Classical vs. Operant Conditioning :: essays research papers

Classical conditioning and operant conditioning be different learning methods. The two methods have the term conditioning in common. What is conditioning? Conditioning is the acquisition of specific patterns of behavior in the presence of well-defined stimuli. Both classical and operant conditioning are basic forms of learning. Classical conditioning is a type of learning in which an organism learns to transfer a natural response from one stimulus to another, previously neutral stimulus. Manipulating reflexes does this. Operant conditioning is a type of learning in which the likelihood of a behavior is increased or decreased by the do of reinforcement or punishment. Operant conditioning deals with more cognitive thought process. These two forms of learning have similarities and differences. Their similarities are that they both grow basic phenomena. unitary such phenomenon is acquisition. Both types of conditioning result in the inheritance of a behavior. One of the most famou s of experiments that illustrates classical conditioning is Pavlovs Dogs. In this experiment, Pavlov sat stooge a one-way mirror and controlled the presentation of a bell. The bell was the conditioned stimulus. A conditioned stimulus was an originally neutral stimulus that could eventually produce a desired response when presented alone. Directly after the ringing of the bell, Pavlov gave the dog food. The food was the unconditioned stimulus. This means that the food caused an uncontrollable response whenever it was presented alone. That response would be the salivation of the dog. A tube that was in the dogs mouth then measured the saliva. When the unconditioned stimulus (US) was paired with a conditioned stimulus (CS), it eventually resulted in a conditioned response. Extinction results if there is a decrease in frequency or strength of a learned response due to the failure to get across to pair the US and the CS. Extinction can also occur in operant conditioning. The key to ope rant conditioning is reinforcement. Reinforcement is when a stimulus is presented that increases the prospect that the preceding response will recur in the future. If reinforcement is withheld, extinction will occur in operant conditioning. Another factor that is involved in conditioning is spontaneous recovery. That is the reappearance of an extinguished response after the passage of time, without further training. If Pavlovs dogs did not hear the bell for a few years, and if when they heard it after they drooled, it would be an example of spontaneous recovery. Something similar occurs with operant conditioning.

History Of Money Essay -- essays research papers

What is Money? At first sight the answer to this question seems obvious. A man or fair sex in the street would agree on coins and banknote which could be known as checks, for a good or a service but would they try for them from any country? They would probably be less willing to accept them than their own countrys coins and notes but bank money actually accounts for by far the superlative proportion by value of the total supply of money. Credit cards and gold are some what different. The gold standard belongs to history but level(p) today in many rich people in different parts of the world would rather keep some of their wealth in the contour line of gold than in official, inflation-prone currencies. Gold is a attractive type of material which led to its use for monetary transactions for thousands of years. All sorts of things have been used as money at different times in different places. Like amber, beads, cowries, drums, eggs, feathers, gongs, hoes, ivory, jade, kettles, lea ther, mats, nails, oxen, pigs, quartz, rice, salt, thimbles, umiacs, vodka, wampum, yarns, and zappozats (decorated axes). It is almost impossible to define money in terms of its physical shape or properties since these are so diverse. Therefore any definition must be based on its functions, which are units of account, common measure of value ,medium of exchange, and computer memory of value. So with that in mind money is anything that is widely used for making payments and accounting for debts and credits.Money originated becau...

Ethanol as an Alternative Energy Source Essays -- Biofuel Bio Fuel Ess

Biofuels Ethanol an Alternative Energy SourceAbstractIn todays society, when someone wants to go to the movies, work, school, library, or mall, they drive to their destination. The average amount of gasoline consumed per year is about 146 gallons in the U.S. (Biofuels for Transportation, p1). Discoveries of huge petroleum deposits kept gasoline cheap for decades and biofuels were forgotten (Leen, p1). However, with the new oil prices, along with growing concern of global warming caused by carbon dioxide emissions, biofuel regained popularity (Leen, p1). Ethanol, a renewable fuel made from plants was added to gasoline to increase octane and facilitate the engines burn more efficiently and cleanly (West,p1).IntroductionEthanol or ethyl alcohol (EtOH) is an alternative energy source which produces a fuel with higher(prenominal) octane rating and fewer emissions than unblended gas (West, p1). Some sources used to make ethanol are sugar canes, maize, sorghum, fruit and vegetable waste, barley, wheat, potatoes, molasses, cotton, or any different plant that contains a large amount of sugar. But the leading U.S fuel crop is corn. Corn byproducts allow more fuel to be made from the same(p) amount of corn by breaking down the starches in its cell walls (Benefits, p3). The enzyme Tran 2 increases production of alcohol from corn by 2% to 3% (Benefits, p3).thither are four steps toward making ethanol. First, the feedstock is ground for easier processing, then when the sugar is dissolved from the ground materials, the microbes feed on the sugar producing ethanol and carbon dioxide as byproducts (West, p2). Lastly, the ethanol is purified to achieve the correct concentration (West, p3). This grain alcohol is a colorless and flammable as well as drin... ...http//journey tofor ever.org/ethanol.html.2.Martinez, Scott. Ethanol. 12 kinsfolk 2005. WiseGeeks, Wisegeek.com/ what-is-ethanol-fuel.htm, 22 July 2008.3.Sunshine John. What is Ethanol Fuel? 8 July 2008. Ethanol. 20 Jul y 2008. .4.Unknown. Biofuels. Alternative Energy. 25 July 2008. .5. Unknown. Genomes to Life. 2007 July 10. Biofuels for Transportation.19 July 2008. .6. Unknown. The Benefits of Biomass. 2006 Sept 18. Bioenergy. 18 July 2008. .7.West, Lester. What is Ethanol? 13 March 2005. About. 17 July 2008. ethanol.htm.

H.G. Wells :: English Literature

H.G. WellsHerbert George Wells was born in 1866 in Bromley, Kent. His career asan author was fostered by an unfortunate accident as a child. He brokehis leg and spent the mandatory rest period reading every book whichhe could find. Wells was awarded a scholarship and furthered hiseducation at the Normal School of Science in London. It was at theNormal School that Wells came under the wing of the famous biologistThomas H. Huxley. Wells recognition metaphor (although he never calledit such)was clearly influenced by his studies at the Normal School andhis interest in biology.H.G. Wells gained fame with his first major fiction work The cartridge clipMachine in 1895. Soon after the publication of this book, Wellsfollowed with The Island of Dr. Moreau (1895), The Invisible Man(1897), and perhaps his most famous popular work The War of theWorlds (1898).oer the years Wells became concerned with the fate of human societyin a world where technology and scientific study were advancing at ara pid pace. For a period he was a member of The Fabian Society, agroup of social philosophers in London. Wellss later works becameless science fiction and more social critique.The accuracy of the science in Wellss work has often been calledinto question. It is rumored that Wells and the French novelist JulesVerne actually criticized each former(a)s writing. Wellss claim was thatVerne couldnt write himself proscribed of a paper sack and Verne accusedWells of having scientifically implausible ideas. The science maynot be accurate, but the adventure and philosophy in those books makesWells early science fiction fun and fascinating to read.Herbert George Wells was born in 1866 in Bromly, a small town nearLondon. He attended college and graduated with a degree in biology.His lower-middle-class background and his knowledge of scienceinfluenced his writings. He thought that science would make a betterworld. He also thought that that humans would destroy their own raceby having a big atomic war and eventually kill each other off. Some ofthe books Wells wrote were The Time Machine, The Invisible Man The Warof the Worlds and The Island of Doctor Moreau. He was very famous inhis lifetime, and his books sold well. His book War of the Worlds wasa radio drama, performed on Halloween night in 1938. Many people tunedin after they said This is only a story, so they thought thatMartian aliens were attacking Earth. So people grabbed their riflesand jumped in their cars and took off. H.G. Wells died in his sleep on

Flannery OConnors Revelation :: Flannery OConnor Revelation

Flannery OConnors background influenced her to write the short story Revelation. peerless important influence on the story is her Southern upbringing. During her lifetime, Southerners were very prejudiced towards people of other races and lifestyles. They believed that people who were less fortunate were inferior to them therefore, people were labeled as different things and placed into different social classes. The South provided OConnor with the images she needed for her characters. This can easily be identified in her short story Revelation. The characters in the story are identified by physical characteristics and some are even identified with racial terms. The main character in the story is really prejudiced and makes many statements using racial jargon. For example, Mrs. Turpin, the main character, refers to the higher class woman as well-dressed and pleasant. She also labels the teenage girl as pitiable and the poor woman as white-trashy. When Mrs. Turpin converses with her black workers, she often uses the word nigger in her thoughts. These characteristics she gives her characters definitely reveals the Southern lifestyle which the author, Flannery OConnor, was a part of. In addition to her Southern upbringing, another influence on the story is Flannery OConnors illness. She battled with the lupus disease which has caused her to use a degree of violence and anger to make her stories somewhat unhappy. The illness caused a sadness inside of Flannery OConnor, and that inner sadness flowed from her body to her paper through her pen. Although she was sick, OConnor still felt proud to be who she was. By comparison, Mrs. Turpin in Revelation has a good disposition about herself. She is far from perfect, yet she is happy to be who she is. Perhaps the most important influence on the story is religion. OConnor was not except influenced by her own Catholic heritage but by others as well. Like the other writers from France and England, she is curious about th e actuality of sin and the effect that it has on the front line of mankind. Her stories and every characteristic about them was Flannery OConnors way of showing reality and qualities that are determiners of fate and destiny. No matter which path her stories took her readers, they mostly ended up finding social truth. This background, together with a believable plot, convincing characterization, and important literary devices enables Flannery OConnor in Revelation to develop the theme that sometimes people must gestate farther than the surface in order to understand the actions of others.

Flannery OConnors Revelation :: Flannery OConnor Revelation

Flannery OConnors background influenced her to write the short story Revelation. One authoritative influence on the story is her southwardern upbringing. During her lifetime, Southerners were very(prenominal) prejudiced towards people of other races and lifestyles. They believed that people who were less fortunate were inferior to them therefore, people were labeled as different things and placed into different social classes. The South provided OConnor with the images she needed for her characters. This can easily be identified in her short story Revelation. The characters in the story are identified by physical characteristics and any(prenominal) are even identified with racial terms. The main character in the story is actually prejudiced and makes many statements using racial jargon. For example, Mrs. Turpin, the main character, refers to the higher(prenominal) class woman as well-dressed and pleasant. She also labels the teenage girl as ugly and the poor woman as white-trashy. When Mrs. Turpin converses with her black workers, she often uses the pronounce nigger in her thoughts. These characteristics she gives her characters definitely reveals the Southern lifestyle which the author, Flannery OConnor, was a part of. In addition to her Southern upbringing, another influence on the story is Flannery OConnors illness. She battled with the lupus affection which has caused her to use a degree of violence and anger to make her stories somewhat un cheerful. The illness caused a sadness inside of Flannery OConnor, and that inner sadness flowed from her body to her news report through her pen. Although she was sick, OConnor still felt proud to be who she was. By comparison, Mrs. Turpin in Revelation has a good disposition about herself. She is far from perfect, yet she is happy to be who she is. Perhaps the most important influence on the story is religion. OConnor was not only influenced by her own Catholic heritage but by others as well. Like the other write rs from France and England, she is curious about the actuality of sin and the effect that it has on the presence of mankind. Her stories and every characteristic about them was Flannery OConnors way of showing universe and qualities that are determiners of fate and destiny. No matter which path her stories took her readers, they mostly ended up finding social truth. This background, together with a believable plot, convincing characterization, and important literary devices enables Flannery OConnor in Revelation to develop the theme that sometimes people must look farther than the surface in order to understand the actions of others.

