Assembly Automation and Product Design Essay Example | Topics and Well Written Essays - 1500 words

Assembly Automation and Product Design - Essay Example The electrical function refers to the plugs ability to properly conduct current from the socket to the electrical device in a safe and proper manner. The mechanical function refers to the sockets ability to withstand all the forces required for safe installation of the plug into the socket. The mechanical function also includes the proper design of the plug so as to safely clip into the socket and be safely held and removed from the socket. Aesthetic function refers to the ability of the socket to have appealing features to the customer. Ergonomic function refers to the sockets ability to withstand fatigue due to continual use.2 The 13A pin is made of the following components. Conductors are the three pins; they are made of brass. Fuse element made of copper. Fuse clip made of copper, cable wires made of copper and fuse ends made of copper. The insulators are the plug body and base made of plastic. The cord clip made of nylon, Cable sheath made of PVC (polyvinylchloride) wire sheath and pin sheath made of PVC. Fuse body made of alumina. The pin has screws firmly holding together all the parts. The cord grip screw is made of steel, the major plug screw is made of steel and the pin screw is made of steel or brass.3 In the process of material selection, the engineer should consider the materials are the best conductors and those that are the best insulators. The engineer should consider the price and the ease of molding and access the materials. Polymers can be shaped into the desired shape of the plug through molding. This can be easily done for mass production. Wood can only be machined; this method is ineffective for mass production. Thermoplastics have various options for mass production such as welding, use of adhesives and molding. Therefore, even though wood provides the cheapest source of raw materials, it is difficult to use it in mass production. The plug body should be strong and stiff so as to hold the pins safely. Through a material selection process an engineer is able to select the most suitable polymer to use.  

Personal portals for work and play Essay Example | Topics and Well Written Essays - 1750 words

Personal portals for work and play - Essay Example Following these pages, the advancement in personal portal represented navigation sites such as Yahoo, Infoseek, AOL, Excite, MSN, Lycos, and Netscape Netcenter. These sites offered users an entry platform to web surfing because of the structured navigable interface improving surfing experience. The main personal portals that were used in this era were Google and My Yahoo that offered users access to sports, news, and web searching platforms for free. google provide mechanisms for integration to personal pages of Gmail and Google News increasing their access to information while accessing their emails. The dot com but in the early 2000s saw the disappearance of personal portals with new software and applications. The changes to the personal portal are represented in the use of software and applications in mobile phones, tablets, laptops, and computers. Currently, a lot of personalized software and applications play the role of personal portals providing user’s access to a host of internet information and capabilities that were not available in the early personal portals. Some of this software and applications that have taken the space of early personal portals and revolutionized the mobile internet access market include Facebook, Twitter, Instagram, Linkedin, MySpace, MSN, among others. Blogging has also grown over the years and provides users a platform to publish content that is personal, professional, academic, or otherwise to a large audience and receives feedback.

Analysis Writing Essay Example | Topics and Well Written Essays - 750 words

Analysis Writing - Essay Example The last trait of his hierarchy of needs is self-actualization which serves as the pinnacle of human character’s highest inner traits such as our capacity to love, spirituality, to create and to have compassion. Although this was not empirically verified by Maslow himself, this theory of his about motivation still stands today (Goodman 1968). According to Maslow’s Hierarchy of Need, our needs motivate us to do the things that we do. The five levels of motivation of Abraham Maslow are physiological need, safety need, social need, esteem need and self-actualization need. The physiological needs are the physical needs that we need to satisfy in order to live such as eating when we are hungry, drinking when we are thirsty. Our safety needs on the other hand are our need to feel safe and secure and will act accordingly to this need when we are threatened to preserve ourselves. Our love needs are our need for belonging and love. People who have not satisfied this need will feel isolated and lonely. Self-esteem needs are the need to feel good about ourselves and this comes in the form of respect and how others perceive us. Finally, the self-actualization need which is the most complex of all is to the need to satisfy our need to be fulfilled whose methods could range in a lot of things from satisfying our aesthetic need, growth needs or plainly doing the things that we love and feel good about in doing it (Hoffman 1992). Applying these principles to some elements of my life, knowledge and experience, I can relate this to my present stature as a student. Maslow’s hierarchy of needs can help solve some basic issues in my daily life such as procrastination and the understanding why I do things the way I do and make me better as a person by understanding myself more. I can apply here why I tend to procrastinate in doing some projects and admittedly, including studying and other school works. Analysing my stature as a student based on Maslow’s hierarchy

Analysis with an Introduction to Proof Research Paper

Analysis with an Introduction to Proof - Research Paper Example Logical connectives develop rationale for verifying statements and for joining statements into compound scenarios that require decision-making. In introducing the concept of truth-value, the chapter’s logics concept improves people’s rationale in decision-making and is therefore fundamental to every person for real life decision. Professionally, the logics’ concepts are applicable to most people such as managers and health care personnel whose decision yield consequences that can be used to evaluate ability to perform as a professional. Quantifiers also play a critical role in rational decision as they establish bases for identifying variables upon which decisions can be made. Understanding nature of a quantifier in a situation also facilitates decision making through defining scope of a variable on which decision should be made. Proof techniques is another important section of the chapter that supports application of logics in decision making, as it establishes bases for verifying truth values of statements and scenarios. Exploring various techniques also improves the audience’s rational competence. Consequently, I feel the chapter is informative and equips people with competence to tackle real life problems (Lay 1- 34). Reading chapter two of the book also develops the feeling that mathematical concepts are the basis of real life experiences and decisions. The scope of sets, definition of sets and elements of a set, for example, identify with the first step of decision-making that defines a problem and its scope. Consequently, concepts of sets and elements of sets can help in establishing boundaries for problems and therefore focus analysis for generation of solutions. Basic sets operations of union and intersection further facilitates this application of sets in real life experience and is consistent with chapter one’s concept of connectives that can help in

Analysis Writing Essay Example | Topics and Well Written Essays - 750 words

Analysis Writing - Essay Example The last trait of his hierarchy of needs is self-actualization which serves as the pinnacle of human character’s highest inner traits such as our capacity to love, spirituality, to create and to have compassion. Although this was not empirically verified by Maslow himself, this theory of his about motivation still stands today (Goodman 1968). According to Maslow’s Hierarchy of Need, our needs motivate us to do the things that we do. The five levels of motivation of Abraham Maslow are physiological need, safety need, social need, esteem need and self-actualization need. The physiological needs are the physical needs that we need to satisfy in order to live such as eating when we are hungry, drinking when we are thirsty. Our safety needs on the other hand are our need to feel safe and secure and will act accordingly to this need when we are threatened to preserve ourselves. Our love needs are our need for belonging and love. People who have not satisfied this need will feel isolated and lonely. Self-esteem needs are the need to feel good about ourselves and this comes in the form of respect and how others perceive us. Finally, the self-actualization need which is the most complex of all is to the need to satisfy our need to be fulfilled whose methods could range in a lot of things from satisfying our aesthetic need, growth needs or plainly doing the things that we love and feel good about in doing it (Hoffman 1992). Applying these principles to some elements of my life, knowledge and experience, I can relate this to my present stature as a student. Maslow’s hierarchy of needs can help solve some basic issues in my daily life such as procrastination and the understanding why I do things the way I do and make me better as a person by understanding myself more. I can apply here why I tend to procrastinate in doing some projects and admittedly, including studying and other school works. Analysing my stature as a student based on Maslow’s hierarchy

Report on Primary School Essay Example for Free

