Enterprise Database Management System Term Paper

Endeavor Database Management System - Term Paper Example The developing size of information requests a superior and dependable technique to oversee and get to them. Such an interest has yielded in the improvement of Database Management Systems. Each association needs a data to be put away and gotten to constantly and accordingly, Database Management Systems have become a fundamental piece of each association. A database is only an archive of information where the data are put away in a sorted out manner with the goal that any sort of complex subtleties can be recovered without any problem. For instance, one may have the subtleties of all representatives contact data, yet to recover the names of all workers who live in a specific spot, at that point the association of the information in the database could be effectively questioned upon to recover the data. (Ransack, Coronel and Crockett, 2008) A DBMS is only programming that helps in dealing with the information put away in the database. Likewise with each other programming there are a few results of DBMS that are accessible to assist an association with managing information. A portion of the tasks that are performed by a DBMS incorporate the fundamental capacities, for example, including, erasing and changing information. (Hoffer, 2009) There are four significant qualities for any DBMS that decide its motivation and utilization in an association. They are, There are a few sorts of displaying dialects that are right now accessible. These incorporate social, object arranged, organize situated and various leveled dialects. These dialects decide the manner in which the information is sorted out in the databases. (Hoffer, 2009) The productivity of a DBMS is estimated by the quantity of exchanges that can be run simultaneously at a given time. The degree of simultaneousness relies upon how well the DBMS utilizes halt avoidance components that limit update access to an information by permitting just a single client get to a specific information at once. (Kedar, 2009) The database frameworks structure the fundamental basis for any endeavor. There are self-evident

Concept of Purchase Power Parity-Free-Samples-Myassignmenthelp

Questions: 1.Define Purchasing Power Parity (PPP) hypothesis. In view of PPP, okay expect the cost of another vehicle to be the equivalent in China for what it's worth in Brazil? Give avocations to your answer. 2.The September 2016 swelling rate for China is 1.9% and for Brazil 8.48%. In view of PPP, what might you hope to happen to the outside money? Show your counts and examine the normal impact. 3.Collect month to month information on the spot swapping scale between the Australian Dollar and Chinese Yuan from July 2012 to June 2015 from the Reserve Bank of Australia (RBA). Plot the information and remark on the elements that impact the conversion scale conduct (hypothesis and practice) - look for 2 articles in trustworthy sources to help conversation 4.Compute the forward rate rebate or premium for the Brazilian genuine whose multi day forward rate is USD3.27 and spot rate is USD3.23. State whether your answer is a markdown or premium. 5.Define a cash alternative, related terms, and estimating factors. 6.How much will Howard pay per choice and altogether if the MNC needs to support the offer with call choices? 7.What is the most extreme sum important to buy the R$500,000? 8.Would Howard Ltd practice the call alternative if the offer is dismissed? Clarify. Answers: Presentation 1.Purchasing force equality is one of therories of financial matters which makes reference to about the pace of trade among the monetary forms in various nations is equivalent to the monetary standards proportion in regard of the buying power. The fundamental idea driving is that when the cost of a specific item is at standard in both the nations, the monetary forms of the nations will be in balance with one another (Lothian 2016) PPP is indicated by the recipe = S = P1/P2, where P1 means cost of bin of items in nation 1 and P2 signifies cost of crate of items in nation 2 and S is the pace of trade between the two money of 2 nations. It is resolved dependent on expansion and the typical cost for basic items in the given 2 nations. According to the PPP model, price tag of another vehicle in Brazil will be same all things considered in China, in light of the fact that the idea of PPP is based one cost for all the items. Accordingly if the conversion standard proportion doesn't modifies, the cost of the given bushel of items will stay same in both the nations. It will likewise rely upon different elements like expansion and loan fees that will influence the cost of merchandise in a specific nation. 2.As per the idea of PPP, the pace of expansion is a basic factor that decides the conversion scale proportion. In the given case, the expansion rate for two nations is given. The spot rate for the home money is 1CNY= 0.48644 BRL. As per the PPP model, the forward rate will be Spot rate (1+Inflation of home money/1+inflation of outside cash) = 0.5365 In this way, we see that if the expansion of the home money is more than the swelling of the remote cash, it will have appositive impact, as there will be a general increment in estimation of the home money. Further, on the off chance that the home currencys swelling is lower than the remote currencys expansion, the general estimation of the home cash will diminish. Thusly the swelling paces of the nations impacts the general buying limit of the organization (Lin Lee 2016) 3.Post thinking about the spot paces of the two given nations in particular Australian and Chinese dollar, following are the primary variables which impacts these swapping scale Contrast in swelling rates - The expansion rate is one of the main consideration which affects the swapping scale among various nations. The nation, where there is lower expansion rate will have higher cash esteem, as the buying intensity of that specific nation will increment in contrast with the other countries(Horioka Ford 2017). Contrast in paces of intrigue - All the three rates to be specific financing cost, expansion rate and swapping scale are identified with one other. The national banks in every nation impacts the paces important to practice pressure over the trade and expansion rates. In the event that the loan cost is high specifically industry that economy will give more come back to the financial specialist then other economy. This will thusly affect the swelling rates and the trade rates(Bergin, Glick LinWu 2017) Current-Account Deficits The present record is characteristic of the all out installment made between the 2 nations in return of products and ventures purchased and sold. On the off chance that there is a deficiency in the present record balance, it mirrors that the economy isn't progressing nicely. It mirrors that the general interest for the outside money is all the more then what the organization gets through fare of merchandise. This abundance request of the remote cash will bring down the conversion standard of the home currency(Yee Ramirez 2016) Open Debt An enormous number of nations takes part in huge measure of remote borrowings to fund open turns of events. This huge scope obtaining regularly influences the parity of exchange, which thusly impacts the conversion standard of the given country.(Toulaboe 2017) In the said two nations, we see that the AUD/CNY Exchange Rate is deteriorating throughout the years, that implies that one of the monetary standards is getting solid and one is devaluing, that might be a direct result of the adjustments in the pace of expansion and the loan fees. The most noteworthy was on 29th July 2011 7.567 and the least was on 30th September 2015. In the event that the forward pace of any money is more than the spot pace of that specific cash it mirrors that the money is at forward premium and on the off chance that the currencys forward rate is not exactly the currencys spot rate, at that point it is supposed to be at a rebate. In the given case, the forward rate is USD 3.27 and spot rate is USD 3.23, in this manner the money is at a forward premium. The fundamental is determined hereunder- Estimation in annualized rates of Forward rate Premium or Discount: Premium = (Forward rate - Spot rate)/Spot rate x a year N forward rate USD3.27 spot rate USD3.23 N 180 days Premium 0.025111799 4.A cash alternative is contract in which the purchaser has choice to purchase or sell any positive money at a particular cost, yet there is no commitment to do likewise. These are generally utilized choices by organizations to support against money dangers. The financial specialists can fence the money chance, by either purchasing or selling the alternatives in different manners. The cost of cash alternative is determined by various components which incorporates the currencys current spot rate, the rate at which the monetary standards can be kept in the banks, and the present degree of instability. The two principle terms that is connected with the winnow alternative and the put option(Habib, Mileva Stracca 2017) The call choice is an agreement among the two gatherings that gives purchaser an option to purchase any item or any stock inside a specific time. In any case, there is no commitment to purchase the equivalent. The put alternative gives purchaser an option to sell any ware, stock or bond inside a specific time, yet there is no commitment to do likewise. It helps the speculators in dispensing their portfolios with no genuine purchase or sell. It causes them in supporting the money chances that are related with outside trade exchange. It causes them to get themselves canvassed in the stock trade. Therefore, alternatives are broadly utilized. It likewise helps in creating a lot of incomes as a result of the secured call methodology. The speculator doesn't just possess the basic security, yet it likewise claiming the option to sell the consider choice and exercise the put choice viably. It helps in getting an introduction for the stock in less cost. The main cost that the financial specia list will bear will be the expense of the agreement. Hence, numerous variables impact the general valuing strategy and the income that an agreement may gain. Cash choices are unpredictable in nature and the significant disadvantage that is related with such choices is that there is enormous scope theory included, which regularly prompts misfortune. Supporting is significant on the grounds that there is a ton of vulnerability included. The cash rates continues fluctuating and that causes a lot of issues. It is thusly critical to utilize the money choices in such a way, that it yields most extreme come back to the investors(Ahlip, Park Prodan 2017) 6.In the given case, every alternative comprises of 50,000 Brazilian Real units. Hence all out compensation per alternative will be (50000*(0.41+0.004) = AUD 20700. Aggregate sum that the organization needs to pay the MNC is (20700*10= AUD207000) this is on the grounds that aggregate sum need is R$500,000, and every choice comprises of 50000 Brazilian genuine units, there 10 such alternatives will be expected to cover the whole sum. Consequently, the organization would need to pay to the MNC, AUD 207,000. 7.The aggregate sum required by the organization to purchase R$500,000 will be (R$500,000*0.41) = 205000AUD. We won't consider the top notch cost since it is viewed as just while we buy the alternative. 8.In case the offer is dismissed, the organization will practice the offer just if the spot rate is not exactly the AUD 0.41. In the event that the spot rate is more than this, at that point the call can't be worked out. The breakeven point is at AUD0.41. On the off chance that the spot rate is AUD0.45, at that point buy the money at the spot pace of AUD0.41 and afterward sell it a benefit in AUD0.45. Since the organization is paying a premium of 0.004, at that point organization can win a benefit of 0.396. The equation revenue driven figuring is, Profit = Spot Rate - (Strike Price + Premium).This is the manner by which the organization will practice the call alternative in the event that the offer can't be worked out. Regardless, the misfortune will be the premium paid and the addition can be unlimited(Qi Xie 2016) End Along these lines after the whole examination, it very well may be said that the idea of procurement power equality holds great m

