Indian Gaming Act 1988 Essay Example | Topics and Well Written Essays - 750 words

Indian Gaming Act 1988 - Essay Example The previous policies had left them in a state of abject poverty and social disintegration in spit of the outpouring of federal funds for massive welfare and social service costs. However, in order to make the policy of self determination work Indian tribes had to find new enterprises to replace the old economies of hunting and fishing no longer viable in the restrictive reservation environment. For some tribes, one path to develop a new sustainable reservation economy was gaming. The Indian Gaming Act 1988 was designed to provide parameters for tribes wishing to develop this industry with some degree of tribal control. Some tribes did not want to pursue this avenue as it was against their cultural values. Other tribes were interested but were not allowed to pursue this activity in states which forbade it for all their citizens. (Gunn eNotes.) The IGRA represents a compromise between competing interests and powers of Indian tribes, states and the federal government. Prior to this, tr ibes had the right to engage in all forms of gaming irrespective of state laws. Many states had concerns about possible infiltration by organized crime. While Congress in 1988 did give some gaming rights to federally recognized tribes, it sought to allay state fears by insisting that profits from gaming activities be used to fund tribal government operations such as hospitals, schools, police and fire departments, make donations to charities and help fund neighboring cities. The IGRA divides Indian gaming into 3 classes. Class one includes Indian gaming in connection with tribal ceremonies and is participated in socially for prizes of minimal value. This class is left to the exclusive jurisdiction of Indian tribes. Class 2 includes bingo and non banking card games where players bet against each other rather than the house. This is permitted in states allowing this type of gaming and the governing body of the tribe adopts a resolution approved by the chairman of the 3 member National Indian Gaming Commission created by the LGRA to monitor classes 2 and 3 gaming activities of tribes throughout the country. Under the Act tribes are primarily responsible for regulating class 2 gaming activities subject to Commission oversight. Class 3 includes all other forms of gambling especially casino style. This class is subject to 3 conditions; (1) it must be in a state that authorizes this form of gambling, (2) the tribe must negotiate a compact with the state concerning the nature and extent class 3 gaming the tribe may conduct and its’ regulation, approved by the secretary of the interior and (3) the tribe must have a tribal gaming ordinance approved by the chairman of the NIGC. The Seminole Experience The Seminoles of Florida correctly decided that the gaming industry was their path to developing a profitable tribal economy. They started off in 1979 with high stakes bingo and were able to circumvent Florida state laws against gambling ( Ewen 1996) The Seminoles th en tried to expand their operations to casinos, prompting states including Florida to petition Congress to enact the IGRA. The tribe then tried to negotiate a compact with Florida allowing them to operate and regulate casinos but the state refused to cooperate. Alleging bad faith, the Seminoles then attempted to sue the state in federal court as provided for in the IGRA, but this was disallowed by the Supreme Court on the basis that Congress had no authority to subject a state to the jurisdiction of a federal court . Some Seminoles consider this loss as a victory, arguing that it means that technically they only need NGIC approval to operate casinos. However, the

Dalit Discourse in Indian Education Dhanaraju Vulli Essay Example for Free

Dalit Discourse in Indian Education Dhanaraju Vulli Essay Abstract There are two types of school system India in the issue of medium of instruction i.e the regional language system and the English language system. There is a clear cut division between the uppers castes elite children and Dalit children in getting of English medium education in Indian society. The Dalits children are given education in regional language schools while English language school education is meant for the upper castes children. This division has always been reflecting between government and private English medium schools. In the name of mother tongue the state and the upper caste elite always compel the regional medium of instruction in the policy making. This was one of the current problems in Indian Educational system. This paper can be divided into four parts. The first part will highlight the language policy after Indian Independence. The second part discusses the concept of mother tongue and its importance in the contextualizing of educational discourse in India. In the third part I would highlight the current debate on language policy and its importance in the Indian educational system. This is very important in the understanding of politics of medium of