Gesture Bullying Contains

BULLYING BOSSES 1. How does workplace bullying violate the rules of organizational justice? Bullying is inappropriate occurrence that affects superstar or more persons against another or others, at the workplace and consequences could be mental and physical. All employees including supervisors and upper management might be involved in bullying behavior either intentional or unintentional. piece of work bullying can violate the company rules through verbal bullying, gesture bullying, physical bullying, exception etc. (Harassment Workplace Bullying Policy, n. ) Verbal bullying is bit where one or more persons occasion verbal techniques to dominate others saying hurtful wrangle that will humiliate and abuse an individual or group. Verbal bullying can affect someones psychological and emotional life and become depression, low self-esteem etc. Gesture bullying contains treating messages through non-verbal frightening gestures which can result with anger, powerless and exhaust. Physic al bullying affects victim and the bully as well. It is presented by hitting, pushing, slapping, tripping etc.The exclusion is isolating the person in work activities either sociable or physically. 2. What aspects of motivation might workplace bullying curb? For example, are they likely to be effects on an employees self-efficiency? If so, what might those effects be? Do you think bullying would motivate you to retaliate? Workplace bullying absolutely would reduce the motivation to work as a team or individually. More often people with bully behavior use their popularity to target those with weaker self-defending skills.Simple, bullied victims would lower the quality and quantity of work, downsize the self-motivation and discover miserable even in their personal life. Bullying can result with emotionally and physical pain, mint candy of confusion, and least with suicide. The employee has to report any type of discrimination without any fear of retaliation. Although, when an emplo yee decides to retaliate, that must be without threating, fighting or any type of abusing because that will be used against him. 3. If you were a victim of workplace bullying, what steps would you take to try to reduce its occurrence?Least effective? What will you do if one of your coadjutors were a victim? If I was a victim of workplace bullying the first step that I will take is stay calm and confident in my self trying to prove that their rumors cannot hurt me. At the beginning the best way to have peace of mind is to avoid the bullies and try to go on spots where they are not going. The least effective step to stay away of the bully issue is to handle this situation on my own without emotions, tears and suffering. With a coolly and calm outlook I will confuse them, make to file horrible about them self.Once I was in situation where my colleague vas a victim of bullying. He was so desperate and lost that obviously was affecting his emotional life too. My best advice to him was to response with kindness blissful and not to go alone anywhere at the company so they will make fewer comments. When the victim is in a group, the group could suffice him to control the temper better, and control any undesirable action 4. What factors do you believe contribute to workplace bullying? Are bullies a product of the situation or do they have flaw personalities?What situation and what personality factors might contribute to the presence of bullies? Bullying at the workplace is serious issue that causes unwanted effects. There is a variety of factors why bullying is existing in organizations. I think that major reason for bullying is the organizational culture. People with distinguishable values beliefs and behavior could work at the same place and bullying seems normal occurrence where majority of employees with similar behavior will target shaver employees. Another factor that causes bullying is the usage of the employees power over those who are weaker and vulnera ble.The bullies are self-focused narcissistic individuals without cooperation toward other coworkers. They are product of the situation and flawed personality as well. No matter what, they can steer to high point, and will step over anyone to achieve their goal. People become bullies because they want to feel self-worthy. Most often people desperately need attention. In order to hide their physiological unbalance they are looking for weak victims to control them and shelter their ego. References Workplace Bullying Policy. Retrieved from http//www. shrm. org/TemplatesTools/Samples/Policies/Pages/CMS_018350. aspx

Marketing and Cleopatra Soap

Colgate-Palmolive Cleopatra (1)Evaluate the results of the technicalize purview carried out in advance of the release of Cleopatra after analysing the Canadian scoop shovel mart. If you view the securities industry adopt was non appropriate, explain specifically how you would surrender modified it. The results of the market survey carried out in advance of the release of Cleopatra were less evidential in confirming that there was a real strong demand for Cleopatra in the tar accomplish Quebec market.This is mainly because of the fol let looseing reasons(1) Inappropriate Target Sampling The subject of introducing Cleopatra slash to Canada, especially Quebec Province with French background, came because of the grand success in France and the expectation that the cultural similarities between those two places would produce similar results. Though the base of considering the Quebec Province was their French influence, the market survey was conducted in Toronto, a city in Que becs neighbouring province Ontario that has British influence.So at the first place, the seekers got the set ingest completely wrong and the market survey results for the British-influenced market cannot be used to assess the demand in the French-influenced market. (2) Inappropriate Research Study Method. The first seek study was conducted with a super group of articulate professional women who were introduced to the product, its price and denote, fol misfortunateed by open discussion on likes and abominates. This study showed positive and receptive results for Cleopatra.As Cleopatra was think to be bonus- character, insurance premium-priced cleanse, this study definitely validated the premium quality only if there was still a question mark on the reception of premium price as the super group in this case are mainly concerned with the benefits of the scoop and are less sensitive to the price. The second research study was conducted with more typical public consumers who were exposed to the advertising for Cleopatra and then asked if they were willing to buy the product. Also they were given a embarrass of soap for audition and were phoned a week later for their reactions.This study showed that 50% were willing to buy the product after exposure to the advertising and 64% would buy it when it is open at the stores. Though this study shows that the people are willing to buy the product, it does not validate the reception of the premium price or the willingness-to-pay of the consumers as the price was not exposed to this study group. Since the typical general consumers were more price-sensitive, their willingness-to-buy the product definitely does not mean their willingness-to-pay the premium price for the product. Because of the above reasons, I believe that the market survey was not appropriate.If I was in charge of the market survey, I would like to modify it as followsSTEP1 Clarify the objectives of the market survey as downstairs(a) Assess th e acceptance (willingness-to-buy) of Cleopatra soap by consumers in Quebec(b) Assess the positionors influencing the buying decision of the potential consumers(c) Assess the willingness-to-pay the premium price of Cleopatra soap(d) Assess the effectiveness of the proposed advertising commercialised for Cleopatra soap(e) Assess the response of consumers on Cleopatra soap for planning future promotionsSTEP2 Collect the information for determining the above objectives by doing the pursuance(1) Conduct the survey in the target market, Quebec instead of Toronto to assess the demand in the French-influenced market. Start survey with mass consumers and then based on the results, survey further on specific target consumers. (2) Ask question like below to assess the key buying factors of the potential consumers.? Quebec. What are the things that you consider while buying a? peel care soap? Possible choices would be(a) Price, (b) Quality, (c) Fragrance, (d) Mildness, (e) Soft for bark, ( f) Other ( ___ )(3) Ask questions like below to assess the willingness-to-pay of the potential consumers.? Would you like to pay the premium price of $1. 29 for Cleopatra soap How much would you like to pay for Cleopatra soap?Possible choices would be(a) below $0. 5, (b) $0. 5 to $0. 8, (c) $0. 8 to $1. 1, (d) $1. 1 to $1. 4, (e) above $1. 4(4) complicate feedback (like/dislike/opinion) on the advertising commercial from typical general consumers to assess if the commercial is really effective. Typical questions could beQ.? What did you like about the advertising commercial? What did you dislike about the advertising commercial? Q. Is the advertising commercial better than other advertising commercials for soaps? (5) Get feedback (like/dislike/opinion) on the Cleopatra soap from typical general consumers after political campaign use for planning future promotions. Typical questions could beQ.What did you like about Cleopatra soap? Q. Why would you want to buy Cleopatra soap? Q. Wh at did you dislike about Cleopatra soap? Q. Why would you not want to buy Cleopatra soap? Q. Is Cleopatra soap superior to other scrape care soaps? (2) What was made clear by the extra survey conducted in January 1987? The additional survey conducted in January 1987 made the undermentioned clear. (1) mild trial% but highschool acceptance% and high scar loyalty of Cleopatra soap. (2) Superiority of Cleopatra soap brand over other skin care soap brands. (3) eminent price as a factor of low trial% of Cleopatra soap. (4) Less availability as a factor of low trial% of Cleopatra soap. 5) Advertising less effective in stimulate people to look for Cleopatra soap. (1) Low trial% but high acceptance% and high brand loyalty of Cleopatra soap. On calculating conversion rates based on entropy in exhibit 9, the trial% or the conversion rate from Brand sensation to ever move of Cleopatra is only 19. 3%, which is very low compared to 83. 9% and 87. 6% of Dove and Camay respectively. H owever, the acceptance% or the conversion rate from Ever act to Brand In-home of Cleopatra is48. 6%, which is high compared to 28. 6% and 17. 6% of Dove and Camay respectively. This mode that 48. 6% of people who tense up Cleopatra straighten out it as their brand in home.Calculations(a) rill% or Conversion rate from Brand Awareness to Ever Tried (%) =( Ever Tried (%) / Brand Awareness (%) ) * coke%(b) Acceptance% or Conversion rate from Ever Tried to Brand In-Home (%) =( Brand In-home (%) / Ever Tried (%) ) * deoxycytidine monophosphate%(c) Conversion rate from Brand Awareness to Brand in-Home (%) =( Brand In-Home (%) / Brand Awareness (%) ) * 100% . Also on calculating the % of Brand utilize with telling to Ever Tried, we find that Cleopatra has a higher % of using the brand All of the Time, Most of the Time and Occasionally compared to other brands in the skin care segment, while a lower % of Stopped Using than the other brands. This means that most of the people who try Cleopatra are loyal to it, confirming the high brand loyalty of Cleopatra soap.Calculations% of All of the Time relative to Ever Tried = ( All of the Time (%) / Ever Tried (%) ) * 100%% of Most of the Time relative to Ever Tried = ( Most of the Time (%) / Ever Tried (%) ) * 100%% of Occasionally relative to Ever Tried = ( Occasionally (%) / Ever Tried (%) ) * 100%% of Stopped Using relative to Ever Tried = ( Stopped Using (%) / Ever Tried (%) ) * 100%The calculated values are shown in the confuse below. (2) Superiority of Cleopatra soap brand over other skin care soap brands. From exhibit 10, Cleopatra soap has the maximum number of respondents out of 99Cleo Triers for all the attributes, exhibit that the Cleopatra soap brand is superior to the other skin care soap brands. This also shows that most people who gift tried Cleopatra soap prefer to have it to other brands. 3) High price as a factor of low trial% of Cleopatra soap From consumer research on likes/dislikes of Cleopatra soap (exhibit 11), 20% of 99Cleo Triers dislike Cleopatra soap because its price is too high. Also from consumer research on trial (exhibit 14), 19% of 204 respondents have given the reason for not trying Cleopatra soap as existence too expensive. Thus, these results show that high price is a factor of low trial% of Cleopatra soap. (4) Less availability as a factor of low trial% of Cleopatra soap From consumer research on trial (exhibit 14), 29% of 204 respondents have given the reason for not trying Cleopatra soap as being not addressable where they shop.Even though the people wanted to try Cleopatra soap, they could not buy it at their regular shopping stores. Thus, this result shows that less availability is a factor of low trial% of Cleopatra soap. (Note In 1987, Cleopatra soap was available only in 70% of stores in Quebec. )(5) Advertising less effective in obligate people to try Cleopatra soap From consumer research on advertising (exhibit 13), only 37% of respondents have shown their intention to try Cleopatra soap after seeing the advertising, while 63% of respondents have no intention to try Cleopatra soap after seeing the advertising. Thus, this result shows that the advertising is less effective in compelling people to try Cleopatra soap.So the additional survey done in 1987 made clear that though the Cleopatra soap brand is superior to other soap brands, it has low trial% due to factors much(prenominal) as high price and less availability and the advertising not much effective in compelling people to try the soap. (3) From the perspective of Steve Boyd, judge both the qualitative and quantitative data to decide whether achieving the target market percent of 4. 5% is feasible or not. Break down the strategic options available . In my opinion, achieving the target market share of 4. 5% is feasible. However, this would require modifications in the current market dodging along with more time and support from the gross sales and promotion acti vities. (1) Qualitative Analysis(1. ) Canadian Bar Soap Market Analysis For market analysis, I would like to use the 5 Forces framework on the Canadian bar soap market as below The Key Success Factors (KSFs) of the company are(1) Good Relationship with Retailers, (2) Competitive Price, (3) High Availability. Threat of new entrants is medium. (Barriers to creation are medium. )- Difficult to differentiate- Tough price competition with the existing brands Suppliers bar gaining power is weak. Raw materials suppliers- General raw materials required for soap- Many suppliers of similar products Buyers bar gaining power is strong. End consumers- Lot of brand choices(35 to 40) available- Few perceivable differences among brands- Only 3 or 4acceptable brands- Price sensitive Competition in the industry is very tough (strong internal rivalry). $105 mil market to manufacturers- Revenue growth by 4-5% but Volume growth by 1. 0-1. 5% per class Many new and existing brands- Lack of different iation among brands- Retailers all-powerful- Price competition for gaining market share Threat of substitutes is low. Substitute liquid soaps- 8% market share- Maximum share not expected to grow beyond 10% in the future Colgate-Palmolive Marketing Strategy for Cleopatra Colgate-Palmolive used the differentiation strategy and positioned Cleopatra as the premium quality, premium priced skin care soap to avoid the price war. They bypassed retailers to avoid paying lifesize sums of money to get the product listed and offering large disdain allowances and discounts.Instead they tried to use electronic media and consumer promotions (Free Bar Coupons, Cleopatra Gold Collection, Sweep stakes) to create demand from the consumers and thus force retailers to keep the brand. Though the advertising commercial and the consumer promotions created the brand awareness among consumers, demand was not created as expected and so the retailers were pulling the Cleopatra brand off the shelves. In addi tion, Cleopatra was sold in single packs disrespect the developing trend towards larger bundle packs and twin packs becoming the norm in the skin care segment. Current Marketing Mix (4P)Product- Premium quality skin care soap, Cleopatra- Single pack Price- Premium price ($1. 29 / bar)Place- Retail stores- Maximum ledge presence andProper shelf positioning Promotion- Advertising commercial (15% Share Of Voice)- Consumer promotions(Free Bar Coupons, Cleopatra Gold Collection, Sweepstakes)- Bypassing retailers (no trade allowances and discounts for retailers)(1. 3) Cleopatra Shelf Position in 1987From exhibit 8, it can be seen that the shelf positioning of Cleopatra is deteriorated. It received less shelf space than other brands and was placed in the bottom shelf between Woodbury and Generic brands, not in the eye level of the consumers. Quantitative Analysis(2. 1) Cleopatra Soap dispersal Ratio and Market Share in 1987At the end of 1986, Cleopatra soap statistical distribution rati o was 69%, well short of its target distribution ratio of 100% and its market share was 0. 9%, again well short of its target market share of 4. 5%. (2. ) Correlation between market share and distribution ratio On drawing the scatter plot for market share and distribution ratio data in exhibit 6 and drawing the unidimensional trend line, we have R2of 0. 69581, which is a near(a) fit. So we see that the market share seems to be correlated to the distribution ration. (2. 3) 1987 Survey Findings From exercise 2, we have the following findings from the 1987 Survey. (Please refer to exercise 2 for details. )(1) Low trial% but high acceptance% and high brand loyalty of Cleopatra soap(2) Superiority of Cleopatra soap brand over other skin care soap brands(3) High price as a factor of low trial% of Cleopatra soap(4) Less availability as a factor of low trial% of Cleopatra soap(5) Advertising less effective in compelling people to try Cleopatra soapBased on the qualitative analysis and the quantitative analysis, the following pros and cons/issues of the current marketing commingle (4P) can be listed out Current Marketing Mix (4P)Pros Cons/Issues Product- Premium quality skin care soap- Cleopatra triers consider Cleopatra soap brand superior over other skin care soap brands- High acceptance% (48. 6%) and High brand loyalty compared to other skin care brands- Low trial% (only 19. 3%)- No large bundle packs available Price- High margin due to premium price and no trade discounts- High price, compared to Dove($1. 19 / bar) (one of the factors of low trial%)- Not competitive price (failure to meet the KSF of Competitive Price)Place- Good correlation between market share and distribution ratio (increasing distribution ratio would contribute into ncreasing the market share)- Less availability distribution ratio of only 69% in 1986 (failure to meet the KSF of High Availability)- Deteriorating shelf positioning and space Promotion- Effective in creating high brand awareness - Adopted Demand Pull strategy and bypassing the all powerful retailers resulting into(a) adversity to get proper shelf space(b) Conflict of interest for retailers(c) Non availability due to retailer indifference(failure to meet the KSF of Good Relationship with Retailers)- Less effective in compelling people to try Cleopatra soap(Low contribution to increasing trial%)So we see that though Cleopatra has high acceptance% and high brand loyalty and is considered superior to other brands, it has a low trial% mainly due to high price, less availability or distribution ratio with no proper shelf space and ineffectiveness of promotional activities to make people try the soap. Despite the high Brand Awareness% and Acceptance%, we have low Brand In-Home% due to low Trial%. As a result, our sales are low and we have a low market share of 0. 9% only. (Note Brand In-Home% = Brand Awareness% x Trial% x Acceptance%)Hence, if we could modify the current marketing strategy to achieve high Trial%, it should be feasible to achieve the target market share of 4. 5%. We need to address the following issues to increase the Trial% of Cleopatra soap(1) High price ? not competitive,(2) Less Availability or Low distribution ratio,(3) Deteriorating shelf positioning and space, and(4) Ineffectiveness of promotional activities to create the required pull to ensure the trial . I would like to propose the marketing mix below to address these issues to ensure increase in Trial%, thus resulting into increase of our market share%. Proposed Marketing Mix (4P)Product- Premium quality skin care soap, Cleopatra- Single pack + introduce Twin pack to follow the norm Price- Price same or slightly below Dove ($1. 9 / bar or slightly below),become more competitive in price, make it compelling to try Place- Increase contract with main retailers (for high availability or distribution ratio)- Negotiate with retailers for proper shelf positioning and space Promotion- Change advertising concept to fit the Quebec market (try to create the pull to ensure the trial)- Consumer promotions compelling people to try Cleopatra soap such as distributing free soap bars instead of free bar coupons- Provide trade allowances and discounts for retailers (try to build good relationship with all powerful retailers)Although lowering the price, distributing free soap bars and providing trade allowances and discounts for retailers will result into a low contribution margin but with increase in sales, we should still end up with a healthy contribution margin. Modeling to estimate the Revenues for Cleopatra soap Revenues ($) =(Quebec Soap Market Volume ( of cases) x Cleopatra Market Share (%)) x Case Price ($)In order to increase the revenues, Cleopatra Market Share needs to be increased.Modeling to estimate the Market Share for Cleopatra soap Market Share (%) = (Brand Awareness % * Trial % * Acceptance %) * of households in Quebec *Avg. of Cases consumed per household / Quebec Soap Market Volume ( of cases)Since we have a high Brand Awareness % and Acceptance %, increasing the Trial% would lead to increase in the market share of Cleopatra soap. Calculation of Trial % required for achieving Target Market Share of 4. 5%Item Value Source Brand Awareness % 73. 5% Exhibit 9Acceptance % 48. 6% Calculated value using data in Exhibit 9((Brand In-Home% / Ever Tried %) * 100%) of households in Quebec 2. 3 million Page 6Avg. of Cases consumed per household0. 25 Assumption (0. 5 case per year)= 0. 25 * 48 soaps per year = 12 soaps per year = 1 soap per month Quebec Soap Market Volume( of cases)2. 0 million Calculated value using Forecast data in Exhibit 6 which is based on target market share of 4. 5%Total Forecast from 1986 Feb to Dec / 0. 045= 90,500 / 0. 045 = 2,011,111= Approx. 2. 0 million cases From modelling to estimate the market share for Cleopatra soap, we have Market Share (%) = (Brand Awareness % * Trial % * Acceptance %) * of households in Quebec *Avg. of Cases consumed per household / Quebec Soap Market Volume ( of cases)That is,0. 045 = (0. 735 * Trial % * 0. 486) * 2. 3 million * 0. 25 / 2. million On solving for Trial %, we get Trial % = 43. 8%At present, we have a Trial % of 19. 3% with the Brand Awareness % of 73. 5%. So if we could increase the Trial % to 43. 8% (assuming that Acceptance% remains at 48. 6%), we should be able to achieve the target market share of 4. 5%. Available Strategic creams Steve Boyd, Group Product Manager, had the following three options available(1) Admit defeat and disclose the brand,(2) Continue the strategy with minor modifications, if necessary, and try to get a 4. 5%market share by giving it more time and support(3) Alter the strategy or even the product itself Recommended Strategic Option .I would like to recommend Option (2) to the management of Colgate-Palmolive based on the qualitative and quantitative analysis done in exercise 3. As we have seen that Cleopatra soap has been accepted as a high quality soa p and is considered superior brand to other brands in the skin care segment, but due to heterogeneous factors, the trial% is very low resulting into less market share. So if minor modifications can be done in the marketing strategy (such as the proposed marketing mix in exercise 3) to try to address the existing issues resulting into low trial%, it should be possible to increase the trial% and finally achieve the target market share of 4. 5% in some time.Option (1) has the benefit of not losing any more money if Cleopatra continues to be afailure, but it also has the risk of losing the fortune of making more money if Cleopatra could succeed by making minor modifications in the marketing strategy. Also it would be too early and unfair to discontinue a brand that is highly evaluated and accepted by the consumers after a short period of about a year. Option (3) has the benefit of altering the strategy or even the product and start up all again to try and make consumers buy the produc t, but this is not required as the 1987 survey results show that Cleopatra has a high acceptance% of 48. 6% and a high brand loyalty.It would be wise to review the current marketing strategy and make minor modifications to address the existing issues resulting into low trial%. Option (2), however, has the risk of losing even more money if Cleopatra continues to be a failure but considering the fact that the product was so successful in a similar market in France and the 1987 market survey results that validated the acceptance of Cleopatra brand by the consumers, it should be a good risk to try and give the product more time and support. Making the price competitive, building good relationships with the retailers to get proper shelf positioning and space and making effective promotions to create a pull to ensure the trial are the key factors to the future of the Cleopatra brand.