Different Methodologies Of Project Management - Myassignmenthelp.Com

Questions: 1. Characterize what a strategy is and the job it serves in venture the executives. 2. Acclimate yourselves with the different procedures in the rundown underneath. Pick two techniques from this rundown to investigate, examining the similitudes and contrasts between them both. 3. How your picked philosophies and procedures identify with the venture life cycle (PLC): Answers: Presentation Undertaking the executives is a technique for doing a venture in effectively. It comprises of initialisation, arranging, executing, controlling and shutting the work. There are various strategies for venture the board like PMBOK, PRINCE2, SDLC, Waterfall and Agile. Task life cycle is additionally talked about as for one of the system and its procedure. In this report the meaning of task the executives and contrasts between the strategies are examined with the venture life cycle. 1. Meaning of task the board philosophies Venture the board strategies are characterized as the techniques of making an undertaking effective by utilizing various procedures like characterizing, arranging, propelling, overseeing and shutting a task (Larson Gray, 2013). Rundown of various approachs of venture the executives PMBOK PRINCE2 SDLC Cascade Coordinated 2. Acclimation with various venture the board systems PMBOK alludes to Project the executives assemblage of information and it is an undertaking the executives approach that is utilized to make a venture effective by utilizing venture the board procedures like instatement, arranging, propelling, overseeing and shutting a task. PRINCE2 alludes to PROMPT II IN the CCTA Environment. It is another strategy that is utilized to deal with a venture in increasingly organized manner (Schwalbe, 2015). The PRINCE2 strategy of undertaking the board says that the beginning, center and the closure of a task ought to be in a sorted out and controlled way(Fleming Koppelman, 2016). SDLC alludes to framework improvement venture cycle. In SDLC the likewise similar methodology are followed in an iterative or reused way. The cascade model is one of the most famous strategies and it is utilized to make the work done in a consecutive manner (Larson Gray, 2013). In this technique progress is considered to stream descending like a cascade and furthermore comprises of the means like inception, examination, plan, development, testing, execution, support and closure. The Agile system relies more on the collaboration and it is the method of steady, iterative and exact way to deal with make an undertaking effectively done. Correlation of PMBOK and Waterfall model Contrasts among PMBOK and Waterfall model PMBOK Cascade It's anything but a consecutive strategy. Various strides of the procedure can be planned at the same time too. Cascade model is a consecutive strategy. The name Waterfall likewise alludes to the progression of contrast steps simultaneously (Larson Gray, 2013).. PMBOK alludes to the task the executives group of information. It doesn't allude to a philosophy straightforwardly. 2. Cascade alludes to a technique which is followed if there should arise an occurrence of the planning of the structure of undertaking the executives. Likenesses among PMBOK and WATERFALL model PMBOK Cascade 1. PMBOK contains various advances like inception, arranging, propelling, overseeing and shutting an undertaking (Schwalbe, 2015). 1. Cascade additionally contains these means like inception, arranging, propelling, overseeing and shutting a task. 2. The PMBOK is additionally utilized in business improvement and vital usage of undertaking the board. 2. Cascade model is additionally utilized in business advancement and vital execution of venture the executives. 3. Techniques identified with the task life cycle Task the executives life cycle is the way toward making the entire plan of the undertaking the executives structure. It begins from inception and afterward arranging, execution lastly finishes by the conclusion of the task. It is a reused or iterative procedure (Fleming Koppelman, 2016). Some of the time the parts of the procedure might be in structure or in a streaming structure (Burke, 2013). The commencement begins the program and the arranging is done to make the blueprint and systems with respect to the undertaking the board task. Execution is the progression where all the arranging is changed over into the work and the procedure is finished by the conclusion step. End From the above conversation it is inferred that venture the executives contains of various techniques and every single strategy is significant for the various types of task usage. References Burke, R. (2013). Venture the executives: arranging and control techniques.New Jersey, USA. Fleming, Q. W., Koppelman, J. M. (2016, December). Earned worth undertaking the board. Undertaking Management Institute. Kerzner, H. (2013).Project administration: a frameworks way to deal with arranging, booking, and controlling. John Wiley Sons. Larson, E. W., Gray, C. (2013).Project Management: The Managerial Process with MS Project. McGraw-Hill. Filter, L. P. (2014).Critical chain venture the executives. Artech House. Schwalbe, K. (2015).Information innovation venture the board. Cengage Learning.

Heat transfer by convection Essay Example | Topics and Well Written Essays - 1250 words

Warmth move by convection - Essay Example A square depression was utilized whereby its base and top dividers were protected. One of the side dividers was assumed cold while the opposite side hot. Alumina/water nanofluid was utilized as the working liquid. It was inferred that utilizing distinctive thermophysical models may prompt inverse pattern estimations for Nusselt number particularly in high strong volume divisions. Impacts of tendency point (somewhere in the range of 00 and 1200) of a square pit loaded up with Cu/water nanofluid on heat move (Abu-Nada and Oztop). The limit states of the two analyses were comparable. Distinctive water based nanofluids containing Cu, Ag, CuO, Al2O3 and TiO2 nanoparticles were set in a hole with volume part up to 20%. One side of the dividers was warmed utilizing warmer mounted on the divider; hole edge shifted somewhere in the range of 00 and 900 (Ogut). Expanded focus builds heat move rate. Normal Nusselt number has a high affectability to thickness contrasted with the warm conductivity at high Rayleigh numbers; appropriate consistency model ought to be chosen (SAEED ZEINALI HERIS, Masoumeh Borhani Pour, Omid Mahian, Somchai Wongwises, 2014). Stream of Cu, Al2O3, and TiO2 nanoparticles is suspended in water in a cavity where top and base dividers are protected; right divider is kept cold while the left divider is exposed to the occasional warmth motion. Utilization of Cu and TiO2 with volume parts up to 20% prompts most extreme and least warmth expulsion from heat source individually (Ghasemi and Aminossadati). Stream of Cu/water nanofluid (volume parts up to 5%) in a square cavity and the base exposed to steady warmth motion while cooling is directed by entering a nanofluid stream from the left divider and leaving from the correct divider (Shahi et al). It was reasoned that an expansion in the volume division expanded the normal Nusselt number in the depression. Lin and Voili reproduced the impacts of particles size on normal convection stream of Al2O3/water nanofluid with volume division up to 5% in square pit

Why Constructive Anger Is Healing, Not Upsetting

Why Constructive Anger Is Healing, Not Upsetting PTSD Coping Print The Value of Constructive Anger Turn a negative emotion into a healing opportunity By Matthew Tull, PhD twitter Matthew Tull, PhD is a professor of psychology at the University of Toledo, specializing in post-traumatic stress disorder. Learn about our editorial policy Matthew Tull, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on June 25, 2019 Justin Lewis / Getty Images More in PTSD Coping Causes Symptoms Diagnosis Treatment Related Conditions PTSD and the Military The phrase constructive anger may sound like an oxymoron, but in fact, learning to use negative feelings in positive ways can go a long way toward helping with healing, forward movement, and recovery. For instance, for someone whos dealing with posttraumatic stress disorder (PTSD), a cluster of often-debilitating symptoms that result from a terrifying situation or experience, destructive anger  is a common emotion, one that can cause them to act aggressively toward other people or engage in substance abuse or self-harm. In fact, anger is a valid emotion, one that doesnt always have to be negative and harmful. It can have bad or good outcomes, depending on how you handle it. Heres why learning to use anger constructively can be a useful life skill and how to do so.   The Importance of Constructive Anger Anger is often the emotion that will push you to let other people know what you need in a given situation. And generally speaking, its good to speak up for yourself. But think about it: How likely is it that yelling, criticizing, and fighting with others will actually get you what you want?   When you channel anger into these kinds of actions, another person will hear only that youre mad, not the message youre trying to communicate. Their natural response is to get mad, too, and so no ones message is likely to get across. Worse, the same argument may happen again and again, with the same frustrating result. When you use your anger in constructive ways, however, there are a multitude of potential benefits. Expressing constructive anger: Shows respect for yourself and the person youre in conflict withAllows you to be heard as you want to be heardâ€"as someone who is considerate, fair-minded, and interested in another point of view, rather than a person whos upset, critical, and unwilling to hear the thoughts or opinions of others, no matter how valid they may be Over time, as you hone the skill of transforming anger from a potentially destructive force to a constructive asset, you can expect to gain a new understanding of your own and others feelings. As a result, you may find your relationships improving and lasting longer. Time Is on Your Side A destructive expression of anger is almost always one that erupts spontaneously. You lash out in the moment, either at another person or at yourself. Lets say youve been given the impression that a colleague at work has been criticizing you unfairly. Before you shoot off a harshly worded email or storm into your co-workers office, take five. Think before you act:  Remind yourself that by expressing your anger in a confrontational way youre using it destructively and its unlikely youll get what youre hoping toâ€"such as an explanation (there may be a reasonable one) or an apology (that you may well deserve). Or suppose a friend cancels an important lunch date with you at the very last minute, and not for an especially good reason. Your first reaction is anger: You had blocked out the time, you were ready to go, and you were looking forward to catching up and enjoying a meal. Rather than give your friend a hard time when he scraps your plans, give yourself time to think about how best to react. This will allow you to express your anger and disappointment in ways that might help to heal your hurt feelings and mend any riffs your friends behavior has caused in your relationship. One option, for example, would be to make new plans with your friend to meet another time soon. At that meeting, you can calmly and without criticism explain that the last-minute cancellation was upsetting to you and why. Your friend should be able to hear you clearly, without feeling shamed or judged. In this way you will have expressed your anger but not in a way that might cause more problems and, thanks to your careful use of constructive anger, the two of you will be able to resume your relationship with a greater understanding of each other.   The 7 Best Online Anger Management Classes