language in the present educational discourse. The last part deals with the response of the Dalits towards the English education and how they attack the upper caste nature towards regional medium education. In an attempt to locate the importance of educational policy in the wider socio-historical and political context, I will address an  ideological deconstruction of politics of mother tongue in the present Indian educational system. Keywords: English education, language, mother tongue, globalization. Introduction The question as to which language should be used as a medium of instruction in country like India is a debatable subject. The question is often posed in binary terms: Should the medium of instruction be a regional language or English? Language is a vehicle for learning as well as expression of ideas. An advanced language (English) helps in mentally provide people to  communicate each other across the world. On the other hand, an underdeveloped language has its limitations. It keeps people underdeveloped, more so those in deprived sections. The school system is divided into two types in the context of medium of instruction i.e the regional language system and the English language system. There is a clear cut division between the  uppers castes elite children and Dalit children in getting of English medium education in Indian society. The dalits  cholderns are given education in regional language schools while English language school education is meant for the upper castes childr en. This division has always been reflecting between  government and private English medium schools. In the name of mother tongue the state and the upper caste elite always compel the regional medium of instruction in the policy making. This was one of the current problems in Indian Educational system. India. In the third part I will highlight the current debate on language policy and its importance in the Indian educational system. This is very important in the understanding of politics of medium of language in the present educational discourse. The last part discusses the response of the Dalits towards the English education and how they attack the upper caste nature towards role of mother tongue in the Indian education .In an attempt to locate the importance of educational policy in the wider sociohistorical  and political context, I will address an ideological deconstruction of politics of mother tongue in the present Indian educational system. Historical View of the Language Policy in Indian Education The historical view of the evolution of the language policy in India let know us how the importance of English and its role in Indian Education. India is multilingual country. It has been reflecting in the formulation of the language policy. The Indian constitution has provided that the primary education must be taught through the mother tongue or regional language. However, a status survey of language instruction in the country exposed that of the 1652 mother tongues listed by the 1961  Census, there are 51 languages which are spoken by more than The present paper can be divided into four parts. The first part 100,000 people each. Of these 51 languages, 16 have no script of will highlight the language policy after Indian Independence. their own, and only the remaining 35 languages are accepted as The second part discusses the concept of mother tongue and its media of instruction at the school level1. English is a common importance in the contextualizing of educational discourse in  language and it is an obligatory language in the higher education The National Council of Educational Documented the demand and importance of English language in  the position paper in connection with the National Curriculum The Indian  government has been following three-language Framework (2005) as they stated: â€Å"English in India today is a formula in Education as the National Commission on Education symbol of people’s aspirations for quality in education and fuller 1964-1966 recommended. Subsequently three-language formula participation in national and international life The level of in Education was reflected in the National Education Policies of introduction of English has now become a matter of political 1968 and 1986. The Commission said that the three-language response to people’s aspirations, rendering almost irrelevant an system is an appropriate formula for the Indian school education academic debate on the merits of a very early introduction†. and it can be good approach to accommodate different language The Commission also mentioned that â€Å"English will continue to people but it has been criticized by the different sections in the enjoy a high status so long as it remains the principal medium of society on the implementation. The Dravidain movement in education at the university stage, and the language of Tamilnadau is the preeminent instance as they vehemently administration at the Central Government and in many of the states. Even after the regional languages become media of  opposed the imposition of Hindi language on south India. Higher