Comparison Between Hard Times and Communist Manifesto

Throughout history, a divide has always existed between the rich and poor in society. However, during the Industrial vicissitude in Victorian England, this rift reached its peak. The running(a) class labored for coherent hours and received miniscule wages, whereas the middle class grew abundantly wealthy with the labor of the works class. Published in 1848 and 1854 respectively, Karl Marxs The communistic Manifesto and Charles deuce tall(prenominal) Times both comment on these troubles. charm Hard Times is a clean which tells a story and The Communist Manifesto is a short publication which tries to bring about social change, both writings offer a astute judge of the class antagonism brought about by capitalism at the height of the Industrial Revolution. From the opening of Hard Times, the setting of Coketown offers a sharp critique of the consequences involved with industrial capitalism. The town existed solely for the benefit of the bourgeoisie however, this was brought ab out at the expense of the milling machinery workers, or proletarians. daimon described the town as some(prenominal) large streets on the whole very like one a nonher, and many small streets still more like one another, inhabited by people as like one another. Dickens recognized that the proletarians had no identity operator. Before the Industrial Revolution, independent production was the norm, not the exception therefore, the types of laborers were much more diverse. Any addicted laborer could have been a farmer, a nail-crafter, etc. This gave the laborer a much greater sense of individuality since there were different jobs within the working class.However, with the introduction of factories and mass production, the proletarians had no choice but to work in factories. Since almost the entire working class lived in factories, they began to be viewed more as one large group rather than as individuals. The sameness of Coketown illustrates this sameness among the working class . In the same way, Marx claims that the bourgeoisie has interpreted away all individuality from the proletarians. In Marxs view, capitalism causes silver to be more important than the actual person.For example, Marx states, In bourgeois society capital is independent and has individuality, while the upkeep person is dependent and has no individuality. According to Marx, the proletarian is dependent, or a slave, to money. Most proletarians had no desire to work long hours inside of a pulverisation under horrid conditions, but they were forced to. While their wages were very meager, the workers still needed some wages. The only jobs available during the Industrial Revolution were severe manu grinder jobs. Since the proletarians had no choice on what type of job that they could hold, they had no individuality.Ironically, money not only controls the lives of the proletarians, but it also greatly influenced the lives of the bourgeoisie. For many members of the bourgeoisie, money wa s the driving force in their lives. Marx lashed out against this when he stated, The bourgeoisiehas left remaining no other nexus between man and man than cutting self-interest. Men no longer cared about respecting the rights of other men. The bourgeoisie simply wanted to do was to accumulate more and more wealth. The fact that this accumulation of wealth was accomplished done the suffering of other humans was of little importance.A man was judged by how much money he had therefore, these men would do anything to acquire more of it. Traits like honor and being just no longer mattered to these members of the bourgeoisie. The direct antagonist in Hard Times, Josiah Bounderby, would be classified as one of these members of the bourgeoisie. Bounderby is a man that would Marx would condemn emphatically since Bounderby focuses entirely on his own betterment. For instance, Bounderby frequently recounts how he was born to a very poor mother that abandoned him and through his own hard wo rk, built his fortune.He tells this story for the sole reason of impressing others, yet the story turns out to be a falsehood. Bounderby cares more about improving his bewilder than being an honest individual. Furthermore, like many members of the bourgeoisie, Bounderby tries to better himself at the expense of the proletarians. While Bounderby was a member of the lower class in his youth, he has all told turned his back on them. He treats the proletarians with contempt, and he believes that all the proletarians desire to be fed on turtle soup and venison, with a gold spoon. Dickens is creating an irony here.Bounderby believes that all the proletarians want to get rich without working, yet the proletarians are actually doing all the excruciating work in the society. However, the wealth is not dismissal to the proletarians but to Bounderby himself. In contrast, the protagonist of the novel is Stephen Blackpool, who represents the average proletarian. He is not very educated, he w orks long hours at a difficult factory job, and he gets paid very little for this job. Blackpool is a tragic character who is constantly being taken advantage of by members of higher classes.Bounderby takes advantage of Blackpool through wage labor, and Tom Gradgrind takes advantage of him by framing him for the bank robbery. This all leads to a life full of sufferings, including exile from Coketown and an untimely death. Blackpool would be a holy model for Marx in order to showcase the sufferings of the proletarians in Victorian England. Bounderby had complete control over Blackpool. Bounderby could decide his wages, fire Blackpool, and even forbid Blackpool from divorcing his wife. Just as Blackpool was taken advantage of by Bounderby, Marx believes that capitalism takes advantage of the labor of the proletariat.Marx says that these laborers are a commodity like every other article of commerce. Machines have taken away all need for skilled labor. Without skilled labor, the bourg eoisie have complete control over the proletariats since any job in a factory groundwork be performed by any person. Mass production causes the worker to be nothing more than an appendage of the machine. This devalues the proletarians to nothing more than commodities, whose wages can be determined by the bourgeoisie. While life for the proletariat may have been a struggle at this time, Marx believed that it was inevitable for the proletariat to gain governmental power.According to Marx, What the bourgeoisie therefore produces, above all, are its own grave-diggers. While class antagonism has existed throughout the history of societies, the ruling class in previous eras would at least try to keep the oppressed class in certain conditions. However, with the continuing rise of industry, the living conditions of the proletarians are only getting worse and worse. Moreover, with the growing of industry, classes of people like the petty bourgeoisie are becoming part of the proletariat. Therefore, the proletariat is living under worse and worse onditions, yet it is getting bigger and larger. Eventually, Marx is sure that these workers will unite and will belong a revolution. In Hard Times, the earliest stages of unity among the working class can be seen. The workers at Bounderbys factory decide to unionize. They do this in order to improve their working conditions. While the orator Slackbridge is dishonest according to Dickens, the workers cause was honest and legitimate. Since the bourgeoisie only cared about each other, they would not listen to the complaints of the workers.Therefore, the workers had to band together in order to bring about change. Each at Bounderbys factory felt his only hope to be in his allying himself to the comrades by whom he was surrounded. However, in Marxs mind, this was only the beginning. While unions in factories were a good start to the proletarians banding together, Marx believed that all the proletarians throughout a country wou ld unite. Modern industry allowed for better communication between workers in different areas. This communication would centralize all the local struggles with the bourgeoisie into one national struggle.Eventually, each countrys proletariat would gain control of their respective country, and there would be no more class struggle since there would be no classes. With no class struggle, there would be no more hostility between nations, and national differences would vanish. While the bourgeoisie and the proletariat are the primary classes at this time in society, remnants of the aristocracy still remain from the feudal multiplication. Throughout history, family status had always been the primary factor to determine a persons social standing. This all changed with the Industrial Revolution.Wealth now determined a persons social standing, and the bourgeoisie, not the aristocracy, was accumulating all the wealth. The bourgeoisie became the ruling class during this time period. To combat the growing power of the bourgeoisie, many aristocrats created a form of socialism that proclaimed the plight of the proletarians. However, this is ironic since the aristocrats used to be the ruling class who exploited the other classes. The downfall of the aristocracy is illustrated in Hard Times through the character of Mrs. Sparsit. She came from a long line of aristocrats, and she married into another aristocratic family.However, her husband wasted away all of his money, and he left Sparsit poor after he died. In this new-fashioned social order, it did not matter that Sparsit came from a high-standing family. She had no money therefore, she had no social standing. Even though, she was equal to the proletariat economically, she was so accustomed to being back up by others that she refused to work and must be provided for by Bounderby. Marx explained that many aristocrats were trying to return the social order to the way it was during the feudal times, and Sparsit is one of the se aristocrats.She refuses to acknowledge that times are changing and that her aristocratic family means nothing in the social order. In conclusion, the Industrial Revolution was a boom in production throughout the Western world. However, it was also a time of many injustices. While the bourgeoisie grew vastly wealthy, they did this through the exploitation of the proletariat. Through they used different methods, both Dickens and Marx publicized the class antagonisms between the bourgeoisie and the proletariat during the mid-1800s. - 1 . Charles Dickens, Hard Times (London, 1854), 27. 2 . Karl Marx, The Communist Manifesto (London, 1848), 22. 3 . Marx, The Communist Manifesto, 9. 4 . Dickens, Hard Times, 72. 5 . Marx, The Communist Manifesto, 13. 6 . Marx, The Communist Manifesto, 14. 7 . Marx, The Communist Manifesto, 19. 8 . Dickens, Hard Times, 138. 9 . Marx, The Communist Manifesto, 16 10 . Marx, The Communist Manifesto, 26. 11 . Marx, The Communist Manifesto, 29.