Report on Primary School Essay Drop-out problem is not caused by any single reason, in fact, a whole lot of different factors work behind it. These factors are also inter-related to each other and therefore one factor influences many other factors. For example, poverty has inter-linkages with many other factors that influences drop-out like quality of education, parental attitude etc. Poverty also has intra linkages with facts like direct cost, indirect cost and opportunity cost of schooling, early pressure for marriage. As poverty is one of the major reasons behind drop-out, it has various linkages with most of the other problems. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrollment fee; certain amount from the stipend money is also taken for various reasons. These expenses become a big problem for the poor households and it influences dropping out because when survival is the issue, things like education is less important. Another problem was the hidden costs of schooling that are clothes, pen and paper, etc. all of the 12 samples and their parents said that buying clothes, pen and papers was a huge problem for them. All of the parents said that as they are poor people, these extra costs of schooling are unbearable to them. Almost all of 12 dropouts have missed school frequently due to failure in obtaining these articles. They feared that they will be punished if they go to school without pen or paper. Teachers said that children who come to school without pen or paper cause a lot of trouble because they are unable to do any class work and disturb the other students. So they are given punishment. The opportunity costs of schooling include chore time, sibling care and foregone earnings of children. The opportunity costs of educating children are higher in poor families because these families rely more on each member to contribute to the family’s economic survival. Girls and women are the unpaid household labourers. All of the 6 female samples’ labour in the household is an economic necessity because it frees others to earn outside. All of them had to do important works like collecting water and firewood, washing utensils, helping in cooking and taking care of siblings. Dropouts who belonged to large families, less earning members and unstable income due to illness of earning members had to do wage work for  cash. All of the female samples told that they had worked in rich households as domestic helps when their family needed cash or could not afford a satisfactory meal. It is difficult for poor families to afford the opportunity cost of schooling because the contribution of their child’s labour at household work or earning is essential at certain times for the survival of their families. All of these direct, hidden and opportunity costs are intra-linked with poverty, which causes poor attendance rate. This encourages dropping-out as the school terms clash with the agricultural cycle and those who miss school over several weeks drop behind, teachers withdraw their books and they are disqualified for stipend, as a result, they ultimately abandon school. Poverty is interlinked with quality of education as poor families cannot afford private tuitions for their children. Apart from a few parents most of them were illiterate and they could not give any effective help to their children in their studies. Hence these parents have regarded the need of going to private tuitions as a very urgent one. All the samples agreed that students who took private tuitions performs in the class and does well in exams. All the parents agreed that if the teachers had taught the students well in the class, then the parents would not have to spend extra money to send their children for private tuitions. The parents even said that the teachers do this deliberately to earn money. The students who receive private coaching get promoted to the next class regardless of their results, so they do not get dropped from the PESP receiver’s list. As a result, only the children from solvent families are able to continue their studies. Dropping out due to disqualifying for PESP have been observed in this research amongst those households who sent their children to school after hearing about the PESP. During harvest period, there are many works to be done, so a lot of the children do not go to school. Consequently, many of them fail in the exams as they fail to catch up with the class due to absence. As a result, they get dropped from the PESP receiver’s list. So again the economic factors affect the situation because it can be seen that only the children of the well to do families can receive stipend. This is because since the children of solvent people do not have to work at home, they can attend school regularly and on the other hand, they can attain private lessons by using the money they get from stipend, so they can pass in the exams. Poverty is interlinked to students’ eagerness to learn. As the drop-out children belonged to the poor households they all suffered from certain extent of malnutrition. The samples told that usually they went to school after eating rice, rice crisps, banana, molasses etc and 7 of the children said that very often they had to take insufficient food and so they felt hungry in the class. Some of the children had to do household works and they felt tired and sleepy in the class. All of these children said they found it hard to concentrate in the study. So the eagerness and motivation of the children of the poor households are affected by their economic condition. The irregular and low salary of teachers influences their motivation to teach and forces them to depend on alternative income sources like private tuition. As a result they are obligated to favour their private students which create frustration amongst the other students. These children found school unfriendly and unfair. They become reluctant to attend school and as a result they miss classes and this causes poor performance in exams. All of these factors contributes to disqualifying from stipend program and finally leads to drop-out. Societal reasons are also found to be affecting drop-out of children, especially girls. The people of this village are very pious and they think that school education is the trend of the new age. They think that receiving religious lessons is more important since it will help them in the afterlife. Maximum people think that it is foolish for children of poor people to receive higher education because there are no such job opportunities for them, and the people who have no certainty of their day meal will obviously send their children to work and earn money to run the family, this is reality. Pressure for early marriage is also present as most of the community members agreed that this the safest option for the parents. Incidents of eve teasing were seen and sadly the societal pressure was on the girl as she will earn a bad reputation and her prospect of marriage will be ruined. These types of societal pressures are interlinked with unsupportive parental attitudes, because all parents and especially the poor parents do not have much of a say in the society and they are the most vulnerable ones. So the parents of a girl child prefer marriage over education as that is safest option and also this is what the society expects them to do. So all of these different factors are interlinked with each other which affects dropping out of children. CHAPTER 7: IMPACTS OF PESP 7. 1 BACKGROUND OF PESP. The most notable among the incentive programs undertaken by the government at the primary level were the Food for Education Program (FFE) and the Primary Educational Stipend Program (PESP). The FFE Program was launched in 1993 to increase the enrollment, persistence, and attendance rates of children from landless and very poor families. Forty percent of the children enrolled in primary schools in the targeted poor areas received a monthly allocation of wheat or rice for their family if they attended primary school regularly. To be eligible for receiving the food, the children were to be present at school for 85 percent of classes each month. A sliding scale increased the amount if more than one child per family attended school. Ultimately, the FFE was implemented in 1255 unions, covering 27 percent of the country. The World Bank’s 1998 Poverty Assessment found that the FFE did raise enrollment and attendance rates, and by 2000, the FFE program had covered about 27 percent of all primary schools in Bangladesh. Out of 5. 2 million students enrolled in schools with FFE, about 40 percent received food grains (mostly wheat) through the program. About two million families benefited from the FFE program. But there negative issues related to the FFE program as well. It suffered from high levels of leakage (it cost 1. 59 taka to transfer 1 taka in benefits) and was poorly targeted (50 percent of the beneficiaries came from households above the lower poverty line). Increases in the price of the food commodities in 2001-2002 caused the government of Bangladesh to reduce the amount of food assistance, until the program was discontinued in June 2002. However, universal primary education was still far from achieving. So, a new program, the PESP was introduced. The new Primary Education Stipend Project was designed to provide cash assistance through a stipend program to poor primary school pupils and their families throughout rural Bangladesh. The targeted beneficiaries of the PESP were an estimated 5. 5 million pupils from the poorest households who were enrolled in eligible primary schools in all rural areas of Bangladesh (469 upazillas). In order to qualify for the stipend, selected pupils were to maintain 85 percent monthly attendance and attain a minimum of 50 percent marks on the annual exam administered for each grade. To continue to participate in the program, a school must demonstrate at least 60 percent pupil attendance, and 10 percent of its grade 5 pupils must sit for the Primary School Scholarship Exam. Households of qualifying pupils would receive 100 taka (about $1. 