reputed company in your field for internship as it is the only opportunity where you can exhibit your skills by translating them in performance. At the same time, you learn about a particular industry, how it functions and its operations in detail. Ensure that you select an internship in the same profile or industry you intend to work in future. Only 23% MBAs employable: Study Published: Wednesday, Oct 20, 2010, 0:42 IST By Puja Pednekar | Agency: DNA MUMBAI: A MeritTrac study across 60 tier II and tier III B-schools found that only 23% of students are employable. The study highlighted acute shortage of MBAs demand of 1. 28-lakh students as against availability of 20,000 from 132 colleges. In the study, available exclusively to ET, Kolkata led in verbal ability with passthrough rate of 83%, followed by Bangalore at 70. 6%. On quantitative side, Mumbai tops the chart with 99%, Bangalore chasing at 97. 9%. Overall, the passthrough rate in this category is high at 95%. Mental abilities test has seen all the six cities faring neck and neck with an overall rate of 85. 7% while Kolkata again stealing the show with 95. 7%. Overall picture on the abilities side reveals Kolkata being the king, followed by Mumbai. The study highlights that about 50% of students who took the test succeeded in it. Kolkata students have done well with 76. 6%. Mumbai is way below the average at 40%. MeritTrac conducted the employability study among 790 MBA students in Mumbai, Pune, Kolkata, Delhi, Bangalore and Hyderabad . Madan Padaki, cofounder and director of MeritTrac, said: â€Å"During a placement process, colleges should encourage corporates to give performance feedback to students. † The firm conducted a group interaction test to assess articulation, grammar, assertiveness and confidence. Hyderabad emerges as the dark horse topping the charts on the articulation front with 3. 03 on the scale of 0-4 with Mumbai giving it a close run at 3. 2. Kolkata performs satisfactorily at 2. 98. On the grammar side, Kolkata bounces back with 2. 84 and is followed by Mumbai with a close 2. 81. Chennai puts up a dismal performance with a score of 2. 14. On the assertiveness and confidence index, Mumbai again rules and is being chased by Kolkata. Study highlights acute shortage of MBAs in the coun try Kolkata led in verbal ability with pass-through rate of 83%, followed by Bangalore at 70. 6% On quantitative side, Mumbai tops the chart with 99%, Bangalore chasing at 97. 9% Mental abilities test has seen all the six cities faring neck and neck with an overall rate of 85. % while Kolkata again stealing the show Source: Economic Times RESEARCH METHODOLOGY: Deal with the analysis and performance of individual responses that are to be surveyed, about their quantitative, verbal, English, general awareness, business ethics, confidence, communication skills, basic managerial skills, domain knowledge, work experience. Based on the analysis, interpretation will be made and tabulated and represented graphically. Structured survey method, questionnaire method, Test as well as secondary data collection via internet, Newspaper, Journals will be used to conduct the research required for the study. DATA SOURCES: For the study both primary and secondary data are collected, from 100 students from different colleges and universities. Primary source: will be done through questionnaire and conducting tests. Secondary source: will be done through review of literature collected from various Journals, magazines, newspapers and internet. PLAN OF ANALYSIS: ? In this research survey, respondents’ performance and reliable information has to be collected from 100 respondents and results will be estimated from the tests and responses obtained and information drawn. Next step is to cause and consequences of the employability. ? The parameters use to analyze are: such as: the ability to gain initial employment; hence the interest in ensuring that ‘key skills’, careers advice and an understanding about the world of work are embedded in the education system the ability to maintain employment and make ‘transitions’ between jobs and roles within the same organi zation to meet new job requirements, and The ability to obtain new employment if required, i. e. o be independent in the labour market by being willing and able to manage their own employment transitions between and within organizations. It is also, ideally, about: The quality of such work or employment. People may be able to obtain work but it may be below their level of skill, or in low paid, undesirable or unsustainable jobs, and so forth. The capacity and capability of gaining and maintaining productive work over the period of ones working life. Quantitative, verbal, English, general awareness, business ethics, confidence, communication skills, basic managerial skills, domain knowledge, work experience. Parameter tests such as chi-square test or correlation and regression analysis can be used to draw the inference. HYPOTHESIS FORMULATION: In order to obtain focus for the research study and capture the essence of research, the hypothesis has been developed. Null – H? : All the respondents are readily employable. Alternate Hypothesis – H1: All the respondents are not readily employable. Null- Ho1: Formulated strategies are use full for students. Alternative hypothesis – H11: formulated strategies are not use full. Null- Ho2: Companies need not have to provide training programs. Alternative hypothesis – H12: Companies need to offer them a training programs. LIMITATIONS OF THE STUDY: The study is subjected to the following limitations: ? Time factor can be considered as a main limitation. ? Finding of the study are solely based on the information provided by the 100 respondents. ? The information providers may have different characters which are other the tested parameters which may be a limitation. ? Level of employment may be a main limitation of the study. Data collected is only from VTU and BU affiliated MBA colleges. CHAPTER CHEME: Chapter 1: Introduction Introduction about the topic. Chapter 2: Review of literature The literature journals, books, reports etc studied about this topic before conducting the research. Chapter 3: Research design Title of the study, statement of the problem, objective of the study, collection of data, sample design, hypothesis, plan of analysis, limitatio ns of the study Chapter 4: Profile of the organizations The colleges and university from which the sample is selected and data is collected. Chapter 5: Analysis of data and Interpretation Analysis of collected data using various methods and drawing the conclusion, and testing the Hypothesis. Chapter 6: Findings, suggestions, conclusion This chapter is regarding findings of the study, suggestions to the problem defined and conclusion. BIBLIOGRAPHY Journals and news papers â€Å"The yashpal Committee to Advise on Renovation and Rejuvenation of Higher Education† june 2009. National Employability Report [pic] 2007, page number 4. Kanika Datta, [pic] September 06, 2007 Puja pednekar, Only 23% MBAs employable, Wednesday, octo 20, 2010, Agency DNA Economic Times Websites http://articles. economictimes. indiatimes. com/2007-02-02/news/28385635_1_kolkata-mumbai-tops-merittrac http://en. wikipedia. org/wiki/Employability http://business. rediff. com/slide-show/2010/mar/23/slide-show-1-india-to-face-huge-skills-gap-due-to-low-employabi lity. htm financialexpress. com/news/employability-gaps-puncture-indias-talent-pool-claim/43054/