Global Society Essay

The world we are in today has seen the end of bipolarity that has been brought about by wars that divided. either day we see the world grow smaller and people are brought together by common issues and concerns. States become interdependent and connected through globalization. world(a) actors include along with the state, non-governmental organizations and multinational corporations. These global actors have diverse and divergent, often conflicting, interests that must be met. States, such as the developing countries, need a train playing field in the global arena.The non-governmental organizations are people oriented, and often seeking to improve their quality of life. transnational handicraftes are profit and expansion driven. Multinational corporations play a big role in economic globalization. They fuel economies by the investment they bring in that create jobs and allow the exchange of technology through skills and knowledge. MNCs are also seen as having insatiable greed for wealth, which create and dictate markets, displace small enterprises and dislocate people.Corporate Social office is when business interests are met along with the other interests of society as a whole. CSR has four integral parts, which are (1) profit generation, (2) observing human rights, payment of taxes, cooperation with the government, promoting health and safety, and keep workers, (3) doing the right, fair and just thing, and (4) sharing resources and profits to improve lives especially in the areas of education, health and the arts. The UN international Compact attempts to develop Corporate Social Responsibility globally.The Global Compact provides the mechanism that covers all directions of the social spectrum such as horizontal and vertical, formal and informal, state and non-state. The approach is from all dimensions, diverse, multi-level and a network structure. UN agencies like UNDP, UNHCR and UNESCO first mate with many philanthropic foundations in many CSR activit ies showing that MNCs can both be profit-motivated and socially-responsible. References Fritsch, Stefan. (January 2008). The UN Global Compact and the Global Governance of Corporate Social Responsibility Complex Multilateralism for a more Human Globalization. Global Society, Vol. 22, No. 1.

Black People and Racism Essay

There are hund inflamed of races in the world. Unfortunately, for as long as human invite existed, we have enslave those weaker, of those we sensed to be weaker than ourselves(thinkquest). Racism is everywhere, and we often see it on the streets and schools. There are many short stories and poems that are termed as racist. On Being Told I foolt Speak Like a Black Person by Allison Joseph, Sonnys Blue by James Baldwin, and Blink Your Eyes by Sekou Sundiata are renaissance works that show the issues of racial discrimination that black pile had lived and are still living today.In On Being Told I wearyt Speak Like a Black Person by Allison Joseph, the author tells the story about a puppyish Negro whose mother trustworthy brutal treatment in her school in England. In the beginning, Allison says Emphasize the h, you hignorant ass(557). This shows that the h is sarcastic, and the tone condescending intensifies racism(Caroline). They might have used the emphasis of h to humiliate t he negro, to make them feel bad about their skin color, and to show the negro that they washstandnot fit in the white ball club notwithstanding if they become educated.Negros have suffered horrible experiences. Allison wrote about the way teachers treated Negro in school. She says teachers slapped her unbuttoned palm with a ruler in that Jamaican schoolroom(557). Allisons mother lived under a white teachers pressure, and the teachers showed this negra that she testament never learn how to speak like the whites, and they can work over her because she is black, and blacks cannot do anything against the teachers because the whites have the power and the Negro is a submissive servant. In addition, Allison also shows her confess life in the United States.Allison is a black mortal living in the United States, and she sees people discriminating her because she does not act like a black person. Allison writes And I didnt sound like a Black American, college acquaintance observed, sure they knew that a black person was supposed to sound like. Was I supposed to sound lazy (557) Allison shows that Americas nightclub judge the black just for their skin color, and most white people see the Negro as lazy, and do not work to bring bullion home, do not go to school, and do not eff how to speak.For example, some restaurant servers prejudice the Negro when they walk into the restaurant by making their own assumption that the table with Negro volition not fall in any tip. However, in many cases, they are wrong because the table with Negro might leave more tip than a table with white people. Racism is not gone. The Negro is still facing it today, but racism today is expressed other than than it was in the renaissance era. During the renaissance in Harlem, the Negro did not have enough opportunities for their future due to racism.In Sonnys Blue by James Baldwin, the author tells the story of two black brothers born in Harlem, and the older brother losses communicati on with his young brother, Sonny. The older brother is the storyteller of the short story. Later on, they reconnect due to news the narrator receives about Sonnys prison. Before the narrator reconnects his life back to his brother, he shows many problems twain had because they are Negro. Racism is evident throughout the story. The narrator wrote about Sonnys friend.And now, even though he was a grown-up man, he still hung somewhat that block, still spend hours on the street corners, was always high and raggy(310). It shows that the Negro do not have opportunities to become successful in life. The Negro has barriers in the midst of them and the outside world, which prevent most negro to obtain education or skills, and they are obligated to live on the streets corners asking for money, using drugs and stealing. In addition, the narrator also shows how racism affect the education of a negro which can be describe as Sonnys cream of life.Sonny choice of life relates to the lack of o pportunities black people have during the renaissance in Harlem. After the death of Sonnys mother, the narrator tries to open Sonnys mind, and advises him to finish school. In the kitchen talking to Sonny, the narrator writes I want to join the army. Or the navy, I dont care. If I say Im old enough, theyll believe me(321). Sonny already knows that there arent opportunities for him. He is forced to choose among necessities he sees the army as the only opportunity open for Negro to escape from the streets.On the other hand, the school will give him the degree, but he does not believe that it will help him find a good job. He already knows that there are no doors open for the Negro. However, the narrator disagrees with Sonny. They are still in the kitchen talking about Sonnys future. But if you dont finish school now, youre going to be sorry later that you didnt(321). His brother is showing him that he can fight against racism, and he can find opportunities for his life.For example, H is brother denied racism, and he gained education and skills to become an algebra teacher, but Sonny does not see it, and he chooses to live on the street like his friend. In addition to the lack of opportunity, black people are more often to be discriminate in profession than whites. In the poem, Blink Your Eyes by Sekou Sundiata, the author shows the reader a Negro is stopped by the police officer because he is black even though the Negro didnt do anything wrong. The author writes about the red light. But the Law said I was on my way thru a red light red light red light(582).The following passage, the red light means that this area is not for Negro. It is a neighborhood where white people live, and black people around can be seen as a threat to their place. However, this is not an excuse for the officer to stop this person. Sundiata let the reader know that In other words the light was green(582). The green light is open only for the white society the Negro does not have chances to go to another level, so the door always will close for them.After the officer stops the negro, Sundiata writes Why did you stop me? Somebody had to stop you I experience the news, you always lose. Youre unreliable, thats undeniable (583). The white society do not want to let the negro have opportunities in life, and the negro will be always seen as a threat to the society, and the white society does not need them. The negro does not have the power to stop racism, and it will always be part of their life. However, it is changing. The negro has more voice today than in the past, and they are more recognized. For example, Oscar Grants case where a young black guy was take outed by a police officer by mistake. People see it as a racism murder (Jessie).Fortunately, the justice was made for his family. This shows us that Racism is not completely gone. The three stories from the Renaissance show us that black people had suffered racism for many years. From world stereotyped as lazy and uneducated, to not having opportunities to succeed in life and not being accepted by the white society, the Negro has had a surd journey to improve their situation. Even though today racism is not as prominent as in the Renaissance, we still see some signs of racism that are not completely gone. Works Cited Sundiata, Sekou. Blink Your Eyes. Approaching Literature.Peter Schakel and gob Ridl New York Bedford and Martins, 2008. Joseph, Allison. On Being Told I Dont Speak Like a Black Person. Approaching Literature. Peter Schakel and Jack Ridl New York Bedford and Martins, 2008. Baldwin, James. Sonnys Blue. Approaching Literature. Peter Schakel and Jack Ridl New York Bedford and Martins, 2008. Jessie. Racism & The Murder of Oscar Grand III. Racism Review Blog 17 Jan. 2010 http//www. racismreview. com/blog/2009/01/07/racism-the-murder-of-oscar-grant-iii/ Think Quest. Common Prejudice. http//library. thinkquest. org/C006274/race/intro. hypertext markup language .