76) per month for one pupil (not to exceed 1200 taka annually) and 125 taka per month for more than one pupil (not to exceed 1500 taka annually). Six designated national banks would disburse the stipends on a quarterly basis to authorized parents/guardians on a pre-determined date at the local bank branch or at a temporary distribution post (â€Å"camp’) established at a convenient location within 5 kilometres of the school site. Stipends would be disbursed to pupils’ parents or legal guardians who present the proper PESP bank-issued identity card. Preferences were to be given to issuing cards to the mothers of the selected pupil. The new features of the PESP were: †¢Ã¢â‚¬ ¢ Subsidies provided in cash, rather than in kind (as in the FFE Program) would ease transfer to poor recipients and would limit the involvement of school personnel in distribution (FFE required teachers to dole out the wheat and rice). †¢Cost-effectiveness would increase as the government of Bangladesh can offer stipends to more families for the same cost and not be vulnerable to increases in food prices (as with the FFE Program that necessitated decreasing the amount of food provided). †¢The stipend amount is fixed at a level that will significantly offset household poverty (unlike the 25 taka offered through the PES Project). †¢The cash stipend is more flexible, so the family can determine its best use according to their needs—whether it is used for food purchase, school expenses or financing income generating activities (unlike the FFE Program where households often sold the food at less than market value to obtain cash). †¢Disbursing the stipend funds to the mother will increase her power within the household and she will be more likely to spend the money to improve the children’s welfare (earlier programs disbursed to fathers or male household heads). †¢Leakage will be reduced because (i) commodities (such as the FFE Program’s wheat and rice rations) are more liable to misappropriation and (ii) bank-mediated distribution eliminates scope for underpayment or kick-backs. †¢Provision of stipends on a nation-wide basis (rather than in selected areas) will reach the poor families throughout rural Bangladesh who must restrict their children’s participation in primary school. 7. 2 ProgramME Performance. The Primary Education Stipend Project (PESP) aims to increase the educational participation—enrollment, attendance, persistence, and performance–of primary school-aged children from poor families throughout Bangladesh by providing cash payments to targeted households. The new Primary Education Stipend Project is designed to provide cash assistance through a stipend program to poor primary school pupils and their families throughout rural Bangladesh. The impacts of PESP in the research area are described below according to the official objectives of the PESP: †¢ Increase the enrolment rate among primary school-aged children from poor families. The researcher found this objective successful to some extent because the statistics provided by the teachers show that enrolment rate has increased after the PESP have been introduced. The school enrolled the new students in only class one. The numbers of enrolment of last five years has been shown in the table below. YearNumber of students enrolled in class 1Total students of the school 200084270 200195280 2002102288 2003108295 2004116309 Table 6: The number of students enrolled in class 1. †¢ Increase the attendance rate of primary school pupils. The PESP rationale is that regular attendance will improve pupils learning outcomes and contribute to good grades on exams. Attaining 40 percent marks will motivate the pupil to study and the pupil’s family to support his/her studies, by ensuing school attendance (not withdrawing for labour) and providing the necessary supplies and inputs. Combined these conditions are expected to lead to reduced repetition and drop-out and increased completion. Meeting the attendance requirement on a monthly basis will  determine the amount of the quarterly stipend disbursement. If a pupil does not meet the condition, the stipend will not be paid for that month. Classroom teachers record attendance daily, checked by head teachers. The 85 percent target is relatively high, compared with average primary school attendance rates that are reported to be 61 percent or below and even with the FSSAP which has a target of 75 percent. This objective was not very successful as the attendance rate was very poor in the primary school were this research have been done. Teachers said that in general attendance rate is well below 85 percent. Students from the poor households are the most irregular ones. The reason for absenteeism is primarily due to the inability to pay for school expenses and/or the need to work either at home or outside the home. However, in some of the cases, reasons behind absenteeism were temporary or chronic illness, disinclination for schooling, bad weather, flooding, etc. During the rainy season the attendance was low as the roads were muddy and slippery and transportation was unavailable. During the bad whether some of them stayed absent as they didn’t want to damage their clothes. Two of the samples said that they had only two clothes, of which one was torn so they wore it in the house and the other one they wore in the school. They remained absent if the better cloth was wet as they couldn’t were the other one. The direct and opportunity costs of schooling, cultural constraints and prejudices, and special needs of vulnerable children—prevent these children from going to school. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrolment fee etc and with this there are many indirect costs like pen, papers, clothes etc. Though the stipend money was a help to some extent to the poor families, it was distributed after 3 months and during that time whenever the family couldn’t afford the necessary equipments, the children remained absent. Although the stipend receivers said that they bought pen, papers, clothes etc, they also said they still missed school whenever they couldn’t manage them as they were given punishments. Another reason for low attendance of the students was the opportunity cost of the child. Students frequently remained absent during different times of agricultural cycles as their labour was needed by their family. In the rainy seasons some of the boys helped their father in boat rowing so they stayed absent and because of this, they were dropped from the stipend receivers list. †¢ Reduce the drop out rate of primary school pupils and increase the cycle completion rate of primary school pupil. Unlike enrollment, persistence in primary school requires an ongoing household commitment that, especially among the vulnerable poor, is easily assailed by family circumstances (e.g. illness, death), the economy, and a host of other factors. The continuous payment of a stipend for the pupil’s entire primary school career—does provide both motivation and a monetary cushion for the family by helping to offset the opportunity costs associated with economic hardship that could pull a child from school. However, as a child ages both the direct and opportunity costs (for boys in the labour market and girls in the marriage market) increase, and the stipend is not sufficient to meet these costs. In addition, considerations other than monetary—such as lack of interest in schooling, dissatisfaction with the quality of schooling, cultural imperatives to marry, etc. –may come into play that are not amenable to financial incentives. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrolment fee; certain amount from the stipend money is also taken for various reasons. These expenses become a big problem for the poor households and it influences dropping out. The number of drop-out children in last five years is given below. Table 7: Number of dropouts in the last 5 years provided by the school YearNumber of drop-out childrenNumber of children completed class fiveTotal students in class five 1999104555 2000124254 2001114455 2002114960 2003124759 Chart: The number of dropouts and completions during last five years Although the dropout numbers provided by the school shows that dropout from school in class five is around 10 to 12, the researcher found that in reality the number was more than that as certain amount of underwriting is done so that the school remains in the PESP allotting list. The PESP stipend does not appear to meaningfully offset the opportunity costs of child labour, averaging less than 5 taka per day or $2 per month. But, its ability to attract children from the labour market to school clearly depends on the situation of the family. It is unlikely that a desperately poor family would be able to forego the income or even the food earned by a regularly-employed child. However, in some cases the child may continue to earn a sufficient amount outside of school hours and during school absences tolerated by the PESP (15 percent). The additional 25 taka per month for any subsequent children enrolled in primary school represents a much smaller contribution towards meeting the opportunity cost of schooling, and acts more as a reward to those households who have already made the decision to send their children to school than to encourage households to send non-attending children to school. Since opportunity costs must also be added to direct costs of schooling to assess the real cost, families of working children may not be able to cover both the sacrifice of a child’s income or labour and the cash outlays for the direct costs discussed above. Both the direct and opportunity costs of schooling increases as the child ages and progresses in primary school, increasing the burden for very poor families. Consequently, the PESP stipend may not be sufficient to overcome the financial barriers to primary schooling in families where children must work constantly to increase household production or income or to feed themselves. †¢ Enhance the quality of primary education. The PESP is least likely to be successful in improving the quality of education (as defined by learning outcomes and completion rates), because it places the entire burden of quality improvement on the child (maintaining high attendance) and household (purchasing educational inputs to ensure good grades), rather than on the teacher or school. First, failure to achieve is more often the result of poor instruction than of incapable students. Second, families targeted for support are poor, and it is far more likely that the stipend will be used to provide additional food and clothing for the family than purchase educational materials or tutoring for a primary school child. And while it would not be reasonable to expect a stipend program to also be a quality improvement program, the PESP may have negative consequences for educational quality of the 75-85 percent of primary school-age children already in school by diverting resources away from  needed supply-side improvements. The impact of PESP in the research area seemed to favour access over quality. The teachers said as the most of the parents who enrolled their children for stipend, they don’t worry about the quality of education; instead they want to receive the stipend money anyhow. This attitude can never help to improve quality of education. †¢ Ensure equity in the provision of financial assistance to primary school-age children and alleviate poverty. Bangladesh ranks as one of the poorest countries in the world, with a GDP per capita of $350. The poor account for about 50 percent of Bangladesh’s total population, and 37 percent are counted among the â€Å"hard-core† poor, who live in the direst circumstances (Bangladesh Human Development