Identification of Country Specific Social Infrastructure Problems Essay

Having a sound understanding on the economic procedures of different nations can greatly help each one of them to combat internal social problems. With the establishment of international organizations to assist poor countries in structuring their societies, it is of utmost importance to provide them with the basic facts of the dilemmas experienced by low-performing economies. A great deal to support the functional institutions is to assist them in coming up with a credible and non-biased sets of facts about the countries which they intend to assist.   Apparently, there are some cases in which monetary assistances do not actually reach the full potential of social projects due to inevitable factors such as inefficient fund allocation, corruption and unidentified resolution effects. In this aspect, it is very important to have a reliable source of information about the priority problems of each country in terms of social infrastructure building. Objectives The main objective of the research proposal is to come up with a reliable database which will tabulate the economic problems of each underdeveloped economy. These information will be used to support the programs of international funding organizations such as IMF and the World Bank. These databases will incorporate the designation of a single standard outline which will then effectively identify the problems of the states, the key priority acts in resolving them and the estimated enough allocation of funds. Methodology In order to have a database of country profiles, it is necessary to collect data at the lowest parameter of the study-the countries themselves. Primarily, each country has its own varying degrees of social law implementation which addresses the supposedly obvious problems of each economy. 1. Global Identification of Developing/Underdeveloped countries. The list of countries belonging in these segments is available from the United Nations’ country data profile. This may save the research procedure some time and financial resources since countries will be narrowed down into a specific list. 2. After the gathering of country profiles, the next approach is to retrieve data values from respective government agencies of each country through personal office visits, e-mail transmission or telephone and telefax reception of data. The main facts which will be needed are yearly budget allocation for social welfare programs, population of each country, GDP rates, specific population of women and children, government yearly spending on health care and general infrastructure budget allocation which are all basically used as country performance indicators (Cool Fire Technology, 2004). These values will be tabulated on a computer program for easy filtering and ranking of data values in prioritizing specific country concerns. 3. Upon the retrieval of the designated data, they will then be compared to the instructional references of the World Bank or IMF to identify which of the countries will most likely need to get assistances from the two international organizations. Afterwards, a full recommendation for assistance may be requested from them to highlight the importance of helping the countries based on the specific country profile report gathering. Timeline The procedures involving the retrieval of country specific data may be regarded as the most extensive and most demanding factor in terms of time frame allocation. This procedure is projected to cover at least three to four months. If the latest country data is available from reliable resources, then those data will be used instead of conducting country specific data retrieval and interviews. On the procedures which involve the submission of reports to the funding agencies, the time expected for completion is at least two weeks after the end of country specific database construction.

Much Ado About Nothing and Othello

The two villains in Much Ado About Nothing and Othello share much in common, despite their numerous differences. It is evident that Shakespeare framed the second piece of literature to be similar to the first. Although shorter, the plot of Othello is definitely more complex. The villains play a major part in the novels, and are very much alike in their line of thinking. The comedy, Much Ado About Nothing depicts the story of a group of high-ranking soldiers who travel through a town called Messina. They had been to the town before, and this time Claudio confesses his love for the governors aughter, Hero. Because Leonato is so fond of Claudio, the wedding is set to be a few days away. This gives Don John, Claudios bastard brother, a chance to show his true hatred for Claudio. He comes up with a scheme to make Claudio think that Hero is cheating by dressing Margaret in her clothing and perching her near the window with another man. When Claudio sees this, he says that he will humiliate Hero instead of marrying her. The next day Claudio does exactly as he had said, degrading Hero in front of all her family and friends. Because he did not cheat on him, she did not expect that kind of reaction. She is so dejected that she faints, and everyone assumes she is dead. Eventually Borrachio is overheard talking about Don Johns plan, and Don John is arrested. Later Claudio learns that Hero is not actually dead, and they are finally married. Othellos Iago is very much similar to Don John. He wants to get revenge on Othello for not being chosen as lieutenant and also suspects that Othello has slept with Emilia. Somehow Iago manages to manipulate Othello into thinking that Desdemona heated on him. When he demands that she show him the handkerchief he had given her, and she does not, he is convinced that she is being unfaithful. This is when he decides that he must kill her. Later in the novel Othello suffocates Desdemona out of jealousy. The villains of both novels contain an unusually large number of similarities. Both Don John and Iago are determined to break up the key relationships of the two novels. Iago tricks Othello for revenge, Don John out of sheer hatred for Claudio. The bastard brother goes through a period here he acts very pleasant toward Claudio, and Iago seems to be the ally of Othello throughout the entire piece. Both Don John and Othello used unsuspecting women to break up the main characters. Don John used Margaret and Iago used Emilia. Finally, both villains are strong egotists. Don John shows it in the way that he does not interact with the other characters. Iago believes that Othello is much too trusting, and respects no one but himself. Although Shakespeare meant to create these two evil characters alike, there are a few differences etween them. Don John set up Claudio using other people to convince him. I go used his manipulative speaking and wits, along with Othellos gullible nature to convince him. Don John and Iago caused the two main characters to take different methods of revenge on their women. Othello killed Desdemona in a jealous rage, whereas Claudio merely humiliated Hero. Iago seeks revenge on Othello for two reasons: he suspects Othello slept with Emilia, and he also despises Othello for choosing Cassio as lieutenant instead of him. One final and esounding difference between Don John and Iago has to do with the past of each character. Shakespeare portrays Iago as an intelligent and sometimes caring character until Othello supposedly wrongs him. On the other hand, Don John has more of an evil aura about him, and shows his hatred for Claudio right from the start. Overall, the characters of Don John and Iago are very similar, although the latter is much more intelligent and complex. These two men are what draw the readers attention to the novel, and share so much in common that the two seemingly unrelated works are read in tandem constantly.

Chose a good topic for me Essay Example | Topics and Well Written Essays - 1000 words

Chose a good topic for me - Essay Example Learning and horning effectual business writing skills can potentially have an immensely positive impact on my career advancement. Effective communication channels are a vital component in the successful running of any business organization. The use of professionally written writing material that is sent through these communication channels has been seen to improve an organization’s productivity as well as increase the ability of all the organization’s key functional areas to work together. This is especially so with the impact of globalization that has resulted in increasing global workplaces where collaboration is the usual norm (Small business Para 1). The development of professional courtesy is one of the benefits of enhancing my business writing skills. In this age of constant text messaging, formal writing is being severely affected and most leading companies have been seen to assume that poor writing skills is actually a sign of laziness. If a business document comes across to the recipient as being too abrupt, it can commonly be misconstrued as a sign of the recipient being not important enough for the sender to take the time out to carefully check the document’s spelling and grammar as well as write complete sentences. Conversely, if an email message is carefully written, it becomes more impressive than a letter because of its added advantage of rapid transmission. The email’s recipient assumes that the sender considers him to be important enough for him to ensure that the message arrived quickly(Small business Para 4). Good business writing skills help in actively persuading customers to buy a company’s products or services. This is an essential skill that is especially vital in the field of sales and marketing and may help a company in increasing its sales turnover figures (Small business Para 2). Business associates and supervisors who have

Nutrition and Dietetics Essay Example | Topics and Well Written Essays - 2250 words

Nutrition and Dietetics - Essay Example In doing this, the project coordinator naturally outlines the importance of the project within the society. Additionally, it is important to explain the relationship between the various stakeholders and their environment. The environment will influence the nature of their operations and the type of project designed in this case. It thus becomes important to evaluate and discuss the nature of the of the environment and the effects of human behaviors and their developments in order to determine the best and most cost effective means of preventing diabetes from the target audience. The human ecological theory provides an effective framework upon which to investigate the relationship between humans and their environments thus making the design and execution of the plan possible. Medical professionals such as doctors are directly involved with the design and the planning of the project. They understand the factors that lead to the prevalence of the disease and are equally capable of devis ing effective treatments. Their involvement in the project is therefore basic since they will formulate and implement the daily operational plans. Teachers on the other hand will carry out civic education. They will organize mobile education centers from where they will interact with their target audience and teach them on the ways of preventing the prevalence of the disease. They will therefore liaise with the doctors and carry out consultative sessions in which the teachers provide best prevention methods as formulated and advised by the medical professionals. This way, the entire project becomes realistic as each party relies on the other for the success of the entire project (Willett, 1998). The high-risk adults are the audience of the project; they will constitute the targeted public among which the civic education, diagnosis and treatment program will take place. The medical professionals and the teachers will formulate effective plans of actions that best address the issues t hat either affect or influence the population’s susceptibility to the disease. The project will therefore involve identifying the target audience, formulating effective programs that will befit the special group that constitute the audience and finally carrying out the civic education. To carry out the above activities effectively, the project coordinator will liaise with the local authority whose support is relevant for the success of the project. Additionally, the project will incorporate medical testing as a way of investigating the prevalence of the type 2 diabetes among the targeted population. In analyzing the relationship among the different stakeholders in the project, the human ecological theory provides five environmental systems with which humans interact. The theory provides community psychologists with an effective platform to analyze and understand human interactions both among themselves and with their societies. Among the five is microsystem, which will have d irect relevance in the project. Microsystem refers to the groups and institutions in the society directly relevant in a child’s development. Such include schools, peers, religious institutions and neighborhood. The project will consider the prevalence of the same and their relations to the targeted audience. Such social features as peers and neighborhood will help the medical profe

Can torture ever be acceptable in democratic civilized society Essay

Can torture ever be acceptable in democratic civilized society - Essay Example With reference to the writings by Reddy (2005), he described torture as the act of inflicting physical pain and possible injuries to a person using a variety of methods that also include psychological methods, moreover, the perpetrator of torture can be an individual, group, or the state. Levinson (2006) stated that torture is commonly used as an interrogation tactic aimed at obtaining information from the victim. Secondly, it is used as form of punishment, revenge, deterrence, and political re-education, and thirdly, it is used to forcefully obtain information from the victim who is suspected to be withholding vital information. Lastly, Parry (2010) stated that torture is also applied for sadistic gratification for the perpetrator or the person observing. Acts of torture differ on the techniques applied, the tools that are used, and the duration it takes, and even the overall objective of the torture process. According to the writings by Scott (2003), he wrote that the acts of torture have been pre-existing even in the biblical ages and in fact, Jesus himself underwent serve torture whereby he was thoroughly beaten and nailed on the cross, and then left to die. The act of crucifying Jesus is perhaps among the most documented forms of torture in the biblical ages whose main intent was to coerce Jesus into proclaiming that he is not the son of God. Harbury (2005) wrote that in the modern era torture had been usually common in the correctional system, whereby prisoners were subjected to corporal punishments, which were stipulated by judges in the form of strokes. Torture in the prisons were usually meant to punish the prisoners for the crime they did or coerce them into giving additional information that will help law enforcers to solve other crimes connected with the prisoner. Different types of torture Scott (2003) in his studies wrote that the simplest form of torture is the starvation o f a person by intentionally denying him food and water. This form of torture is used to push the victim to his last brink in order to break him down and obtain crucial information from the victim. Secondly, torture can be in the form of severe beating of a person using different objects, holding the breath of a person, use of electric shocks on a person, burning of person, pouring of corrosive or hot liquid on a person, cutting the person bit by bit, or chopping of some body parts. James (1998) stated that the perpetrators of torture also use psychological methods to torture a person and this could include simply informing the victim of the different forms of physical torture that could be applied on him or her. Other methods of psychological torture include using insulting words on the victim or violently reminding the victim about experiences that were also torturing to him or her. According to Levinson (2006), among the most common instruments of torture, include rack, iron chair , breaking wheel, electroshock weapon, wooden horse, tongue shredder, breast ripper, and choke pear, among others. Cases of torture In the past two decades, cases of torture have significantly declined and this could be attributed to increased pressure from the civil society who document and agitate

Relationship between oil price rise and the recession in modern world Essay

Relationship between oil price rise and the recession in modern world economy - Essay Example This paper is one of the best examples of analysis of the quantitative relationship between oil prices and economic recession. Conceptual framework advocated by different economists were evaluated and three models for understanding the impact of oil price fluctuations were assessed. These models, despite differing approaches, converge to the same conclusions. For this study the AS/AD model has been chosen in preference to those developed by Mankiw and Blanchard and Sheen. The present situation of change in oil prices was assessed and there is an attempt in the paper to predict what the sharp increase in oil prices is likely to lead to for the major economies of the world. Increases in oil prices have been held responsible for recessions, periods of excessive inflation, reduced productivity and lower economic growth in the past. As the development rates of the world economy reach all time highs the recession that another oil price hike may cause will be difficult to control by traditional methods, since simultaneously interest rates are already very low and further tightening of money supply would yield very marginal results. While the demand for oil has risen, this is primarily due the push by emerging economies like China and India, the dependence of the economy on oil has reduced considerably with the strengthening of the IT and services sectors. It is concluded that the rise in oil prices will definitely result in an across the board change in prices and thus inflation rates will continue to be high.