education in the universities, a working knowledge of There is no proper planning for formulating language policy in English will be a valuable asset for all students and a India. It can be seen as a question of status planning rather than reasonable proficiency in the language will be necessary for achievement planning. Finally, the three- language formula has those who proceed to the university†. been emerged as a policy after elaborate debates and discussions among political and academic peoples with interest of national However, there is controversial about the English as a medium of instruction in Indian educational system. The contradiction of multilingual languages. The National Focus Group on Teaching of English has taken a  strong position in connection with ‘English language question: The Central Advisory Board on Education also discussed on the â€Å"English is in India today a symbol of people’s aspiration for issue of English language and recommended that English must quality in education and a fuller participation in national and be compulsory subject in the schools from 6th class onwards and international life. Its colonial origins now forgotten or students must acquire enough knowledge of English so as to be irrelevant, its initial role in independence India, tailored to high able to receive education through this English in the higher education now felt to be insufficiently inclusive socially and education. There is another development took place in the linguistically, the current state of English stems from its development of language policy in India. The first National overwhelming presence on the world stage and the reflection of Education Commission had studied the recommendations given this in the national arena†4. by the Central Advisory Board on Education. Finally they came up with conclusion that three-language formula must be included There is an astonishing faith among all sections of the society in in the context of  multilingual Indian educational system. I argue both rural and urban areas that English has the transformative that once upon a time the English language was important part of power language. English is seen not just as a skill language, but a mechanism of exclusion language due to upper caste as a means of a better life, a pathway out of exclusion and nationalists’ creation as they differentiated native language and suppression from the unequal society. The English language has alien language but now it can be seen as a tool of inclusion. In emerged as a powerful agent for social change in India. the post modern India the English language is important factor to include all the sections of Indian society. The main reason is an Mother Tongue as the Medium of Instruction increasing demand for the language which is an important tool There is a popular perspective that advocates the use of mother for the progress and development of the country. Encourage linguistic diversity in schools. This perspective argue that mother tongues are not merely speech varieties but are  languages that provide social and emotional identity to  individuals, express the essence of their cultures, and give them a sense of rootedness. Schooling in the language of the child reflects respect for her and an appreciation of her culture. The exclusion of the mother tongues from school hence is seen as ‘harmful to the child’s self esteem’. According to Pattanaik5 children are thereby â€Å"reduced to  minorities in their own homes†. Extending the realm of  pedagogy, the argument links the acknowledgement and  acceptance by the school of the language and culture of the child to a positive identity of self and thereby to effective educational achievement. As Edward says, â€Å"the rejection of a child’s language is unlikely to enhance feelings of self worth which are important for educational success†6. Further, this perspective argues that â€Å"the right to education in a language that the child understands is a basic human right and an essential ingredient of equality in education†. Pattanaik forcefully observes that to â€Å"control and dictate the language of access† to knowledge is a â€Å"positive suppression of human talent. It deprives individual and society of free choices, curbs creativity and innovativeness and restricts participation or potential participation in mul tiple spheres of human interaction, thus imposing limits on freedom†. Current Debate on Medium of Instruction Current language politics in India is an exemplary case of the issues and controversies surrounding linguistic globalization. A primary characteristic of linguistic globalization is the increasing spread and domination of the English language, which we can  capture by the term ‘global English’8. As a post-colonial democracy, India provides a context for examining linguistic globalization that is generalizable to other cases. Furthermore, in juxtaposition to the homogenizing tendency of global English, India embraces multilingualism; its federal system is based on its linguistic diversity. India’s first Prime Minister, Jawaharlal Nehru, a modern  socialist at heart and one of the premier leaders at the 1955 Bandung conference, was utterly convinced of this linkage  between the English language and technology and modernity9.  