Nannie Doss

Nannie Doss From Wikipedia, the free encyclopedia Jump to navigation, search Nannie Doss minimise information Birth name Nancy Hazle Also known as The Giggling Nanny, The Giggling Granny, The Jolly Black Widow, The L unityly Hearts Killer Born (1905-11-04)November 4, 1905 Blue Mountain, Alabama, United States Died June 2, 1965(1965-06-02) (aged 59) run of death Leukemia Penalty Life shackles Killings Number of victims 11 Country United States State(s) Alabama, North Carolina, Kansas, OklahomaDate apprehended October, 1954 Nannie Doss (November 4, 19051 June 2, 19652) was a in series(p) killer responsible for the deaths of 11 people between the 1920s and 1954. 3 She finally confessed to the removes in October 1954, by and by her fifth husband died in a small hospital in Tulsa, Oklahoma. In all, it was revealed that she had killed 4 husbands, 2 children, her two sisters, her mother, a grandson, and a nephew. Contentshide * 1 Early life * 2 First marriage * 3 jiffy marriage * 3 . 1 Grandchildren * 3. Death of Frank * 4 Third marriage * 5 Fourth marriage * 6 Fifth marriage * 7 exculpation and conviction * 8 References * 9 External cerebrate edit Early life Doss was born in Blue Mountain, Alabama as Nancy Hazle to Lou and James Hazle. Nannie was one of five children she had one brother and three sisters. Both Nannie and her mother hated James, who was a controlling flummox and husband with a nasty streak. There is manifest that Doss was conceived illegitimately, as James and Lou get married after 1905 census records besides show that in 1905 she and her mother were living on their own. 4 She had an unhappy childhood.She was a suffering student who never learned to read well her education was erratic because her father forced his children to work on the family farm instead of attending school. When she was rough 7 years old, the family was taking a train to visit relatives in southern Alabama when the train stopped suddenly, Nannie hit her head on the admixture bar on the seat in front of her. For years after, she suffered severe headaches, blackouts and depression she blamed these and her mental instability on that accident. During childhood, her favorite hobby was see her mothers romance magazines and dreaming of her own romantic future.Later, her favorite part was the lonely hearts column. The Hazle sisters teenage years were restricted by their father he forbade them to put one over makeup and attractive clothing. He was trying to prevent them from being molested by men, tho that happened on several occasions. He also forbade them to go to dances and other hearty events. edit First marriage Doss was first married at age 16, to Charley Braggs. They had met at the Linen Thread factory where they both worked, and with her fathers approval they married after 4 months of dating.He was the only son of a never-married mother, who insisted on continuing to live with her son after he married. Doss later wrote I married, as my father wished, in 1921 to a boy I only knowed about four or five months who had no family, only a mother who was unwed and who had interpreted over my life completely when we were married. She never seen anything wrong with what he done, but she would take spells. She would not let my own mother stay all nighttime Braggs mother took up a lot of his attention, and she often limited Nannies activities. The marriage produced 4 daughters from 1923 to 1927.The stressed-out young mother started drinking, and her casual smoking habit became a concentrated addiction. Both unhappy partners suspect each othercorrectlyof infidelity, and Braggs often disappeared for days on end. In early 1927, they lost their 2 middle girls to suspected food poisoning suspecting that Nannie had killed them, Braggs took firstborn daughter Melvina and fled, leaving newborn Florine behind. Soon after, Braggs mother died and Nannie took a job in a cotton mill to co-occurrence Florine and herself. Braggs brought Melvina back in the summer of 1928 with them was a divorcee with her own child.Braggs and Nannie presently divorced and Nannie took her 2 girls back to her mothers home. He always maintained he odd her because he was frightened of her. edit Second marriage Living and working in Anniston, Nannie soothed her loneliness by reading True Romance and similar reading material. She also resumed poring over the lonely hearts column, and wrote to men advertising there. A particular advert that interested her was that of Robert (Frank) Harrelson, a 23-year-old factory worker from Jacksonville. He sent her romantic poetry, and she sent him a cake.They met and married in 1929, when she was 24, 2 years after her divorce from Braggs. They lived together in Jacksonville, with Melvina and Florine Braggs. after a few months, she discovered that he was an alcoholic and had a criminal record for assault. Despite this, the marriage lasted 16 years. edit Grandchildren Nannies eldest, Melvina, gave birt h to Robert Lee Haynes in 1943. Another baby followed 2 years later, but this died soon afterward. Exhausted from labor and groggy from ether, Melvina thought she saw her mother, who had come to help, stick a hatpin into the babys head.When she asked her husband and sister for clarification, they said Nannie had told them the baby was deadand they observe that she was holding a pin. The doctors, however, couldnt give a positive explanation. The grieving parents drifted apart and Melvina started dating a soldier. Nannie disapproved of him, and while Melvina was visiting her father after a in particular nasty fight with her mom, her son Robert died mysteriously under Grannys care on July 7, 1945. The death was diagnosed as asphyxia from unknown causes, and 2 months later Nannie collected the $ergocalciferol life insurance she had taken out on Robert. edit Death of FrankIn 1945, Japan surrendered to the Allied powers at the end of World War II, and Harrelson was among the most robust partiers. After an evening of particularly heavy drinking, he raped Nannie. The following day, as she was tending her rose garden, she discovered Harrelsons corn whiskey jar buried in the ground. The rape had been the last straw for her, so she took the jar and topped it off with rat poison. Harrelson died a painful death that evening. edit Third marriage Doss met her ordinal husband, Arlie Lanning, through another lonely-hearts column while travelling in Lexington, North Carolina, and married him 3 days later.Like his predecessor, Harrelson, Lanning was an alcoholic womanizer. However, in this marriage it was Nannie who often disappearedand for months on end. But when she was home she played the doting housewife, and when he died of what was said to be heart failure, the whole town supported her at his funeral. Soon after, the couples house, which had been left to Lannings sister, ruin down. The insurance money went to Widow Nannie Lanning, who quickly banked it, and after Lanni ngs mother died in her sleep, Nannie left North Carolina and ended up at her sister Dovies home.Dovie was bedridden soon after sister Nans arrival, she died. edit Fourth marriage Looking for yet another husband, Nannie joined the Diamond Circle Club and soon met Richard L. Morton of Emporia, Kansas. He didnt have a drinking problem, but he was a womanizer. Morton met his death in April 19533 months after Nannies mother, Lou, had come to live with them and ended up poisoned to death. edit Fifth marriage Nannie met and married Samuel Doss of Tulsa, Oklahoma, in June 1953. A clean-cut, churchgoing man, he disapproved of the romance novels and stories that Nannie adored.In September, Samuel was admitted to the hospital with flu-like symptoms. The hospital diagnosed a severe digestive tract infection. He was treated and released on October 5. Nannie killed him that evening in her rush to collect the 2 life insurance policies she had taken out on him. This sudden death alerted his doctor, who ordered an autopsy. The autopsy revealed a huge amount of arsenic in his system. Nannie was promptly arrested. edit Confession and conviction Nannie confessed to killing 4 of her husbands, her mother, her sister Dovie, her grandson Robert, and her mother-in-law Lanning.The state of Oklahoma centered its case only on Samuel Doss. The prosecution found her mentally fit for trial. Nannie pleaded guilty on May 17, 1955, and was sentenced to life imprisonment. The state did not pursue the death penalty callable to her gender. Doss was never charged with the other deaths. She died of leukemia in the hospital ward of the Oklahoma State Penitentiary in 1965. edit References * Wilson, Colin. The Mammoth Book of True umbrage. raw(a) York Carroll Graf Publishers, 1998. ISBN 0-7867-0536-1 * Nannie Doss the Lonely Hearts Husband Killer. 1 1. Manners, Terry, Deadlier than the Male, 1995. Page 76 ISBN 0-330-33711-4. 2. Tulsa World Oklahoma Centennial Stories 3. Nannie Doss A Who2 Profil e 4. Nannie Doss on TruTVs Crime Library edit External links * Nannie Doss at the Crime Library * 2 The Giggling Grandma at the Malefactors Register Authority control * VIAF 172021019 Persondata Name Doss, Nannie Alternative name calling Short description Date of birth November 4, 1905 Place of birth Blue Mountain, Alabama, United States Date of death June 2, 1965 Place of death Retrieved from http//en. wikipedia. rg/w/index. php? title=Nannie_Doss&oldid=543731678 Categories * 1905 births * 1965 deaths * peck from Anniston, Alabama * 1927 crimes * American serial killers * Female serial killers * American female murderers * Deaths from leukemia * Cancer deaths in Oklahoma * American prisoners sentenced to life imprisonment * Prisoners sentenced to life imprisonment by Oklahoma * American people who died in prison custody * Prisoners who died in Oklahoma detention * American people convicted of murder * People convicted of murder by Oklahoma * Murderers for insurance money * Po isonersHidden categories * Wikipedia articles with VIAF identifiers * Persondata templates without short description parameter Navigation menu Personal tools * Create account * Log in Namespaces * denomination * Talk Variants Views * Read * Edit * View history Actions Search - Top of Form Bottom of Form Navigation * Main page * Contents * feature content * Current events * Random article * Donate to Wikipedia * Wikimedia Shop Interaction * Help * About Wikipedia * Community portal * Recent changes * Contact Wikipedia Toolbox * What links here * Related changes Upload file * Special pages * Permanent link * Page information * Cite this page Print/export * Create a book * Download as PDF * Printable version Languages * * Francais * Italiano * Magyar * Nederlands * * Edit links * This page was last modified on 13 March 2013 at 0044. * Text is available under the Creative Commons Attribution-ShareAlike License additional terms may apply. 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Hrd Report

