Bpo Attrition- the Problem and Its Solution Essay

Human Resources In Indian Business Process Outsourcing Organizations- Attrition. Is there any solution? Business Process Outsourcing (BPO) is likely to be the next big thing for services in this decade. The industry is very diverse, with several sub-segments, each displaying its own unique characteristics. The BPO players need to be excellent in every facet of operations as the market is highly competitive at every level and re-defining itself every day. Being a People-Centric industry what are the people issues that, the HR will have to handle? What are the challenges faced by HR in dealing with them? HI Before this, one needs to gain an understanding about BPO’s and what businesses are Indian companies doing in this segment? BPO is based on the premise that whatever competencies are not very important for an organization   (not their core competencies); outsource or ask somebody else who is adept at doing it, to do it for the organization. In this way the organization can concentrate on its core competencies and not worry about on trivial issues, which are not strategic in nature. But these days we even find organizations outsourcing their core competencies or the core business aspects to BPO’s to gain the advantage of cost cutting and quality issues. Typically, BPO would include call centers, problem solving in insurance sector to other sophisticated activities like research and other back office dealings. India has the advantage of low cost, highly qualified English speaking labour, thus most of the BPO ventures in India are call centers, although of late, companies are entering into high-end areas like research. But for sometime at least we can assume that most of the companies would be doing the call center kind of business. Most of these kinds of jobs get done in the night in India to account for the 12-hour time lag between US and India. Over a period of time the biological rhythm of the employee changes, causing various kind of disorders like indigestion, fatigue, headaches etc. so the health of the employee is a major concern for the HR, more so because most of them are graduates in their early twenties. In addition the jobs are monotonous, often nerve wracking. So it is a challenge for HR to adequately rotate the jobs of employees and provide them with enough time to refresh, so that they are able to deliver service of highest quality. Although many companies are targeting fresh graduates, they are not able to retain them. Attrition continues to be high 35%. HR has to ensure that a proper career path is chalked out so that graduates increasingly see this area as a potential career for them. Clients in US, UK and other European Countries are very quality conscious and as increasingly complex jobs get outsourced, it becomes important that HR ensures right quality people are selected and the right quality of training is provided to them. This ensures that later they do not face embarrassing time from their clients. There has been enormous requirement in this sector for manpower and huge salaries are up for taking. The times are good for this industry, but one has to keep in mind that this industry is still in its way to figure out in the growth stage. One cannot predict the future so easily and the sour experience of software companies is still fresh in minds. So a little bit of caution is to be exercised in this matter and proper trends have to be forecast by the HR to ensure that they do not go the software way when ultimately the industry stabilizes. Attrition †¦ A major problem rocking the Industry. Some Facts to Ponder about†¦ * 95% companies in the industry have Attrition problems * The small-sized and medium-sized companies loose more people * Turnover rates are as high as 30% in some reputed BPO’s and over all around 35% in the Industry. Employees move to smaller companies for exciting opportunities and greater identity and move to large companies for defined roles, clearer career paths and better HR systems. Loyalty towards their employer or towards the organization has slowly seems to have disappeared. Executives know that fast-moving markets require fast-moving organizations that are continually refresh ed with new talent, and they have become quite adept to outside hiring. Even companies are quite comfortable with bringing in talent; they remain distinctly uncomfortable about seeing talent leave. The competition to headhunt employees with good performance ratings of other organizations is an open ploy. The mediators (so called Consultants) make this job easy for the organizations by gaining the data bases of employees and they lure the employees by offering huge pay packages finally making them to move from their job. One of the biggest assets of the BPO Industry is manpower. So, the biggest challenge in this industry is to attract and retain knowledgeable manpower. Today, BPO companies are facing a shortage of knowledge workers because the rate at which they lose employees is almost ouble the rate at which they hire. A major proportion of the turnover issue is attributed to the movement of manpower to the Companies who lure them by offering either better pay or higher designation. The average stay of an employee in bpo companies has dropped to one year. In such a scenario where companies are fighting to combat global business competition, and struggling to survive, employee turnover comes as a double blow. And the issue of managing employee separation often gets ignored. Just because a business is dependent on Communication skills, for instance, doesn’t mean that it has to go to great lengths to retain its employees. If there’s a large pool of people with good communication skills available, it might want to focus on recruitment rather than retention. Moreover, since new hires have lower salaries than long-term employees, the company is able to keep a lid on compensation levels. Cooperating with competitors is another way of dealing with retention. Because of the intensity of talent-war, companies instinctively view retention and recruitment as competitive exercises. But history shows that cooperation, even among competitors, can be one of the most effective ways of dealing with talent shortages. A New concept called Anti Poaching agreement between BPO organizations is on the Move. According to this agreement, the parties getting in to the agreement will share their employee databases with each other and so will restrain employees to shift in to each other companies. Lets hope that this works good for the BPO’s. Frequent job-hopping of employees is not good for any one, neither for the company nor for the employee in terms of Growth.