Yet he also â€Å"discovered India† through its rich and enduring diversity. He valued the adivasi, or tribal, cultures of India as much as, if not more  than, for example, the Bengali bhadralok, an early middle-class intelligentsia that emerged under colonial The Chennai Declaration (2012) has emphasized the importance rule. of mother tongue in the multi-lingual country like India as â€Å"One 10 of the significant commonalties of the Common School System As well documented by Robert King (1998), Nehru, as well as will be the plurality of mother tongues in dynamic interface with many others feared that the major regional languages of multilingualism of child’s neighborhood. This would duly independent India, such as local languages, could be divisive by include Braille and other sign languages as well. According to fomenting narrow identities, leading to â€Å"fissiparous tendencies† this radical and dynamic conception of language education, that could tear India apart. The narrative of English as the mother tongue with a multi-lingual interface is acknowledged as language of modernity and regional languages such as regional the most potent medium of education to enable the child to i. as pre-modern, parochial and even reactionary was well given the nostalgia for  think, analyze and act; ii. acquire, internalize and transform established in Nehruvian India. Today, modern language knowledge critically; iii. Learn other the caliber of Nehru’s leadership , such Nehruvian narratives languages, including English, proficiently; iv.catalyze cultural still resonate. Indeed, many of India’s political and economic and literary renaissance; v. Negotiate with the dominant process leaders today espouse the Nehruvian language ideology. of alienation with advantage, thereby avoiding being pushed-out; and vi. Question and resist oppression and explore the path of Nandan Nilekani, the co-founder of Infosys Company has put it; in India today English is a symbol of an economy comes of  age12. It is the language of international business, science and This approach believes in quality education. The quality research. In contrast, Nilekani depicts supporters of Kannada in education begins with mother tongue. Mother tongue is very the English-versus-Kannada controversy as  Ã¢â‚¬Å"chauvinistic† and important that gives high levels of ability in learning many ideologically and politically motivated. As part of Nilekani’s languages in India. Indian constitution also acknowledged the accusation of the ideological nature of pro-Kannada forces is the importance of mother tongue language as the National Curricular claim that they are denying access to English to those who have Framework, 2005 and the Right of Children to free and historically been the have-nots in Indian society, in particular the Compulsory Education Act, 2009 provided the mother tongue as lower-castes and the lowest-of-the low, the Dalits or tool for development critical thinking. However, for most Untouchables. children, particularly for the tribal and minority language children, there is no provision for education in the mother This language ideology of English as a skill, a ‘key’ or tongue. Education of such children imposes an unfamiliar school ‘passport’ critical for â€Å"upward mobility† fits in with a larger language on them, which often leads to large scale dropouts. narrative on globalization. This globalization narrative depicts Mother tongue based multilingual education for at least 6 to 8 globalization as inevitable, a force on its own with no one or no  entity directing or controlling it. Globalization, in this narrative, regional language schools cannot therefore think of achieving is an autonomous, â€Å"invisible hand† process. The linguistic anything in the globalised economy†. dimension of this process is one where English is seen as neutral Accordingly, â€Å"the divide between the English medium schools and inevitably spreading globally. The regional language schools is a caste-class divide†, which In this context, one of the most prominent public intellectuals in can be overcome by the marginalized â€Å"hijacking† the tool of India today, Ramachandra Guha differs with Nandan Nilekani exclusion, English17. As the leaders of a Dalit Association in and claim that support for Kannada is not chauvinistic, except Hyderabad Central University, put it: â€Å"The middle class and the when the private sector is obligated, or forced, to use it. It is rich can afford to send their children to private schools. For the legitimate and indeed preferable for the government to endorse poor and Dalit, the only option is government schools. Then why and approve of changing the official name of Bangalore to the these people were denied an opportunity to learn English†18. For more Kannadiga â€Å"Bengaluru,† according to Guha; it is not these Dalit leaders, those opposing English in state schools are legitimat e for