The First Satellite and its Original Purpose Assignment

The First Satellite and its Original Purpose - Assignment Example Active margin exists in the leading edge of the continent, where it crashes into an oceanic plate. Passive margin, on the other hand, refers to margins that exist in the other remaining coastlines, without any collision and subduction activities taking place. Walking onto the beach of each margin differs in that the active beach has the formation of different geographical features because if different activities such as earthquakes, whereas the passive beach remains relatively flat. A deep ocean trench is a depression in the deep ocean floor in the shape of an arc, while submarine canyon is a cutting into the continental shelf and slope making an end into the deep sea fan. Ocean trenches, usually, go deeper into the ocean than a submarine canyon, with submarines hiding in both. The four sources of ocean sediments are terrigenous, biogenous, indigestible, and exogenous sediments. Terrigenous sediments are sediments formed on land then washed into the ocean by the action of rivers. Biogenous sediments refer to sediments resulting from the discarded parts of living organisms both on land and in the sea, with their entry into the ocean being similar to that of terrigenous sediments. Indigestible sediments refer to shells, shell pieces, and fecal pellets as particles or other forms of sediment wrapped in the waste products of sediment-eating bottom dwellers in the ocean base. Finally, exogenous sediments are the particles from space, making a small percentage of the ocean sediments. Exogenous sediments get to the ocean floor by running waters into the ocean such as rivers after the sediments are deposited on the earth’s surface. Some of the sediments also fall directly into the oceans from space. The two natural resources are Udachnaya pipe located in Russia just outside the Arctic Circle. It has diamond deposits extracted through mining and used by the human as an economic resource.  

ETHICAL DECISION Research Paper Example | Topics and Well Written Essays - 1500 words

ETHICAL DECISION - Research Paper Example I append below my views on the matter: A. Three possible decision alternatives to address the problem regarding the whistles: 1. Withdraw the entire consignment of the order and arrange to have cancellation of the order. If any advance payment has been made, to arrange to have it refunded to the customer. 2. Let the consignment go as it is upon the assumption that just a few whistles have been carrying the high lead content and the others are quite safe for children’s use. 3. Further carry randomized checks on lead content of the whistles contained in the consignment and bifurcate the passable whistles vis-a-vis the reject able ones. Make a fresh consignment containing only the Quality Check (QC) passed whistles. Thus, the three alternatives and their explanations before the company in the wake of this contingency are as follows: (A) Arrange for total withdrawal of the tainted consignment and arrange for cancellation of the order and refund of the money if paid by the buyer. . .. However the reputation and goodwill of the company in terms of ethical and moral values is intact and no legal action would ensue since the consignment has been called back. The main advantages of this alternative would be that the company would not lose face or face lawsuits for supplying toxic whistles. The disadvantage would be the loss of the entire shipment and losses of $100,000 (b) The second alternative would be to allow the consignment to go on as though nothing has happened, and presume that the toxicity would be minor and negligible confined to just a few odd whistles, which would have been there, anyway, considering the bulk of the shipment. Sometimes, companies need to take such risks, in the greater interests of business and in order to circumvent economic losses, or lowered profits. It is quite possible that these may be few in numbers and not create a major issue with customers. The main advantage is that economic losses would be avoided but the disadvantages would st em from probable lawsuits and loss of business reputation. In the event the Government institutes an inquiry to alleged high toxic levels in toys, the company would be in real trouble. The ethical aspects are also heavily compromised since the company is taking a calculated risk that its products would be accepted without further inspection by health authorities. (c) The third alternative seems to be the most sensible and rational under the circumstances, that is, once again, carry out thorough checks on lead content of the whistles contained in the consignment and separate the Quality Checked whistles vis-a-vis the rejectable ones. Make a fresh consignment containing only the Quality

Genetic modified food in the U.S. (GMO) Essay Example | Topics and Well Written Essays - 1250 words

Genetic modified food in the U.S. (GMO) - Essay Example The scientific methods used are critical and needs to be researched widely to elucidate the controversy of the GMO and their effects on human beings. Most GMOs take less time than usual to grow. This has been considered as an abnormal situation that can lead to several health complications to consumers. One of the controversies is related to the idea or allegations that GMOs have fertility complications on the users (Food and Nutrition Board 5). This is evidenced by numerous studies that were conducted on different animals that turned out to be positive on infertility. Immune problem has also been associated with consuming of GMOs. It is argued that continued consumption of the GMO causes or leads to lowered immune system in the body. In addition there have been allegations that continued consumption of GM foods causes aging factors that make individuals to age at a faster rate than the normal rate. Some doctors have conducted some tests on GM foods and advice people to avoid GM foods because they have numerous health consequences to the body. Studies have documented that most susceptive group of the population are the children (Food and Nutrition Board 5). In fact, some doctors have argued that in some extreme case, children act as experimental animals for GM foods because of their weak immune systems. One of the notable experiments that confirmed problems with GM foods on children involved rats that were injected with GM soy on female rats. Within a span of three weeks, most of the rat babies were dead. The control group that involved rats that were fed with natural soy recorded a 10% death rate. Babies that survived to the maturity had problems getting pregnant. In this regard, it is argued that the use GM foods by human beings would be similar to the experiment that was on rats. In addition, when male rats were fed with GM soy, their testicles changed color form normal pink to dark blue and alteration of sperm. The DNA composition of the

Topics in cultural studies Essay Example | Topics and Well Written Essays - 1250 words

Topics in cultural studies - Essay Example This was especially evident in the strong resistance that missionaries had to face, as well as the general attitude that greatly condemned adapting to the western religion or culture significantly. The reason for this might perhaps be that India and China were far more developed than Africa. They had stronger roots within their own society and they had a strong sense of identity and development, both cultural and otherwise. Africa on the other hand was relatively more primitive than these countries and there were also fewer people. Furthermore, Africa experienced a considerable amount of syncretism owing to the interconnections and interactions that arose during the slave trade movement (Curto & Soulodre-La France, 2005). That's why when the encountered western culture, they were far more ready to adopt it, and had far fewer reasons to resist it. India and China had their own cultures and religions and they had developed them over hundreds of years, and so they did not take to adapti ng to foreign cultures that easily. What legacies have the differences in types of encounters and degrees of cultural change left today? The effects of the different sort of reactions syncretism faced in Africa and China and India have left a significant impact on them even today. China and India are both highly integrated nations, because they have a strong sense of self-identity and a unique cultural integrity, on which they can build their basis of individuality and take their stand of independence on. Neither is easily influenced by outside factors, and each has a distinct sense of common identity among its people, giving rise to a sense of unity and oneness of thinking, evident in the harmony the people of each country have with each other. Africa on the other hand doesn't seem to have such a strong sense of self-identity and legacy. Although on a very small scale, various communities have managed to retain a unique cultural identity, by and large, African culture has adapted v arious elements of American syncretism particularly in terms of religious dominance. This is also true when viewed inversely, that is African syncretism in America, as African culture has also left a significant impact on American culture, but when viewing Africa itself, it seems fairly evident that Africa considerably lost its own unique sense of identity when undertaking American influence. Of course now that Africa is again regaining some sense of identity, this unique sense of culture also seems to be returning, with the Africans referring to their own ancient uniqueness more and more, but the religious dominance and syncretism is still evident and has left its on mark on African culture (Greenfield, Droogers & Droogers, 2001) by breaking the strong foundation that a region's cultural identity provides it, which can be observed in culturally strong nations such as India and China. Had syncretism not occurred in the Americas, how might modern culture be different? North America h as experienced more syncretism than perhaps any other prominent society of the modern day era. This is in terms of religion as well as culture syncretism. When colonists from all over the world arrived in America, they laid down their roots and foundations, each setting up

Baring Bank Case Essay Example for Free

Baring Bank Case Essay The Fall of sanngs sank The story of Barings Bank shows how overconfidence, coupled with poor internal control, can even bring down an historic financial institution. Below we provide a few teaching points. Nick Leeson seemed to have all the characteristics of an overconfident trader. As described in the chapter, excessive trading, lack of diversification, and too much risk were obviously present. Self-attribution bias seemed to play a major role. One commentator notes that Leeson got overconfident after initial trades were successful and] when he started to lose money, got way too aggressive trying to make it up. When Leeson was asked about his actions, he explained that l was determined to win back the losses [ ] I was well down, but increasingly sure that my doubling up and doubling up would pay off , thereby overestimating his abilities by thinking he could outperform the market even after severe losses. A case study into the affair concluded that it was overconfidence that led Nick Leeson to bet his reputation. But, as Saul Hansell of The New York Times stated, It isnt Just rogue traders loose annons stretching internal rules on trading desks who have destroyed their investors wealth. Money managers who play by the rules can get caught up short, too, when they fall to overconfidence about their mastery of the markets. He further wrote that, It is no secret that traders, as a class, are a young, independent and cocky bunch. The sheer size of the money they are Juggling can lead toa master-of-the- universe attitude. The Fall of Barings sank Barings Bank was founded in 1762 as the John and Francis Baring Company by Sir Francis Baring. This bank was the oldest merchant bank in London, financed the Napoleonic Wars, and was the Queen of Englands own bank. In 1996, one man, Nick Leeson, managed to bring down Barings Bank, one of the oldest and most conservative financial institutions in the world, through his illicit trading activity. In 1989, Leeson Joined Barings Bank. After being transferred to Jakarta, Indonesia to sort through a back-office mess involving EIOO million of share certificates, Leeson solidified his reputation within Barings when he successfully rectified the situation in 0 months. Lesson also knew how to account for derivatives, even if he did not fully understand the complexities of their pricing. Therefore, in 1992, when Barings opened a new office in Singapore to trade on the expanding Singapore Mercantile Exchange (SIMEX), Leeson became an obvious candidate to manage it. Senior management at Barings Bank assumed that Leeson would turn the Singapore office into a highly profitable endeavor and therefore gave him extensive responsibility. As eliminated the necessary checks and balances usually found within trading rganizations. Soon he was Barings Banks star Singapore trader, bringing in substantial profits from trading on the Singapore exchange. By 1993, Leeson had made more than Elo million, about 10% of Baringss total profit for that year. In 1994, he delivered over half of the E52. 9 million in revenue for his division on his own, making many proclaim him as the miracle worker. In his autobiography Rogue Trader, Leeson said the culture at Barings was simple: We were all driven to make profits, profits, and more profits I was the rising star. Aided by his lack of upervision, the 28-year-old Nick Lesson promptly started unauthorized speculation in futures on the Nikkei 225 stock index and Japanese government bonds. SIMEX regulators were aware of Leesons cross-trading activities, and his breach of their exchange regulations, but did not act decisively to stop him. Leesons large trading volumes were quickly becoming important for the exchange, and being a lightly regulated market was central to SIMEXs stra tegy to woo trade from neighboring Osaka. Using futures contracts, Leeson speculated that the Nikkei would rise.