Report 2000, BIDS). That fifty-three percent of pupils in the primary education system come from poor households reflects the high demand for primary education among Bangladeshi parents. Ultimately, much of the success of the PESP in combating poverty and helping families deal with the direct and opportunity costs of sending their children to primary school will depend on the validity of the targeting mechanism and on the real value of the stipend in offsetting those costs. Primary school-age children become eligible for stipend benefits if their families meet at least one of the following five targeting criteria: ? Children from a landless or near-landless household that owns less than half an acre of land; ? Children of day labourers; ?Children from female-headed households (i. e. , a household headed by a female who is widowed, separated from husband, divorced, or having a disabled husband); ? Children from households that earn their living from low-income professions (such as, fishing, pottery, weaving, blacksmithing, and cobbling); and ? Children of sharecroppers. At present, the targeting methodology does not appear sufficiently well-defined to ensure that the poorest families in Bangladesh benefit, but rather the poorer families relative to their specific locale (which may not be terribly poor). With no clear-cut guidelines or empirical methods for identifying the poorest students, it is not clear how poor children can be identified. More over, a lot of community members and parents of the dropout children blamed the teachers and SMC members of deliberate biases and distortions. Almost universally, those interviewed said that SMC members and teachers complicit in giving favour to local elites and the non-poor in school admission and enrollment in the PESP or extracting some form of payment for consideration. Because the SMC members are generally members of the local elite, it has been told by the parents of the drop-outs and community member that they have a tendency to favour their own friends and relatives. The stipend amount appears sufficient to cover the education costs of one child, but the PESP often employs a rationale that double- and triple-counts the stipend, by stating that it will offset direct costs, eliminate opportunity costs, and increase household income. It is unlikely that the stipend is adequate to address all three at the same time. It does not appear to fully recognize that the PESP will also cause the families—especially those with working children—to incur significant costs that may not represent a net gain for the household (at least in the short-term). The PESP may be too expensive for very poor households whose children are not already enrolled, as the stipend amount is not sufficient to pay for education, compensate for lost wages/production and increase household income as well. Poverty impedes households’ ability to pay for school fees and/or other direct (e. g. textbooks) and indirect (e. g. â€Å"donations† for school authorities) costs that may be required for school admission or full participation in primary school. Poor households are more likely to need children’s labour for income-producing or cost-saving activities, and be less able to sacrifice the child’s time to schooling, resulting in frequent absenteeism and/or early withdrawal from school. The poor are more prone to disease and malnutrition than the non-poor. Poor health and nutritional status among young and school-aged children can result in illness and/or physical and cognitive impairment or delays, causing late enrollment, drop-out, absenteeism and poor learning outcomes. Additional objectives (mentioned by MOPME officials): Eradication of child labour and empowerment of women were the additional objectives. PESP could not eradicate child labour as it was seen that the samples often missed classes because of various household works. All of the 6 male samples helped their fathers in the field at different times of agricultural cycles. The boys who worked in the agricultural field worked in two phases. For working in the morning from 8AM to 1PM, they received 1 meal and 50 to 70 taka and for working from 2PM to 5PM, they are given 30 taka. In the rainy season a some of the male samples helped their fathers in boat rowing. Girls and women are the unpaid household labourers. All of the 6 female samples’ labour in the household is an economic necessity because it frees others to earn outside. All of them had to do important works like collecting water and firewood, washing utensils, helping in cooking and taking care of siblings. Because of these reasons, parents were reluctant to spare their daughters for schooling. There is no evidence of gender disparity in enrollment rates among the poor, but it is likely that girls who belonged to poor families are less likely to persist and perform in school than boys. But as there is a stipend programme for the secondary female students, girls are now getting the opportunity for higher studies. Social Impact of PESP: Irrespective of the PESP’s impact on primary education or its reaching the poorest 40 percent of families, the prevalence of poverty in Bangladesh is such that the PESP must be regarded as a positive move in improving social welfare, in that it represents a substantial redistribution or transfer of income from the wealthier sections of society to the poorer ones. Given the rural focus, it is seen that these cash transfers has some positive impact on the economies of small rural communities. As households spend the PESP stipend on commodities (books, food, clothing, etc) and services (tutoring, medical, etc. ), the effects are rippling through the community, generating additional income for merchants and suppliers. Insofar as mothers are the stipend recipients, it is expected that they will have decision-making authority over its use and their economic prestige will be enhanced somewhat. The political and social impact is also positive as beneficiary poor families and community members appreciate the recognition of need and the benefits offered by the PESP. But the major negative impact of this program is that those parents who sent their children to school after hearing about the stipend money, many of them withdrew their children when they were dropped from the stipend receivers list. These parents were unaware of the rules for achieving the stipend and they became angry and  annoyed by the rules. They also claimed that rules are strictly followed in the cases of poor students and teachers showed biasness while distributing stipends. According to them, the students who take private tuitions from the teachers and the children of the rich and powerful people receive stipend even if they are irregular or have failed in exams. Many of the parents said with anger that the strictness of rules happens only for the poor. Thus even though the stipend programme has increased the enrolment rate it has also became a reason for dropping out of children. The people who have two or more children enrolled in school do not support the rule of Tk. 125 for two children. They feel that all of their children should receive Tk. 100 each. Some of the parents of the dropouts were very annoyed with this rule. Few dropout children had their siblings reading in the same schools as well, so the amount of money received from PESP due to this rule made the parents take different strategy. Although both children received stipend, many of these parents withdrew their eldest child from school and engaged them in work, while the other children continued studying as long as they receive stipend. It is difficult for a poor family to afford the opportunity cost of more then one child. Matrix 1—Knowledge, attitude and perception towards the primary education stipend project Key issues Students ParentsTeachersCommunity 1. Knowledge regarding the project. Selection criteriaFor poor and regular students, in primary school are eligible for stipendFor poor and regular students85% attendance and at least 45% pass marks in each subjects in all examsGiven to all poor and good students schools Retention CriteriaRegular attendance and at least pass marks in all examsRegular attendance and good result85% attendance and at least 50% pass marks in each subjects in all examsRegular attendance in school and good result Disbursement ProcessDistributed by bank officials or teachers to the students in school/nearby camps arranged for disbursement. Distributed from school and received by studentsDistributed from school or camps arranged by UPO in the presence of headmaster, class teacher, and SMC members Distributed by school among students 2. Attitude towards the projectBeneficial for all especially the poor. Helpful for allHighly beneficial particularly to the poor studentsHelpful for children Adequacy of stipend amount Disbursement processNot sufficient and should be increased ReasonableInadequate for expenses of direct and hidden costs but still helpful. ReasonableThough inadequate but helpful for the very poor students Though reasonable but takes a whole working day Key issuesStudentsParentsTeachersCommunity 3. Impact of the project Enrollment Attendance Increased, particularly for the poor students Increased a little Increased Increased a little Increased for all, and especially increased for poor students Attendance is still the same amongst poor students but in general increased a little Increased Probably more regular than before Dropout Completion rate Incidence of early marriage. Support towards female education Family pressure for marriage Social pressure for marriageDecreased High Still the same Same as before Still the same Still the sameLess than before Higher than before Still the same Increased a little Decreased a little Still the sameDecreased a little Higher than before Still the same Increased a little Still the same Still the sameDecreased a little Higher than before Still the same Increased Decreased a little Still the same Key issues Students ParentsTeachersCommunity 4. Problems regarding the project. Inadequate stipend amount Late distribution of text books Late disbursement of stipend Extortion of stipend money in forms of school fees and private tuitionInadequate stipend amount, Indirect cost of schooling (fees, uniform, cost of education aids), Late distribution of stipend Extortion of stipend money in forms of school fees and private tuitionInadequate stipend amount for the very poor students, Lack of training opportunities for teachers in the project Late disbursement of stipend money by the government Inadequate stipend amount 7. 3 IMPACTS ON BENEF.