regional language enthusiasts to economically â€Å"regressive and biased† English, and the pro-English linguistic disenfranchise migrants from other parts of India, as for example globalization narrative, are seen as empowering the powerless pro-Marathi fanatics in Bombay have attempted A similar, and a necessary tool for upward mobility. â€Å"soft† liberalism reasoning seems to have been the basis for the Karnatak High Court decision in the summer of 2008 against the In the central schools the medium of instruction is where the state government mandating Kannada as the medium of upper castes and other central government employee children get instruction in private schools13. The court’s decision repeatedly the education. Even though the children of a few reserved referred to the freedom of parents to make choices for their category employees’ children benefit from these schools, the children, i.e., the freedom of the individual and, by extension, divide between the English medium schools and the regional the market based on individua l choices. Language schools is a caste or class divide based on social and economic category. The divide itself was created by upper caste More recently, Kannada activists have been seeking classical intellectuals for their own vested interest. Since the days of language status for Kannada-a further central governmental Indian national movement the upper caste intelligentsia argued categorization. This is the political space opened up for investing  that the colonial rule particularly Lord Thomas Macaulay had Kannada speakers with the â€Å"moral content of a community.† In introduced English education that convert local people into other words, to act politically, i.e., to make political claims, clerks to serve in colonial government. The real character of the regional language activists need to build community, and invest English education was emphasized by Lord Machulay often that community with moral content. There is indeed Kannada quoted ‘flourish India in blood and the colour but European in chauvinists who preach an exclusive Kannadiga identity14, task and manner’, the educational enterprise of the Government giving a â€Å"divisive and dangerous†15 or â€Å"particularist at all levels of education remained within the confines of protectionist† content to their politics. But we need not condemn colonial needs and did not break the limits of colonial interest. all pro-local language politics as such. Language politics in India With this concept, colonial education elevated western is contested because of the moral content with which many local knowledge and culture that represented the colonizer. For language activists have been able to imbue the community, i.e., instance, Grants, the East India Company officer stated that ‘for with a political transformation that is empowering and moral. the continuation of British rule it was necessary to create a cla ss of Indians’ that people brought about only from the western knowledge. This perhaps, was a natural consequence of the ideas Dalit Discourse on Medium of Instruction References 17. Aggarwal Kailash S., ‘English, Laloo: a Bihari Story’, The Independent, (Bombay), 23rd September, (1993) Chaturvedi M.G and Mahel B.V., Position of Languages in School Curriculum in India, NCERT, New Delhi, (1976) 18. Interview with Mr. Gummadi Prabhakar and Dara Suman leaders of Ambedkar Students’ Association, Hyderabad Agarwal S.P. (ed )., Commissions and Committees in India, Central University, Hyderabad, Dated: 12th May, (2013) Vol. 5, Concept Publishing Company, New Delhi, (1993) Government of India., Report of the National Knowledge 19. Terry Eagleton, Ideology,( Longman, New York), 13,(1996) Commission, New Delhi, (2007) NCERT National Council of Educational Research and 20. Dalit Freedom Network http://www.nd Dalit network. org/go?/dfn/about/C33/, Accessed on 22 May, (2013) Training, National Focus Group Position Paper on Teaching of English, NCERT, New Delhi, 1, (2006) International Science Congress Association

Six History Shaping Beverages History Essay

Six History Shaping Beverages History Essay Tom Standage states in A History of the World in Six Glasses that the course of human history has been shaped by six beverages that are commonplace today. The roles of these beverages beer, wine, spirits, coffee, tea, and Coca-Cola are explained in roughly chronological in the book. Although all of these drinks have helped advance culture, some were more important than others in this respect. In order of importance, the arrangement of the drinks would be quite different. Beer, the most important, was discovered long before the emergence of civilization, when people lived as hunter-gatherers. The transition to farming was a major step towards civilization, and while the reason for it is still controversial, beer seems to have been a factor. One theory suggests that the popularity of beer necessitated a steady supply of grain, which was required to make beer, and brought about the cultivation of it. Because beer was drunk prehistorically while still fermenting