Sexual harassment opinions

Sexual harassment opinions Effects Sexual harassment often has adverse effects on the victims performance at work. Both the quantity and the quality of work may suffer, as well as the employees morale, attendance, and ability to work with others. Sexual harassment can cause employers losses in productivity and can lead to greater employee turnover and use of sick leave. The harassment can also harm the victims psychological and physical well-being. Sexual harassment can also have indirect effects ?p society. Many feminist scholars consider sexual harassment to be a form of oppression that men use to maintain male-dominated power structures. Women in fields of work that men have traditionally occupied-such as the military, law enforcement, and fire fighting-experience higher rates of sexual harassment. Some researchers assert that regardless of whether harassment is an intentional attempt to oppress girls and women, it contributes to lower achievement by women in society. Power differences between men and women, result from societys traditional sex-role stereotyping and is a major cause of sexual harassment. ? culture tending to place males into greater positions of power than females would expect to have women file a higher rate of sexual harassment complaints because they occupy positions of less authority. When unequal?al power relationships between the sexes are rooted in cultural experiences, work co?texts can provide a foundation legitimizing sexual harassment in the workplace. Cultural conditioning can create an environment conducive to sexually harassing behaviours. Expectations that women are passive and submissive and that men are aggressive and dominant create situations conducive to these behaviours. ? sexually harassing and hostile workplace can establish specific patterns of verbal and nonverbal communication creating unequal power relationships between men and women. PSYCHOLOGICAL OPINIONS ABOUT SEXUAL HARASSMENT CLAIMS While psychologists may offer an opinion regarding the connection between a traumatic event and emotional injury in an accident, that is less clear in sexual harassment. ?he emotional trauma experienced by the victim of sexual harassment is based ?p perceptions about the behaviour of others by the victim. Psychologists are not qualified to determine if sexual harassment took place, because that is a legal question, not a psychological one. However, psychologists can offer an opinion regarding whether a particular action by one individual can reasonably lead t? emotional distress in p another individual. Most of the time, psychologists are asked to evaluate victims of sexual harassment t? assess whether they are exhibiting any psychological distress, and whether that distress appears to be related to specific events ?p the part of another person. ?he court must then decide whether those actions were appropriate ?G legal. Some individuals misinterpret harmless, reasonable behaviour as malicious and specifically directed at themselves. Diagnostically this is called ideas of reference. ?his would suggest an individual with some type of psychological problem who overreacts t? reasonable behaviour because of their own perception of the world and the other person. ?his often occurs in individuals with personality disorders, paranoid disorders, ?G other psychological problems that might involve delusions ?G extreme exaggerations of negative events in their lives. ?therefore, psychological evaluations in sexual harassment cases also focus ?p the expectations of the victim, and whether the victim presents with psychological symptoms which result in exaggerated negative conclusions about others. For example, a persons boss is of a different sex than the person. The worker believes that the boss is sexist and discriminates against the workers sex. ?he worker requests to work on a specific project, but its not chosen. The worker assumes the choice was based on sexist behaviour, rather than merit ?G chance. ?he worker experiences a number of events like this over time, and feels harassed because of it, resulting in depression. Is this sexual harassment? ?he answer depends ?p many factors, such as alternative · reasons for not selecting the worker, whether the worker was selected positively ?p other occasions, whether other individuals had credentials which led to choosing them instead, and whether other individuals of the same sex as the worker experienced similar problems and perceptions. In addition to evaluating the presence ?G absence of psychological disorders, psychologists may also offer opinions regarding whether a persons expectations are reasonable, based on the circumstances. Many psychological problems result when we expect people to treat us in an unrealistically positive way. These cases are not clear cut, because they are not based solely ?p the identification of a psychological problem. Ultimately, the court will decide whether there is sufficient evidence to conclude that sexual harassment took place. Although sexual harassment is not specifically included in Title of the Civil Rights Act of 1964 in USA, it flows by regulation of the Equal Employment Opportunity Commission (EEOC) from sex discrimination. It is defined as unwelcome sexual advances requests for sexual fa?ours and other ?verbal ?G physical/ conduct of a sexual/ nature, when linked to employment conditions, as part of a quid pro quo for employment decisions ?G when it creates an offensive, hostile work environment. Sexual harassment behaviours range from sexual innuendo, touching, and flirtatious remarks, to clear-cut sexual assault and rape. Often these are accompanied by retaliation against the victim for reporting it. It is estimated by some that up to 60% of victims ignore sexual harassment, believing that if they complain it will only cause more harm. In recent years, however, sexual harassment litigation has been increasing dramatically. In the past five or six years the EEOC reports that these complaints have almost tripled in number and by the year 2000 it is predicted that they will double again. What sexual harassment is and whether or not it occurred are legal and factual matters, but invariably psychological issues become embroiled in them and psychological opinions are frequently presented as part of the claim. These opinions are usually ones which either clarify the claim or define the damage. Psychological opinions which attempt to clarify the claim are the most controversial because they draw conclusions or make inferences about factual matters. Since many times it is only the word of the victim against the harasser, these opinions can tip the scales one way or another. Sometimes psychologists who give such opinions, and who may be acting in good faith, do not realize that they are entering a non-psychological area. This is in part because psychologists in a treatment relationship with a patient claiming sexual harassment need to validate the seriousness of the patients experience if they are to be helpful. But taking that clinical validation to a courtroom is another story. This is why treating psychologists are inherently biased if they are performing their clinical job well. This is also why independent experts, whose scope of inquiry is broader and who are not allied to the patient, may be in a more objective position to give opinions. Regardless of who is giving the opinion, mental health science has not reached the level of sophistication or accuracy to be able to determine whether an alleged sexual harassment incident actually occurred. No constellation of symptoms, mental status appearance, or psychological test results can do that. Even if suspect factors such a bizarre psychotic account, gross inconsistencies, obvious manipulation or marked personality predisposition are not present, psychologists dont really know who is Iying, who is fantasizing, and who is embellishing. However, opinions about a victims behaviour in the harassment situation may be appropriate, especially when a fact finder might not understand it otherwise. So, for example, explaining that victims often remain silent because of economic necessity, fear of retaliation, intimidation and powerlessness, or embarrassment may be helpful. But, care must be taken not to conclude that this victim who may have responded that way was, therefore, harassed; in addition, psychological opinions can help clarify typical response patterns that a victim of sexual harassment exhibits. Reactions such as guilt, self-blame, minimization and denial of harassment ?G even disconnecting onself emotionally from the uncomfortable events are not ?unusual .Without an understanding of those types of responses, a victim may be incriminated as inconsistent with having been harassed. Again, focusing on the general pattern of trauma response is not the same as concluding that harassment occurred. Psychological opinions in sexual harassment claims often ignore more complex organizational and workplace dynamics which form the background of many of these claims. Without input from people at the workplace and review of employment files, the account of the alleged victim stands in isolation from many potential contributing factors. It is not uncommon, for example, for personnel issues such as poor performance, reprimands and warnings, or fear of termination to present a crisis for which a sexual harassment claim serves as a convenient solution. Psychological evaluations which explore all aspects of the work environment, interpersonal relationships there, and work performance can provide a more balanced view of the relative seriousness of the known stressors, Another area for psychological opinions is identifying personality traits ?G personality disorders which may have created or contributed to the claim. First of all, not all sexual harassment is actionable. It must be severe or pervasive enough to create an objectively hostile or abusive work environment. Similarly, if the claimant is a not a reasonable woman of normal sensitivity, her claim may not prevail. ? number of personality disorders can play an important role in employment litigation and provide an alternative explanation of the claimants emotional distress. For e?ample, histrionic personality disorder, borderline personality disorder, anti-social personality disorder, narcissistic personality disorder, and paranoid personality disorder are just a few descriptions of people who have unusual sensitivity or are predisposed to maladaptive ways of dealing with others. If there is a clear history ?G pattern of such personality traits, then psychological opinions about them are imp ortant for a full understanding of events. Again, this does not mean that the psychological opinion can conclude that an event did not occur, in fact, individuals with some personality disorders may be vulnerable to victimization. Similarly, there may be a personality disorder that is present in the alleged harasser which can help explain a predatory pattern of conduct. A past history of sexual abuse can predispose a person to a variety of different reactions which may influence a later sexual harassment claim. Since the standard for Iiability in these claims is that of a reasonable woman who is not hypersensitive, the typical eggshell rule of common law does not apply expect as to damages. So, a person who has been previously abused may have developed fear, hyper vigilance, and an unusual sensitivity. In this context, even a trivial innocuous remark may produce an excessive reaction. Also, people with previous sexual abuse are at times people to repetition compulsion which means they have a tendency to repeat past behaviour in spite of the suffering that may have been associated with it. In essence, they recreate the earlier sexual abuse by placing themselves in a position to be abused again. The relevance here is for the defence of welcome ness since the sexual conduct in a sexual harassment claim must be unwelcome and not solicited by the claiman t. Finally, individuals who experienced sexual abuse may be so damaged that they fabricate later incidents of abuse as a way of venting their anger. Because of previous experiences, their ability to describe abuse can be quite sophisticated and believable. Psychological opinions in all of these areas can be important sources of clarification about the possible circumstances of a claim. Psychological opinions which define the damage are seemingly more straightforward since they are based ?p diagnostic criteria. Unfortunately, this is more complicated since the criteria for many mental disorders are arbitrary and easily met by someone just distressed and pursuing litigation. Also, while a psychological opinion may purport to only address emotional harm, it invariably infers that the harm springs from a particular opinion which, in fact, occurred. Tile most striking example is the controversial diagnosis of posttraumatic stress disorder (PTSD) in which the trauma is built into the label. Although attempts have been made to identify specific and objective criteria for this condition, its rampant use in litigation attests to its subjectivity. Most individuals e?posed to a typical traumatic stressor do not develop PTSD, although following a rape the incidence can be high. Long-term lingering emotional symptoms in response to ordinary sexual harassment are unusual unless the nature of the harassment was particularly egregious and pervasive. Psychological opinions are routinely offered ?p emotional damages and the relative effects of alternative causes, the harm from litigation itself, and the secondary gain that comes from an expected financial award. !p traditional tort claims of negligence, the plaintiff must have suffered some harm. In sexual harassment claims, neither economic harm nor emotional harm is necessary. However the degree of damages awarded will undoubtedly be linked to psychological opinions which offer definition for the distress and the disorder suffered. Every individual has the right to work in an environment free from demeaning and humiliating sexual harassment. Laws that enforce that right are appropriate and help create parity for all workers. But the increase in sexual harassment claims also raises social questions. What behaviours are normal, should be acceptable, and will always be a part of mens and womens relationships? What harm comes to individuals ?G classes of individuals when a power gradient is established through sexua1 intimidation? How can the workplace be sensitized and educated about this without becoming cynical? How can a person communicate sensitivity without retribution? How can we accurately distinguish whether a sexual harassment claim is really based ?p the circumstances alleged ?G just a means of empowerment in a confliction and insecure work environment? Psychological opinions may help on some of these questions, but social opinion and public policy will be required for equitable solutions.