Principle of teaching Essay

Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin & McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research – and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.

Acid in Soda

Each soda was titrated using one of the two experimental methods. These methods are the traditional titration and the modern titration. Carbonic acid was already removed from the soda by boiling it. Both of the two different titration methods use the same basic set up. Firstly, the buret must be cleaned thoroughly with tap water. While cleaning the buret, it is also checked to make sure there are no leaks. The ring stand is then set up with a buret clamp and the cleaned buret placed in it. Then the buret is filled with 5-10mL of sodium hydroxide, M . 0466 NaOH, three times and emptied after each time to completely rinse the buret. The buret is now filled will NaOH until it reads at the 0. 00mL mark on the buret. The initial volume of NaOH in the buret is then recorded into lab books for future reference. The soda must now be readied for titration. Both sodas require the same set up. The correct amount of soda, depending on which titration, is poured into a 100mL graduated cylinder. This measurement had to be within 5% deviation of the given value to be legitimate. Next, after the initial volume of the soda was recorded for future calculations, distilled water was added up to the 100mL mark on the cylinder. The mixed solution was then put into a 250 mL Erlenmeyer flask. That is as far as the similarities between the two titration methods go. In order to prepare the first soda for the traditional titration, five drops of phenolphthalein dye are added to the soda water solution in the flask. Next, the tip of the buret was placed over top of the soda solution. NaOH solution was added at approximately 2mL increments. The dye will create a pink color that disappears when mixed. When the titration did not disappear, NaOH was no longer added. The final volume of NaOH in the buret was recorded. 4mL was then subtracted from this number and the number received from that was the volume of NaOH that was quickly added each time for a more accurate titration. Another trial was then prepared by refilling the buret to 0. 00mL and the flask was rinsed out. A new soda solution was added to the flask by following the previous instructions. This time the volume of NaOH that could be quickly added was added to the soda solution. After this volume was added, drops of NaOH were then added to the solution continuously until the solution once again remained pink. The volume of NaOH was recorded in the notebook. This procedure for the traditional and accurate titration was repeated three additional times for a total of four accurate titrations. All data was recorded. The ratio of NaOH to citric acid was then calculated in the notebook for each of the four accurate titrations. Using the volume of NaOH and the molarity of NaOH, the number of moles was found. Then using the stoichiometry of the reaction, the number of moles of citric acid was found for each trial. The mean and standard deviation was then calculated for the molarity of citric acid. The modern titration used a pH electrode and the LabQuest device to record accurate titrations. After the LabQuest device was set up correctly, the soda and the NaOH were prepared as in the traditional titration experiment except the soda was placed in a beaker instead of a flask. Using a utility clamp and a stand, the pH electrode was suspended just above the bottom of the beaker. Then the magnetic stir bar was added to stir the soda solution evenly. For these titrations the volume of the NaOH was entered into the LabQuest device during the titration. NaOH was added to the solution until the pH reached 6. 0. NaOH was then added very carefully, drops at a time, until the pH reached about 10. 0. During the titration, the volume of NaOH was entered into the LabQuest device every time the pH level raised 0. 