Various Themes In Othello Play - Free Essay Example

Othello, The Moor of Venice is one of William Shakespeares greatest works. This play was first performed in 1604. The author, William Shakespeare, was born on April 23, 1564, in Stratford-Upon-Avon, England. Shakespeares plays are very popular because of life, revenge, love, death, jealousy, betrayal, murder, grief, magic and mystery. With this in mind, Othello by William Shakespeare is a significant poem because of love, betrayal, and jealousy. Othello is also a significant play because Shakespeare uses foreshadowing and dramatic irony. In the beginning of this play we quickly find out that Othello is in love with Desdemona and they later get married. An example of foreshadowing comes at a point where Othello is talking to himself, Excellent wretch! Perdition catch my soul/ But I do love thee! And when I love thee not;/ Chaos is come again (3.3.91-92). This foreshadows Desdemonas death in the play. Othello is completely in love with Desdemona but Iago gets in Othellos head and told Othello that Desdemona is cheating on him. Iago played it all so well that it would make any man not trust his woman. Throughout the play we realize that Iago is a smart, manipulative man. An example of dramatic irony takes place in act four, scene one where Iago tries to convince Othello that Cassio has been sleeping with his wife by telling Othello to hide and watch as Cassio jokes about his past affair with her. The dramatic irony creates suspense as we watch Iagos evil plans unfold and influence other characters. This is one of the fo ur most significant elements in this play. In this play Othellos greatest flaw is jealousy. At the beginning of this play we learn that Othello promotes Cassio over Iago, so this makes Iago furious and very jealous. Iago is a very smart man and at one point he manipulates Othello and tells him not to be jealous and goes on to say, O, beware, my lord, of jealousy; It is the green-eyed monster which doth mock the meat it feeds on (3.3.167-168). In the end jealousy leads to Othello killing his wife and then ultimately kills himself. This is another one of the three most significant elements in this play. Othello is also a significant play because of betrayal. In this play Iago betrays Othello, Roderigo and his wife Emilia. At one point in this story Iago says, And nothing can or shall content my soul/ Till I am evened with him, wife for wife./ Or failing so, yet that I put the Moor/ At least into a jealousy so strong/ That judgment cannot cure (2.1.277-281). The first example of betrayal we see in this poem is Iago and Roderigo. Iago and Roderigo have a friendship going on where Roderigo gives money to Iago in return for Iago convincing Desdemona to fall in love with him. Iago ends up killing Roderigo after getting everything he wanted and his unsuccessful plan. Iago also betrays Othello by telling him that Desdemona is having an affair with Cassio. Iago even betrays his own wife, Emilia, by telling her to steal the handkerchief. Emilia blows Iagos cover when she finds out about his evil plan, so Iago kills her as well. This is the last significant element of this play. In conclusion, Othello is a significant play because of love, betrayal, and jealousy. Shakespeare does an amazing job using foreshadowing and dramatic irony. The moral lesson in this story is to be careful of the people we trust.

Does Social Class Fill The Void - 1364 Words

Does Social Class Fill the Void? It is said that right before someone dies, they see their life flash before their eyes. They are said to see the things most dear to them. However, no one on their deathbed regrets the amount of money they have. In the moment of clarity, most realize that a number on a paycheck is not as important as emotional and mental possessions. People always tell each other that money can not buy happiness, yet most end up spending every waking moment thinking about money. Why do people waste their time and energy pursuing something that is not what they truly need? Often, people use social class to escape a void in their lives that can not be filled with materialistic possessions. Many people realize this rarely†¦show more content†¦For instance, this quote shows that Pip has not been aware that he is of a lower class. Being in the Satis house opens the door to the possibility of achieving a higher social status. Pip has a void in his life, and it is based on the shame he feels about his social standing. This realization is what will start Pip on his social-climbing journey. As time passes, Pip acts on these feelings of incompetence, which are his â€Å"particular reasons for wanting to be a gentleman† (130). To clarify, this evidence proves that Pip is attempting to escape his void of shame with the power of a higher social class. He is trying to stop being ashamed of his origins by leaving them behind. Pip is using higher social status as a means to get away from his problems. For Pip, becoming a gentleman is his escape from the shame he feels. In contrast, at the end of the novel, Pip realizes that working â€Å"pretty hard for a sufficient living† is what truly makes a man â€Å"do well† (496). To further the point, this citation illustrates that Pip realizes that striving for social class is actually making him more unhappy. His constant reaching does not make his shame go away, it only makes it worse. Pip then realizes that an honest, hardworking lifestyle is the only way to make the shame

Strategic Challenges And The Global Security Environment

The central problem discussed in this paper is determining the general capabilities needed in the Joint Force 2025 to rebalance the force considering the current strategic challenges and the global security environment. This paper proposes that the Joint Force of 2025 must focus on its competitive advantages and it must curtail ineffective and expensive programs to preserve its ground forces capability to provide deterrence and defeat capabilities critical to our National Strategic Objectives. To support this position, this paper first articulates the emerging threats to U.S. National Interests and compares them to the key strategic direction of published Department of Defense (DoD) strategy and strategic concepts. Secondly, this proposal provides broad capabilities that the Joint Force must aggregate from the services of the DoD, and the general capabilities of each service. Finally, this paper highlights and mitigates the inherent risks to its proposed capabilities. The emerging th reats to U.S. National Interests are several, at the same time that Sequestration, or the Budget Control Act of 2011, magnifies the criticality of miscalculated future force decisions. The persistent trends that summarize the threats of 2025 include the proliferation of weapons of mass destruction, the rise of modern competitor states, violent extremism, regional instability, transnational criminal activity, and competition for resources. The National Military Strategy (NMS) of 2015 breaksShow MoreRelatedStrategic Challenges And The Global Security Environment819 Words   |  4 Pages(JF25) considering the current strategic challenges and the global security environment. This paper proposes that the JF25 focus on its competitive advantages and curtail ineffective and expensive programs to preserve its ground forces’ capability to provide deterrence and defeat capabilities critical to our National Strategic Objectives. To support this position, this paper articulates the em erging threats to U.S. National Interests and highlights the key strategic direction of published DepartmentRead MoreNational Strategic Guidance And The Global Security Environment1605 Words   |  7 PagesGeneral Dempsey articulated the United States military is the premier global military with a decisive military advantage but dominance just doesn’t happen necessitating the United States military to maintain the decisive edge. Dempsey’s statement is the catalyst for the premise of Joint Force 2025 in which the United States military embarks upon a transition and rebalance to address a wide continuum of emerging threats to our nation’s national interests in the foreseeable future. Dempsey correctlyRead MoreU.s. Joint Forces And The Strategic Direction1677 Words   |  7 Pagescommanders will experience considerable challenges operating in the global security environment. 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Three overlapping conflicts which has the greatest potential to influence state and non-state actors and force the Armed Forces to restructure their formations are â€Å"Wars of Silicon, Iron, and Shadow. â€Å"The United States must design an innovativeRead MoreComparing The 1971 White Paper On Defence And The 2008 Ca nada First Defence Strategy990 Words   |  4 Pagescompare the strategic environment, Canada’s greatest allies, the alliances Canada supported, and Canada’s security and defence priorities in the 1970s and under the Canada First Defence Strategy (CFDS). As this paper will demonstrate, the key differences witnessed in the 1971 White Paper on Defence and in the 2008 Canada First Defence Strategy is in terms of the specificities of the foreign and defence policy presented, the perceived types of threats to national and international security, and the CanadianRead MoreStrategic Direction And Global Security Environment1648 Words   |  7 Pagesto U.S. national interests. 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The DOD has provided the strategic and military guidance along with associated posturing statements for the complementary capabilities of strategic adaptability and agility that will enable the rebalancing of the totalRead MoreStrategic Direction And Global Security Essay1618 Words   |  7 PagesThe general capabilities required by the Joint Force in 2025 will be a global surveillance and strike (GSS) network, increased naval and air investments and ensuring cyber technology outpaces adversaries. Based on the current U.S. strategic direction and global security environment these capabilities are necessary. Satellites and cyber technology will be part of the design of the GSS system. The U.S. military will be able to strike quickly and remain engaged for increased periods while additionalRead MoreThe Secu rity Environment That Is Shaping The Joint Force 2025 ( Jf25 )1650 Words   |  7 PagesThe security environment that is shaping the Joint Force 2025 (JF25) is incredibly complex and rapidly evolving. Challengers to security and stability include two aggressive competing powers (China and Russia), two nuclear capable regional hegemons (North Korea and Iran), and a persistent threat of terrorism to the homeland. The global commons are contested and access to the space and cyber domains are no longer guaranteed. Fiscal constraints limit the available means for the Joint Force (JF)