Film Review For Rushmore Film Studies Essay

Film Review For Rushmore Film Studies Essay Wes Andersons Rushmore is an appealing and skillful movie. It has that quality that tells you there is something very special about this film, rather than it being just another teen movie that we see every day. The genius of this film, and the true reason for Rushmores originality, is that it manages to entertain us even without us having to actually getting it completely. The film is about Max Fischer (Jason Schwartzman), a 15 year-old student who attends Rushmore and has all the ambition in the world but no concentration. He is a member of every club in school but he is failing most of his classes apart from drama. He loves to put on elaborate productions of classic films. Max lies to everyone by telling them that his father (Seymour Cassel) is a brain surgeon but in reality, he is a barber. Max is simply blown away by Mr. Blumes (Bill Murray) speech at Rushmore and introduces himself. Mr. Blume decides to mentor Max out of pity and loneliness. Shortly after they become friends, they both fall in love for a beautiful new first-grade teacher at Rushmore named Rosemary Cross (Olivia Williams). Their friendship quickly turns to a war as they try to win her over. Max refuses to believe that his age has anything to do with Miss Cross refusing to love him. This leads to immense consequences as Mr. Blumes family life disintegrates and Max loses his best fri end. There are many devices that Wes Anderson and Owen Wilson use in Rushmore to advance the understanding of the film. First, instances of literary devices used are characterization and plot. They do an amazing job in making sure that every single character in the film grows over the course of the film. Moreover, it is incredibly interesting to see that every character in the film has a Rushmore. thus, every character has something that they want in the film and ultimately wants and by the end, each one of them gets it. For example, Blumes Rushmore was Miss Cross. Max is embarrassment that he goes to Rushmore with a scholarship and that his father is a barber as covers it by telling everyone that his father is a neurosurgeon. These two characters are performed amazingly by both actors, which really make us comprehend them. The plot of the film was truly amazing and original. The heart of the movie, for me, was not only how charming or quirky Max is but also how Maxs fascinations are fuel ed just as much by sadness as by selfishness. When he tells Miss Cross that Harvard is his safety school if he does not get into Oxford, this is not only to impress her but this is really the high standard he holds himself to. This is due to his mother who died of cancer, because she was the one who encouraged him to write plays and helped him get into Rushmore,. We can appreciate this film from the beginning from Maxs planned battle of distraction from genuine pain. We follow along in the film as the colors are washed out as soon as Max is expelled from Rushmore, and we do not see them return until the end when Mr. Blume gets a haircut. Everything gets darker and duller in the film after Max is expelled from Rushmore. Wes Anderson has done an amazing job with the plot. It is like nothing we see in theatres today. It has something different and original about it that really makes the story interesting and funny. The setting is always very unique and intriguing. The main two places t hat the film takes place in is Rushmore and Grover Cleveland High School. There are big differences between these two schools and it is clearly shown during the film. At Grover Cleveland High School, we see the rusted sign that hangs on a chain-link fence, which shows the conditions inside where students are subjected to search for weapons and drugs. The school is practically a prison. Compared to at Rushmore, we can see the clear difference between the two schools. Rushmore has a perfect sign that is hung on an iron fence with an amazingly cared for landscape. The two contrasting settings clearly show what Max has lost when he was expelled from Rushmore. A problem that I noticed in the continuity of the film was at a certain moment, Max uses a ladder to enter Miss Cross house and he leaves without going down the stairs, by walking out of the front door. This to me was a very big mistake that should have been fixed. It didnt take anything from the film, but it was something that I noticed. In addition, I really liked how there was a timeline in the film, showing sequences and narrations. The progression by months and how it was introduced with movie curtains, related back to Max loving to direct plays and was a great addition to this terrific film. The film shows the audience the story not tell it to us. Rushmore is Maxs life; he simply cannot live without it. He has dedicated lots of time and energy in that school because he enjoys it. The audience gets to see and experience Maxs delusional view of the world from the beginning when we see him dream about completing a very difficult math problem in class. Anderson and Wilson decided to convey Maxs delusional view of the world visually. The viewer can immediately identify with Max to see where his character is coming from because he is actually shown by how Max perceives the world. Another instance is when Max is put on academic probation and needs to improve his marks or he will be expelled from Rushmore. The principal explains that Max has too many extracurricular activities and not enough studying. Anderson and Wilson brilliantly show the viewer all of Maxs extracurricular activities instead of just simply having the principal say them. If the principal would have just listed the activities, they wouldnt have truly grasps Maxs role and dedication to Rushmore but by showing the audience every activity, we can understand the amount of devotion he has for this school. Maxs really cares and loves Rushmore. This film has an amazing script. Anderson and Wilson took every opportunity to show us visually the story. As a result, every single line of dialogue in this film has a purpose, which makes the film crisp and never drag. In the end, the viewer is left with an amazing story that is wonderfully created through visuals and writing. The dialogue in the film is very monotone, except for at the dinner table. I found it quite natural and normal. It seems as when Max speaks to his peers, he speaks above his peers with a sense of superiority in his voice. In addition, when Maxs speaks to his father, it is very quiet and ashamed. The dialogue changes when he talks to Ms. Cross and especially when it becomes super awkward which shows that he likes her. Just to brief ly mention lightning, it was much brighter at Rushmore and inside it. It was very colourful and happy inside the school because it represents that he really loves it at Rushmore. In comparison to outside where it is a bit darker showing how he is unhappy. Last, some cinematic devices used are music, sound and camera angle. The music in this film is very key. One of the best part of music in the film is the part when Maxs is feeling his first rejection from Miss Cross and the song I Am Waiting by the Rolling Stones plays. Max is experiencing his first pain and this song could be representing Max and how he is waiting to become the person he is supposed to be. There is also the part when Murrays face changes into one that shows his desire for true vengeance against Max. This is when the song A Quick One While Hes Away by The Who plays. This music goes perfectly with the scene and wanting revenge. There are many sounds that are put and used in the perfect times. When Max shows Ms. Cross the book, there is a dancing ballerina box sort of sound on. The sounds are often of bells and charms showing the innocent, young and juvenile of this film. Also, it seems to become quiet and quite silent during awkward moments in the film. For example, d uring many conversations with Ms. Cross, such as the one in the library or times in her classroom. The music and sound are very innocent, playful and somewhat cheesy and awkward to fit in with the story. It goes very well with this coming of age film. The camera angle does not seem to change that much in the film. Anderson uses anamorphic wide-angle lenses and there is hardly anything but wide-angle lenses in the film. Most of it is wide-angle lenses to be able to show his(Maxs) world/school and not have it be a straight horizontal line. I did find that it was a bit overboard and that it was at some points annoying because of the exaggerated wide-angle lenses. It felt like I was removed from the character at certain points. Wes Andersons story displays the importance of being able to do things yourself. With Maxs wild and bizarre imagination, we can see Max being an awful lot like Wes Anderson as a kid. This movie was clearly created based on personal experiences, which is shown throughout the film since he was inside the head of the character the entire film. There is no way for someone to be able to think of this without experiencing this first hand. This film truly tries to blurs the line between childhood and adulthood. In order for Max to grow up, he needs to first accept that his father is not a brain surgeon, he cannot have a romantic relationship with a woman far older than him and he will never be able to return to Rushmore. Maxs maturity throughout the film is shown in different ways. He begins by stopping the war between Mr. Blume and himself and actually starts to help him out rather than destroy him. He also starts to write stories of his own, instead of basing them from famous films. The f ilm shows that there might not be a line between kids and adults and that sometimes the kids are more mature than the adults are, as we say with the actions of Mr. Blume. Ultimately, Rushmore is an unusual and wacky movie but still an appealing and out of the ordinary film. It talks about many important themes and is acted by brilliantly talented actors. The three main characters together are amazing and their affection and frustration with each other is so intense throughout the film. This story is absolutely funny while still examining love, anger and imagination like we have never seen. Max is so geeky and weird that the audience cannot help but feel for him. Everything from the writing to the music in this film is done marvellously. You definitely should go and watch this film. You wont regret it.

Essay --

The company before 2000 is referred as ‘Old Monsanto†, and today the company is known as â€Å"New Monsanto† Monsanto’s GM seeds have not been accepted everywhere. For example European Union has banned Monsanto’s crops except for one variety of corn. Monsanto’s products have generated two main concerns regarding safety of GM food and environmental effects of genetic modification. Concerns about the Safety of GM food’ The consequences of genetically transforming our food and environment are unpredictable and irreversible, and will affect all future generations of species on this planet. For many of reasons, the corporate media has been all but silent about this transformation. Although most Americans are unconscious of it, more than 60% of the food we are eating is genetically modified. These days, genetically modified (GM) corn, soybeans, and canola are added to much of our processed foods, starting from breakfast cereals to corn chips to soft drinks. Even fresh vegetables are genetically altered. Genetically, the modified crops are created when scientists would take genes from one organism and insert them into another. Usually genes are transferred from plants, animals, insects, bacteria or viruses and then introduced into crops with the intention of developing a particular characteristic. For instance, scientists have taken a gene with anti-freeze trait from an arctic fish to a tomato. While the goal was to make the tomato more frost resistant, the gene transfer brought with it unpredicted side effects: the tomatoes changed its natural color easily and consumers not liked their ‘metallic’ taste. The recent introduction of GM crops is not the predictable outcome of scientific progress. Relatively, GM crops have been pushed into ... ... in its customers’ confidence on the company. Misrepresentation of essential information and lack of preventive measures result in penalties and disrupt the company's operations. Furthermore, distortion of information negatively affects the shareholders’ confidence, the profitability and credit rating of the company in the long run (Monsanto Company SWOT Analysis., 2013, p. 6). References Landsman J. (August 09, 2013) Monsanto and GMO lies revealed, Retrieved November 22, 2013 and available at: http://www.naturalnews.com/041559_Monsanto_GMOs_lies.html Monsanto Company SWOT Analysis. (2013). Monsanto Company SWOT Analysis, p.6 Unknown (June/ July 2001), Continuing the Green Revolution: The corporate assault on the security of the global food supply, Volume 13, Number 4, Retrieved November 22, 2013 and available at: http://www.mit.edu/~thistle/v13/4/food.html

Vietnam War :: essays research papers

The very mention of the name Vietnam in the 1960s and '70s came to signify either a brutal jungle war or a spectacular failure of American power - or both. Thankfully, the combined legacies of French occupation, the Vietnam War and withdrawal of Soviet aid in 1990 have given way to the Vietnamese citizens' thriving entrepreneurial spirit, fueled by overseas investment and a relaxing of government control. And yet, the exotic chime of names and places still remains: Hue, Dien Bien Phu, the Perfumed River, the Plain of Reeds. The people are erudite and friendly, the food a delicious mixture of French and local cuisine's, and the scenery is sublime. Although Vietnam lies in the intertropical zone, local conditions vary from frosty winter in the far northern hills to the year-round subequatorial warmth of the Mekong Delta. At sea level, the mean annual temperature is about 27 degrees C in the south, falling to about 21 degrees C in the far north. Because of its wide range of latitudes and altitudes, there are no good or bad seasons for visiting Vietnam. When one region is wet, cold or steaming hot, there is always somewhere else that is pleasantly warm and sunny. Visitors should take into account the Vietnamese New Year celebration (Tet) which falls in late January or early February - flights and accommodation are often fully booked. Four great philosophies and religions have shaped the spiritual life of the Vietnamese people: Confucianism, Taoism, Buddhism and Christianity. Over the centuries, Confucianism, Taoism and Buddhism have melded with popular Chinese beliefs and ancient Vietnamese animism to form what is known as Tam Giao (or `Triple Religion'). The Vietnamese language (kinh) is a hybrid of Mon-Khmer, Tai and Chinese elements with many of its basic words derived from the monotonic Mon-Khmer languages. The most widely spoken foreign languages in Vietnam are Chinese (Cantonese and Mandarin), English, French and Russian, more or less in that order. Popular artistic forms include: traditional painting produced on frame- mounted silk; an eclectic array of theaters, puppetry, music and dance; religious sculpture; and lacquerware. Vietnamese cuisine is especially varied - there are said to be nearly 500 different traditional dishes, ranging from exotic meats such as bat, cobra and pangolin to fantastic vegetarian creations (often prepared to replicate meat and fish dishes). However, the staple of Vietnamese cuisine is plain white rice dressed up with a plethora of vegetables, meat, fish, spices and sauces. Spring rolls and steamed rice pancakes are popular snacks, and the ubiquitous soups include eel and vermicelli, shredded chicken and bitter soups. Some of the more unusual fruits available include green dragon fruit, jujube, khaki, longan, mangosteen, pomelo, three-seed cherry and water apple.