DETAILED PROJECT REPORT FOR HUMAN RESOURCE DEVELOPMENT 1. 0 background - 1. HISTORICAL BACKGROUND 1. DEVELOPMENT IN TECHNICAL EDUCATION- National policy on commandment 1986 which includes 10 year Technician education investment program for upgrading in the buff introduced Diploma Programs, with emphasis on rural population as wholesome as continuing education programs aimed at upgrading already employed Technicians.This policy in any case emphasized on alter the quality of these Diploma Programs by strengthening teachers reading program, curriculum maturement, examination & pupil assessment arranging and modernizing the Workshops, laboratories and classrooms of the polytechnics. Fin exclusivelyy NPE 86 aimed to improve the efficiency of the TES by strengthening the A. I. C. T. E. , the Four T. T. T. Is, the D. T. E. , M. S. B. T. E. , granting academic autonomy to selected polytechnics and further strengthening the NTMIS and NATIONAL BOARD of ACCREDITATION . (Ref. A comp arative study of technical foul reading in Germany &India with spl-reference to Maharashtra Ph. d. dissertation by Dr. A. R. Thete ) The World Bank assisted watch for strengthening Technician education form of rules in Maharashtra State was implemented by the State Government during 1992 to 1999. (Ref- form _or_ system of government & Direction constitution DIIC (M. S. ) Mumbai) The World Bank assisted expulsion has been conceived as the means of implementing or so of the decisions included in the NPE 1986. The goal of WBAP was to support NPE 1986 and emphasis was given up on capableness expansion, quality improvement and efficiency improvement.As an impact of this vomit up, infrastructure facilities pass on been allow ford to all the institutions and on that point has been several(prenominal) achievements towards improving quality of polytechnic education system. On the similar bloodlines of the World Bank Assisted Project the Canada-India Institute Industry ge ne linkage project has been launched in Maharashtra State . It testament enhance the efficiency and effectiveness of the TES by means of INDO-AUSTRIA Project is under plan stage and this result deliver the goods CNC Machining Technology in the Technical Institutes of Maharashtra State for cultivation and Educational purposes. (Ref- Policy & Direction report DIIC (M.S. ) Mumbai) 1. 1. 2 Thrust toward qualitative improvement - Prior to the way out of World Bank assisted Project the information was imparted by ISTE, TTTI and so forth The experiences gained during prep atomic number 18 were non fully utilized. Due to World Bank assisted project the State has do effort to improve management and educational attend, only if these efforts were fragmentary. In the last five decades thither has been manifold expansion in polytechnic education systems. The unprecedented expansion nonwithstanding, the system intention has remained more or less static. Changes in the system if an y feature been superficial in nature.As a result, the system continues to produce more of the routine kind of production, not adequately responding to the changing take ons. (Ref. Draft policy guidelines for teaching teachers of polytechnics & engineering colleges Ministry of H. R. D. , Department of Secondary & high Education, May-2000) Technical education is now considered as one of the most crucial inputs for socio economic development with enormous potential for improving the quality of life of the mess. gain in Education & instruction processes is essentially slow, primarily beca mapping educational enterprise as total is labour intensive and not capital intensive.Improvement of capabilities of system as whole involves acquisition of stark naked cognition, skills and attitudes. not only by individuals but as well at the collective take by teams, departments, institutions and State take organizations. (Ref- Policy & Direction report DIIC (M. S. ) Mumbai) This r equires HRD strategy on the foresightful term basis. It requires capability of Key personnel at each level of operation for project management. world mental imagery Development is a continuos process. Also in regularise to sustain the gains of World Bank assisted Project and to make deliberate efforts in improving quality and efficiency of the system.Directorate of Industry Institute Co-ordination has taken initiative to spring up HRD strategy on long term basis and a systematic, scientific provide Development Planning for Technical Education System for 2000-2005 with co-operation of M. S. B. T. E. and T. T. T. I. , Bhopal. 1. 1. 3 Resource group formation for H. R. D. - Directorate of Industry Institute co-ordination has taken initiative to formulate H. R. D. strategy on long term basis and a systematic scientific lag development prepargondness with the co-operation of M. S. B. T. E. & T. T. T. I. , Bhopal. For preparing a detailed project report n human race Resource D evelopment for T. E. S. of Maharashtra, a State Resource root (S. R. G. ) was formed in May 2000. 1. 1. 4 Master plan for the whole Technical Education system - A master plan indicating range project status of total T. E. S. , systems diagram colligate to the guest is prep bed by S. R. G. as shown in fig. 1. The linkages of heterogeneous educational processes & alter processes be shown in fig. 1. HRD is the one of alter process which is cogitate to all early(a) educational & enabling processes. See p arnt document by State Resource company chasten by Shri Makone. 1. 1. 5 Context of H. R. D. ith regard as to Technical Education System - A master plan indicating piazza-project status of total Technical education System diagram linked to customer (i. e. industry) is befooln to conceive the social function of Human Resource development in Technical Education System. (Ref. fig. 1) It is an systems diagram which shows 1) Customer of the system 2) Mission of Technical Education System. 3) Goal of the T. E. S. 4) Output 5) Signal Input 6) Process Educational Enabling 7) Management 8) Resource Input 9) Supra system 9. 1) Suppliers of Input 9. 2) Suppliers of Resources 9. 3) Regulatory Agencies 0) Competitors. The final proceeds signal of T. E. S. essential is manpower having right type of knowledge , skills & attitudes . In order to accomplish this output, Process of renewal of HRD has to be planned. These processes atomic number 18 classified into cardinal categories i) Educational Processes which train that the students ar educated & trained by dint of scientific action by levels of key personnel. ii) Enabling processes which ensure that this main educational process are supported by enabling processes which provide frame wee-wee within which educational processes take place.The Educational Processes are 1) State Planning At State level 2) universeal Planning At establish level 3) Curriculum purport & development Department level 4) L. R. D. C. L. R. U. C. 5) Instructional design At Class room 6) Students learning level All these processes interact with each other. The enabling processes which enables the Educational processes to perform in the right way of life are 1) State Project Planning Ensuring that innovative projects are systematically managed at all levels of project shew. ) Industry Institute Interaction Ensures that project institutes are linked to industry. 3) Human Resource development Ensures that all project institutes are equipped with right type of Human vision in right numbers racket & at right time. 4) Management education System Ensures that all projects institutes have access to all types of information ( generic & specialised) for decision-making. 5) Organisational development. Ensures that all project institutes are simultensasly helped to 1) evidence the project cells & 2) restructure the parent institute so that project-cell progress toing in close co-operatio n with the main stream supply.These enabling processes are each designed & develop & implemented simultensasly at all levels of the system. Process of Human Resource development is linked with all the educational processes and also the Enabling processes quoted above. Trained manpower which is the output of H. R. D. , is involve to sustain the Educational & Enabling processes to make the T. E. S. effective & efficient. System diagram for the H. R. D. system indicating Post-Project status is as shown in figure no. 2. The output of H. R. D. is trained manpower required for all the educational & enabling processes.The process of Transformation consists of three stages. ( Article faculty development by Dr. P. J. George, Programme Director, I. S. tonic Delhi) 1) Initial Training 2) demonstration Training 3) In service Training. In Initial Training, theoretical Input in reinvigorated plains in Education & information management is to be given. In initiation Training microskills are to be developed & in Inservice Training consolidation of microskills into a macro-skills their utilization in the essential institutional context takes place. 6.Developmental modelling of Human Resource Planning & Development in Industry to serve as model of HRD in TES (Model from E. H. Schein) - CONTEXT - Human exploitation takes place with successive encounters with ones environment. As the person encounters a new situation, he or she is forced to try new responses to deal with that situation. Learning takes place as a function of those responses scat out and the results they achieve. If they are successful in coping with the situation, the person enlarges his repertory of responses, if they are not successful the person moldiness try alternate responses until the situation has been dealt with.If none of the active coping responses solve, the person sometimes retreats from the new situation or denies in that location is a problem to be solved. These responses are defen sive and growth limiting. For growth to occur, people accept two things New challenges that are within the lead of their coping responses and knowledge of results information on how their responses to the challenge have prevailed out. If the tasks & challenges are too easy or too hard, the person will be demotivated and break to grow.If the information is not available on how well the persons responses are working, the person cannot grow in systematic, valid direction but is forced into guessing or trying to infer information from ambiguous signals. The organizational growth similarly takes place through organizations successful coping with the internal & external environment. But since the transcription is a complex system of human, material, machines, financial & informational alternatives, we must(prenominal) consider how each of these areas can be justly managed toward organizational effectiveness.In order for the ecesis to have the capacity to perform effectively o ver a period of time it must be able to plan to recruit, manages develop, measure, dispose of and replace human imagings as warranted by the tasks be do. A key assumption underlying organizational growth is that the nature of line of merchandises will change overtime, which means that such changes must be continuously monitored in order to ensure that the right kinds of human resources can be recruited and developed to do these jobs.In an ideal Human resource think & development system we should put onk to match geological formations require for human resources with the individuals needs for personal vocation growth and development. A developmental model of Human resource planning & development is depicted in figure 3. It involves both individuals & organizational planning & a series of matching activities designed to satisfy mutual needs. The helpings of an effective H. R. P. D. System can be derived from this diagram 1) In the organisation the overall planning component shown at left hand side in fig. . 2) Components that ensure an adequate process of staffing the organisation. 3) Component that plan for & monitor growth and development. 4) Component that facilitate the actual process of growth and development of the people who are brought into the organisation. This growth & development must be overdressd to meet both the needs of the organisation & the needs of the individuals within it. 1. 1. 7 Brief description of components of developmental model - As said earlier the function of the components mentioned in article No. 1. 1. is to ensure that the organisation has an adequate basis for selecting its human resources & growing them toward the fulfillment of organizational goals. 1. 1. 7. 1 ORGANISATIONAL NEEDS 1) PLANNING FOR STAFFING Strategic Planning These activities are designed to ensconce the organisations goals, Priorities futurity directions, products, market growth rate, geographical posture & organisation structure & design. 2) trick / component planning - This activity can be thought of as a dynamic kind of job analysis, where a continual re pile is made of the skills, knowledge, values and so forth urrently require in the organisation & that will be needed in the future . From a planning point of view it is probably most important for the highest level jobs how the nature of cosmopolitan & functional management will change as the organisation faces new technologies, new social values & new environmental conditions. From these knowledge, skills , attitudes, values job descriptions are to be generated. 3) Manpower Planning & Human resource inventorying These activities draw on the job/role descriptions generated and assess the capabilities of the present human resources against those plans or recruitments.These activities may be focussed on the number of people in given categories & are often designed to ensures adequate supply of people in those categories. Or the process may focus more on how to ens ure that legitimate scarce skills that will be needed will in fact be available, leading to more sophisticated programmes of recruitment or human resource development. 1. 1. 7. 2 INDIVIDUAL NEEDS - The three activities mentioned above are all geared to targeting the organizations needs in the human resource area. These three activities should be linked to each other organizationally.If these activities are not linked together, the situation reflects on erroneous assumption rough growth & development. 1) calling & job choice 2) precedent life story issue locating 3) Mid career issue locating. If at that place are no major change in job requirements as the organisation grows & develops, the system normally work, But if job themselves change, it is no longer safe to assume that right aways human resources, with development plans establish on todays job requirements, will produce the people needed in some future situation. Therefore more job/role planning must be done, indepe ndent of the present in the organisation. . 1. 7. 3 MATCHING PROCESS - (Linking of organizational need to individual needs) 1) barter Analysis - If the organizational planning has been done adequately, the next component is to specify what jobs need to be filled & what skills etc. are needed to those jobs. It will help to specify what kind of recruitment to adopt and how to select people from among the recruits. 2) Recruitment & Selection - This activity involves the actual process of going out to find people to fulfill jobs & developing systems for deciding which of these people to recruit / hire.These components may be very formal including testing, assessment and other aids to the selection process. 3) Induction, Socialization & Initial Training - Once the employee is recruited / hired, these ensures & period during which he or she learns the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particulars of the job and so on. The g oal should be to facilitate the employees becoming a tillable & useful member of the organisation both in short impress and in terms of long range potential. ) Job design & Job date - One of the most crucial components of staffing is the actual design of the job given to the new employee & the manner in which assignment is made. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy for the new employee and neither too meaningless nor too risky from the point of view of the organisation If the job is too easy or too meaningless, the employee may survive demotivated, if the job is too hard and involves too much responsibility & risk, the employee may become too anxious, frustrated or angry to perform at an optimal level.The four components 1) Job analysis,2) Recruitment & selection, 3) Induction, Socialization & Initial Training, 4) Job design and Job assignment are the matching processing geared to ensuring that the work of the organisat ion will be performed. These processes are to be performed by line managers, personnel staff specialists together. line of descent managers have the basal information about jobs & skills requirements. Personnel specialists have the interviewing, recruiting & assessment skills to aid in the selection process. In optimal System these functions shall be closely machinated. Recruiters shall provide to the employee, accurate information bout the nature of the organisation & actual work he / she will be doing in it. Recruiters also need good information on the long range human resource plans so that these can be taken into account in selection of new employee. Development Planning Same planning activities are essential so as to make the employee remain motivated, productive & produce a reasonable level of job satisfaction. i) Inventorying of development plans The planning component will consist of pulling together the information into a centralized inventory that will countenance c o-ordination & military rank of the development activities. i) Follow up & evaluation of development activities Development plan for individual employees will be written down, implemented & evaluated either in relation to the individuals own needs for growth or in relation to the organizations needs for new skills. Career Development Processes These processes must match the organisations needs for work with the individual needs for a productive & satisfying work career. It must provide some kind of forms and movements for the employee through some season of jobs, whether these involve promotional material, lateral movement to new functions or simply new assignments within a given area.Training (Initial, Induction, Inservice) - Training will be in three phases i) Initial To provide opportunities to acquire generic/ abstract knowledge in new field of studies ii) Induction To develop microskills. The kitchen rangeing of which leads to acquisition of macro skills. iii) Inservi ce Using macro-skills fetter in the actual job context. Performance military rank & Judgement of Potential The process of exploit estimation will be order & formalized. Such standardized & formalized performance appraisal will help to justify promotions to give recognition.Organisation Rewards Line managers must actively work with compensation expert to develop a joint philosophy and set of goals based on an understanding of what the organisation is trying to come back & what employee needs actually are ( people at una care career stages many different things. ) Promotion & other job changes If the promotions opportunities are limited because the pyramid narrows at the top, an effective H. R. P. D. System shall concentrate on developing career paths, system of job rotary motion, changing assignments, temporary assignments,& lateral job moves that ensure continuing growth of all human resources.One of the key qualitys of an optimally gainsay job is that it both draws on the persons abilities & skills. Source E. H. SCHEIN The Art of Human Resource Management. Training and Development opportunities - Formal training and other development programmes and education activities are necessary in the total process of human growth and development. These should be carefully linked both to the needs of the individuals and to the needs of organisation. The individual should want to go to the programme because he or she can see how the educational activities fits in to the total career.As much as possible training and educational activities should be tied to job/role planning. Career Counseling Growth and development only come from within the individual himself or herself, its important that the organisation provide some means