Enlightenment Philosophy in Frankenstein Essay - 1882 Words

Egotism is characterized by an inflated appraisal of one’s intellect, ability, importance, and appearance. It is practiced by placing oneself at the center of his or her world. In Mary Shelley’s Frankenstein, or The Modern Prometheus, Shelley seeks to deliver her idea of the egotistic archetype as it relates to the ideals of The Enlightenment Period, a time period she sees as self-centered. Shelley sees the arrogance in the fact that Enlightenment philosophers test the limits of human understanding and attempt to simplify the ambiguities of nature. She asserts that man is egotistical to believe that he or she can completely dominate a comprehension of the human experience. In the novel, Victor Frankenstein embodies Enlightenment†¦show more content†¦Victor had an obligation to care for his creation, but chooses at first glance of his construction to abscond from its presence. The comparison of Victor as God-like highlights Enlightenment philosophers who have go ne beyond the limits of humanity in order to attain knowledge. Victor is characterized then as a savant manipulating nature. The Creature acts as a balance for philosophers to stop and reflect upon their own enterprise and determine the fine line between acceptable and unacceptable knowledge as it pertains to nature. To this end, Shelley enforces that humanity must pay due respect to the limits placed in front of them by avoiding the Enlightenment philosophy that man is to find a definite definition for every phenomenon he encounters. Shelley’s novel faces the task of creating a notable message that her audience will appreciate. In order for Shelley to effectively signify that mankind must be able to demarcate the attainment of knowledge, she takes her novel to an extreme. Shelley writes, â€Å"Frightful must it be; for supremely frightful would be the effect of any human endeavour to mock the stupendous mechanism of the Creator of the world† (Shelley 40) in order to stress Victor’s extravagant notions. As Joseph Kestner, professor of Romantic and Victorian literature, puts it, Victor positions himself as the head of all hierarchies in denying God as the sole creator of man. The intention of the author for placing Victor at such a high positionShow MoreRelatedThe Elements Of Gothic Fiction In Mary Shelleys Frankenstein1717 Words   |  7 Pagesâ€Å"Frankenstein†, written by author Mary Shelley is a classic example of literature written during the Victorian era. Simultaneously, it also constitutes a lot of elements of â€Å"Gothic Horror†. However, understanding the setting and genre of the book is crucial to enjoyment of the novel. 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Important Characteristics Of An Individual s Behavior

Business is a broad field, and there are many important characteristics that play a significant role in ensuring that business decisions are done correctly. Laws and regulations are made and enforced to make sure that corrects decisions are done. One of the main purposes of laws is to make sure that ethical principles are not broken. However, each situation is different and some times laws and ethics intertwined, and laws could cause people to act in unethical ways. Ethics could be defined as moral principles that guide an individual’s behavior. Ethics could be influenced by the person who is seeing it and by the culture in where the situation is taking place (McKay, Nitsch Peters). A major guideline that could be used to evaluate if a situation is ethical is to determine if a situation is right or wrong. Is very important that businesses or global banks follow ethical guidelines. This would allow society to trust in their decision making. 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Hrd Report Free Essays