Foreign Aid - Our Obligation to Help the Less Fortunate Essay example -

     Ã‚  Ã‚     What is absolute poverty?   According to Robert McNamara it is "life at the very margin of existence" (Singer 219).   It is a life that, if not ended by early death, causes a kind of misery unseen to those living in the United States.   Compared to the estimated 1.2 billion people, worldwide living in poverty, those of us in developed countries experience a life of luxury.   The things that we take for granted, such as cars, computers, microwaves, and televisions, are extravagant items that most people living in extreme economic poverty will never see. The gap between the affluent and the poverty-stricken is wide, and is getting even wider in many areas of the world. Are we morally obligated to help those less fortunate than ourselves?   Should we merely go about our daily lives, forgetting about those on the other side of the world who are dying of malnutrition?   These are just a few of the questions that I am about to explore.    The fact that there is absolute poverty in the world cannot be argued. The way we deal with this is the issue at hand. When observing the raw data, including the high infant mortality rates and low life expectancy statistics afflicting impoverished countries, one cannot help but pity these people.   Unfortunately, when it comes down to actually taking action and deciding what to give up, we seem to feel just as much, if not more, pity for ourselves. Many reasons have been given for why we may not be obligated to give up portions of our wealth to help those in need.   Fortunately, in my opinion, many of these arguments can be refuted.    One such argument is that we do not have an obligation to assist the poor because of our own individual property rights.   Robert ... ...oals are attainable if we work together, and as individuals, to make things happen.   If one person feels that it is possible to give more without sacrificing something of equal moral significance, I believe they should make an internal commitment to do so.    Works Cited Brown, Mark Mallock.   "Halving the World's Population is a Realistic Goal."   21 September 2000.   Online: http://www.globalpolicy.org/socecon/develop/mbrown2.htm. Singer, Peter.   Practical Ethics: Second Edition.   New York: Cambridge University Press, 1993. UNICEF.   "Approaches That Work." The State of the World's Children 1998: Focus on Nutrition.   13 March 2001.   Online: http://www.unicef.org/sowc98/approach.htm. The World Bank Group. "Understanding and Responding to Poverty."   PovertyNet.   16 March 2001.   Online: http://www.worldbank.org/poverty/mission/up3.htm.