2 pH. The device stores the entered data and records it on a chart. This process of titration was repeated two more times for a total of three accurate titrations. The data stored in the device was then transferred to a computer and saved. The charts and data collected can be found on the last page. The volume of NaOH used to reach the equivalence point was calculated for each of the three titrations. The equivalence point was found graphically. Using the volume of NaOH and the molarity of NaOH, the moles of NaOH were calculated. Using the volume of the soda used, the molarity of citric acid was found. Then the mean and standard deviation of the molarity of citric acid was calculated. Results: In the traditional titration, the recorded data is shown in the following chart: Table 1: Volume of soda| Volume of NaOH| RatioNaOH:soda| MolesNaOH| MolesCitric acid| MolarityCitric acid| Titration1| 40. 00mL| 19. 00mL| . 475| 8. 85* 10^-4| 2. 95* 10^-4| 7. 375*10^-3| Titration2| 40. 00mL| 19. 00mL| . 466| 8. 85* 10^-4| 2. 95* 10^-4| 7. 23*10^-3| Titration3| 40. 80mL| 19. 00mL| . 469| 8. 85* 10^-4| 2. 95* 10^-4| 7. 28*10^-3| Titration4| 40. 10mL| 19. 02mL | . 474| 8. 86* 10^-4| 2. 95* 10^-4| 7. 36*10^-3| From the data in Table 1, the mean and standard deviation was calculated for the molarity of citric acid: Mean molarity of citric acid: 7. 31*10^-3 Standard Deviation: 6. 837*10^-5 In the modern titration, the recorded data is shown for the three trials in the tables below: Table 2: Table 3:Table 4: The data in tables 2-4 was entered separately into three different graphs shown below: Graph 1: Trial 1 Graph 1b: Derivative of graph 1 shown Graph 2: Trail 2 Graph 3: Trial 3 From tables 2-4 and analyzing graphs 1-3, the volume of NaOH used to reach the Equivalence point was calculated. Trial 1: 11. 86mL Trial 2: 11. 28mL Trial 3: 11. 40mL Using the volume of NaOH and the concentration of NaOH (. 0466M) the molarity of NaOH was calculated to four significant figures: Trial 1: 5. 527*10^-4 Trial 2: 5. 257*10^-4 Trial 3: 5. 312*10^-4 Using the stoichiometry of the reaction between citric acid and sodium hydroxide, the moles of citric acid was found to four significant figures: Trial 1: 1. 842*10^-4 Trial 2: 1. 752*10^-4 Trial 3: 1. 771*10^-4 From the moles of citric acid, the molarity was then calculated to four significant figures: Trial 1: 9. 211*10^-3 Trial 2: 8. 761*10^-3 Trial 3: 8. 854*10^-3 The mean and standard deviation were then calculated for the moles of citric acid in the sample of soda used again to four significant figures: Mean: 8. 942*10^-3 Standard Deviation: 2. 376*10^-4 Acid in Soda Each soda was titrated using one of the two experimental methods. These methods are the traditional titration and the modern titration. Carbonic acid was already removed from the soda by boiling it. Both of the two different titration methods use the same basic set up. Firstly, the buret must be cleaned thoroughly with tap water. While cleaning the buret, it is also checked to make sure there are no leaks. The ring stand is then set up with a buret clamp and the cleaned buret placed in it. Then the buret is filled with 5-10mL of sodium hydroxide, M . 0466 NaOH, three times and emptied after each time to completely rinse the buret. The buret is now filled will NaOH until it reads at the 0. 00mL mark on the buret. The initial volume of NaOH in the buret is then recorded into lab books for future reference. The soda must now be readied for titration. Both sodas require the same set up. The correct amount of soda, depending on which titration, is poured into a 100mL graduated cylinder. This measurement had to be within 5% deviation of the given value to be legitimate. Next, after the initial volume of the soda was recorded for future calculations, distilled water was added up to the 100mL mark on the cylinder. The mixed solution was then put into a 250 mL Erlenmeyer flask. That is as far as the similarities between the two titration methods go. In order to prepare the first soda for the traditional titration, five drops of phenolphthalein dye are added to the soda water solution in the flask. Next, the tip of the buret was placed over top of the soda solution. NaOH solution was added at approximately 2mL increments. The dye will create a pink color that disappears when mixed. When the titration did not disappear, NaOH was no longer added. The final volume of NaOH in the buret was recorded. 4mL was then subtracted from this number and the number received from that was the volume of NaOH that was quickly added each time for a more accurate titration. Another trial was then prepared by refilling the buret to 0. 