for individual employees at all levels to become more pro-active about their careers and some utensils for joint dialogue, counseling and career planning. this process should ideally be linked to performance appraisal. Because it is that context that the boss can review with the sub-ordinate the future potential development needs, strength weakness, career options etc. critical point Career Planning - The boss is often not trained in counseling but he possess some of the key information. The employee needs to initiate career planning. Also the sharing of information is properly done is not the same as making commitments or setting up of false expectations. Whatever is decided about training, next steps, special assignment, rotation should be jointly decided by the individual and appropriate organizational resource. Each step must fit in to the employees life plan and must be tied in to organizational needs.Follow up and Evaluation - Whatever decided should not merely be written down but executed. If there are murder problems, the development plans should be re-negotiated . Whatever developmental actions were taken it is essential that they be followed up and evaluated both by the persons and by the organisat ion to determine what, if anything, was achieved. The organisation should make plans to talk to the individual before or after the programmes that what will be the appropriate next assignment for him or her following the programme.Planning for and Managing disengagements - The planning and managing process reviewed below are counter parts of ones that have already discussed but are focused on different problems like late career loss of motivation, obsolescence and ultimately retirement. Organizations must recognize that there are various options available to deal with this range of problems. Beyond the obvious ones of either terminating the employee or spicy in elaborate measures to re-motivate people who may have lost work involvement.Continuing Education & Re-training - These activities have their greatest potential, if the employee is motivated and if there is some clear connector between what is to be learned and what the employees current or future job assignment required in t he way of skills. More and more organizations are finding out that it is disclose to provide challenging work first and only then the training to perform that work ones the employee sees the need for it obviously for this linkage to work well continuous dialogue is needed between employees and their managers.Job Redesign - Job changes or job re-design is required in general applied to the particular problems of levelled finish employees. Job Enrichment - Job enrichment and other efforts are required to re-design work to increase motivation and performance. Job Rotation - When the employee becomes un reactive to the job characteristics themselves and pays more attention to touch factors such as the nature of supervision, relationships with co-workers, pay and other extrinsic characteristic in otherwords before organisation attempt to cure levelled of employees by Re-motivating them through job re-design or job relation.They should examine whether those employees are still in res ponsive mode or not. 2. 0 POST PROJECT STATUS OF H. R. D. SYSTEMS FOR T. E. FOR QUALITY service - The developmental model of Human Resource Planning & Development in Industry is to be adopted for HRPD system of TES for quality improvement. 1. Systems plat for post project status of H. R. D. system - It is depicted in fig. 2. 2. 2 GENERAL - The old concept of staff development was confirmed to imparting knowledge & skill to teachers that are needed for class room teacher.This consist of developing the requisite subject competence & pedagogical skills. This focuses on improving the teaching & cogitate abilities & is job embedded which means that it undertakes the development of the staff for performing job activities. The new concept of professional development on the other hand focuses also on improvement on job performance & is mostly job related. Fig. 2 and Fig. 4 depicts post project status of HRD for TES. In fig. 2 processes are shown while in fig. 4 developmental model indicat ing processes with activities is shown.The process activities in fig. 4 are as follows . 2. 3 Organisational Needs - Customer and their training needs Needs of TES primarily can be categorized in two ways it needs two types of manpower to manage quality improvement of the T. E. S. 1) Line Functionary module at regional and institutional level, Principal, teachers, students. 2) Staff Functionary To manage functions in CDC, instructional design, students learning as well as III, HRD, IS & OD. 2. 4 INDIVIDUAL NEEDS -Above three activities can be interconnected for identifying the system needs in Human Resource area. Individual staff development is not a one time process & will be distributed throughout working period of on individuals. It consist of three stages 1) Initial training 2) Induction training 3) Inservice training. 2. 5 MATCHING PROCESS - Job analysis - It is necessary to specify job needs to be fulfilled & about required skills needed to their jobs. It is necessary to do the job analysis for each post involved in the system at state level, Inst. evel, dept. level & individual level. This will helps in understanding to a individual about job profile also to know his function in the system. It helps in deriving the roles & responsibility of posts. HRD will work in this area & will do job analysis & as said above. Recruitment & Selection - While recruiting a person for the system through MPSC or at Directorate level certain types of norms (e. g. recruitment rules) will be developed by HRD. These norms will be helpful to get the capable person for the system. Induction & Socialization -When the employee will be recruited he will learn the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particular job, how to see viable future in the career. The goal will be to facilitate the employees becoming productive & useful member of the organisation both in short term & long term. Job design / appellation Th e job assignment to the new employee will be made to be carefully. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy & neither too meaningless nor too risky from the point of view of the organisation.Job design & job assignment are the matching processes geared to ensure that the work of organisation will be performed. Line managers will have the basic information about jobs & skills requirement. Training (Initial, Induction, Inservice )- Initial Training This training will be organized to impart the knowledge & basic operational skills to newly recruited staffs for better T. L. process. It includes modern Tl processes, technologies & hands on practice etc. This also includes awareness about roles & responsibilities of employee & information regarding organisation.Induction Training This training programme will be arrange for locating ones early career issues. He can locate his area of contribution in learning how to fit himself in or ganisation & becoming productivity seeing a noble future for oneself in the career. This phase insist on development, microskills in his area of interest. There like areas includes LRDs , instructional design, curriculum development, TL processes, instructional processes & institutional process as well as he can develop himself in III, IS, OD, etc. This will help him in plumb & crosswise mobility in the system.HRD system will identify system need in above areas as well as individual need in the same area and will develop & arrange requisite training programme in these areas. Inservice Training These training will facilitate to individual in his career development process. This training must provide some kinds of norms & regulations for employee through some successions of job by promotion or by lateral movement or by giving simply new assignment. this training will focus on new appear technologies in the related area enhancing profession & tech. ompetence among employees. This inservice training programme will provide persons for higher level working like state planning, state management, Instt. Planning, etc. Performance evaluation - HRD will develop reliable evaluation system to get the necessary feed back to accomplish the goals successfully. Under HRD the process of performance appraisal will be standardized which will help in providing opportunities to individual for vertical & horizontal mobility. Organisational Rewards - HRD will conceive result oriented reward system.This will motivate employees working in TES & help to achieve the goal of TES effectively & effeciently. Similarly promotion facilities & lateral movements will also be made available. HRD will give guidelines in this matter. Promotion - The promotion opportunity are limited because the pyramid narrows at the top. The promotions will be done timely also HRPD system will concentrate on developing career paths, systems of job rotation, changing assignments, temporary assignments to ensu re continuous growth of Human resources.Optimally challenging jobs draws persons abilities & skills. Career Counseling - For growth & development of the individual the organisation will provide some means for individual employees at all levels to become more pro-active about their careers and some mechanisms for joint dialogue counseling and career planning. This process will ideally be linked to performance appraisal. Because the boss can review with the sub-ordinates the future potential development needs, strength weaknesses, career options etc. Planning for levelled off employee -The planning & managing process are counter parts of individuals that have already discussed but are focussed on different problems like late career, lack of motivation obsolescence and ultimately retirement. Organisation will recognize that there are various options available to deal with this range of problems, beyond obvious ones of either terminating the employee or engaging in elaborate measures t o re-motivate people who may have lost work involvement. Job design / Job Rotation - Job changes or job re-design is suggested which will be applied to the particular problems of levelled off employees.When the employees become un-responsive to the job characteristic themselves and pays more attention to surrounding factors such as the nature of supervision, relationship with co-workers, pay & other extrinsic characteristic, they should examine whether those employees are still in responsive mode or not. 2. 6 Management of the post project status - All institutions signing the project will be simultaneously engaged in conducting routine activities & at the same time managing project activities. HRD Cells will be installed at D. T. E. , D. I. I. C. , M. S. B. T. E. , R. O. s, R. B. T. E. & polytechnics devoted for managing the project. Their functions will be liasion, R & D, design, policy making, development, implementation, evaluation, 2. 7 Resources at the post project status - T he content of this section is based on the systems diagram in fig. 2 in which item No. 5 i. e. resource inputs are shown. They are the resources needed to install management & management processes. Resource planning is intended to ensure that the brisk & additional resources are strengthened, developed & kept ready for project implementation. 1) Physical Resources - Every institute of TES will have adequate physical resources. ) Human Resources - System will have trained Human resources capable of managing change in educational processes & enabling processes. 3) Information Resources - HRD components will have a stock of generic information & specific information required & it will flow from one institute to another. 4) Time Resources - HRD will have long term policy and a time recant action-plan geared to vision, mission , goals, objectives & activities. 5) Financial Resources - HRD component will have financial management to carry out The change process over a long term project period.Provision will be made for internal revenue generation. ******************************************************************************************* 3. 0 PRE-PROJECT STATUS - 3. 1 Context of W. B. A. P. under which staff development cells were instituted and Role & Function of S. D. C. 3. 1. 1 CONTEXT - PreWBAP status of HRD In 1965 TTTC was established at Karad. It was shifted to Pune in 1970. TTTC conducted long term programmes of diploma & degree in Technical Teachers Training. In 1980 TTTC was handed over to TTTI Bhopal and extension centre of TTTI was established in Pune in 1980.Prior to WBAP, TTTI & other organisation like CII, IIT & ISTE were announcing the training programmes through their calendar & the state (DTE) deputed the staff for the programmes but it was not in the planned way. WBAP was implemented in the state of Maharashtra for improving quality & efficiency of Technician Education in the state. Developmental activities like Staff development, Curriculum de velopment, Learning resource development, Industry Institute Interaction were started in various polytechnics under various subcomponents of this WBAP.Primarily Government Polytechnics situated at six regional Headquarters were considered to initiate all these activities. These centres being Autonomous institutes were expected to develop these activities for their own needs & further percolate concepts & benefits related to these activities in the region. In order to implement sustained S. D. activity for faculty & supporting staff Government, Government Aided & Unaided polytechnics of state S. D. cells had been established under WBAP at the six lead centres i. e. Government Polytechnic, Mumbai, Pune, Nashik, Aurangabad, Amaravati & Nagpur. Ref. - Staff development activity under S. D. Cell at lead centre polytechnics Programme calendar Jan. 99 June99 ) By DIIC, Mumbai. 3. 1. 2 parting OF S. D. C. - Training programme calendars were sent to principals of all polytechnics by SPIU/D IIC, Mumbai. They had to prepare staff development plan of their institutes by identifying the teachers / ministerial / supporting staff for the programmes listed in the calender taking into consideration academic planning of their institute. Such staff development plans prepared were submitted to SDCs.All SDCs were to compile the information received from different polytechnics and pass on the same to DIIC for further execution. This was the practice adopted during WBAP. 3. 2 STATUS OF THE PROGRAMMES - The programmes planned were categorized as follows - 1. State level programmes These were the programmes for which staff member from any polytechnic of state was a participant. 2. Regional Programmes Some programmes were planned for the specific region. 3. 3 TYPES OF PROGRAMMES IN THE PREVIOUS CALENDERS. - 3. 3. 1 Long Term Programmes Induction Phase I, Induction Phase II, Industrial Training of Teachers Induction programme for office staff (ministerial staff ), Industrial tra ining of workshop staff. Short Term Programmes 1) Management development programmes for Principals & HODs, Librarians & storekeeper. 2) Content updating programmes for teachers. 3) Skill updating programmes for supporting staff. 3. Systems diagram for Pre-project status - Systems diagram for Pre-project status is as shown in figure 5. 3. 5 Present status of Clients- There is no client focussed HRD. 3. 6 Present status of output - (Trained manpower)Currently the staff development programmes are not designed as per the needs of the organizations. Also the individual training need is not assessed. In short, there exist no systematic & scientific staff development planning. In certain area like Learning Resource Development , Curriculum Development, some manpower is trained but strategy for HRD does not exist as explained in post project status also manpower required for State planning, Institutional planning, LRUC, Instructional design, Students learning, III, MIS, Organisational deve lopment, Staff development, the manpower is not trained to the satisfactory level. . 7Current status of input- (Current status of knowledge / skills / attitudes of line and staff functionaries) The teachers should have the knowledge & skills of instructional design, LRDC, LRUC . The HODs should have the knowledge & skills of Curriculum design, development, implementation & evaluation. The principals should have the knowledge & skills of institutional planning. State level / regional level officials should have knowledge & skills of planning & management. The line workers required for enabling processes are staff development officers, training & placement officers, project officers.They should have knowledge & skills of understanding enabling processes, planning & implementation of these processes. But existing faculty is lacking in professionalism required to undertake / perform such processes. (i. e. knowledge in ID, CD, IP, CDC etc. ) 3. 8 Current status of process of transformati on - (Strategies & activities to convert current level of competence of line and staff functions into those described in post project status) The process of transformation includes a process chain depicted in fig. 5. i) Job analysis for the all the post is not in existence.The roles & responsibilities of SDO, TPO, Project officers, Deputy secretary, Assistant secretary, System Analyst are not clearly mentioned. ii) It is observed that modification in recruitment rules are necessary. Recruitment rules for certain post like Deputy Secretary, Assistant Secretary etc. are not prepared yet. Most important is the gap which still focusses todays job function & not future design of job function. iii) Induction & Socialization immediately there is no effort for a newly recruited employee to convert him in productive & useful member of the organization both in short run & long run.Induction phase I & phase II program are currently in operation. iv) Job design & assignment It is observed th at currently there is no job description done in professional way also the work allotment in the institution are not as per the ability & skills of the employee. Presently allocation of the work to the subordinates is done by priority of the work. Staff shortage is one of the main reasons for improper allocation of work. v) Training need assessment Assessment of individual training needs, organizational needs & their matching to accomplish a certain goal is not done systematically & scientifically. i) Training Presently training is imparted on the basis of felt needs & not on the basis of needs assessed scientifically & systematically. Also needs of the individuals for his / her vertical & horizontal mobility have not been considered. Except for few innovative project like LRDC there is no concept of induction & inservice training as such. vii) Performance Evaluation Presently there is no professional way of obtaining feedback mechanism for performance evaluation. It is observed that there is vast gap in performance measurement & reality.Performance appraisal reports are not fact oriented towards the activities of the individual. The current stress is on the confidential reports which makes performance appraisal difficult. viii) Organisational reward There is no reward system to motivate employees at institutional level to engaging attempt to enhance quality of his work. Only state level Best Teacher awards are awarded by the State Government, but these are not in sufficient numbers. ix) Promotion There are no timely promotions. Many of the key posts are vacant. The work of key posts is allotted to another faculty member in the system for longer time. ) Career counseling There is no career counseling for employees in TES. xi) Planning for levelled-off employees There is no mechanism for utilizing levelled-off employees which reduces the efficiency of the system. xii) Job Rotation There is no alternative job rotation system by design in existence. 3. 9 Current status of management - At state level there is no full-fledged management structure for HRD. At institute level there are staff development cell at lead centres only. At department level & class room level, the roles of HOD & roles of Sr. teachers in HRD are not clearly defined. ****************************************************************************************** 4. 