The Catering Skills of Uphsd

Chapter 1 THE PROBLEM AND REVIEW OF RELATED LITERATURE AND STUDIES Introduction â€Å"Catering is the cottage industry of New York. All a caterer needs is a Cuisine art, some pots and pans and a couple of food magazines to start out. They get jobs, though they don't necessarily get repeats. † –Donald Bruce White; New York’s best known caterer. Finding and choosing a catering service is one of the most important aspects of planning the perfect event. The most challenging part of creating an event is the food. If you think serving food to a group of people only requires good culinary skills, you are sadly mistaken.Being able to cook is just the tip of the iceberg. A lot more goes into serving food to guests. And if the turnout is predicted to be large, then it is best advisable to steer clear of working on the food by you, and hire professionals for the job. This is where catering comes in. A good catering service will not only provide you with a delicious menu, bu t will also help setting up the meal area, serve guests efficiently and take care of any related faux pas. Caterers not only serve as waiters/waitresses, they also assist as bartenders.A professional caterer knows what menu to be set for a particular event, the volume of food required, the serving process (what comes after what), makes sure that the food looks good when served, and also explains the meal effectively to the guests, if required. Arranging the table correctly is also something a catering service takes care of. The type of cutlery necessary, the arrangement of bowls, plates and glasses and the folds of a napkin; all these intricacies are taken care of by them. The event or the occasion is of utmost relevance when lanning the food. If it is wedding, champagne, caviar and wedding cakes are a must. The cake should be confirmed by the couple regarding size, flavor, and decoration. A corporate gathering for example a business luncheon party would generally have a larger vari ety of liquor: wine, whiskey, and rum. It is also intelligent to keep a few mocktails for the non-drinkers. When deciding on the menu, it is best to have the quintessential starter-entre-dessert series. If you want to make it more elaborate, go for the six or eight course meals, accordingly.Most people prefer wine as the form of alcohol while eating. But it is very important to be aware of which wine (white or red) can complement the kind of meat that is being served for the meal. Also, remember, white wine is served chilled, while red wine is best kept at room temperature. The glasses for both are different as well. It is best to keep the dessert light, with a few varieties. Since not everyone has a sweet tooth, instead of sticking only souffles and ice cream, you can also serve fresh cream with fruit salad.For every course in the meal, the cutlery is different. Therefore, the waters should be alert about the time of change. If it is a buffet, then the plate should be replaced imme diately when the guest leaves the table for the next course or helping. Also remember to have water on the table at all times. It is a very basic item, yet mandatory. The most important thing for the people who are serving to remember is to keep their own emotions in check. Be pleasant to the guest come what may. And to make these events perfect you must have the perfect staff.Knowing the skills of BS. HRM students of the University of Perpetual Help System DALTA in catering will help provide us students, parents, faculty and the university a background of what kind of students the university is producing. Will they be an asset someday, have they learned and will their skills help them land a job in connection with their course. Catering as a major subject in HRM needs further studying when it comes to the skills of the students. Potentials in catering service are one asset to be the best known caterer. Background of the StudyThe history of catering and fine cooking trades dates bac k in the 4th millennium BC. It all started in China but the culture of grand eating and drinking was already important during the prosperous years in old Egypt. However, the catering trade only emerged from the commonly practiced hospitality, which was always free, when the first real hostels and inns were built in ancient Greece. The development in ancient Greece continued in the Roman Empire. At first, the accommodations for Roman soldiers were found along the military roads and trading routes, which were eventually opened to all travelers.During the Middle Ages in Europe, the first signs of the rebirth of the catering trade were seen in monasteries which covered mainly the needs of the many Christian pilgrims going to Rome. Caravan series served the same purpose in the Orient and started there around 600 AD. During Charlemagne's time, the catering trade developed and spread throughout the entire Europe because transport and trade required secure accommodation. The catering trade had been greatly influenced by the church in the later part of the Middle Ages.Additionally, the newly established bourgeoisies, the flourishing trade, the natural economy being replaced with money, and the intensification of transport all contributed to the popularity of catering industry. The catering industry was widely spread in Germany from 14th to 15th century and this had drawn the attention of legislators. The first â€Å"beer inspection† licenses were paid by the Augsburg Elector in 1530. It was also in the same year that the â€Å"Reformation gutter Polizey† law was enacted and this replaced many regional regulations.After the law was enacted, different rules for hostels and inns were issued and this led to the regulation of the serving of drinks, beer mugs sizes, and the quality and purity of beer, even the quantity and kind of dishes were brought up in the â€Å"Zehrordnung† regulation. As time passed by, guild hostels and houses developed. The term â€Å"Seefahrts- und Schifferhauser† was first heard in the seaside towns during the Hanse era. As another area of expertise, post guesthouses and rathskeller restaurants emerged, and until now, they can still be found as establishments termed as â€Å"Gasthofzur Post† or â€Å"Ratskeller†.The improvement of transport, technical innovations, population increase, and sudden rise in the trade of travel and tourism gave gastronomy a quick shift which made it a very important factor for national economy. Today companies like Crave Catering Melbourne offer a range of culinary options which have a proud history of tradition, tweaked and prodded to manifest current trends. All that can be said is; â€Å"enjoy your food with the knowledge that it has developed over time†. -David J Kahan (Crave Catering Melbourne)The Hospitality industry and the restaurant sector is an industry that is continuingly growing. These industries employ a lot of people in many different ways. And which cause large portion of people to eat out of their home. Because of these the average skills of the people when it comes to food preparation is decreasing. Due to these social changes in the society catering opportunities and organization rises. â€Å"Whatever position you choose to work within, in the catering profession there are a few attributes that are considered important for all job roles.You'll first have to be physically fit with a good level of stamina. This is because many catering jobs involve working in hot, busy, pressurized kitchens where you have to be constantly thinking on your feet. The ability to multi-task and communicate well are also imperative, with organizational skills being of the utmost importance. Catering offers great opportunities for career development. To work within this profession you'll obviously need a passion for food, but also have the dedication and motivation to work long and sometimes unsociable hours. † -acareerchange Catering might seem like the right career move as you're lying in bed envisioning how you could've done a better job with your friend's holiday buffet than she did. But there's a lot more to running a catering business than meets the eye. Not only do you have to be a skilled chef, a mover of delicate and perishable items, a master planner, food preparation, food service, cleanup and a savvy entrepreneur all at the same time, but you have to do it looking as cool and stress-free as possible with a smile on your face. Review of Related Literature and Studies SKILL MATRIX AND COMPETENCY MAPPINGThe theme of this project is â€Å"Training Need Analysis† one of its objective is to find out the skill competency levels of the employees of Textron India Pvt. Ltd. In here, the skill matrix which was developed in consultation with the team leaders and rated by all the members of the team. While the competency map was developed and rated with the help of the skill matrix. They defined Sk ill matrix as the most basic terms defines the skills and skill levels of each employee, as per his/her perception and also as per the supervisor/team leader/manager’s perception.While competency mapping deals with a pre-defined set of competencies calledLominger. Competencies which it relates and links to the skill matrix ratings, so as to find out how good the employees are. in relation with my study they wanted to find out the complete list of the skills that the organization as a whole possesses i. e. the skills inventory of the organization, the skill levels of each individual employee,The employees who are capable of training other employees and the skills that they specialize in. Prepared by JOJAN V. JOSE 09DM050 During the academic year 2009-2010 Under the guidance of D r.MANOSI CHAUDHURI (Project Mentor), Hospitality Management Skills: An Educational and Workplace Comparative Analysis This study utilized secondary data to formulate a comparison of hospitality curricu lar design as it is viewed by industry. The two studies used for this research project were conducted in a longitudinal format. The two studies asked industry recruiters at a university sponsored career event to indicate where key hospitality skills are best learned. The comparative findings profiled that specific skills are best learned in the work place while a smaller skill set was needed from Hospitality Education.The skills found to be most important which are taught in the educational setting were compared to the hospitality courses at the University of Wisconsin-Stout with the purpose of identifying any potential gaps in skills. A model was used which allows courses to be compared to the skill sets industry deems as important. It is helpful literature since its primary objective is to identify the skills of its respondents. â€Å"Identification of skills† is a common ground for the current research topic both study determines the skills of the respondents.The methods u se in this study can be adapted to the current research study. prepared by: Daniel Wood A Research Report Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree in Training & Development Approved for Completion of 4 Credits TRHRD-735 Field Problem in Training & Development by: Professor Robert Davies, Research Advisor The Graduate College University of Wisconsin-Stout, Copyright Food Caterers Association of the Philippines 2003. All Rights Reserved. 10 Baler St. San FranciscoDel Monte, Quezon City.A group called Food Caterers Association of the Philippines is a professional that is determined to focus on giving quality catering service. Its Goals are to encourage growth among its members by promoting networking, interchange of ideas and continuing education, keep abreast of the latest local and international trends in food preparation and event management by networking with local and international resource personnel, gain recognition both locally and i nternationally via trade fairs and exhibits, define industry standards by generating guidelines for the accreditation of local aterers. I sited it because it is about catering, it also highlights the skills of the caterers with regard to having quality service they have the core values which is unity, teamwork, professionalism, excellence (particularly in the culinary arts), creativity, taste. Founding out about this association will give our research strong information and background of what standing does our caterers in our country produces and the quality of catering service we provide. This association stands for the catering industry in the Philippines as a whole.And through this, we will be more enlightened of what is the skills needed in this association and if the B. S. HRM students qualified to pass their association. Catering skills setting the scene The Catering Skill Setting the Scene concentrates on the main practical skills needed to cater an event or run a restaurant. It can be an invaluable resource for those who want to enter the catering industry. It can also be a useful guide for those who wants to improve their skills in catering. It gives insights and tips on how you can effectively prepare an event.Having read about this, will give our research insights on the proper ways in learning the skills of a certain caterer when inside the work place. It will give our research information on the skill needed to be called a good caterer server for it sets information on the proper skill development, skills needed and acquired of a catering server. reading about this article pave way to new insights of the importance of skill in the catering server for this skill will provide good service to any event the caterer is in. Produced by: Video Education Australasia, Commissioning Editor: Christine Henderson, Executive Producer: Mark McAuliffe.Catering Management an Integrated Approach, Authors: MohiniSethi and SurjeetMalhan, the New Age International Pub lisher. This book provides information on the catering management, the division of labor in the catering industry, functions and a lot more about catering management. In this book skill is very important in every person assigned in every department. It gives information on what evaluation process is to be given in every staff like Staff appraisal, appraisal of work conditions and procedures, food product evaluation and more. And also in this book it shows that in the catering industry there are lots of works that are to be done.Where every employee are assigned in the position best fit in their skill in catering like catering manager, supervisor in the kitchen, head cook, waiters and storekeepers. This book best fit our research for it talks about the division of labor of every employee where evaluation of skills is very important. The evaluation of skills in this book shows the importance of skills in the catering industry. It shows methods on how to evaluate skills and why the cat ering has to be evaluated. Skills Upgrading New Policy Perspective OECD ORGANIZATION Director: Sergio Arzeni.It is indicated in this book that the most affected sector in skill gap is the communication, hotels and catering. It talks about the low skill equilibria where it is stated there that in UK majority of the managers and workers were low skilled and produces low quality goods and services. And because of these they had to improve all the skill of their workers and for their workers improvement they require all of them to undergo proper training. One of the tools used is the skills strategy white paper it proposes to improve choice for employers, better information, improve management training and development and improve support.The book will lead us to thinking that skill is not merely acquired. It has to undergo certain processes for it to be best qualified in a certain job. Reading about the articles and studies of this book has brought changes in our understanding of our re search. It cleared questions which will help us expound our research. It says something about the importance of skills and what are the advantages and disadvantages of not having the skills required in a job and of what great effect will it cause the establishment you are working. Which we think relates and discusses more of our research.Professional Chef 2 level Diploma, authors: Gary Hunter, Terry Tinton, Patrick Carrey and Steven Walpole. Qualifications when it comes to skills are very important in catering and it was explained very well in this book. Competence in every work must always be applied by every caterer for skills to be properly applied. It says here that a lot of trainings will pave way for the best caterer which we thought of as a group. Reading about this book will open up topics which will give sights on the importance of training in a caterer for it to acquire the best skill needed which fits very well in further more understanding our research.It introduces lear ning’s which we think is new to us. Applying what we’ve read from this book to our research will clarify some points