How Does The Concentration Affect Osmosis?

How Does The Concentration Affect Osmosis? Diffusion is the net passive movement of particles atoms, ions or molecules from a region in which they are in higher concentration to regions of lower concentration. Diffusion is important process that occurs in human body example of one of many types of diffusion which occur in the human body is gas exchange at the alveoli- oxygen from air to blood, carbon dioxide from blood to air. [5] Osmosis is the diffusion of fluid through a semipermeable membrane from a solution with a low solute concentration to a solution with a higher solute concentration until there is an equal concentration of fluid on both sides of the membrane. [1] Diffusion and osmosis is an example of passive transport. Passive transport is a movement of substance across a permeable membrane without added energy. The difference between osmosis and diffusion is that; diffusion can take place without a membrane whereas osmosis only takes place across a semi permeable membrane. Osmosis only involves movement of water across a permeable membrane. Osmosis is much slower than the rate of diffusion. Osmosis is a passive transport of water whereas diffusion is a passive transport of solutes. [7, 8] A permeable membrane is a membrane that allows all types of molecules or ions to penetrate through it; it lets everything go through it such as salt. [6] Whereas a  semi permeable membrane  is a membrane that allows let only solvents, like water, to pass through it. It is a membrane that will only allow certain molecules through it. In general oxygen, food and water are allowed to enter; waste products are allowed to exit and harmful substances are kept out. It doesnt let large soluble pass through it. [2, 3] Osmosis is the main way water is transported in and out of cells in the human body. The areas of high concentration of water molecules are called hypotonic. Hypotonic solution has a low concentration of dissolved substances. Areas of low concentration of water molecules are called hypertonic. Hypertonic solution has a high concentration of dissolved substances. During osmosis, water molecules naturally travel from hypotonic areas to hypertonic areas. Water molecules travel from hypotonic areas to hypertonic areas because this process equalizes the concentrations of water and dissolved substances. [4] This is example of osmosis in human body, Salts and minerals from water are transferred in the body through osmosis. Water flows through the plasma membrane of cells and due to osmosis concentration of water, glucose and salt is maintained inside the body. [9] Active  transport  is when dissolved molecules move across a cell membrane  from a lower to a higher concentration. In active transport, particles move  against  the concentration gradient and therefore require an input of energy  from the cell. The energy used to absorb the molecules comes from respiration. In humans, active transport takes place during the  digestion  of food in the small intestine. Carbohydrates are broken down into simple sugars such as glucose. The glucose is absorbed by active transport into the villi, to be passed into the bloodstream and taken around the body. [10] http://www.bbc.co.uk/bang/images/446251/osmosis.jpg [11] Diffusion[12] http://www.phschool.com/science/biology_place/biocoach/images/biomembrane1/Tonic2.gif [13] Apparatus: Potato chip: This will help me justify if osmosis is occurring. I have used potato chip to help me justify if osmosis as it is a semi-permeable cell. The length, width and mass of all the potato chip used in the experiment are to be kept same. Scalpel and a chopping tile: The scalpel will be used to cut all the potato chip to the chosen length and width. The chopping tile will used to place the potato chip while being to reduce damages to the work area i.e. cutting of work place while cutting the chip. Electronic scale: Electronic scale will be used in my experiment to measure the mass of potato chip during the experiment. I have decided to use Electronic scale rather than a spring balance to weigh the potato chip because using electronic scale means that my results are accurate as electronic scale has measuring units ranging from grams- kilograms. My results will also be precise as the electronic scale measures the weight of something to 2 decimal places. The results obtained from a spring balance will not be precise; the results will also not be accurate as parallax error could occur while reading the data. The use of balance is necessary in the experiment because I will need to calculate mass of the potato before and after during the experiment, so that I can calculate reliable percentage difference in mass. Distilled water: This will be used to preserve the potato chip .I have decided to use distilled water rather than water because it is an isotonic solution and using distilled water to preserve the potato chip means that the potato chip wont be affected by outside factors; therefore making my results reliable. Ruler: Ruler will be used in my experiment to accurately measure the width and the length of the potato chip; to make sure that they are all same size. I have decided to use a ruler marked in units of cm and mm so that my results will be precise as the potato chip cutting will be even and of the same size. Filter paper: This will be used in my experiment to blot the potato chip once it has been taken out of the sucrose solution; I will blot the potato chip in order to absorb excess water from the potato so that there is as little water molecules in the potato; doing this will help me measure the true value of the mass of the potato and make my result more accurate. Labels: To make sure that the experiment run smoothly, each agar plate that is being utilised in the experiment will be labelled. Labels will be used in my experiment so that the potato chip in a solution can be easily identified. Labels will help me find the concentration of a particular solution. Labelling the agar plates will prevent confusion, and reduce anomalous results. Sucrose solution: I will need a sufficient number of concentrations. This is so that I can easily show anomalies and trends in my results in order to draw an accurate conclusion. Sucrose solution will be used in my experiment as this will help me to figure out if osmosis is occurring. The aim of my investigation is to see how the rate of osmosis is affected by the concentration of the sucrose solution so I will be using different concentration of sucrose solution. Measuring cylinder: Cylinder will be used in my experiment to measure the amount of sucrose solution. I have decided to use a measuring cylinder rather than a beaker to measure the amount of sucrose solution because it is made to +0.5ml or -0.5ml where as a beaker is made to +3ml or -3ml. Using measuring cylinder will mean that there will be a high level of accuracy in my results. Using cylinder will mean the amount of concentration on each is accurate. Agar Plate (6): Agar plate will be used in my experiment to hold the sucrose solution and the potato chips. The agar plates will be labelled to prevent confusion and this will reduce chances of anomalous results. For e.g. If I were to add a sucrose solution with a concentration of 0.1 on to a agar plate but believed I had picked a sucrose solution with a concentration of 0.2, the results produced would contain error and would be anomalous. I have also decided to use an agar plate. Using a test tube could possibly result in potato chips leaning on the sides and decreasing the chips surface area. Therefore, I have decided to an agar plate rather than a test tube to carry out the experiment Stop watch: Stopwatch will be used in my experiment to record the amount of time the potato chip has been placed in the solution. Stopwatch watch will be used so that the timings of the experiment are accurately followed, and that the potato is removed from solution at the correct time. This way, the experiment remains fair. Health and Safety: Healthy and safety procedures are very important while carrying out the experiment: Scribe: Scribes will be used in the experiment to cut the potato chips, but could cause fatal injury if treated carelessly. Scribes are dangerous; they are sharp and could cause wounds. You should not walk in the lab carrying a scribe. Scribe shouldnt be placed at edge of the table which could result in injury if it falls off. Wear goggles- It is important to wear goggles to protect our eyes from any spills that could happen. In case of sucrose solution getting into your eyes, immediately flush eyes with water. It is also recommended to wear latex gloves as they are thin, see through and will not create difficulty for you while doing the experiment. Latex gloves will create a barrier between the substances and your hand. Wearing gloves protects our hand form the irritation which could be caused by sucrose solution. Wearing goggles and latex gloves will mean that there is maximum skin protection and minimises chances of irritation from substances coming in contact with the skin. People with sensitive skin are more likely to be affected if the solution gets spilled on their skin. Hands should also be washed after doing the experiment. Carry out the experiment standing- It is important to carry out the experiment standing, so that there is less chance of injury happening to you. If something happens, i.e. Sucrose solution spills, you can quickly move from the area. Positioning of equipment- Acids and Alkalis should be kept in a position where they are not likely to fall or spill. It shouldnt be kept at edge of the table. Equipment such as measuring cylinder which is made out of glass could fall and break easily if placed inappropriately, i.e. edge of the table. Broken pieces of glasses are hazard, it could easily cut someone. It is also important to put the beaker which contains the concentration of solution accordingly