00mL and the flask was rinsed out. A new soda solution was added to the flask by following the previous instructions. This time the volume of NaOH that could be quickly added was added to the soda solution. After this volume was added, drops of NaOH were then added to the solution continuously until the solution once again remained pink. The volume of NaOH was recorded in the notebook. This procedure for the traditional and accurate titration was repeated three additional times for a total of four accurate titrations. All data was recorded. The ratio of NaOH to citric acid was then calculated in the notebook for each of the four accurate titrations. Using the volume of NaOH and the molarity of NaOH, the number of moles was found. Then using the stoichiometry of the reaction, the number of moles of citric acid was found for each trial. The mean and standard deviation was then calculated for the molarity of citric acid. The modern titration used a pH electrode and the LabQuest device to record accurate titrations. After the LabQuest device was set up correctly, the soda and the NaOH were prepared as in the traditional titration experiment except the soda was placed in a beaker instead of a flask. Using a utility clamp and a stand, the pH electrode was suspended just above the bottom of the beaker. Then the magnetic stir bar was added to stir the soda solution evenly. For these titrations the volume of the NaOH was entered into the LabQuest device during the titration. NaOH was added to the solution until the pH reached 6. 0. NaOH was then added very carefully, drops at a time, until the pH reached about 10. 0. During the titration, the volume of NaOH was entered into the LabQuest device every time the pH level raised 0. 2 pH. The device stores the entered data and records it on a chart. This process of titration was repeated two more times for a total of three accurate titrations. The data stored in the device was then transferred to a computer and saved. The charts and data collected can be found on the last page. The volume of NaOH used to reach the equivalence point was calculated for each of the three titrations. The equivalence point was found graphically. Using the volume of NaOH and the molarity of NaOH, the moles of NaOH were calculated. Using the volume of the soda used, the molarity of citric acid was found. Then the mean and standard deviation of the molarity of citric acid was calculated. Results: In the traditional titration, the recorded data is shown in the following chart: Table 1: Volume of soda| Volume of NaOH| RatioNaOH:soda| MolesNaOH| MolesCitric acid| MolarityCitric acid| Titration1| 40. 00mL| 19. 00mL| . 475| 8. 85* 10^-4| 2. 95* 10^-4| 7. 375*10^-3| Titration2| 40. 00mL| 19. 00mL| . 466| 8. 85* 10^-4| 2. 95* 10^-4| 7. 23*10^-3| Titration3| 40. 80mL| 19. 00mL| . 469| 8. 85* 10^-4| 2. 95* 10^-4| 7. 28*10^-3| Titration4| 40. 10mL| 19. 02mL | . 474| 8. 86* 10^-4| 2. 95* 10^-4| 7. 36*10^-3| From the data in Table 1, the mean and standard deviation was calculated for the molarity of citric acid: Mean molarity of citric acid: 7. 31*10^-3 Standard Deviation: 6. 837*10^-5 In the modern titration, the recorded data is shown for the three trials in the tables below: Table 2: Table 3:Table 4: The data in tables 2-4 was entered separately into three different graphs shown below: Graph 1: Trial 1 Graph 1b: Derivative of graph 1 shown Graph 2: Trail 2 Graph 3: Trial 3 From tables 2-4 and analyzing graphs 1-3, the volume of NaOH used to reach the Equivalence point was calculated. Trial 1: 11. 86mL Trial 2: 11. 28mL Trial 3: 11. 40mL Using the volume of NaOH and the concentration of NaOH (. 0466M) the molarity of NaOH was calculated to four significant figures: Trial 1: 5. 527*10^-4 Trial 2: 5. 257*10^-4 Trial 3: 5. 312*10^-4 Using the stoichiometry of the reaction between citric acid and sodium hydroxide, the moles of citric acid was found to four significant figures: Trial 1: 1. 842*10^-4 Trial 2: 1. 752*10^-4 Trial 3: 1. 771*10^-4 From the moles of citric acid, the molarity was then calculated to four significant figures: Trial 1: 9. 211*10^-3 Trial 2: 8. 761*10^-3 Trial 3: 8. 854*10^-3 The mean and standard deviation were then calculated for the moles of citric acid in the sample of soda used again to four significant figures: Mean: 8. 942*10^-3 Standard Deviation: 2. 376*10^-4