that are not yet clarified to us. And through this book identifying the skills needed of a caterer is clearly identified and again tells about the importance of skills in the catering industry. Revised Hospitality and Catering Assessment Strategy and the New Technical Certificates August 2009 FAQs by City Guilds. A lot of information about the catering assessment and skills are mentioned here. It shows details about the newly revised hospitality and catering strategy assessment and certificates to be endowed.Reading about this article gave us again insights on the importance of skills in the catering industry. It shows the very importance of skills before granting the said certificate. it widen our views on the importance of our research regarding the catering skills of B. S. HRM students. Running through our research this article will prove of how vital skills are when it comes to the catering industry. Skills and Work Catering and Hospitality (The Basic Skills Agency Developing Effective Practice). We included this in our research because this gives the very detailed information on the skills needed in the catering service.It talks about the everyday catering task such as: acting on verbal instructions from chef or supervisor, making and receiving telephone calls, discussing work plans, following recipes, preparing food, reading temperature and time charts, taking notice of safety and hygiene signs, operating kitchen equipment according toinstructions, filling in records of stock, receiving and checking deliveries, completing accident book or hygiene records, weighing dry ingredients, measuring liquids, mixing and dividing food, setting temperature of ovens, timing cooking, writing orders, making notes.It also mentioned the most important skills needed in catering service which is the listening skills, Reading skills, Writing ski lls, Number skills, Communication skills needed to work in catering and hospitality, Numeracy skills needed to work in catering and hospitality. Theoretical and Conceptual Framework This research will use the skill matrix or the competency framework. Skill Matrix also known as Competency framework consists of a list of skills, and a grading system, with a definition of what it means to be at particular level for a given  skill.It is a way to capture or identify the skills required for a particular job. Both of these fall under skills management. â€Å"Skills management  is the practice of understanding, developing and deploying people and their  skills. Well-implemented skills management should identify the skills that job roles require, the skills of individual employees, and any gap between the two. † -Wikipedia CATERING SKILL MATRIX | | | | |A.Communication Skills in Catering and Hospitality | | | |Skills addressed | | | |through: | | | Reading and understanding str aightforward written andgraphical information, e. g. recipes, | | | |orders, safety signsand notices, labels, instructions on equipment | | | |Completing forms and records, writing notes,e. . orders, stock lists, hygiene records, | | | |accidentreport book, telephone and other messages | | | | Speaking and listening — talking face-to-face and onthe telephone with individuals and | | | |groups, e. g. colleagues, managers, suppliers, inspectors | | | | | | |B.Non-essential Skills and Experience | | |Can assist with the food preparation and service in other areas of the kitchen | | | |Can assist in setting up and serving catering functions | | | | | | |C.Essential Skills and Experience | | |Being reliable, responsible, dependable, and fulfilling obligations | | | |Can accept criticism and dealing calmly and effectively with high stress situations | | | |Must be able to work in a cooperative manner with Chefs and kitchen staff | | | |Has knowledge of principles and processes fo r providing customer service.This includes | | | |customer needs assessment, meeting quality standards of service, and evaluation of customer| | | |satisfaction | | | | | | |D.Position Responsibilities | | |Can greet, smile, make eye contact, and make customers feel welcome | | | |Can maintain tables and services area in clean and neat manner | | | |Can respond to customer concerns in a professional manner | | | |Has a commitment to the service values and ethics of the client company | | | |Can make sure that the foods are been prepared and are presented according to the | | | |establishment’s standards. Maintain the standards for correct proportioning and | | | |presentation | | | |Can coordinate the delivery of food and service items, to guests in pleasant and timely | | | |manner | | | |Can follow all safety rules and actively prevent accidents | |Research Paradigm Our research paradigm shows a pattern which will serve as a guide when making decisions in carrying out our r esearch. For our input, we included the student’s profile which is the age, gender and academic grades in catering. We also included the skills of a catering server. This will remind us of our limitations, what our research will only cover. For our process we use the questionnaire analysis for further understanding of our research and provide facts of what will be others point of view with the catering skills of UPHSD 4th year B. S. HRM students, will they be effective as a catering server or not. Statement of the ProblemGiven the above mentioned skills that a qualified good caterer must possess, this study will give light on the said matter, focusing primarily on the skills of B. S. HRM students who took catering subject. Hence the central question is: â€Å"Do the 4th year B. S. HRM students have the important skills required to qualify as a good catering server? † Specific problem: 1. What is the profile of the students in B. S. HRM 4TH YEAR? 1. age 2. gender 3. aca demic grades in catering subject 2. What are the catering skills of B. S. HRM students? 3. What is the relationship of the profiles of the respondents to the catering skills? Hypothesis There is no relationship between the profile of the respondents and their catering skills. Significance of the StudyThe study will determine the catering skills of B. S. HRM students of the UPHSD Las Pinas. Being the first research to focus in this area, it provided broad explanation of the catering skills of B. S. HRM students and gave key information on the prevailing views of the students. The study can be a basis for other research work in catering. The research can also serve as guidelines for the faculty of the college of International Hospitality Management teaching catering subject, to further improve their teaching skills and methods. Since the goal was to let the students see the benefit of learning all the skills in catering. These study will also determine the skills of B. S.HRM students who have taken catering subject to serve as a basis for the faculty evaluation of how the students learned catering subject effectively, what needs to be improve and to find the most effective way on how the students will learn in there catering subject. The study also determines which is more skilled if it is the Male or Female UPHSD students and find solution to a problem with regards to the student’s hands on skills in providing good catering service like food preparation, food service, cleanup and creativity. Also other colleges of IHM can also adopt this research and apply the framework of the study in order to have an assessment of their own catering subjects. Scope and Delimitation The primary objective of the study is to determine the caterings skills of B. S. HRM students of UPHSD Las Pinas and if those skills fit the qualifications needed to be good catering server.This study considers every aspect of students’ academic performances with the catering subject, which is the laboratory and lecture classes. The study will focus on 4th year HRM students of UPHSD for the school year2012. These are purposively chosen because it will be more feasible for the researcher to acquire desired information. Definition of Terms Catering – This industry comprises establishments primarily engaged in providing single event-based food services. These establishments generally have equipment and vehicles to transport meals and snacks to events and/or prepare food at an off-premise site. Banquet halls with catering staff are included in this industry.Examples of events catered by establishments in this industry are graduation parties, wedding receptions, business or retirement luncheons, and trade shows. Skill – An ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or job functions involving ideas (cognitive skills), things (technical skills), and/or people (i nterpersonal skills). Caterer – ( caterers plural ) Caterers are people or companies that provide food and drink for a place such as an office or for special occasions such as weddings and parties. Server – a  person  who  serves. 2. something  that  serves   or  is  used  in  serving,  Ã‚  as  a  salver. 3. broad fork, spoon, or spatual for dishing out and serving individual portions of food, as vegetables, cake, or pie. 4. Ecclesiastival- an attendant on the priest of Mass, who arranges the altar, makes the responses, etc. Chapter 2 METHODOLOGY Research Design This study will employ a descriptive method of research. A descriptive study from the word itself descriptive, it describes a certain phenomenon or an event. In this case the researchers will describe the variables such as skills and students’ profile. This study will describe weather this variables contribute to the overall catering service quality of 4TH year B. S. HRM student s of UPHSD. Population Sampling The sampling technique used in this study is the Purposive sampling.Purposive samplingis a sampling method that focuses on particular characteristics of a population that are of interest, which will best enable us to answer our research questions. We choose this type of sampling technique because of many different reasons. We have a large number of students in 4th year HRM at UPHSD who is done taking the catering subject; unfortunately almost half of the populations of fourth year students are irregular students and still taking up there hotel and restaurant practicum which results to a few number of HRM students present at UPHSD. With this reasons we have come up with the decision of using the purposive sampling technique.To get the feedback/responses of those who already underwent the laboratory/practicum, so even though they are not anymore 4th year students, their answers will be substantial to the results of this survey. Respondents/ Participants / Subjects of the study The research population only included fourth year B. S. HRM students of UPHSD Las Pinas and those who graduated at UPHSD Las Pinas who has taken all the major subjects in HRM with lecture and laboratory classes. Students from all the courses will be the research population. That includes a passing grade in all the subjects taken and must be officially enrolled this semester. Research InstrumentThe instrument that we have come up with is based on the skills we have gathered from our researched skills and after we have researched for the appropriate tool that will fit to the requirements of this study the researchers consulted with the professors, who are considered experts of the field, for additional necessary information to be included in the research tool used. Gathering of Data The research used the survey method in the form of questionnaires as a primary means obtaining the students’ perception on the skills of B. S. HRM in catering. The questionna ires were anchored to know the students’ awareness to the catering skills of B. S. HRM students weather they are qualified as a good catering server or not. Statistical Treatment The following statistical tools would be used for the analysis of data gathered by the researcher: 1.Relative frequency is used to express a number of the population or sample having the same trait or characteristic as a percentage of the population size or sample size. The relative frequency is computed using the following formula: [pic] wheref is the frequency and n is the sample size. Relative frequencies would be used in summarizing in frequency distribution tables the profile of respondents. 2. Mean/Arithmetic mean is obtained by adding the observed values and dividing by the number of observed values. The mean is calculated using the following formula: [pic] Where x is the observed value and n is the sample size. The mean would be used to calculate the average numerical response of respondent f or each item in the survey questionnaire. 3.Standard deviation indicates the variation among the observed values and their dispersion from the mean. The standard deviation may be computed using the following formula: [pic] wherex is the observed value and n is the sample size. The standard deviation would be used to determine the dispersion of the respondents’ responses for each item of the survey questionnaire from the mean. 4. The following table would be used in Chapter 3 for the verbal interpretation of means and adjectival description for the catering skills of respondents. Verbal Interpretation of Means for Catering Skills |Mean |Level of Competency | |1. 00 – 1. 0 |Poor | |1. 51 – 2. 50 |Fair | |2. 51 – 3. 50 |Good | |3. 51 – 4. 50 |Very Good | |4. 51 – 5. 00 |Excellent | 5. The chi-square test would be used for tests of relationship between the catering skills and the profile of respondents, namely, age, gender, and grade in catering subject. The value of the chi-square statistic is computed using the following formula: [pic] hereO is the observed frequency and E is the expected frequency computed by the following formula: [pic] whereRt is the row total, Ct is the column total, and Gt is the grand total. Chapter 3 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter is the presentation of the data that the researchers were able to collect from their respondents. These data were hereby summarized and presented in tabular form to provide answers to the questions posed by the researchers as indicated in their statement of the problem of which the main focus of the researchers is primarily the skills of B. S. HRM students who took catering subject. 3. 1 PROFILE OF RESPONDENTSThe researchers considered three profile of their respondents, namely, age, gender, and grade in their catering subject. The profile of respondents are summarized in the following tables below beginning with the age of respondents. T ABLE 1 DISTRIBUTION OF RESPONDENTS BY AGE |Age (Years) |Frequency |Percentage (%) | |16 – 20 |89 |89. 0 | |21 – 25 |11 |11. 0 | |Total |100 |100. 0 |From the table above, it can be seen that majority of the respondents belong to the first age group, 16 years to 20 years. Specifically, there are 89 respondents, representing 89% of the sample of 100 respondents, whose ages are between 16 years and 20 years. There are 11 respondents, representing 11% of the sample of 100 respondents, with ages between 21 years and 25 years. The distribution of respondents according to their gender is summarized and presented in the following table below. TABLE 2 DISTRIBUTION OF RESPONDENTS BY GENDER |Gender |Frequency |Percentage (%) | |MALE |27 |27. | |FEMALE |73 |73. 0 | |Total |100 |100. 0 | From the table above, it can be seen that majority of the respondents are female. Specifically, there are 73 female respondents, representing 73% of the sample of 100 respondents. There are 27 male respondents, representing 27% of the sample of 100 respondents. The distribution of respondents according to their grade in catering subject is summarized and presented in the following table below. TABLE 3DISTRIBUTION OF RESPONDENTS BY GRADE |Grade |Frequency |Percentage (%) | |2. 75 – 2. 00 |39 |39. 0 | |3. 00 |40 |40. 0 | |5. 00 |21 |21. 0 | |Total |100 |100. 0 |From the table above, it can be seen that most of the respondents have grade of 3. 0 in their catering subject. Specifically, there are 40 respondents, representing 40% of the sample of 100 respondents, whose grades in their catering subject are 3. 0. This is followed very closely by 39 respondents, representing 39% of the sample of 100 respondents, whose grades in their catering subject are between 2. 75 and 2. 00. 3. 2 CATERING SKILLS OF RESPONDENTS The different catering skills are listed down in the following tables below as well the level of competence of respondents in each of the skills. The catering skills of respondents are presented according to the age, gender, and grade of respondents in their catering subject.Then, the catering skills of respondents are presented without regard to their profile. TABLE 4 CATERING SKILLS OF RESPONDENTS BY AGE |Catering Skills |Age (Years) | | |16 – 20 |21 – 25 | | |Mean |SD |Level of |Mean |SD |Level of | | | | |Competence | | |Competence | |Students could manage to record the |4. 60 |0. 