string(53) " work within which educational processes take place\." DETAILED PROJECT REPORT FOR HUMAN RESOURCE DEVELOPMENT 1. 0 CONTEXT :- 1. HISTORICAL BACKGROUND – 1. We will write a custom essay sample on Hrd Report or any similar topic only for you Order Now DEVELOPMENT IN TECHNICAL EDUCATION- National policy on education 1986 which includes 10 year Technician education investment program for upgrading newly introduced Diploma Programs, with emphasis on rural population as well as continuing education programs aimed at upgrading already employed Technicians. This policy also emphasized on improving the quality of these Diploma Programs by strengthening teacher’s training program, curriculum development, examination student assessment system and modernizing the Workshops, laboratories and classrooms of the polytechnics. Finally NPE – 86 aimed to improve the efficiency of the TES by strengthening the A. I. C. T. E. , the Four T. T. T. I’s, the D. T. E. , M. S. B. T. E. , granting academic autonomy to selected polytechnics and further strengthening the NTMIS and NATIONAL BOARD of ACCREDITATION . (Ref. A comparative study of Technical Education in Germany India with spl-reference to Maharashtra – Ph. d. dissertation – by Dr. A. R. Thete ) The World Bank assisted Project for strengthening Technician education system in Maharashtra State was implemented by the State Government during 1992 to 1999. (Ref- Policy Direction report – DIIC (M. S. ) Mumbai) The World Bank assisted Project has been conceived as the means of implementing most of the decisions included in the NPE –1986. The goal of WBAP was to support NPE – 1986 and emphasis was given on capacity expansion, quality improvement and efficiency improvement. As an impact of this project, infrastructure facilities have been provided to all the institutions and there has been some achievements towards improving quality of polytechnic education system. On the similar lines of the World Bank Assisted Project the Canada-India Institute Industry linkage project has been launched in Maharashtra State . It will enhance the efficiency and effectiveness of the TES by means of INDO-AUSTRIA Project is under planning stage and this will provide CNC Machining Technology in the Technical Institutes of Maharashtra State for Training and Educational purposes. (Ref- Policy Direction report – DIIC (M. S. ) Mumbai) 1. 1. 2 Thrust toward qualitative improvement :- Prior to the emergence of World Bank assisted Project the training was imparted by ISTE, TTTI etc. The experiences gained during training were not fully utilized. Due to World Bank assisted project the State has made effort to improve management and educational process, but these efforts were fragmentary. In the last five decades there has been manifold expansion in polytechnic education systems. The unprecedented expansion notwithstanding, the system design has remained more or less static. Changes in the system if any have been superficial in nature. As a result, the system continues to produce more of the routine kind of output, not adequately responding to the changing needs. (Ref. – Draft policy guidelines for training teachers of polytechnics engineering colleges – Ministry of H. R. D. , Department of Secondary Higher Education, May-2000) Technical education is now considered as one of the most crucial inputs for socio – economic development with enormous potential for improving the quality of life of the people. Improvement in Education Management processes is essentially slow, primarily because educational enterprise as whole is labour intensive and not capital intensive. Improvement of capabilities of system as whole involves acquisition of new knowledge, skills and attitudes. not only by individuals but also at the collective level by teams, departments, institutions and State level organizations. (Ref- Policy Direction report – DIIC (M. S. ) Mumbai) This requires HRD strategy on the long term basis. It requires capability of Key personnel at each level of operation for project management. Human Resource Development is a continuos process. Also in order to sustain the gains of World Bank assisted Project and to make deliberate efforts in improving quality and efficiency of the system. Directorate of Industry Institute Co-ordination has taken initiative to formulate HRD strategy on long term basis and a systematic, scientific Staff Development Planning for Technical Education System for 2000-2005 with co-operation of M. S. B. T. E. and T. T. T. I. , Bhopal. 1. 1. 3 Resource group formation for H. R. D. :- Directorate of Industry – Institute co-ordination has taken initiative to formulate H. R. D. strategy on long term basis and a systematic scientific staff development planning with the co-operation of M. S. B. T. E. T. T. T. I. , Bhopal. For preparing a detailed project report n Human Resource Development for T. E. S. of Maharashtra, a State Resource Group (S. R. G. ) was formed in May 2000. 1. 1. 4 Master plan for the whole Technical Education system :- A master plan indicating post project status of total T. E. S. , system’s diagram linked to the customer is prepared by S. R. G. as shown in fig. 1. The linkages of various educational processes en abling processes are shown in fig. 1. HRD is the one of enabling process which is linked to all other educational enabling processes. See parent document by State Resource Group lead by Shri Makone. 1. 1. 5 Context of H. R. D. ith respect to Technical Education System :- A master plan indicating post-project status of total Technical education System diagram linked to customer (i. e. industry) is drawn to understand the Role of Human Resource development in Technical Education System. (Ref. – fig. 1) It is an system’s diagram which shows – 1) Customer of the system 2) Mission of Technical Education System. 3) Goal of the T. E. S. 4) Output 5) Signal Input 6) Process Educational Enabling 7) Management 8) Resource Input 9) Supra system 9. 1) Suppliers of Input 9. 2) Suppliers of Resources 9. 3) Regulatory Agencies 0) Competitors. The ultimate output of T. E. S. required is manpower having right type of knowledge , skills attitudes . In order to accomplish this o utput, Process of transformation of HRD has to be planned. These processes are classified into two categories – i) Educational Processes – which ensure that the students are educated trained through scientific action by levels of key personnel. ii) Enabling processes – which ensure that this main educational process are supported by ‘ enabling processes ’ which provide frame work within which educational processes take place. You read "Hrd Report" in category "Papers" The Educational Processes are – 1) State Planning – At State level 2) Institutional Planning – At institute level 3) Curriculum design development – Department level 4) L. R. D. C. – L. R. U. C. – 5) Instructional design – At Class room 6) Student’s learning – level All these processes interact with each other. The enabling processes which enables the Educational processes to perform in the right direction are – 1) State Project Planning – Ensuring that innovative projects are systematically managed at all levels of project institute. ) Industry Institute Interaction – Ensures that project institutes are linked to industry. 3) Human Resource development – Ensures that all project institutes are equipped with right type of Human resource in right numbers at right time. 4) Management Information System – Ensures that all projects institutes have access to all types of information ( gener ic specific) for decision-making. 5) Organisational development. – Ensures that all project institutes are simultensasly helped to 1) establish the project cells 2) restructure the parent institute so that project-cell working in close co-operation with the main stream staff. These enabling processes are each designed developed implemented simultensasly at all levels of the system. Process of Human Resource development is linked with all the educational processes and also the Enabling processes quoted above. Trained manpower which is the output of H. R. D. , is required to sustain the Educational Enabling processes to make the T. E. S. effective efficient. System diagram for the H. R. D. system indicating Post-Project status is as shown in figure No. 2. The output of H. R. D. is trained manpower required for all the educational enabling processes. The process of Transformation consists of three stages. ( Article faculty development by Dr. P. J. George, Programme Director, I. S. New Delhi) 1) Initial Training 2) Induction Training 3) In service Training. In Initial Training, theoretical Input in new disciplines in Education information management is to be given. In Induction Training microskills are to be developed in Inservice Training consolidation of microskills into a macro-skills their utilization in the actual institutional context takes place. 6. Developmental model of Human Resource Planning Development in Industry to serve as model of HRD in TES (Model from E. H. Schein) :- CONTEXT :- Human growth takes place through successive encounters with one’s environment. As the person encounters a new situation, he or she is forced to try new responses to deal with that situation. Learning takes place as a function of those responses work out and the results they achieve. If they are successful in coping with the situation, the person enlarges his repertory of responses, if they are not successful the person must try alternate responses until the situation has been dealt with. If none of the active coping responses work, the person sometimes retreats from the new situation or denies there is a problem to be solved. These responses are defensive and growth limiting. For growth to occur, people need two things : New challenges that are within the range of their coping responses and knowledge of results – information on how their responses to the challenge have worked out. If the tasks challenges are too easy or too hard, the person will be demotivated and cease to grow. If the information is not available on how well the persons responses are working, the person cannot grow in systematic, valid direction but is forced into guessing or trying to infer information from ambiguous signals. The organizational growth similarly takes place through organizations successful coping with the internal external environment. But since the organisation is a complex system of human, material, machines, financial informational resources, we must consider how each of these areas can be properly managed toward organizational effectiveness. In order for the organisation to have the capacity to perform effectively over a period of time it must be able to plan to recruit, manages develop, measure, dispose of and replace human resources as warranted by the tasks be done. A key assumption underlying organizational growth is that the nature of jobs will change overtime, which means that such changes must be continuously monitored in order to ensure that the right kinds of human resources can be recruited and developed to do these jobs. In an ideal Human resource planning development system we should seek to match organisation’s needs for human resources with the individuals needs for personal career growth and development. A developmental model of Human resource planning development is depicted in figure 3. It involves both individuals organizational planning a series of matching activities designed to satisfy mutual needs. The components of an effective H. R. P. D. System can be derived from this diagram – 1) In the organisation the overall planning component shown at left hand side in fig. . 2) Components that ensure an adequate process of staffing the organisation. 3) Component that plan for monitor growth and development. 4) Component that facilitate the actual process of growth and development of the people who are brought into the organisation. This growth development must be organized to meet both the needs of the organisation the needs of the individuals within it. 1. 1. 7 Brief descrip tion of components of developmental model :- As said earlier the function of the components mentioned in article No. 1. 1. is to ensure that the organisation has an adequate basis for selecting its human resources developing them toward the fulfillment of organizational goals. 1. 1. 7. 1 ORGANISATIONAL NEEDS 1) PLANNING FOR STAFFING Strategic Planning – These activities are designed to determine the organisation’s goals, Priorities future directions, products, market growth rate, geographical location organisation structure design. 2) Job / role planning :- This activity can be thought of as a dynamic kind of job analysis, where a continual review is made of the skills, knowledge, values etc. urrently needed in the organisation that will be needed in the future . From a planning point of view it is probably most important for the highest level jobs – how the nature of general functional management will change as the organisation faces new technologies, new social values new environmental conditions. From these knowledge, skills , attitudes, values job descriptions are to be generated. 3) Manpower Planning Human resource inventorying – These activities draw on the job/role descriptions generated and assess the capabilities of the present human resources against those plans or recruitments. These activities may be focussed on the number of people in given categories are often designed to ensures adequate supply of people in those categories. Or the process may focus more on how to ensure that certain scarce skills that will be needed will in fact be available, leading to more sophisticated programmes of recruitment or human resource development. 1. 1. 7. 2 INDIVIDUAL NEEDS :- The three activities mentioned above are all geared to identifying the organizations needs in the human resource area. These three activities should be linked to each other organizationally. If these activities are not linked together, the situation reflects on erroneous assumption about growth development. 1) Career job – choice 2) Earlier career issue locating 3) Mid – career issue locating. If there are no major change in job requirements as the organisation grows develops, the system normally work, But if job themselves change, it is no longer safe to assume that today’s human resources, with development plans based on today’s job requirements, will produce the people needed in some future situation. Therefore more job/role planning must be done, independent of the present in the organisation. . 1. 7. 3 MATCHING PROCESS :- (Linking of organizational need to individual needs) 1) Job Analysis :- If the organizational planning has been done adequately, the next component is to specify what jobs need to be filled what skills etc. are needed to those jobs. It will help to specify what kind of recruitment to undertake and how to select peopl e from among the recruits. 2) Recruitment Selection :- This activity involves the actual process of going out to find people to fulfill jobs developing systems for deciding which of these people to recruit / hire. These components may be very formal including testing, assessment and other aids to the selection process. 