and rich in protein and vitamins, it allowed farmers to consume less meat, thus assisting the switch to farming. Furthermore, the Ancient Mesopotamians and Egyptians regarded beer as a drink given by gods, which contributed to the conversion of storehouses for surplus food into temples where offerings were made to these gods. Beer was a crucial factor contributing to the conversion to farming, and as a result, the beginning of civilization; it was undoubtedly a major catalyst for advancing cultur e. Coca-Cola, often associated with commercialization and globalization, is the second most important catalyst, especially since globalization is viewed today as an indicator of a high degree of advancement. The beverage evolved from being a strictly American product to its now internationally famous status in just over a century. As its popularity spread throughout the world, it brought many American values, such as liberty, with it. In fact, Coca-Cola was the very embodiment of these values in World War II, during which the Axis countries of Japan and Germany used the drink to portray the United States and the Allies negatively, denouncing the concepts associated with it. Bottles of Coca-Cola contained more than a soft drink; they contained complex ideas that entire governments have been based upon. Next in importance in the line of beverages that influenced history is coffee. Coffee originated in the Arab world, but it had a much greater impact on Europe. More important than the drink, itself was the place that it was often served in: a coffeehouse. In coffeehouses throughout Europe, discussion and debate, as well as gossip, took place. Many people learned of current events in coffeehouses, and others made scientific advancements after academic discussions occurred there. Inevitably, political ideas were also spread in coffeehouses, as in the case of France, in which a revolutionary war for fair rights started at a cafà ©. Coffee, which sharpens the mind, promoted new ideas and discoveries through discussion, and even helped start a revolution. Though not as powerful as beer, Coca-Cola, or coffee were, tea assisted the development of culture. The Industrial Revolution in 18th-century England caused the introduction of numerous factories, and tea, served to the workers of these factories, kept them alert and prevented illness. It also increased the demand for crockery, fueling commerce even more. Tea had a large effect on Asia, specifically China and India. The Opium Wars, the result of the trade of opium because of the demand for tea, ended with China engaging in wider trade with other countries. In India, the cultivation of tea started by the East India Company created a new industry and eventually made India the largest producer of tea in the world. Tea contributed to the advancement of culture by furthering industrialization in several modern-day nations, as well as increasing international trade. In the Mediterranean basin, wine played a moderate role in shaping history, evident in its representation of sophistication in the area at the time. In Greek symposia, wine accompanied intellectual discussion in subjects like literature and philosophy. At some symposia, kottabos, a less academic drinking game, took place instead. Wine was associated with art as well as academics; the amphorae in which wine was stored contained motifs that are now symbols of Greek culture. Additionally, wine became widely drunk in Ancient Rome, where convivia, the Roman counterpart of symposia, took place. In both Greece and Rome, wine helped to differentiate classes higher classes consumed higher-quality wine. This widespread alcoholic drink took the place of beer, promoting intellectual thinking in casual assemblies and emphasizing differences between social classes. Spirits were the least significant beverage discussed by Standage, but nonetheless, they were indispensable drinks that aided the advancement of culture. For instance, grog protected British sailors against scurvy; this helped Britain establish its supremacy at sea. For the English colonies, rum lowered dependence on European imports, as it could be distilled from inexpensive leftover molasses. The Molasses Act of 1733, passed by England to stop the importation of molasses from the French into the colonies, produced negative feelings toward England, and was one of the factors leading to the American Revolution. On the other hand, rum was one of the main currencies involved in the slave trade from Africa, a step backwards in the development of culture. Spirits affected human history both positively and negatively, and while it assisted the advancement of culture, it also hindered it. Beer, Coca-Cola, coffee, tea, wine, and spirits have all had considerable effects on human history. These beverages, which are frequently consumed even now, can tell the story of the progress of civilization solely through their respective roles in it. Some have played a more important part than others in shaping world history, but they have all unquestionably served as catalysts for advancing culture.