so that there are no spills; spills in the work area is an hazard, people could easily slip. Work area: Working area must be kept clear, there should be no baggage lying on the floor which could cause people to trip over, it is a hazard. Hazards in work place could lead to injury. It is also important not to run around while carrying equipment, equipment such as scribe could cause injury to yourself. Factors: Independent variable: The independent variable in the experiment is the concentration of sucrose solution. I will be changing the concentration of the sucrose solution to see how it affects osmosis. Dependent variable: The dependent variable in the experiment is the mass of the potato. I will be measuring the mass of the potato before placing it in the solution and after they have been placed in the solution. The mass of the potato after they have been placed in a solution is a continuous variable. Controlled variable: The controlled variable in the experiment are: Experimental room: The temperature affects the rate of a reaction because the greater the temperature, the greater the heat. There will be a higher rate of osmosis in the cell membrane because particles in the solution will be moving quickly due to temperature change. Water molecules will gain kinetic energy which increase osmosis. Higher temperature could also cause the cell membrane to denature, the water molecules in the solution could also evaporate. The temperature at which the experiment is carried out must remain constant in order for an experiment to be a fair test and my results to be reliable.  I would conduct the experiment in the same room to make this factor constant. Type of cell: Permeability of potatoes can differ, if I use potato chips with different level of permeability, the amount of solution going through will not be the same. I will be using potatoes with same level of permeability. Surface area of the chips: It is important to keep the surface area of each potato the same in the experiment. Potato chips with higher surface will mean that osmosis occurs faster, because more of the potato is available for reaction. Time: In order to find out how concentration affects osmosis. The amount of time which the potato will be left in a solution should remain constant. Having a potato chip in a solution for longer time will mean that it will have a greater chance to carry out osmosis than the other chips. This will mean that my experiment will become an unfair test; I will be using a stopwatch to keep this factor constant. Volume of concentration used: The volume of concentration used in the experiment needs to remain constant to make my experiment a fair test. If this factor wasnt kept constant then the amount of water molecules on the agar plate would be different and will be varying the rate of osmosis because there will be higher probability of water molecule diffusing through the permeable membrane. I will be keeping this factor constant by using a measuring cylinder which has a measuring accuracy of +0.5ml or -0.5ml. Hypothesis: I also believe that when the chip is placed in a dilute concentration of sucrose solution, it will gain mass and become rigid. The concentration of sucrose solution will have more water than the inside of the chip. This will result in water moving from the solution to the chip. The chip will gain mass as water goes in to the cell. The chip will become turgid and strong. I also believe that there will be a stage in the experiment where the potato will neither gain nor lose any mass. This will occur because the potato chips will be in an isotonic solution. The concentration inside and outside of the potato will be the same so no osmosis will be occurring. I believe as the concentration of the sucrose solution increases, the mass of the potato will decrease. During osmosis substances move from an area of high pressure to an area of low pressure. Therefore, when a chip is placed in a concentrated sucrose solution, it will lose mass because the chip has a higher concentration of water than the sucrose solution. The sucrose solution in which the potato is kept will have will be concentrated and will not have much water. Water will move out from the chip and the cell becomes flaccid. Sugar molecules in the sucrose solution are too large to go through a semi-permeable membrane so water moves out during osmosis. The permeable membrane only allows solvent through it, the solute (sugar molecules) cant go through it. Preliminary test I have also carried out a preliminary test to see if there were any changes to be made in the final experiment. Preliminary method: I collected all the equipment needed for experiment. I made sure that I labelled the six agar plates that I used in my experiment to reduce confusion and minimise any chances of anomalous results. I measured the length of the potato; the width of each potato chip was same. The width of each potato chip to be used in the experiment was same. I measured the length of each potato chip using a ruler to make sure it was equal. Using potato chips with same length and width will result in all chips having mass but I measured mass of each chip rather than assuming the mass to be the same. If the mass had been different due to inaccurate measuring of length and width, I would change the length and width and measure the mass again. Then, I measured the mass of the potato using an electric scale. I also blotted the chip before measuring it to get an accurate value. I also waited 5 seconds after placing it on the scale to ensure that the figure displayed on the scale was not fluctuating. I poured †¦ m3 of a particular concentration of the sucrose solution into the agar plate using a measuring cylinder. Then, I placed the chip in a labelled agar plate with the correct concentration for 5 mins. I then took out the chip from the solution and blotted the chip with tissue paper to absorb any excess solution off the potato. I measured the mass of the potato after it was placed in the solution to figure out if it gained or lost mass. I carried out three repeats for each concentration to make sure that my results were reliable Then, I repeated step 3-7 for all the concentrations to be used in the experiment. Graph Analysis: During the experiment, I placed a potato chip on different concentrations of sucrose solution. We can see that as the concentration increases the mass decreases. During 0.5. Mass is acquired this cud be due to inaccurate measuring. From the graphs it is clear that there is coherent negative correlation the independent variable and the dependant variable. As the concentration increases, the percentage difference decreases. As the concentration increases from 0 100 the percentage change in massdecreases from †¦Ã¢â‚¬ ¦. My results are reliable and accurate; it shows a strong negative correlation. All the concentrations have small range bars, indicating that the results are accurate and can be relied upon. However, results: 0.1m, 0.9m, and 1.0m all have large range bars suggesting they are unreliable. Ultimately, there is a connection between the concentration and the percentage change in mass Evaluation: I used an electronic scale to measure the mass of the potato during the experiment. The results given by the scale were precise but while measuring the chip during the experiment, there was a zero error. The scale showed mass of 0.04g when there was nothing placed on it. The scale was also free of water or any solution which could have caused the scale to show mass. The zero error present on the scale could have been the cause for anomalous results in the preliminary experiment. I also placed the chip in the solution for 5 minutes; I believe the time isnt long enough for osmosis to take place. Changes made from preliminary In my preliminary, I used five different concentration of sucrose solution, to find out if concentration affects osmosis. I have now decided to use nine different concentration of sucrose solution, ranging from 0% to 100%. I have done this to make sure that there will be a range of results which I can draw a conclusion from. I also placed the chip in the solution for 5 minutes; I believe the time isnt long enough for osmosis to take place. I believe perhaps a longer time would enable osmosis to take more effect. I will be putting the chip in the solution for 10 mins in my final experiment to increase the osmotic activity. Final experiment method: Final experiment results: *All data in the results are given correctly to two decimal places. *The difference in mass is worked out by the increase/decrease in mass, divided by the original mass and then, X 100. For example, The difference in mass for the concentration 0% is worked out by: (1.81-1.71) X 100 1.75 This is 3.43%. Graph analysis: The graph depicts a negative correlation. As the sucrose concentration increases (the independent variable), the change in mass of the plant tissue (the dependant variable) decreases. Evaluation: I would pick the chip from the distilled water by tweezers rather than hand. I will tweezers to pick it because this will mean that the potato chip doesnt make contact with skin, and no moisture will be absorbed by the chip form the potato. Moisture from skin could affect the mass of the potato. However, using tweezers to pick the potato, I could be damaging the chips cell which will have an effect on the results. I also used an electronic scale to measure the mass of the potato chip during the experiment; the use of electronic scale to measure the potato chip meant that my results obtained are precise as it gave figures to two decimal places. I think my result were also accurate because using an electronic scale meant that no parallax error occurred. If I were to use a spring balance to measure the chip of the potato, parallax error could occur. However, using an electronic scale could have resulted in systematic and zero error which could change my results significantly. I have