3) Induction, Socialization Initial Training :- Once the employee is recruited / hired, these ensures period during which he or she learns the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particulars of the job and so on. The goal should be to facilitate the employee’s becoming a productive useful member of the organisation both in short run and in terms of long range potential. ) Job design Job Assignment :- One of the most crucial components of staffing is the actual design of the job given to the new employee the manner in which assignment is made. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy for the new employee and neither too meaningless nor too risky from the point of view of the organisation If the job is too easy or too meaningless, the employee may becom e demotivated, if the job is too hard and involves too much responsibility risk, the employee may become too anxious, frustrated or angry to perform at an optimal level. The four components 1) Job analysis,2) Recruitment selection, 3) Induction, Socialization Initial Training, 4) Job design and Job assignment are the matching processing geared to ensuring that the work of the organisation will be performed. These processes are to be performed by line managers, personnel staff specialists together. Line managers have the basic information about jobs skills requirements. Personnel specialists have the interviewing, recruiting assessment skills to aid in the selection process. In optimal System these functions shall be closely co-ordinated. Recruiters shall provide to the employee, accurate information bout the nature of the organisation actual work he / she will be doing in it. Recruiters also need good information on the long range human resource plans so that these can be taken into account in selection of new employee. Development Planning: – Same planning activities are essential so as to make the employee remain motivated, productive maintain a reasonable level of job satisfaction. i) Inventorying of development plans: – The planning component will consist of pulling together the information into a centralized inventory that will permit co-ordination evaluation of the development activities. i) Follow up evaluation of development activities: – Development plan for individual employees will be written down, implemented evaluated either in relation to the individuals own needs for growth or in relation to the organizations needs for new skills. Career Development Processes: – These processes must match the organisation’s needs for work with the individual needs for a productive satisfying work career. It must provide some kind of forms and movements for the employee through some succession of jobs, whether these involve promotion, lateral movement to new functions or simply new assignments within a given area. Training (Initial, Induction, Inservice) :- Training will be in three phases – i) Initial – To provide opportunities to acquire generic/ abstract knowledge in new field of studies ii) Induction – To develop microskills. The chaining of which leads to acquisition of macro skills. iii) Inservice – Using macro-skills chains in the actual job context. Performance Evaluation Judgement of Potential: – The process of performance appraisal will be standardized formalized. Such standardized formalized performance appraisal will help to justify promotions to give recognition. Organisation Rewards: – Line managers must actively work with compensation expert to develop a joint philosophy and set of goals based on an understanding of what the organisation is trying to reward what employee needs actually are ( people at different career stages many different things. ) Promotion other job changes: – If the promotions opportunities are limited because the pyramid narrows at the top, an effective H. R. P. D. System shall concentrate on developing career paths, system of job rotation, changing assignments, temporary assignments, lateral job moves that ensure continuing growth of all human resources. One of the key characteristics of an optimally challenging job is that it both draws on the persons abilities skills. Source – E. H. SCHEIN – The Art of Human Resource Management. Training and Development opportunities :- Formal training and other development programmes and education activities are necessary in the total process of human growth and development. These should be carefully linked both to the needs of the individuals and to the needs of organisation. The individual should want to go to the programme because he or she can see how the educational activities fits in to the total career. As much as possible training and educational activities should be tied to job/role planning. Career Counseling : – Growth and development only come from within the individual himself or herself, its important that the organisation provide some means for individual employees at all levels to become more pro-active about their careers and some mechanisms for joint dialogue, counseling and career planning. this process should ideally be linked to performance appraisal. Because it is that context that the boss can review with the sub-ordinate the future potential development needs, strength weakness, career options etc. Joint Career Planning :- The boss is often not trained in counseling but he possess some of the key information. The employee needs to initiate career planning. Also the sharing of information is properly done is not the same as making commitments or setting up of false expectations. Whatever is decided about training, next steps, special assignment, rotation should be jointly decided by the individual and appropriate organizational resource. Each step must fit in to the employees life plan and must be tied in to organizational needs. Follow – up and Evaluation :- Whatever decided should not merely be written down but executed. If there are implementation problems, the development plans should be re-negotiated . Whatever developmental actions were taken it is essential that they be followed up and evaluated both by the persons and by the organisation to determine what, if anything, was achieved. The organisation should make plans to talk to the individual before or after the programmes that what will be the appropriate next assignment for him or her following the programme. Planning for and Managing disengagements :- The planning and managing process reviewed below are counter parts of ones that have already discussed but are focused on different problems like late career loss of motivation, obsolescence and ultimately retirement. Organizations must recognize that there are various options available to deal with this range of problems. Beyond the obvious ones of either terminating the employee or engaging in elaborate measures to re-motivate people who may have lost work involvement. Continuing Education Re-training :- These activities have their greatest potential, if the employee is motivated and if there is some clear connection between what is to be learned and what the employees current or future job assignment required in the way of skills. More and more organizations are finding out that it is better to provide challenging work first and only then the training to perform that work ones the employee sees the need for it obviously for this linkage to work well continuous dialogue is needed between employees and their managers. Job Redesign :- Job changes or job re-design is required in general applied to the particular problems of levelled – off employees. Job Enrichment :- Job enrichment and other efforts are required to re-design work to increase motivation and performance. Job Rotation :- When the employee becomes unresponsive to the job characteristics themselves and pays more attention to surrounding factors such as the nature of supervision, relationships with co-workers, pay and other extrinsic characteristic in otherwords before organisation attempt to cure levelled of employees by Re-motivating them through job re-design or job relation. They should examine whether those employees are still in responsive mode or not. 2. 0 POST PROJECT STATUS OF H. R. D. SYSTEMS FOR T. E. FOR QUALITY IMPROVEMENT :- The developmental model of Human Resource Planning Development in Industry is to be adopted for HRPD system of TES for quality improvement. 1. System’s Diagram for post project status of H. R. D. system :- It is depicted in fig. 2. 2. 2 GENERAL :- The old concept of staff development was confirmed to imparting knowledge skill to teachers that are needed for class room teacher. This consist of developing the requisite subject competence pedagogical skills. This focuses on improving the teaching related abilities is job embedded which means that it undertakes the development of the staff for performing job activities. The new concept of professional development on the other hand focuses also on improvement on job performance is mostly job related. Fig. 2 and Fig. 4 depicts post project status of HRD for TES. In fig. 2 processes are shown while in fig. 4 developmental model indicating processes with activities is shown. The process activities in fig. 4 are as follows . 2. 3 Organisational Needs :- Customer and their training needs – Needs of TES primarily can be categorized in two ways – it needs two types of manpower to manage quality improvement of the T. E. S. 1) Line Functionary – Staff at regional and institutional level, Principal, teachers, students. 2) Staff Functionary – To manage functions in CDC, instructional design, students learning as well as III, HRD, IS OD. 2. 4 INDIVIDUAL NEEDS :- Above three activities can be interconnected for identifying the system needs in Human Resource area. Individual staff development is not a one time process will be distributed throughout working period of on individuals. It consist of three stages – 1) Initial training 2) Induction training 3) Inservice training. 2. 5 MATCHING PROCESS :- Job analysis :- It is necessary to specify job needs to be fulfilled about required skills needed to their jobs. It is necessary to do the job analysis for each post involved in the system at state level, Inst. evel, dept. level individual level. This will helps in understanding to a individual about job profile also to know his function in the system. It helps in deriving the roles responsibility of posts. HRD will work in this area will do job analysis as said above. Recruitment Selection :- While recruiting a person for the system through MPSC or at Directorate level certain types of norms (e. g. recruitment rules) will be developed by HRD. These norms will be helpful to get the suitable person for the system. Induction Socialization :- When the employee will be recruited he will learn the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particular job, how to see viable future in the career. The goal will be to facilitate the employee’s becoming productive useful member of the organisation both in short term long term. Job design / Assignment The job assignment to the new employee will be made to be carefully. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy neither too meaningless nor too risky from the point of view of the organisation. Job design job assignment are the matching processes geared to ensure that the work of organisation will be performed. Line managers will have the basic information about jobs skills requirement. Training (Initial, Induction, Inservice ):- Initial Training – This training will be organized to impart the knowledge basic operational skills to newly recruited staffs for better T. L. process. It includes modern Tl processes, technologies hands on practice etc. This also includes awareness about roles responsibilities of employee information regarding organisation. Induction Training – This training programme will be arrange for locating one’s early career issues. He can locate his area of contribution in learning how to fit himself in organisation becoming productivity seeing a noble future for oneself in the career. This phase insist on development, microskills in his area of interest. There liking areas includes LRD’s , instructional design, curriculum development, TL processes, instructional processes institutional process as well as he can develop himself in III, IS, OD, etc. This will help him in vertical horizontal mobility in the system. HRD system will identify system need in above areas as well as individual need in the same area and will develop arrange requisite training programme in these areas. Inservice Training – These training will facilitate to individual in his career development process. This training must provide some kinds of norms regulations for employee through some successions of job by promotion or by lateral movement or by giving simply new assignment. this training will focus on new emerging technologies in the related area enhancing profession tech. ompetence among employees. This inservice training programme will provide persons for higher level working like state planning, state management, Instt. Planning, etc. Performance evaluation :- HRD will develop reliable evaluation system to get the necessary feed back to accomplish the goals successfully. Under HRD the process of performance appraisal will be standardized which will help in providing opportunities to individual for vertical horizontal mobility. Organisational Rewards :- HRD will conceive result oriented reward system. This will motivate employees working in TES help to achieve the goal of TES effectively effeciently. Similarly promotion facilities lateral movements will also be made available. HRD will give guidelines in this matter. Promotion ;- The promotion opportunity are limited because the pyramid narrows at the top. The promotions will be done timely also HRPD system will concentrate on developing career paths, systems of job rotation, changing assignments, temporary assignments to ensure continuous growth of Human resources. Optimally challenging jobs draws persons abilities skills. Career Counseling :- For growth development of the individual the organisation will provide some means for individual employees at all levels to become more pro-active about their careers and some mechanisms for joint dialogue counseling and career planning. This process will ideally be linked to performance appraisal. Because the boss can review with the sub-ordinates the future potential development needs, strength weaknesses, career options etc. Planning for levelled – off employee :- The planning managing process are counter parts of individuals that have already discussed but are focussed on different problems like late career, lack of motivation obsolescence and ultimately retirement. Organisation will recognize that there are various options available to deal with this range of problems, beyond obvious ones of either terminating the employee or engaging in elaborate measures to re-motivate people who may have lost work involvement. Job design / Job Rotation :- Job changes or job re-design is suggested which will be applied to the particular problems of levelled – off employees. When the employees become un-responsive to the job characteristic themselves and pays more attention to surrounding factors such as the nature of supervision, relationship with co-workers, pay other extrinsic characteristic, they should examine whether those employees are still in responsive mode or not. 2. 