Application of the Principles of Interpersonal Communication to a Essay

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Health Psychology paper Essay Example | Topics and Well Written Essays - 500 words

Health Psychology paper - Essay Example It follows that it’s necessary to consider ways to curb the desire for children admittance to emergency wards as primary treatment options. In considering sociocultural factors that influence emergency use for pediatric asthma one of the primary efforts must be made in establishing the understanding that emergency wards are not the only treatment option. In these regards, it’s the responsibility of the hospital to make it clear that there also exist clinical pathways in which children can receive medical aid (Varni, Burwinkle, Rapoff, Kamps, Olson 2004). . This report argues that while it’s necessary for the hospital and medical establishment to have these clinical pathways in place, in terms of sociocultural and behavioral patterns, it’s critical for medical professionals to inform caregivers of children with asthma at the time of their diagnosis the variety of options they have regarding these treatment mechanisms. While asthma is a serious illness that requires medical attention, it’s also clear that inpatient pathways that avoid admittance to the medical ward have been demonstrated to be equally as effective treatment options.

The Efficiency of European Container Terminals and Implications for Case Study

The Efficiency of European Container Terminals and Implications for Supply Chain Management - Case Study Example This title precisely represents the core subject of the paper. The abstract of the paper briefly discuss the main objective of the study, methodology used in the process and the final outcome of the study. It can be concluded from the statement of purpose of the abstract that the core content of the introduction of the paper is significantly matching with the basic statement of the abstract. The major purpose of the study is to determine the level of efficiency of the European container terminals. In the introduction of the study various information are given in a proper sequence. All these information are directly or indirectly related to the main purpose of the study. The main objective of this study involves the determination of the efficiency of container terminals and its implication in the global supply chain management. But before going straight into the determination process the term container terminal and its role in the global supply chain management needs to be defined. Container port functions as a link between the consumers and the producers of goods and it is mainly used in the export import industry. Container port industry, simply a part of the global supply chain industry where there is many other players who actually influence the main role of the container port industry. In the last two decades there have been two main changes in the container shippin g industry. These changes have taken place in the form of globalization in case of service coverage and provision in case of extension of logistics services. Apart from this, the introduction part also includes the nature of the competitiveness of the port industry and various external and internal challenges that this industry is likely to face. All these information are indirectly related with the main purpose of the study. It is quite clear form the introduction part of

Video games Essay Example | Topics and Well Written Essays - 1750 words - 1

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Reflection on American studies Essay Example | Topics and Well Written Essays - 750 words