also made sure that while measuring the chip, there was no zero error occurring. Zero error could have been the possible reason for anomalous results in the preliminary experiment. I have made sure that the scale displayed 0.00, in order to get an accurate value of the chip and to make my results reliable. It was also very hard in my experiment to make sure that each chip had a same surface area. The chips could possibly have different surface area. Although, we too care while measuring the length and width to make sure the difference of surface area between chips was minimal. I would also like to use a ruler with even smaller increments, such as tenth of millimetres to make sure that the length and width of the chip is very accurate. Despite the fact the chips could have different surface area; other controlled variables were kept the same throughout the experiment so my experiment can be considered reliable. I also carried the experiment three times for each concentration, doing this improves the reliability of the experiment. Doing three repeats for each concentration also increases reliability of the results. I also used concentration of solution ranging from 0%-100%, I believe I have used sufficient amount of concentrations to draw a conclusion. If I were to repeat the experiment, I would change the concentration in the experiment by 5% rather than 10%, this will allow me to work with a range of results. There could also be a human error in my experiment. For instance, I could have blotted one of the chips with filter paper more than the other; this would have resulted in a lower mass of the chip while weighing it. Human error could have been the reason for anomalous results. Other reasons for anomalous results could have been due to: Inaccurate measurements of the sucrose solution Systematic/ zero error while weighing the chip Pipette I also waited 5 seconds after I place the chip on the scale to measure it, so that the figure was settled. I also used an agar plate to ensure that potato chips were not touching the sides. The range of concentrations I used in the experiment are sufficient enough to Even though, I chose 10 mins prior to 5 mins for my real experiment, I would still like to change the time, I would make the time to 30 mins. This time would allow the process of osmosis to occur fully. Therefore, allowing me to collect clear data which shows the true difference made by each concentration. I would also consider using a precise, accurate and better weighing scale to measure the mass of the potato. Even though, the scale was accurate and precise. The weighing scale was constantly fluctuating which didnt allow me to get an accurate reading. I would like to use a scale which doesnt fluctuate and has higher level of precision- it should be able to measure to 3dp. This would also make my experiment and the results obtained reliable. Conclusion: Error bars The error bars have quite a small range. This means that my experiment is reliable. The error bars are not far apart; this implies that the results have been recorded in a similar way. This also tells us that the controlled variables such as, type of cell have been maintained throughout the experiment. Skills for Effective Management | Reflection Skills for Effective Management | Reflection Introduction Effective Management Skills There are a number of skills which are required for sake of effective management instead of a magical formula. This abet in getting the continual learning process in an easier and effective manner. If there is a proper management style being followed then one would be able to get the best leadership style being followed. Thus, few things are always necessary which are helpful in giving positive results in end. Some of the skills are; To be your ownself. Building an effective management style. Have some clear standards. Should be able to give feedback openly Always create an environment of trust Try to encourage staff Maintain regular meetings with staff. Set targets for every month. Examine all issues timely. Always admit your own mistakes Going along with all of these there is a need to understand the three major effective manager skills areas which are being observed. They are named as task execution, the wonderful commercial insight and proper people skills. There is a competence being maintained in all of these three then it would become a bit easier for sake of people to manage things and get beneficial results through their small acts. (Andrew, F. 2009) i) Task Execution When there is a talk about the task execution then it is clear that execution of the complex tasks and getting the proper management of projects is quite helpful. This is not only helpful in getting efficient operations done properly, but along with that it also abet in doing the planning, organizing and considerate kind of monitoring of the performances. Through that strong results focus can be attained in a particular manner. It gives the sense of urgency which is almost one of the biggest necessities for sake of those people who are thinking of getting the time pressures faced in an easier manner. EFFECTIVE MANAGEMENT SKILLS IN THREE DIFFERENT AREAS TASK EXECUTION COMMERCIAL INSIGHT PEOPLE SKILLS ii) Commercial Insight This commercial insight is necessary for sake of getting a competitive edge. This can be beneficial as this emphasizes efficiency. Whether there is a need to talk about private sector or the government sector managers both can get benefited through it. Best thing is that, proper kind of setup is ascertained for sake of profitability or some times for return on investment as well. Many managers used to get strategic thinking ability through it. That abet in giving focus over the right tasks. Through them there is a chance to get an addition to most value. In a commercial insight proper planning skills are helpful in prioritizing different combinations of some abilities which are a proper mean of understanding financial aspects smoothly. Almost every kind of resources can be allocated through it at their disposal wisely. iii) People Skills There is integrity to foster trust. That abet in getting an emotional intelligence in a successful manner. This gives some kind of empowering, elegant coaching, some what motivating and a number of developing people catalysts easily. There are different ranges of tasks which can get a good facilitator easily. This is known to be people skill option, through which people can acquire effectiveness in their communication and tremendous kind of good listening skills as well. Skills Required For Effective Management Thus, there is always a need to have effective, efficient and positive kind of attitude towards management. This use to abet in getting wonderful results in future. Thus, two main types of skills which are required for the sake of an effective management are known to be; Personal Skills Professional Skills If an individual is able to make the excessive usage of both of these skills, then there might be some end results in the form of positive, progressive and spectacular results as well. There is a need to know how management differs from leadership. Management means to execute task effectively and efficiently and to achieve goals by utilizing all resources available for particular project or goal. However, leadership defines new directions or promotes organization. Leadership defines goals and resources but management utilize all resources to achieve goals set by leadership. Effective Management Skills For effective and efficient manager it is very important to have skills in three areas: People skills, Commercial insight and task execution. Many Managers seeks or get training how to strengthen in different areas but best managers have all 3 management skills. Task execution means to execute task with proper planning and also monitor performance of the task. In task execution strong focus remains on results and complex tasks are executed through efficient operations and monitoring. Skilled people manager create trust and the exciting intelligence to deal with different people fruitfully. Managers adopt strategic approach and focus on return on investment and profitability. Managers always tried to add more value in their product and utilize all resources according to output. Example of A Managers Effective Three Personal And Professional Skills Let me describe the importance of an effective management and different kinds of skills through the help of an example; Lets us consider that Mr. XYZ is having three types of personal and professional skills. His personal skills use to include interpersonal skills, communicative and self motivated person. Where as his professional skills use to include leadership, innovative strengths and disturbance handling skills as well. Thus, let me tell you that how these three kinds of skills might be helpful in determining the whole process and achieving success at the end of this process. Firstly, If there would be any kind of decision making, then through the help of innovative, adaptive, communicative and supportive skills, the manager might be able to handle the whole process. Not only that, but also there would be some positive results would be seen in it. Secondly, one thing which is necessary to be kept in notice that, if MR. XYZ is able to deliver his professional skills through the help of his personal skills, then there might be some different kinds of impacts being seen during the management processes. Let me list down some of them Successful process Easy communication Proper working Timely completion of work No Quality compromises Effective Leadership Efficient control Trust worthy working Value of manager would definitely be increased Chances of promotions Improvements might also be seen Thus, all of these seem to be proof that, if there is a proper usage of skills of an individual then there might be different kinds of results being seen in it. Methods To Improve Personal And Professional Skills Following are the methods through which one is able to improve the personal and professional skills; 1) Giving proper audits and assessments about things what they already know or necessary to be known to get some learning development plan option in an easier manner. 