Reaching For Dreams - A Ballet :: essays research papers

In watching a professional ballet one doesn’t realize how much work is put into making the production come to life. Both the dancers and the choreographers put every ounce of energy and emotion into telling their story. It takes years for a ballerina to train for the labor that goes into becoming professional, however just weeks to learn a full-length ballet. Dancers can sometimes be put through months of sore muscles in order to train. Often ballet dancers are told to loose weight in order to look their part, or are only given a few minutes for break after hours of vigorous training. In the end it is all worth it though. When I checked out Reaching for Dreams: A Ballet from Rehearsal to Opening Night, by Susan Kuklin out of the library I expected to read another boring drawn out diary. Amazingly this book was difficult for me to put down because I became so enthralled by the process of putting on a ballet. At the beginning of this book the author describes the dancers coming in on a rainy Monday morning to begin warm-ups and rehearsal. This of course is the beginning of their voyage to opening night. The dancers taking part in this production were from the Alvin Ailey American Dance Theatre. The ballet that they plan to perform in seven weeks is called â€Å"Speeds.† The choreographer of â€Å"Speeds† is a world-renowned woman by the name of Jennifer Mullers. This production contains a cast of eleven dancers and five alternates. â€Å"Speeds† is a modern ballet that explains how one moment in time is like no other, and how often things in the world change. Throughout this book, Kuklin observes the life of a dancer. The typical day of a professional ballerina at the Alvin Ailey American Dance Theatre consists of waking up around seven to be at rehearsal in plenty of time to warm-up. In dance warming up your muscles is the most important device to do before beginning, as it helps you stay clear of any possible injuries. After warming up Jennifer, the choreographer, teaches them the dance and makes sure that every move â€Å"flows† with the body of the person dancing it. She claims that â€Å"the dancers must be comfortable with the shapes that they dance.† After hours of strenuous practice the dancers receive a five-minute break to cool off and grab a bite to eat.

3 ways HR professionals support line managers and their staff Essay

Recruitment: The process of selection and appointment of suitable candidates for jobs in an organisation, in a short span and cost effectively manner. The process includes analyzing the requirements of a job, attracting employees to that job, screening and selecting candidates, hiring and integrating the new employee to the company. It is a critical activity not only for the HR function but also for the line managers and various departments involved. The most important responsibility of the HR function is to find the right people for the right position. Defining targets and approaching the target with a view to hire does this. An HR professional’s ability to attract new talent that fits the needs of a company, they are trained to be proficient when organising orientation manuals, pre-employment screens and other steps prior to employment of a new hire. Thus the organisation gains the best talents on board be it internally or externally which maximizes the overall growth. â€Å"The key for us, number one, has always been hiring very smart people.† – Bill Gates, 1993 Training and Development: Learning and development strategy articulates workforce capabilities, skills or competencies required and how these can be developed, to ensure the run of a successful organization. The HR function helps in developing the mindset and skills to support the business in its evolution. They ensure that all the employees leave every session with a tangible skill they can  put in place immediately when they return to their desk. This gives a competitive advantage and adapt to economic circumstances. These are achieved by conducting seminars, boot camps, master classes and incorporating social media into content to understanding audience behaviours. The HR team ensures that these are designed and delivered by experts inside business or respected external figures. As key element of an organisation’s learning strategy they will target the long–term development of those identified as exceptionally high-performing individuals, who are critical to long-term business success. Hence this will widen employee’s knowledge and helps drives high performance level for a long-term successful business. â€Å"Education is the most powerful weapon which you can use to change the world.† – Nelson Mandela, 2007 Employee Engagement: Employee engagement is a workplace approach designed to ensure that employees are committed to their organization’s goals and values, motivated to contribute to organizational success, and are able to simultaneously enhance their own sense of well-being. The HR function makes sure that the employees have an engagement with the organization and engagement with their manager, which automatically increases the competency and results in high performance. They are able to analyze the key drivers of engagement and plan activities or initiatives that will have the greatest impact of engaging the employees. The HR team engages the employees by arranging fitness activities, cultural events, mentoring activities, book clubs, family activities, charity run, volunteering activities, visits to other departments, company lunch, etc. This gives an opportunity to a good needed break from their routine, which is essential for employees. Thus this leads to increased productivity, increased quality, greater innovation and better customer service. â€Å"On what high-performing companies should be striving to create: A great place for great people to do great work.