0 PROJECT JUSTIFICATION - Firstly though the design of the world bank assisted project was based on system thinking ( implicitly of course ), the actual implementation was carried out in a fragmented way, treating each sub-component independent of another sub-components without relating their output to the major goals of Strengthening Technician Education system There are gaps found by comparing post project status & pre-project status. The gaps are mentioned below . 1 Gaps in customer identification - Line and Staff functionaries are not identified except for LRDC, specifically for HRD, because there is no such HRD strategy in existence. 4. 2 Gaps in output specification - The line workers and staff functionaries must have their desirable inventory of knowledge, skills & attitude required to do their functions for quality improvement. 4. 3 Gaps in input - It is the need of system to have better record of competencies possessed by the functionaries to enable HRD system to design HRD program. 4. 4 Gaps in process - ) Job Analysis Job analysis is not done for the posts SDO,TPO,PO,Dy. Secretary, Assistant Secretary, System Analyst etc ii) Recruitment Revision / modification of recruitment rules is required by pore on future design of job function. iii) Induction & Socialization Absence of mechanism of induction & socialization for a newly recruited employee. iv) Job design & Assignment There is a staff shortage and hence cannot assign the work as per the ability & skills of the employee. v) Training need assessment No systematic & scientific assessment of training needs. i) Trai ning Training is not divided in three parts 1) Initial, 2) Induction & 3)Inservice . There is no need assessment for the individuals for his vertical & horizontal mobility . vii) Performance Evaluation There is no mechanism for feedback from performance evaluation . There are no seprate performance appraisal reports for the different post like Joint Director, Deputy Secretary, Assistant Secretary, SDO, TPO, PO, etc, on the basis of their job functions. viii) Organization reward To motivate employees at different levels there are no financial rewards in sufficient numbers. x) Promotions Many of the key posts are vacant. There are no timely promotions. x) Career counseling There is no career counseling for employees in TES. xi) Planning for levelled-off employees There is no mechanism to utilizing levelled-off employees. xii) Job rotation There is no alternative job rotation system. 4. 5 Gaps in management of HRD - At state level there is no full-fledged management structure fo r HRD for qualitative improvement needs to be designed. At institute level there are staff development cell at lead centres only for qualitative improvement needs to be designed.At department level & class room level, the roles of HOD & roles of Sr. teachers in HRD are not clearly defined. 4. 6 Gaps in resources - i) Human Resources There is no trained Human Resource capable of managing change in educational Processes & Enabling Processes. ii) Information Resources There is no stock of generic information & specific information required for HRD in the form of MIS. iii) Time Resources Presently there is no time bound action plan of HRD geared towards vision of TES. iv) Financial Resources Presently there is no finance available for HRD. 4. Integrated view of Gaps & project justification - The gaps in post project status and pre-project status are found and these are with respect to customer identification, output, input, process, management, resources. There are gaps in each comp onent of the system and hence mission of TES cannot be accomplished successfully to the full extent. For integration purposes there is a need to consider HRD at systemic level as described in systems diagram in fig. 2. In the last five decades there has been manifold expansion in engineering college and polytechnic education systems.The unprecedented expansion not withstanding , the system design has remained more or less static. Changes in the system if any have been superficial in nature. Meanwhile there have been major changes in the economic and industrial policies of the country where by the bulwark from international competition here to for enjoyed by the indigenous industry is no longer available. Indian industry is today facing fierce but wakeless competition from multi-national corporations and has to improve significantly the quality of his products and services, if it is to survive in the highly rivalrous environment.A high level of upgradation in skills is called for if the Indian industry is to be competitive in the world market. The type of technical manpower required by the industry in the present scenario is quite different from the kind of output short available from the technical institutions. The knowledge competencies & skill profile of future technical manpower will have to be correspondingly enhance by changes in the technical education systems at all levels. The existing technical manpower will also need extensive re-orientation to meet these requirements. (Ref. Draft policy guidelines for training teachers of polytechnics & engineering colleges Ministry of H. R. D. , Department of Secondary & Higher Education, May-2000) Also the massive investment of the World Bank Assisted Project during 1992-99 has given momentum to both the three-figure expansion & qualitative improvement of the technical education system. It also provided basic infra-structural facilities and hence to sustain the gains of WBAP & to accomplish the mission succe ssfully, the gaps in the system must be removed for enhancing the qualitative improvement.Hence , all efforts are to be made to develop systematic and scientific Human Resource Development schemes at various levels. ****************************************************************************************** 5. 0 DEVELOPMENTAL STRATEGY OF HRD - HRD project will ensure Human Resources required by the TES properly educated & trained to enable to transform pre-project status of TES to post project status of TES i. e. making available right type of manpower at professional & para professional level. Both educational processes & enabling processes to be upgraded to better level of functioning. ***************************************************************************************** 6. 0 PROJECT IMPLEMENTATION STRATEGY - 1) HRD Project Strategy - Educational processes are a) Students learning, b) Instructional design, c) Learning resource development, d) Learning resource utilization centr es, e) Curriculum design & development, f) Institutional Planning, g) State Planning. These processes will be governed by MSBTE. M. S. B. T. E. will be project office. Enabling processes are a) HRD, b) III, c) O. D. , d) M. I. S, e) Project Management. These processes will be governed by DIIC.DIIC will be the project office. Project structure is indicated in fig. No. 6 Liaison, R/D, design, Policy, development Implementation evaluation are the activities in the process. 2) Implementation Strategy - At State level State Management Group DTE (M. S. ) Mumbai will be the Chairman of State Management Group. DIIC will be the overall incharge of enabling projects. III, HRD, IS & OD.There will be a project manager (PM) at DIIC project office. HRD Cell will be under the look into of PM. MSBTE will be the overall incharge of educational projects. There will be a project manager at MSBTE project office. The Secretary will be the Project Manager. Members from design centers w ill be assisting the PM for educational projects. Identified design centers will assist to develop general models for educational & enabling projects & render the same for particular discipline through experimentation & then disseminating the tested knowledge to other polytechnics. At Regional Level Regional Management Group will co-ordinate the activities at regional polytechnics. Six regional polytechnics will responsible for regional co-ordination of implementation, monitoring, evaluation of tested educational and enabling projects. At Institution Level Project Cell at identified polytechnic & other polytechnics will access all developed models from design centers & integrate those into their existing programs. 6. 1 General system diagram for project implementation - System diagram for project implementation is as shown fig. 7. 6. 2 Goal structure - . 2. 1 bang OF THE HRD PROJECT IS - To provide Trained manpower for Line process, Educational processes and Enabli ng processes. Personnel required for SP, IP, CP, SL also HRD, III, MIS, OD, PM. 6. 2. 2 GOALS OF THE HRD PROJECT ARE - Mission is disjointed down into three major goals. 6. 2. 2. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, ROS, RBTEs & Polytechnics (Principals, HODs & Teachers) 6. 2. 2. 2 To develop right type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. . 2. 2. 3 To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD & Project management. 6. 2. 3 Objectives of the HRD project - These are component objectives aimed to achieving each goal mentioned above. Goal No. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, ROS, RBTEs & Polytechnics (Principals, HODs & Teachers) Objectives for Goal No. 1 01. Job analyzed for line workers, (students, teachers, HOD etc). 02. Recruitment rules/norms revised / modi fied /prepared. 03. Selection procedures for line workers prescribed. 4. Mechanism developed. for assignment of job based on knowledge & skills possessed by the line workers . 05. The training needs of line workers assessed by considering individual needs & organizational needs. 06. Need based training provided for line workers 07. Reliable & valid evaluation system developed for line workers to get the necessary feedback to accomplish the goal successfully. 08. Standardized the performance appraisal formats for line workers. 09. Devised result oriented reward system for line workers. 0. Provided guide lines for promotion and lateral movements of the line workers. 11. Developed a mechanism linked to performance a appraisal for joint dialogue counseling & career planning of the line worker. Goal No. 2 To develop right type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. Objectives for Goal No. 2 1. Devised a mechanism for identification of curriculum designers, learning resource developers, instructional designers i. . staff functionaries from TES. 2. Identified the staff functionaries. 3. Assessed the training needs of staff functionaries. 4. Provided initial, induction, inservice training by arranging need based training programme for staff functionaries. 5. Developed a valid & reliable evaluation sys5tem to get necessary feedback to accomplish the goal successfully. 6. Devised result oriented reward system for staff functionaries. 7. Developed a mechanism for joint dialogue counseling & career planning of staff functionaries. Goal No. 3To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD & Project management. Objectives for Goal No. 3 1. Identified the staff required for project management in each area MIS,HRD, III, OD, Project planning. 2. Assessed the training needs of staff required for project management. 3. Provi ded need based training to the staff required for project management. 4. Developed a valid & reliable evaluation system to get the necessary feedback to accomplish the goal successfully. 5. Devised result oriented reward system for executives of the project. 6. Project management structure - 6. 3. 1 Roles & functions of each component of management structure (OD,III,MIS,PM,HRD) - Roles & Functions of Line Functionaries - 1) Students Learning - Role is an self directed learner. Functions Management of the self. Management of others Management of information Management of task. 2) Role of Instructional Designers - Functions To organize T/L experiences so that the students not only gets generic skills but also acquired vocations specific competencies. 3) Role of L. R. D. C. - Role of L. R. D. C. is learning resource development & utilisation.Functions are to design appropriate message suitable to the student & teachers requirement & make it available both in print & non print media. 4) C. Design & Develop - The role is curriculum designers & developers. Functions To design curriculum to enable teachers & students to co-ordinate their T/L experiences by co-ordinating the teachers in activities in Basic sciences, Engg. Sciences & Tech. Subjects for each branch of Engineering. 5) Institutional planning - The role is planning. Institutional activities, curriculum development in various branches of engg.As well as short term programmes for continuing. education are carried out with optimum use of physical, information, human & financial resources. 6) State planning - The role is planning at the state level to facilitate co-ordinated actions of institutional planning both administration units & academic institutions & bring team within the state level policy modeling. All these are interconnected so that the framework at the state level provides framework for institutional planning which in turn provides framework for curriculum planning etc. Enabling Processes - ) The III is to link education system at the state, institution, department, teachers & student level with the industrial systems so that both work together for providing both economic & social development of the country. 2) The O. D. provides supporting conceptual framework within which the administration & academic institutions can plan & organise systematic transformation of the organisations to be able to adapt themselves to the ever changing environmental conditions. 3) I. S. Provides conceptual framework to (1) generating, acquisition, torage, convalescence & dissemination of information just in time for the front line workers & supporting staff can organise their liasoning work , R & D, design, develop, implementation & evaluation tasks both for plan & non plan activities. 4) PM The role is to provide & conception framework for all those who work to design, develop, implementation & evaluation the projects aimed at innovations in the education system. 6. 3. 2 Roles & functi ons of project structure of specific HRD project - Roles & functions expected to be performed by different units shown in the project structure are given below. )SMG (State Management Group) The chairman is DTE (M. S. ) Mumbai. Functions 1) To co-ordinate the work of project cells in DIIC & MSBTE for the purpose of integrating their project management so that the educational projects are properly complemented by enabling projects. 2) Make recommendations for policy making by DIIC & MSBTE to assist their respective project cells to carry out their work. 2) DIIC Role Major roles of DIIC is to frame a policy for implementation of the project & to administer & allocate resources in the recommendation of state management group.. Functions ) To identify policies for project structure required for planning / implementing HRD project. ii) To issue state level policy guidelines for R&D, design, development, implement & evaluation of state level project. iii) To issue policy guidelines to resources allocation iv) To send policy guidelines to concerned officers . v) To appoint officers by key in various cells vi) To obtain the regular feedback from SMG for HRD to review the progress & solve the problems of the project cells. vii) To take administrative & remedial actions on receiving feedback. 3) MSBTEThe major role is to co-ordinate the activities of educational projects, OD & collaborate with PM of MSBTE. Function I) To communicate the policies regarding educational projects for the institutes. II) To identify the staff functionaries at design centers. III) To assist in developing the general models for HRD for different levels of hierarchy ( staff functionaries) for educational projects. IV) To obtain regular feedback from SMG for HRD project(Educational Projects) to review the progress & solve the problems of the design centers. 4) PM at DIIC Co-ordination cells of HRD project will work under the project manager at DIIC.The Joint Director will be the project man ager. PM will be responsible for designing, implementing & evaluating the projects. 5) HRD Co-ordination Cell chairman 1) HRD Co-ordinator Deputy Director in DIIC SECRETARY 2) Project Assistant Assistant Director in DIIC 3) Member Programmer 4) Member Educational Consultant The selected members from design centers will constitute task groups at DIIC. These task group will work with HRD Co-ordination cell to develop general models for all enabling projects for different levels of hierarchy. The higher up system will consist of 1) DIIC & MSBTE i. e.Top Management. 2) Project cells of other enabling projects & MSBTE project cells. Major role of HRD co-ordination cell is to co-ordinate the activities of HRD project in reference with enabling & educational projects Liaison, R&D, Design, Policy Development, Implementation & Evaluation of project at state level. Functions 1) To preside meetings of the cell. 2) To manage all the following activities of HRD with the assistance of designate Group a) Designing the general models / mechanisms for HRD for different levels of hierarchy. b) Pilot testing of the instruments developed through Task Groups. c) Validation of the instruments. ) Application of the instruments at Design Centres e) Sending the input formats to the Information service co-ordination cell. f) Sending the output formats to the Information service co-ordination cell. g) Receive the output from Information service cell for different purpose. h) Disseminate the output to the concerned (higher ups, Task Groups, design centres. ) i) To assess the training needs of line-functionaries / staff functionaries. j) To prepare action plans for HRD. k) To prepare staff development plans. l) To implement the plans through Task Groups. m) To ensure the output from training programs. ) To ensure supply of resources. o) To take remedial actions whenever necessary. p) To collect & communicate the feedback to state management group. q) To generate ideas for eff ective / cost effective HRD r) To keep / maintain the update record of all relevant activities. s) To guide the cells / design centres with the help of educational consultants. t) To keep the continuous liaison with educational & other enabling projects co-ordination. u) To identify the training needs of line functionaries / staff functionaries pertaining to the education for implementation / evaluation of the HRD project. ) Design Centres The members selected from design centres to work as task groups in co-ordination with HRD cell at DIIC will also be working directly with PM at MSBTE. The design centres will apply the models developed by PM for particular discipline through experimentation and will then disseminate the tested knowledge to other polytechnics through six regional polytechnics. 7) Regional management Group Joint Director of the region will be the chairman of this group & will the responsible for observing the effective implementation monitoring and evaluation of tes ted educational and enabling projects. ) Six Regional Polytechnics These will be responsible for regional co-ordination of implementation , monitoring, evaluation of tested educational & enabling projects received from design centres. 9) Project Cell at Institution Level (identified polytechnic/other poly. ) Project cell will access all developed and tested models from designing centres through regional polytechnics and will integrate those into their existing programmes. 7. BUDGET 1. Budget Heads The budget is normally prepared under two heads i. e. non- repeat and recurring expenses for any kind of project. . Non recurring expenses Non recurring expenses are usually considered as one time expenses at the initial stage of the project. These are incurred mostly pertaining to the infrastructural development required for the project including expenses for building, equipment, furniture, vehicle, books, consultancy, folk etc. 7. 3 Recurring expenses Recurring expenses are the regular expenses frequently required for the project period. The recurring expenses includes salary of project staff, consumables, O. & M. charges etc. 4.