2) Learning and giving acknowledgement to personal development for sake of professional realms 3) Understanding the qualities 4) Relevant theoretical constructs formulation Answer #2 Personal Skill Audit Personal skills which are being inhibited, which are discussed earlier, they are as under interpersonal skills communicative skill self motivated Thus, if we make out audit of these personal skills then we might be able to get the result that all these three kinds of skills are positive and helpful in achieving a number of goals in life of a person; there are different approaches which are found over there. (Bob, J Michael, K. 2004) Firstly, interpersonal skills of individual are able to make different kind of information flow, between two people. These skills seem to be advantageous in nature, as one person is able to tell that what is the desired concern? Secondly, communicative skills are helpful in making communication in case of personal and professional life. Because of these skills, the confidence level of a person is very high. He or she might be able to convey message easily, with out any kind of lose of control. Thirdly, self motivated means that an individual is able to increase enthusiasm and motivation in other people as well. This can be made possible only because of supportive attitude which is being created because of self motivation. Thus, if there is always a carrying of these kinds of skills, then their directed usage might be helpful in getting success, in personal and professional life as well. They are helpful in making learning through them. How Main Theme Of Learning Program Have Impacted On My Work Role From the above discussion it is clear that there is a specified kind of impact which is being made over the work role. That is helpful in giving proper kind of differentiation in oneà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s own personal skill. Along with that they would be helpful in having a direct or indirect impact over the interpersonal and professional skills. Thus there are a number of benefits which are being attained through it; There is a higher level thinking skills development being made possible Interaction and familiarity with things were made possible. Increase in self esteem took place Enhancement of satisfaction occurred Promotion of the positive attitude all enhanced oral communication skills got a certain development There is an improvement in the social interaction skills Some kind of the active, apparently involved and definitely exploratory kind of attitude developed. There is an encouragement in the diversity of understanding which took place Safe environment learning took place. Improvement in self management skills took place Usage of constructivist approach become easier now The atmosphere of cooperation becomes a bit easier to be understood. Development in the interpersonal relationships occurred. Generation of the stronger kind of social support system took place. Promotion of some kind of innovation becomes visible. Skill building techniques and the practicing techniques were being analyzed frequently. All of these aspects are helpful in determining the corrective steps towards work. This seems to be positive as this helped a lot in giving a smooth kind of motivation along with the pre-determined kind of approach. One of the best thing about it is that there are positive results which are always determined through it. They seem to be perfect in its collaboration because of the innovative results which they used to give through it. These skills are not only helpful in giving a personal development but also there are some positive changes which are being seen in professional purposes as well. All of these aspects are key factors which are known to be derivatives of functional development of a person. Strengths Weaknesses At The Start Of Program Thus, if there is a need to make the impact short defined then strengths and weaknesses at the start of programs and end of program might be helpful. They would tell us that, which type of improvements, were being made. Let me describe you about them one by one. Strengths; Here is a list of some of the strengths mentioned below; Higher self motivation Devotion towards achievement of work/Success Best kind of techniques and tactics usage at different places Communicative skills Weaknesses; Multiple weaknesses were being felt, at the start of this program i.e. Less abilities to maintain stress Implementation of successful plans Thus, both of these strengths and weaknesses are those which were being determined at the start of this personal development process. Strengths Weaknesses At The End Of Program Thus, there were a number of improvements being felt at the end of this process. Reason behind this might be that, this is a special kind of learning program, which is being designed in order to teach a manager that how he or she might be able to make a distinction of their own work from the other people. Let me list down a number of strengths and weaknesses in this aspect. Strengths Increase in knowledge Techniques for handling a situation Improvement in handling stress in different conditions Determination of goals/ objectives and plans Know-how that how a successful goal achievement can be made Improvement in personal and professional skills Chances of improvement with in organization and outside an organization Weaknesses Still there is a need of more learning, so that processes of successful attempts can be made fastly Need to cope up with numerous time frames, of a number of cycles linked with working. Answer # 3 Personal Development Plan When there is a need to discuss the personal development plan then there is a need to know that there is a reflective record of management experience which is helpful in setting up the objectives and plans to meet goals. The personal development plan is as follows; First of all there is a need to do an understanding of some of the current required goals. These include the organizational as well as personal goals. Secondly this would be helpful in getting proper plan out. Through that there is a necessity of planning categorization being made. This is helpful in giving future positive results, which needs to be analyzed. After that getting the proper analyzing there is an option to get the implementation, monitoring and reviewing as well. This whole plan out would be helpful in getting the proper kind of end results Needs to understand current required of goals (Organizational Personal) Plan outs Need to make categories of planning Analyzing of Plans Implementation Monitoring Reviews End Results Personal development planning helps to attain potential and it helps to identify skills gaps and growth areas. In good Personal development planning you can do planning easily and promote your business further. In personal development plan employee enhances existing skills or knowledge and develops ground-breaking skills or expertise in its field. Identifying and Targeting the Dates For Monitoring And Reviews There is a need to make identification and targeting of dates for actions or goals being determined. This is because of numerous benefits which are associated with targeting dates. Thus for that purpose, let me give you some kind of tips, which might be effective in nature First of all, there is a need to make a note down of all goals Know about their importance Assign dates Dates should be assigned according to the time spam, which it might be taking while its completion process Make an overview of process Make timely check out, while processing of whole ongoing process Keeping in notice, if there is a need to make corrective actions at any step. Thus, all of these might be helpful because of the fact that, at the end of process, there might be some successful achievements. It is the duty of a manager, to keep proper check according to assigned dates. Thus, in end, I would like to include that, the end results of this ongoing process are almost beneficial in every aspect. As it is made through special categorization. But three main aspects linked with it use to include; Achievement Learning Visible change All of these three aspects are beneficial and part of fruitful results. Thus, they would only be ascertained if there is none kind of neglections or mistakes being taken in achievement of goal process. Short Term, Medium Term Long Term In order to determine goals the basic objective is to make strategy or make an analysis of financial statements of company. Thus, while talking about shot term goals of company, we would be able to know that, the current short tem goal can be to determine that what are the different problems being faced by company, what are their causes, and how they can be fixed while remaining in a certain boundary? Where as, medium term goals of a manager, use to include two basic aspects. First one is that if there is a need to make some changes, then how manager should adopt change with in organization? What are the reasons to change and how this change can be implemented so that company can make progress? This seems to be an open declaration for making strong decision making rules. These can be adaptive for sake of employees and company regulatories as well. (Ingham, J. 2007) Thirdly, the main thing is long term goals of an organization; they use to include effectiveness, efficiency and tactics for earning of profits. The better a manager is able to make some differentiation, wonderful might be the results seen because of it. Company would definitely be able to make benefit out of time factors. These can be analyzed from end results of these kinds of goals, actions and planning.