6 Management of the post project status :- All institutions signing the project will be simultaneously engaged in conducting routine activities at the same time managing project activities. HRD Cells will be installed at D. T. E. , D. I. I. C. , M. S. B. T. E. , R. O. s, R. B. T. E. polytechnics devoted for managing the project. Their functions will be liasion, R D, design, policy making, development, implementation, evaluation, 2. 7 Resources at the post project status :- The content of this section is based on the system’s diagram in fig. 2 in which item No. 5 i. e. resource inputs are shown. They are the resources needed to install management management processes. R esource planning is intended to ensure that the existing additional resources are strengthened, developed kept ready for project implementation. 1) Physical Resources :- Every institute of TES will have adequate physical resources. ) Human Resources :- System will have trained Human resources capable of managing change in educational processes enabling processes. 3) Information Resources :- HRD components will have a stock of generic information specific information required it will flow from one institute to another. 4) Time Resources :- HRD will have long term policy and a time bound action-plan geared to vision, mission , goals, objectives activities. 5) Financial Resources :- HRD component will have financial management to carry out The change process over a long term project period. Provision will be made for internal revenue generation. ******************************************************************************************* 3. 0 PRE-PROJECT STATUS :- 3. 1 Context of W. B. A. P. under which staff development cells were instituted and Role Function of S. D. C. 3. 1. 1 CONTEXT :- PreWBAP status of HRD – In 1965 TTTC was established at Karad. It was shifted to Pune in 1970. TTTC conducted long term programmes of diploma degree in Technical Teachers Training. In 1980 TTTC was handed over to TTTI Bhopal and extension centre of TTTI was established in Pune in 1980. Prior to WBAP, TTTI other organisation like CII, IIT ISTE were announcing the training programmes through their calendar the state (DTE) deputed the staff for the programmes but it was not in the planned way. WBAP was implemented in the state of Maharashtra for improving quality efficiency of Technician Education in the state. Developmental activities like Staff development, Curriculum development, Learning resource development, Industry Institute Interaction were started in various polytechnics under various subcomponents of this WBAP. Primarily Government Polytechnics situated at six Regional Headquarters were considered to initiate all these activities. These centres being Autonomous institutes were expected to develop these activities for their own needs further percolate concepts benefits related to these activities in the region. In order to implement sustained S. D. activity for faculty supporting staff Government, Government Aided Unaided polytechnics of state S. D. cells had been established under WBAP at the six lead centres i. e. Government Polytechnic, Mumbai, Pune, Nashik, Aurangabad, Amaravati Nagpur. Ref. :- Staff development activity under S. D. Cell at lead centre polytechnics Programme calendar Jan. 99 – June99 ) By DIIC, Mumbai. 3. 1. 2 ROLE OF S. D. C. :- Training programme calendars were sent to principals of all polytechnics by SPIU/DIIC, Mumbai. They had to prepare staff development plan of their institutes by identifying the teachers / ministerial / supporting staff for the progra mmes listed in the calender taking into consideration academic planning of their institute. Such staff development plans prepared were submitted to SDC’s. All SDC’s were to compile the information received from different polytechnics and pass on the same to DIIC for further execution. This was the practice adopted during WBAP. 3. 2 STATUS OF THE PROGRAMMES :- The programmes planned were categorized as follows :- 1. State level programmes – These were the programmes for which staff member from any polytechnic of state was a participant. 2. Regional Programmes – Some programmes were planned for the specific region. 3. 3 TYPES OF PROGRAMMES IN THE PREVIOUS CALENDERS. :- 3. 3. 1 Long Term Programmes – †¢ Induction Phase I, †¢ Induction Phase II, Industrial Training of Teachers †¢ Induction programme for office staff (ministerial staff ), †¢ Industrial training of workshop staff. Short Term Programmes – 1) Management development programmes for Principals HODs, Librarians storekeeper. 2) Content updating programmes for teachers. 3) Skill updating programmes for supporting staff. 3. Sys tem’s diagram for Pre-project status :- System’s diagram for Pre-project status is as shown in figure 5. 3. 5 Present status of Clients:- There is no client focussed HRD. 3. 6 Present status of output :- (Trained manpower) Currently the staff development programmes are not designed as per the needs of the organizations. Also the individual training need is not assessed. In short, there exist no systematic scientific staff development planning. In certain area like Learning Resource Development , Curriculum Development, some manpower is trained but strategy for HRD does not exist as explained in post project status also manpower required for State planning, Institutional planning, LRUC, Instructional design, Student’s learning, III, MIS, Organisational development, Staff development, the manpower is not trained to the satisfactory level. . 7Current status of input:- (Current status of knowledge / skills / attitudes of line and staff functionaries) The teachers should have the knowledge skills of instructional design, LRDC, LRUC . The HODs should have the knowledge skills of Curriculum design, development, implementation evaluation. The principals should have the knowledge skills of instituti onal planning. State level / regional level officials should have knowledge skills of planning management. The line workers required for enabling processes are staff development officers, training placement officers, project officers. They should have knowledge skills of understanding enabling processes, planning implementation of these processes. But existing faculty is lacking in professionalism required to undertake / perform such processes. (i. e. knowledge in ID, CD, IP, CDC etc. ) 3. 8 Current status of process of transformation :- (Strategies activities to convert current level of competence of line and staff functions into those described in post project status) The process of transformation includes a process chain depicted in fig. 5. i) Job analysis for the all the post is not in existence. The roles responsibilities of SDO, TPO, Project officers, Deputy secretary, Assistant secretary, System Analyst are not clearly mentioned. ii) It is observed that modification in recruitment rules are necessary. Recruitment rules for certain post like Deputy Secretary, Assistant Secretary etc. are not prepared yet. Most important is the gap which still focusses todays job function not future design of job function. iii) Induction Socialization – Presently there is no effort for a newly recruited employee to convert him in productive useful member of the organization both in short run long run. Induction phase I phase II program are currently in operation. iv) Job design assignment – It is observed that currently there is no job description done in professional way also the work allotment in the institution are not as per the ability skills of the employee. Presently allocation of the work to the subordinates is done by priority of the work. Staff shortage is one of the main reasons for improper allocation of work. v) Training need assessment – Assessment of individual training needs, organizational needs their matching to accomplish a certain goal is not done systematically scientifically. i) Training – Presently training is imparted on the basis of felt needs not on the basis of needs assessed scientifically systematically. Also needs of the individuals for his / her vertical horizontal mobility have not been considered. Except for few innovative project like LRDC there is no concept of induction inservice training as such. vii) Performance E valuation – Presently there is no professional way of obtaining feedback mechanism for performance evaluation. It is observed that there is vast gap in performance measurement reality. Performance appraisal reports are not fact oriented towards the activities of the individual. The current stress is on the confidential reports which makes performance appraisal difficult. viii) Organisational reward – There is no reward system to motivate employees at institutional level to engaging attempt to enhance quality of his work. Only state level Best Teacher awards are awarded by the State Government, but these are not in sufficient numbers. ix) Promotion – There are no timely promotions. Many of the key posts are vacant. The work of key posts is allotted to another faculty member in the system for longer time. ) Career counseling – There is no career counseling for employees in TES. xi) Planning for levelled-off employees – There is no mechanism for utilizing levelled-off employees which reduces the efficiency of the system. xii) Job Rotation – There is no alternative job rotation system by design in existence. 3. 9 Current status of man agement :- At state level there is no full-fledged management structure for HRD. At institute level there are staff development cell at lead centres only. At department level class room level, the roles of HOD roles of Sr. teachers in HRD are not clearly defined. ****************************************************************************************** 4. 0 PROJECT JUSTIFICATION :- Firstly though the design of the world bank assisted project was based on system thinking ( implicitly of course ), the actual implementation was carried out in a fragmented way, treating each sub-component independent of another sub-components without relating their output to the major goals of â€Å" Strengthening Technician Education system † There are gaps found by comparing post project status pre-project status. The gaps are mentioned below – . 1 Gaps in customer identification :- Line and Staff functionaries are not identified except for LRDC, specifically for HRD, because there is no such HRD strategy in existence. 4. 2 Gaps in output specification :- The line workers and staff functionaries must have their desirable inventory of knowledge, skills attitude required to do their functions for quality improvement. 4. 3 Gaps in input :- It is the need of system to have better record of competencies possessed by the functionaries to enable HRD system to design HRD program. 4. 4 Gaps in process :- ) Job Analysis – Job analysis is not done for the posts – SDO,TPO,PO,Dy. Secretary, Assistant Secretary, System Analyst etc ii) Recruitment – Revision / modification of recruitment rules is required by focusing on future design of job function. iii) Induction Socialization – Absence of mechanism of induction socialization for a newly recruited employee. iv) Job design Assignment – There is a staff shortage and hence cannot assign the work as per the ability skills of the employee. v) Training need assessment – No systematic scientific assessment of training needs. i) Training – Training is not divided in three parts –1) Initial, 2) Induction 3)Inservice . There is no need assessment for the individuals for his vertical horizontal mobility . vii) Performance Evaluation – There is no mechanism for feedback from performance evaluation . There are no seprate performance appraisal reports for the different post like Joint Director, Deputy Secretary, Assistant Secretary, SDO, TPO, PO, etc, on the basis of their job functions. viii) Organization reward – To motivate employees at different levels there are no financial rewards in sufficient numbers. x) Promotions – Many of the key posts are vacant. There are no timely promotions. x) Career counseling – There is no career counseling for employees in TES. xi) Planning for levelled-off employees – There is no mechanism to utilizing levelled-off employees. xii) Job rotation – There is no alternative job ro tation system. 4. 5 Gaps in management of HRD :- At state level there is no full-fledged management structure for HRD for qualitative improvement needs to be designed. At institute level there are staff development cell at lead centres only for qualitative improvement needs to be designed. At department level class room level, the roles of HOD roles of Sr. teachers in HRD are not clearly defined. 4. 6 Gaps in resources :- i) Human Resources – There is no trained Human Resource capable of managing change in educational Processes Enabling Processes. ii) Information Resources – There is no stock of generic information specific information required for HRD in the form of MIS. iii) Time Resources – Presently there is no time bound action plan of HRD geared towards vision of TES. iv) Financial Resources – Presently there is no finance available for HRD. 4. Integrated view of Gaps project justification :- The gaps in post project status and pre-project status are found and these are with respect to customer identification, output, input, process, management, resources. There are gaps in each component of the system and hence mission of TES cannot be accomplished successfully to the full extent. For integration purposes there is a need to consi der HRD at systemic level as described in systems diagram in fig. 2. In the last five decades there has been manifold expansion in engineering college and polytechnic education systems. The unprecedented expansion not withstanding , the system design has remained more or less static. Changes in the system if any have been superficial in nature. Meanwhile there have been major changes in the economic and industrial policies of the country where by the protection from international competition here –to –for enjoyed by the indigenous industry is no longer available. Indian industry is today facing fierce but healthy competition from multi-national corporations and has to improve significantly the quality of his products and services, if it is to survive in the highly competitive environment. A high level of upgradation in skills is called for if the Indian industry is to be competitive in the world market. The type of technical manpower required by the industry in the present scenario is quite different from the kind of output presently available from the technical institutions. The knowledge competencies skill profile of future technical manpower will have to be correspondingly enhance by changes in the technical education systems at all levels. The existing technical manpower will also need extensive re-orientation to meet these requirements. (Ref. Draft policy guidelines for training teachers of polytechnics engineering colleges – Ministry of H. R. D. , Department of Secondary Higher Education, May-2000) Also the massive investment of the World Bank Assisted Project during 1992-99 has given momentum to both the quantitative expansion qualitative improvement of the technical education system. It also provided basic infra-structural facilities and hence to su stain the gains of WBAP to accomplish the mission successfully, the gaps in the system must be removed for enhancing the qualitative improvement. Hence , all efforts are to be made to develop systematic and scientific Human Resource Development schemes at various levels. ****************************************************************************************** 5. 