Reflection on American studies - Essay Example â€Å"Gendering† the conversation of globalization reveals the restrictions stuck between the actualities of women’s and men’s survive and normal academic work regarding worldwide procedures. Joint with essential concentration to race and racial procedures, â€Å"gendering† ought to construct a enhanced consideration of current worldwide issues. Before clarifying several of the wide-ranging feminist work that has gendered worldwide investigate and hypothesis, I momentarily scrutinize the thought of sexual category. Sexual category as used here is defined as discrimination, splitting up, and distinction communally rises around assumed difference between feminine and gentleman. Gender is a necessary classifying standard in communal life, a faith for allotment of responsibility, human rights, rewards, and authority, as well as the resources of fighting. Gender is a issue in arranging daily existence for persons, relatives, group of people, and civilization as large arrangements. Women are frequently underprivileged in stipulations of authority and substance and rank rewards. Gender is neither a necessary trait of persons nor a stable in communal existence, but consists of objects and figurative features of survivals, continuously shaped and reproduces in the track of continuing societal actions and performance. The trouble at this time is not one of a skilled sentiment â€Å"missing out.† Relatively, it is a pervasive issue in human studies and American studies of point- reluctance to find the paths where the American studies and human studies can easily improve their understanding with each other. Surrounded by average genealogy of US-based cultural lessons, national studies and new racially-based studies began from a comparable instant of empowerment in the efforts for ethnic and racial civil rights in the 1960s and 1970s, frequently in unity with Third World decolonization engagements. More and more, Native American lessons hi ghlights relations connecting Native America and native group of people in the area of the globe, reframing queries of power and native human rights in global conditions whereas continue to confront opinionated conversations of the realm. Such employment decanters paradigms of primary contact with European regal authority and consequent command by the United States armed and administration that have eclipsed debates of local contact with working class of other origins. Corresponding theories of history as the revision of the history and social evaluation of the life sciences, different ideas regarding the American studies in a disciplinary point of view enforce the results and findings of  American  culture’s understanding in its entirety and the general concepts of American culture at its surroundings. Some authors describes their suggestions at the University of California Faculty of American studies e.g. Jay Mechling, Robert Merideth, and David Wilson, How Jews Became White Folks and what it depicts in American culture, American Jewish narration go into the dialogues. The writer conveys the just around the corner as an anthropologist to this energetic combination of literatures transversely obedience. The effect is a fine investigation of the crossroads of

Dell Corporation Case Study Example | Topics and Well Written Essays - 3250 words

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Political Ideology Essay Example | Topics and Well Written Essays - 2500 words

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Development from Conception to 16 Years Essay Example for Free