58 |Excellent |4. 27 |0. 7 |Very Good | |quantities and weights needed, the | | | | | | | |temperature needs to set in cooking and | | | | | | | |etc. , and the time needs to target either| | | | | | | |in cooking, rendering service, or in a | | | | | | | |work. | | | | | | | |Students can greet, smile and make the |4. 43 |0. 60 |Very Good |4. 73 |0. 7 |Excellent | |customers feel welcome | | | | | | | |Students can respond to the customer’s |4. 34 |0. 56 |Very Good |4. 09 |0. 83 |Very Good | |concerns in a professional manner | | | | | | | |Students can follow all the safety rules |4. 30 |0. 53 |Very Good |4. 55 |0. 69 |Excellent | |and actively can prevent accidents. | | | | | | | |Students can stay calm under pressure |4. 37 |0. 63 |Very Good |4. 55 |0. 2 |Excellent | |and can cope with several tasks at once | | | | | | | |Students uses his/her creativity and |4. 38 |0. 61 |Very Good |4. 45 |0. 52 |Very Good | |imagination to make food look good | | | | | | | |Students good communicator, organizer and|4. 40 |0. 63 |Very Good |4. 00 |0. 89 |Very Good | |manager | | | | | | | |Students reliable, responsible, |4. 54 |0. 62 |Excellent |3. 91 |0. 4 |Very Good | |dependable and fulfilling obligations | | | | | | | |Students reading and understanding straightforward |4. 45 |0. 58 |Very Good |4. 73 |0. 47 |Excellent | |written and graphical information, e. g recipes, orders, | | | | | | | |safely signs and notices, labels, instructions on | | | | | | | |equipment | | | | | | | |Students completing forms and records, writi ng notes, |4. 33 |0. 69 |Very Good |4. 18 |0. 40 |Very Good | |e. g. rders, stock lists, hygiene records, accident | | | | | | | |report book, telephone and other messages | | | | | | | |Students speaking and listening – talking face-to-face |4. 38 |0. 57 |Very Good |4. 18 |0. 87 |Very Good | |and on the telephone with individuals and groups, e. g, | | | | | | | |colleagues, managers, suppliers, inspectors | | | | | | | |Students can assist with the food preparation and service|4. 31 |0. 65 |Very Good |4. 50 |0. 71 |Very Good | |in other areas of the kitchen | | | | | | | |Students can assist in setting up and serving catering |4. 40 |0. 62 |Very Good |4. 36 |0. 1 |Very Good | |functions | | | | | | | |Students can accept criticism and dealing calmly and |4. 35 |0. 66 |Very Good |4. 55 |0. 69 |Excellent | |effectively with high stress situations | | | | | | | |Students must be able to work in a cooperative manner |4. 38 |0. 57 |Very Good |4. 45 |0. 69 |Very Good | |with Chefs and kitchen staff | | | | | | | |Students have knowledge of principles and processes for |4. 37 |0. 63 |Very Good |3. 91 |0. 70 |Very Good | |providing customer service.This includes customer needs | | | | | | | |assessment, meeting quality standards of service, and | | | | | | | |evaluation of customer satisfaction | | | | | | | |Students can maintain tables and services area in clean |4. 37 |0. 61 |Very Good |4. 64 |0. 50 |Excellent | |and neat manner | | | | | | | |Students as a commitment to the service values and ethics|4. 35 |0. 66 |Very Good |4. 09 |0. 94 |Very Good | |of the client company | | | | | | | |Students can make sure that the foods are been prepared |4. 36 |0. 59 |Very Good |4. 45 |0. 2 |Very Good | |and are presented according to the establishment’s | | | | | | | |standards. Maintain the standards for correct | | | | | | | |proportioning and presentation | | | | | | | |Students can coordinate the delivery of food and service |4. 31 |0. 65 |Very Good |4. 45 |0. 52 |Very Good | |items, to guests in pleasant and timely manner. | | | | | | | |Students can follow all safety rules and actively prevent |4. 38 |0. 55 |Very Good |4. 45 |0. 2 |Very Good | |accidents | | | | | | | |OVERALL |4. 39 |0. 07 |Very Good |4. 36 |0. 25 |Very Good | From the table next page it can be seen that among the respondents with age between 16 years and 20 years, the item â€Å"Students could manage to record the quantities and weights needed, the temperature needs to set in cooking and etc. , and the time needs to target either in cooking, rendering service, or in a work† has the highest average of 4. 60 which means that the level of competence of the respondents with respect to this particular catering skill is â€Å"Excellent. †On the other hand, among the respondents with ages between 16 years and 20 years the item â€Å"Students can follow all the safety rules and actively can prevent accidents† has the lowest average of 4. 30 which mea ns that the level of competence of the respondents with respect to this particular catering skill is â€Å"Very Good. † Generally, with an overall average of 4. 39 the catering skills of respondents aged between 16 years and 20 years is â€Å"Very Good. † From the same table it can be seen that among the respondents with age between 21 years and 25 years, the items â€Å"Students can greet, smile and make the customers feel welcome† and â€Å"Students reading and understanding straightforward written and graphical information, e. g recipes, orders, safely signs and notices, labels, instructions on equipment† have the same highest average of 4. 3 which means that the level of competence of the respondents with respect to these particular catering skills is â€Å"Excellent. † On the other hand, among the respondents with ages between 21 years and 25 years the item â€Å"Students have knowledge of principles and processes for providing customer servi ce. This includes customer needs assessment, meeting quality standards of service, and evaluation of customer satisfaction† has the lowest average of 3. 91 which means that the level of competence of the respondents with respect to this particular catering skill is â€Å"Very Good. † Generally, with an overall average of 4. 36 the catering skills of respondents aged between 21 years and 25 years is also â€Å"Very Good. † TABLE 5 CATERING SKILLS OF RESPONDENTS BY GENDER Catering Skills |Gender | | |Male |Female | | |Mean |SD |Level of Competence|Mean |SD |Level of Competence| |Students could manage to record the |4. 44 |0. 75 |Very Good |4. 60 |0. 49 |Excellent | |quantities and weights needed, the | | | | | | | |temperature needs to set in cooking and etc. | | | | | | | |and the time needs to target either in | | | | | | | |cooking, rendering service, or in a work. | | | | | | | |Students can greet, smile and make the |4. 30 |0. 61 |Very Good |4. 52 |0. 58 |Exce llent | |customers feel welcome | | | | | | | |Students can respond to the customer’s |4. 33 |0. 55 |Very Good |4. 30 |0. 2 |Very Good | |concerns in a professional manner | | | | | | | |Students can follow all the safety rules and |4. 33 |0. 58 |Very Good |4. 33 |0. 58 |Very Good | |actively can prevent accidents. | | | | | | | |Students can stay calm under pressure and |4. 22 |0. 64 |Very Good |4. 45 |0. 60 |Very Good | |can cope with several tasks at once | | | | | | | |Students uses his/her creativity and |4. 26 |0. 59 |Very Good |4. 44 |0. 0 |Very Good | |imagination to make food look good | | | | | | | |Students good communicator, organizer and |4. 22 |0. 70 |Very Good |4. 41 |0. 66 |Very Good | |manager | | | | | | | |Students reliable, responsible, dependable |4. 41 |0. 75 |Very Good |4. 49 |0. 60 |Very Good | |and fulfilling obligations | | | | | | | |Students reading and understanding |4. 37 |0. 6 |Very Good |4. 52 |0. 58 |Excellent | |straightforward written and gr aphical | | | | | | | |information, e. g recipes, orders, safely | | | | | | | |signs and notices, labels, instructions on | | | | | | | |equipment | | | | | | | |Students completing forms and records, |4. 11 |0. 70 |Very Good |4. 38 |0. 4 |Very Good | |writing notes, e. g. orders, stock lists, | | | | | | | |hygiene records, accident report book, | | | | | | | |telephone and other messages | | | | | | | |Students speaking and listening – talking |4. 37 |0. 56 |Very Good |4. 36 |0. 63 |Very Good | |face-to-face and on the telephone with | | | | | | | |individuals and groups, e. , colleagues, | | | | | | | |managers, suppliers, inspectors | | | | | | | |Students can assist with the food preparation|4. 15 |0. 60 |Very Good |4. 40 |0. 66 |Very Good | |and service in other areas of the kitchen | | | | | | | |Students can assist in setting up and serving|4. 22 |0. 64 |Very Good |4. 47 |0. 63 |Very Good | |catering functions | | | | | | | |Students can accept criticism and dealing |4. 30 |0. 61 |Very Good |4. 40 |0. 8 |Very Good | |calmly and effectively with high stress | | | | | | | |situations | | | | | | | |Students must be able to work in a |4. 41 |0. 57 |Very Good |4. 38 |0. 59 |Very Good | |cooperative manner with Chefs and kitchen | | | | | | | |staff | | | | | | | |Students have knowledge of principles and processes for |4. 19 |0. 62 |Very Good |4. 37 |0. 66 |Very Good | |providing customer service.This includes customer needs | | | | | | | |assessment, meeting quality standards of service, and | | | | | | | |evaluation of customer satisfaction | | | | | | | |Students can maintain tables and services area in clean and |4. 11 |0. 58 |Very Good |4. 51 |0. 58 |Excellent | |neat manner | | | | | | | |Students as a commitment to the service values and ethics of |4. 30 |0. 72 |Very Good |4. 33 |0. 71 |Very Good | |the client company | | | | | | | |Students can make sure that the foods are been prepared and |4. 44 |0. 58 |Very Good |4. 34 |0. 3 |Very Good | |are presented according to the establishment’s standards. | | | | | | | |Maintain the standards for correct proportioning and | | | | | | | |presentation | | | | | | | |Students can coordinate the delivery of food and service |4. 07 |0. 62 |Very Good |4. 42 |0. 62 |Very Good | |items, to guests in pleasant and timely manner. | | | | | | | |Students can follow all safety rules and actively prevent |4. 48 |0. 51 |Very Good |4. 36 |0. 1 |Very Good | |accidents | | | | | | | |OVERALL |4. 29 |0. 12 |Very Good |4. 42 |0. 08 |Very Good | From the table next page it can be seen that among the male respondents, the item â€Å"Students can follow all safety rules and actively prevent accidents† has the highest average of 4. 48 which means that the level of competence of male respondents with respect to this particular catering skill is â€Å"Very Good. † On the other hand, among the male respondents the item â€Å"Students can coordinate the delivery of food and serv ice items, to guests in pleasant and timely manner† has the lowest average of 4. 7 which means that the level of competence of male respondents with respect to this particular catering skill is â€Å"Very Good. † Generally, with an overall average of 4. 29 the catering skills of male respondents are â€Å"Very Good. † From the same table it can be seen that among the female respondents, the item â€Å"Students could manage to record the quantities and weights needed, the temperature needs to set in cooking and etc. , and the time needs to target either in cooking, rendering service, or in a work† have the same highest average of 4. 60 which means that the level of competence of female respondents with respect to this particular catering skill is â€Å"Excellent. †On the other hand, among the female respondents the item â€Å"Students can respond to the customer’s concerns in a professional manner† has the lowest average of 4. 30 which means that the level of competence of female respondents with respect to this particular catering skill is â€Å"Very Good. † Generally, with an overall average of 4. 42 the catering skills of female respondents are â€Å"Very Good. † TABLE 6 CATERING SKILLS OF RESPONDENTS BY GRADE IN CATERING SUBJECT |Catering Skills |Grade | | |2. 75 – 2. 00 |3. 0 | | | |Mean |SD |Level of Competence | |Students could manage to record the quantities and weights needed, the temperature needs to |4. 56 |0. 57 |Excellent | |set in cooking and etc. , and the time needs to target either in cooking, rendering service, | | | | |or in a work. | | | | |Students can greet, smile and make the customers feel welcome |4. 46 |0. 59 |Very Good | |Students can respond to the customer’s concerns in a professional manner |4. 31 |0. 60 |Very Good | |Students can follow all the safety rules and actively can prevent accidents. |4. 33 |0. 5 |Very Good | |Students can stay calm under pressu re and can cope with several tasks at once |4. 39 |0. 62 |Very Good | |Students uses his/her creativity and imagination to make food look good |4. 39 |0. 60 |Very Good | |Students good communicator, organizer and manager |4. 36 |0. 67 |Very Good | |Students reliable, responsible, dependable and fulfilling obligations |4. 47 |0. 64 |Very Good | |Students reading and understanding straightforward written and graphical information, e. g |4. 48 |0. 8 |Very Good | |recipes, orders, safely signs and notices, labels, instructions on equipment | | | | |Students completing forms and records, writing notes, e. g. orders, stock lists, hygiene |4. 31 |0. 66 |Very Good | |records, accident report book, telephone and other messages | | | | |Students speaking and listening – talking face-to-face and on the telephone with individuals|4. 36 |0. 61 |Very Good | |and groups, e. g, colleagues, managers, suppliers, inspectors | | | | |Students can assist with the food preparation and service in o ther areas of the kitchen |4. 33 |0. 5 |Very Good | |Students can assist in setting up and serving catering functions |4. 40 |0. 64 |Very Good | |Students can accept criticism and dealing calmly and effectively with high stress |4. 37 |0. 66 |Very Good | |situations | | | | |Students must be able to work in a cooperative manner with Chefs and kitchen staff |4. 39 |0. 58 |Very Good | |Students has knowledge of principles and processes for providing customer service. This |4. 32 |0. 5 |Very Good | |includes customer needs assessment, meeting quality standards of service, and evaluation of | | | | |customer satisfaction | | | | |Students can maintain tables and services area in clean and neat manner |4. 40 |0. 60 |Very Good | |Students as a commitment to the service values and ethics of the client company |4. 32 |0. 71 |Very Good | |Students can make sure that the foods are been prepared and are presented according to the |4. 37 |0. 61 |Very Good | |establishment’s standards. M aintain the standards for correct proportioning and presentation| | | | |Students can coordinate the delivery of food and service items, to guests in pleasant and |4. 33 |0. 64 |Very Good | |timely manner. | | | |Students can follow all safety rules and actively prevent accidents |4. 39 |0. 58 |Very Good | |OVERALL |4. 38 |0. 06 |Very Good | From the table above it can be seen that the item â€Å"Students could manage to record the quantities and weights needed, the temperature needs to set in cooking and etc. , and the time needs to target either in cooking, rendering service, or in a work† has the highest average of 4. 56 which means that the level of competence of respondents with grades in catering subject of 5. 00 and with respect to this particular catering skill is â€Å"Excellent. †On the other hand, the items â€Å"Students can respond to the customer’s concerns in a professional manner† and â€Å"Students completing forms and records, writing notes, e. g. orders, stock lists, hygiene records, accident report book, telephone and other messages† have the same lowest average of 4. 31 which means that the level of competence of respondents with respect to these particular catering skill are â€Å"Very Good. † Generally, with an overall average of 4. 38 the respondents with grades in catering subject of 5 . 00 claim that their catering skills are â€Å"Very Good. † The following table below summarizes and presents the catering skills of respondents by age in terms of their level of competence. TABLE 8 CATERING SKILLS OF RESPONDENTS BY AGE: SUMMARY Age (Years) |Catering Skills | | |Good |Very Good |Excellent | | |Frequency |Percentage |Frequency |Percentage |Frequency |Percentage | |16 – 20 |2 |100. 00 |52 |86. 67 |35 |92. 11 | |21 – 25 |0 |0. 00 |8 |13. 33 |3 |7. 89 | |Total |2 |100. 00 |60 |100. 00 |38 |100. 00 | From the table above that majority of the respondents with ages between 16 yea rs and 20 years have â€Å"Very Good† catering skills.Specifically, 52 respondents with ages between 16 years and 20 years, representing 86. 67% of the total of 60 respondents with â€Å"Very Good† catering skills, have â€Å"Very Good† catering skills. From the same table above that most of the respondents with ages between 21 years and 25 years have also â€Å"Very Good† catering skills. Specifically, 8 respondents with ages between 21 years and 25 years, representing 13. 33% of the total of 60 respondents with â€Å"Very Good† catering skills, have â€Å"Very Good† catering skills. The following table below summarizes and presents the catering skills of respondents by gender in terms of their level of competence. TABLE 9 CATERING SKILLS OF RESPONDENTS BY GENDER: SUMMARY Gender |Catering Skills