† – Marilyn Carlson, former CEO of Carlson Companies, 2014 The following report tells, as to how HR professionals support line managers and staff Communication: Organizational communication refers to the forms and channels of communication among employees of organizations. Studies have found a strong relationship between the levels of communication in an organization and job performance and satisfaction. Organizational communication takes place upward, downward and horizontally. The HR function helps to bridge the gap between the management and direct employees or vice versa. The HR department has the responsibility to encourage management at all levels to communicate with employees regarding all matters of concern, including various company actions such as layoffs, promotions and important subject matters such as benefits, company policies and employment stability. Excellent communication between HR personnel and the company’s employees keeps them constantly well informed. Employees need to be listened at all times so that it will not demotivate them. Hence communication done with the help of HR function has been shown to be linked to good company’s success. â€Å"The art of communication is the language of leadership† – James Humes, 2011 Performance Management: Performance Management encourages the continuous improvement of business processes and of individuals’ skills, behaviour and contributions. This evaluation system is an invaluable tool for all business. An annual performance review places all employees on an equal field and allows the managers to see which employees are creating the most value for the organization. HR function plays an important role, by ensuring that the  process is far, accurate and managed appropriately. It motivates employees and helps in the development of the organization in the right direction. The goals and tasks of managers and employees should be aligned with the business strategy. HR function helps in setting departmental and individual performance targets, evaluates the whole process to improve effectiveness and also encourage business heads to award the right employee. This is like a key delivery mechanism associated with the management behaviours instrumental in driving performance, such as listening, coaching, communicating and creating relationships based on trust and respect. By giving such support, the line managers and organization will be definitely benefited. â€Å"A process, which contributes to the effective management of individuals and teams in order to achieve high levels of organizational performance.† – Armstrong M. and Baron A. (2004), Managing Performance: Performance Management in action, Institute of Personnel and Development. Job Analysis: Detailed examination of the task, that makes up an employee role also what the job requires in terms of aptitudes, attitudes, knowledge and skills of an employee. It is the first step in a thorough understanding of the job and forms the basis of job description. Job analysis is important primarily because of its influence on organisational structure and also the interrelatedness of it and job design. Without detailed information gained from job analysis, structuring an organisation and understanding where potential duplicity occurs in roles and functions will be difficult. Job analysis is used to: Establish and document competencies required for a job. Identify the job-relatedness of the tasks and competencies needed to successfully perform the job Provide a source of legal defensibility of assessment and selection procedures. It allows departments to identify paths of job progression for employees interested in improving their opportunities for career advancement. Thus line managers and heads are encouraged to consult with HR function for guidance at every step in the job analysis process. â€Å"The entrepreneur builds an enterprise; the technician builds a job† – Michael E. Gerber, (2001), The E-Myth Revisited: Why most small business don’t work and what to do about it, Harper Business Hence the HR function would be grateful, if it is still retained in the organisation. As mentioned the above functions and roles will improvise the growth of the company.

Essay on belifs in fasting

Essay on belifs in fasting Essay on belifs in fasting Assessment reading RAF 2 and 5 6) The righter suggest that she is a nice calm wife and likes her husband very much but he did not give much information but. The mood changes drastically after the husband says "sit down he said just for a minute, sit down’. I think Mrs Maloney's mood changed then to cold and frightened to what is to come because Mr Maloney was strange and not caring or loving when he walked thru the door I know this because it states " Tired darling ? 'Yes,' he said I'm tired." This was quite snappy and carried on like that until he Brock up with her a pregnant woman he is leavening then Mrs Maloney killed him with the frozen lamb leg that was when she felt guilty and all thoughts on her being loving caring and just a plain nice person with nothing to hide but now she has got everything to hide and all she thought about was getting an alibi sloshes wasn't guilty for what she had done and cold and calculating but so much different than she was at the being or even that sad just need to get cle an and get away with what she has done witch wasn't hard because she probably learnt things along the way with her husband being a police officer. 7) He creates mystery in a clever way such as the name "lamb to the slaughter" I can imagine a lamb getting killed not the lamb doing the killing. He does this so it can surprise you and make it very interesting to the reader. Things that make me want to read more and make me more interested to know what is going to happen next "sit down he said. Just for a minute it wasn't till then that she began to get scared". I think that was the most existing bit in the story because you know something is going to get killed and that seemed like the moment for something to get killed and you think it can't get worse but it