0 DEVELOPMENTAL STRATEGY OF HRD :- HRD project will ensure Human Resources required by the TES properly educated trained to enable to transform pre-project status of TES to post project status of TES i. e. making available right type of manpower at professional para professional level. Both educational processes enabling processes to be upgraded to better level of functioning. ***************************************************************************************** 6. 0 PROJECT IMPLEMENTATION STRATEGY :- 1) HRD Project Strategy :- †¢ Educational processes are – a) Students learning, b) Instructional design, c) Learning resource development, d) Learning resource utilization centres, e) Curriculum design development, f) Institutional Planning, g) State P lanning. These processes will be governed by MSBTE. M. S. B. T. E. will be project office. †¢ Enabling processes are – a) HRD, b) III, c) O. D. , d) M. I. S, e) Project Management. These processes will be governed by DIIC. DIIC will be the project office. Project structure is indicated in fig. No. 6 Liaison, R/D, design, Policy, development Implementation evaluation are the activities in the process. 2) Implementation Strategy :- |At State level |State Management Group – DTE (M. S. ) Mumbai will be the Chairman of State Management Group. | | | | | |DIIC will be the overall incharge of enabling projects. III, HRD, IS OD. There will be a project| | |manager (PM) at DIIC project office. HRD Cell will be under the control of PM. | | | | | |MSBTE will be the overall incharge of educational projects. There will be a project manager at | | |MSBTE project office. The Secretary will be the Project Manager. Members from design centers will | | |be assisting the PM for educational projects. | | | | |Identified design centers will assist to develop general models for educational enabling projects| | | apply the same for particular discipline through experimentation then disseminating the tested| | |knowledge to other polytechnics. | |At Regional Level |Regional Management Group will co-ordinate the activities at regional polytechnics. | |Six regional polytechnics will responsible for regional co-ordination of implementation, | | |monitoring, evaluation of tested educational and enabling projects. | |At Institution Level |Project Cell at identified polytechnic other polytechnics will access all developed mod els from | | |design centers integrate those into their existing programs. | 6. 1 General system diagram for project implementation :- System diagram for project implementation is as shown fig. 7. 6. 2 Goal structure :- . 2. 1 MISSION OF THE HRD PROJECT IS :- To provide Trained manpower for Line process, Educational processes and Enabling processes. Personnel required for SP, IP, CP, SL also HRD, III, MIS, OD, PM. 6. 2. 2 GOALS OF THE HRD PROJECT ARE :- Mission is broken down into three major goals. 6. 2. 2. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, RO’S, RBTE’s Polytechnics (Principals, HOD’s Teachers) 6. 2. 2. 2 To develop right type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. . 2. 2. 3 To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD Project management. 6. 2. 3 Objectives of the HR D project :- These are component objectives aimed to achieving each goal mentioned above. Goal No. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, RO’S, RBTE’s Polytechnics (Principals, HOD’s Teachers) Objectives for Goal No. 1 01. Job analyzed for line workers, (students, teachers, HOD etc). 02. Recruitment rules/norms revised / modified /prepared. 03. Selection procedures for line workers prescribed. 4. Mechanism developed. for assignment of job based on knowledge skills possessed by the line workers . 05. The training needs of line workers assessed by considering individual needs organizational needs. 06. Need based training provided for line workers 07. Reliable valid evaluation system developed for line workers to get the necessary feedback to accomplish the goal successfully. 08. Standardized the performance appraisal formats for line workers. 09. Devised result oriented reward system for line workers. 0. Provided guide lines for p romotion and lateral movements of the line workers. 11. Developed a mechanism linked to performance a appraisal for joint dialogue counseling career planning of the line worker. Goal No. 2 To develop right type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. Objectives for Goal No. 2 1. Devised a mechanism for identification of curriculum designers, learning resource developers, instructional designers i. . staff functionaries from TES. 2. Identified the staff functionaries. 3. Assessed the training needs of staff functionaries. 4. Provided initial, induction, inservice training by arranging need based training programme for staff functionaries. 5. Developed a valid reliable evaluation sys5tem to get necessary feedback to accomplish the goal successfully. 6. Devised result oriented reward system for staff functionaries. 7. Developed a mechanism for joint dialogue counseling career plan ning of staff functionaries. Goal No. 3 To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD Project management. Objectives for Goal No. 3 1. Identified the staff required for project management in each area MIS,HRD, III, OD, Project planning. 2. Assessed the training needs of staff required for project management. 3. Provided need based training to the staff required for project management. 4. Developed a valid reliable evaluation system to get the necessary feedback to accomplish the goal successfully. 5. Devised result oriented reward system for executives of the project. 6. Project management structure :- 6. 3. 1 Roles functions of each component of management structure (OD,III,MIS,PM,HRD) :- Roles Functions of Line Functionaries :- 1) Students Learning :- Role is an self directed learner. Functions – Management of the self. Management of others Management of information Management of task. 2) Role of Instructional Designers :- Functions – To organize T/L experiences so that the students not only gets generic skills but also acquired vocations specific competencies. 3) Role of L. R. D. C. :- Role of L. R. D. C. is learning resource development utilisation. Functions are to design appropriate message suitable to the student teachers requirement make it available both in print non print media. 4) C. Design Develop :- The role is curriculum designers developers. Functions – To design curriculum to enable teachers students to co-ordinate their T/L experiences by co-ordinating the teachers in activities in Basic sciences, Engg. Sciences Tech. Subjects for each branch of Engineering. 5) Institutional planning :- The role is planning. Institutional activities, curriculum development in various branches of engg. As well as short term programmes for continuing. education are carried out with optimum use of physical, information, human financial resources. 6) State planning :- The role is planning at the state level to facilitate co-ordinated actions of institutional planning both administration units academic institutions bring team within the state level policy framework. All these are interconnected so that the framework at the state level provides framework for institutional planning which in turn provides framework for curriculum planning etc. Enabling Processes :- ) The III is to link education system at the state, institution, department, teachers student level with the industrial systems so that both work together for providing both economic social development of the country. 2) The O. D. provides supporting conceptual framework within which the administration academic institutions can plan organise systematic transformation of the organisations to be able to adapt themselves to the ever changing environmental conditions. 3) I. S. – Provides conceptual framework to (1) generating, acquisition, torage, retrieval dissemination of information just in time for the front line workers supporting staff can organise their liasoning work , R D, design, develop, implementation evaluation tasks both for plan non plan activities. 4) PM – The role is to provide conception framework for all those who work to design, develop, implementation evaluation the projects aimed at innovations in the education system. 6. 3. 2 Roles functions of project structure of specific HRD project :- Roles functions expected to be performed by different units shown in the project structure are given below. )SMG (State Management Group) The chairman is DTE (M. S. ) Mumbai. Functions – 1) To co-ordinate the work of project cells in DIIC MSBTE for the purpose of integrating their project management so that the educational projects are properly complemented by enab ling projects. 2) Make recommendations for policy making by DIIC MSBTE to assist their respective project cells to carry out their work. 2) DIIC Role – Major roles of DIIC is to frame a policy for implementation of the project to administer allocate resources in the recommendation of state management group.. Functions – ) To identify policies for project structure required for planning / implementing HRD project. ii) To issue state level policy guidelines for RD, design, development, implement evaluation of state level project. iii) To issue policy guidelines to resources allocation iv) To send policy guidelines to concerned officers . v) To appoint officers by name in various cells vi) To obtain the regular feedback from SMG for HRD to review the progress solve the problems of the project cells. vii) To take administrative remedial actions on receiving feedback. 3) MSBTE The major role is to co-ordinate the activities of educational projects, OD collaborate with PM of MSBTE. Function : I) To communicate the policies regarding educational projects for the institutes. II) To identify the staff functionaries at design centers. III) To assist in developing the general models for HRD for different levels of hierarchy ( staff functionaries) for educational projects. IV) To obtain regular feedback from SMG for HRD project(Educational Projects) to review the progress solve the problems of the design centers. 4) PM at DIIC Co-ordination cells of HRD project will work under the project manager at DIIC. The Joint Director will be the project manager. PM will be responsible for designing, implementing evaluating the projects. 5) HRD Co-ordination Cell CHAIRMAN – 1) HRD Co-ordinator – Deputy Director in DIIC SECRETARY – 2) Project Assistant – Assistant Director in DIIC 3) Member – Programmer 4) Member – Educational Consultant The selected members from design centers will constitute task groups at DIIC. These task group will work with HRD Co-ordination cell to develop general models for all enabling projects for different levels of hierarchy. The supra – system will consist of – 1) DIIC MSBTE i. e. Top Management. 2) Project cells of other enabling projects MSBTE project cells. Major role of HRD co-ordination cell is to co-ordinate the activities of HRD project in reference with enabling educational projects Liaison, RD, Design, Policy Development, Implementation Evaluation of project at state level. Functions – 1) To preside meetings of the cell. 2) To manage all the following activities of HRD with the assistance of Task Group – a) Designing the general models / mechanisms for HRD for different levels of hierarchy. b) Pilot testing of the instruments developed through Task Groups. c) Validation of the instruments. ) Application of the instruments at Design Centres e) Sending the input formats to the Information service co-ordination cell. f) Sending the output formats to the Information service co-ordination cell. g) Receive the output from Information service cell for different purpose. h) Disseminate the output to the concerned (higher ups, Task Groups, des ign centres. ) i) To assess the training needs of line-functionaries / staff functionaries. j) To prepare action plans for HRD. k) To prepare staff development plans. l) To implement the plans through Task Groups. m) To ensure the output from training programs. ) To ensure supply of resources. o) To take remedial actions whenever necessary. p) To collect communicate the feedback to state management group. q) To generate ideas for effective / cost effective HRD r) To keep / maintain the update record of all relevant activities. s) To guide the cells / design centres with the help of educational consultants. t) To keep the continuous liaison with educational other enabling projects co-ordination. u) To identify the training needs of line functionaries / staff functionaries pertaining to the education for implementation / evaluation of the HRD project. ) Design Centres The members selected from design centres to work as task groups in co-ordination with HRD cell at DIIC will also be working directly with PM at MSBTE. The design centres will apply the models developed by PM for particular discipline through experimentation and will then disseminate the tested knowledge to other polytechnics through six regional polytechnics. 7) Regional management Group Joint Director of the region will be the chairman of this group will the responsible for observing the effective implementation monitoring and evaluation of tested educational and enabling projects. ) Six Regional Polytechnics These will be responsible for regional co-ordination of implementation , monitoring, evaluation of tested educational enabling projects received from design centres. 9) Project Cell at Institution Level (identified polytechnic/other poly. ) Project cell will access all developed and tested models from designing centres through regional polytechnics and will integrate those into their existing programmes. 7. BUDGET 1. Budget Heads The budget is normally prepared under two heads i. e. non-r ecurring and recurring expenses for any kind of project. . Non recurring expenses Non recurring expenses are usually considered as one time expenses at the initial stage of the project. These are incurred mostly pertaining to the infrastructural development required for the project including expenses for building, equipment, furniture, vehicle, books, consultancy, fellowship etc. 7. 3 Recurring expenses Recurring expenses are the regular expenses frequently required for the project period. The recurring expenses includes salary of project staff, consumables, O. M. charges etc. 4. How to cite Hrd Report, Papers