Management strategic Term Paper Example | Topics and Well Written Essays - 500 words

Management strategic - Term Paper Example Retail coffee, European apparel, European nuts and snacks, U.S. meat snacks, European meats and Sara Lee branded apparel. Another significant decision taken parallel was to spin off the branded apparel business as Hanesbrands rather than selling it. This decision generated good cash flows for Sara Lee. After the retrenchment, Sara Lee Corporation took several strategic decisions to increase its sales and profits continuously. Quantitative goals were fixed for sales and profitability. For achieving these goals, the company decided to focus on three competitive capabilities. The first was to focus on customer needs and satisfaction. The second was to have appropriate category management to win new accounts or customers. The third was to focus on operational excellence through lean manufacturing and centralized purchasing. In addition to these capabilities, the company decided to develop a revised three division organizational structure according to customer types. These three divisions were Sara Lee food and beverage division, Sara lee Foodservice division and Sara Lee international division. This division was done in order to better realize the organizational

Change Management Essay Example | Topics and Well Written Essays - 1750 words - 1

Change Management - Essay Example The numerous competitors in battery manufacturing industry and market have forced the company to invest in innovation, learn from experience and share information, plan and implement changes, and respond to the external environment. The company has invested in innovation to improve its productivity, efficiency, market share, and competitiveness. The managers and the R&D department promote innovative environment to enhance employee motivation, autonomy, creativity, and to build stronger teams. The company has been committed to fostering clarity in understanding of roles, strategic partnerships, organizational restructuring, investment in human resources, and increased responsibilities to enrich the organizational culture of innovation. By empowering employees to engage in innovative processes, PPS believes this will provide them (employees) with a sense of autonomy thereby boosting job satisfaction. The company’s HR department can also work closely with R&D department to offer training and tools that enhance employee efficiency in an effort to promote a culture of internal innovation and efficiency. Red vs. Blue Ocean Strategy will particularly help PPS create uncontested markets (blue oceans) for its new products and services. In contrast, competitors are often aware of the competitive rules of the game in red oceans, a highly contested market space However, PPS has been experiencing difficulties with achieving goals and purpose of innovation. For instance, the handling of electric batteries in gear rooms, dedicated electric battery rooms, isolated sites, and facts and figures centers have proved to be a major obstacle to internal innovation. The battery handling equipment has been around for several years, and its efficiency for the job has declined drastically. At some point, PPS lacked safer handling methods due to limited number of trained and qualified personnel for battery work. Apart from the current cell handling techniques at the