Development from Conception to 16 Years Essay E1- The age group I have chosen to describe is birth to 3 year olds on their physical development and communication and language development. In this age range the physical development changes from birth where they generally don’t do anything which develops as between 3 – 6 months the child can hold a rattle for a moment, reaching for a toy, putting toys in their mouth, lifting their head up, moving their arms to indicate wanting to be picked up and rolling over. This development changes much more as when the child is 9 – 18 months as they can grasp objects, can sit unsupported, can crawl , can point at objects, start to use a spoon and self-feed, start to walk, start to scribble and build a tower of three blocks. Then at 2 years the child can draw circles and dots, can use spoons to feed their self’s effectively, can run, climb on furniture and use sit and ride toys. At 3 years the child can do all the stuff from the ages before but also turn the pages of a book, wash and dry their own hands, run forwards and backwards, kick a stationary ball and throw a ball as this develop is done with the help of the child’s family as the encourage the child’s physical development. The communication and language development happens because at this age there co-operation from early motherese by asking them to show you objects and then learn to follow simple instructions but their communication and language develops as first all the can do is cry and make cooing noises which then turns to babbling at 6 – 10 months where they â€Å"goo† and â€Å"ma† as the child blends vowels and consonants together to make tuneful sounds. Then at around 12 months this develops to the child saying â€Å"momma† and â€Å"dada† as they start to show facial expressions and gestures but can now combine sounds. From 1 – 2 years they learn more words so they can make mini sentences when they speak and manage to name things when you point to something, and from 2 – 3 years they can communicate well and manage to ask questions and say full sentences as at this age there is a large increase in a child’s vocabulary combined with an increase in the use sentences. E2- The age group I have chosen to describe is 3 – 7 year olds on their physical development and communication and language development. In this age range the physical development changes from being 3 years and being able to just learning to walk and run, walk on their tiptoes, wash and dry their hands, put a coat on and off and use a spoon to feed them self’s without the  food spilling. To when they are 4 – 5 years where the child should start being able to button and unbutton their own clothing, cut simple shapes, put puzzles together specifically for their age range, write their name, form letters, draw recognisable pictures, cut out shapes with scissors, draw around a template, walk on a line, hop on one foot, skip with a rope, run quickly avoiding objects and use a variety of large equipment on their own (e.g. slide, swings†¦). Then at the age 6 – 7 years the child should be able to join handwriting, cut shapes out accurately, make detailed dra wings, tie and untie shoelaces, hop, skip and jump confidently, chase and dodge others, balance on a beam and use a bicycle. This is because in this age the child is helped through their physical development by their parents, family, teachers and peers as they encourage the child. Communication and language development happens very effectively in this age range as at 3 – 4 years they are able to ask questions and be fascinated with answers given to them by saying â€Å"if† to find out what happens, say their name age address and be more accurate in speaking how they pronounce words. At 4-7 years the child tries to understand the meaning of words, talk more confidently and begins to be more and more fluent, manages to add vocabulary all of the time in their speech, begin to share ideas, begin to realise different situations and define what objects are, this is because in this age range a child masters the basic skills of language and masters the reproduction of most sounds. E3- One theoretical perspective linking to E1 and E2 is Chomsky’s theory of language development. His theory is a nativist theory as he suggests that humans have a built in ability to learn a language. Chomsky states that children have a â€Å"Language Acquisition Device† (LAD) which encodes the major principles of a language into a child’s brain. Chomsky’s theory also states that children are able to use language so accurately from an early age because they only have to learn the new vocabulary and apply the structures from the LAD to form sentences. Chomsky believes that they cannot be learning the language purely through imitation as the speech around them is often broken and ungrammatical. Even with extremely complex languages children will become fluent in their native language by the age of 5 or 6. A second theoretical perspective linking to E1 and E2 is Skinner’s theory of language development. Skinner’s theory is a nurture or behaviouristic theory. According to Skinner’s theory a child initially  acquires through an operant process this means that the child learns voluntarily without any external force so learning of its own free will and without any sort of pressure. According to Skinner the whole process is based upon 4 elements as it is stated on slideshare.net which are â€Å"stimulus, response, reinforcement and repetition†. For example a child will make a sound if they want something. If the child gets the response it wants they will associate that sound with the act or response and will continue to use it to achieve that response. Skinner believes that learning language is no different from learning anything else and anything which is lodged in the mind of the child becomes part and parcel of the child’s life. E5- for my observations I have done a tick chart, time sample and written narrative on a child aged 3 years and 11 months E6- In order to maintain confidentiality throughout the observations each child is referred to as child A, B or X rather than their names being used so that other people do not recognise who we are observing should they know the child. Each setting is referred to in a general form such as primary school, pre-school and nursery. The information gathered is only accessible to the observer and in some cases the teacher or a high member of staff if something is noticed that is either of a concern or needs addressing. Also maintaining confidentiality is very important in a setting as it shows respect to people so then they can trust you so if they have any concerns then can come and tell you. But if a child is at risk confidentially may be broken if a practitioner thinks child protection should know. D1- The observations that I carried out show that child A struggles to recognise numbers and letters in general. This may be because they are a kinaesthetic learner and is more confident in absorbing information through practical methods rather than through visual methods. This suggests that child A needs more help with their numbers and writing so to help we could plan activities to help do these which are more appropriate to the child’s learning style and suggest at home they practise counting and writing to develop on this to get them up to the same or a similar level as the rest in their year. Also the observations show that child A is not yet confident about showing and talking to the rest of the class at show and tell, this may be because the child is very shy which could be because the child is not used to being at the school yet and doesn’t feel confident enough as they might still not know everyone and become shy because they  have never noticed or spoke to s ome of their peers. D2- the observations in E4 can help with planning to meet the child’s needs as from observing you can see the child’s interests and find the best way to help them reach the next level of development or ways to maintain a desirable behaviour. Doing observations also helps early years practioners learn more about the age group they are working with so then they will be able to plan activities to each individuals learning styles and individual needs. For example the child I observed in E4 is not very confident talking to the whole class at show and tell so from knowing that I would plan for them to do group work with friends at first then try and mix groups so she still has 2 friends with her so they can make new friends with the people in the class they haven’t spoken to, to try and gain confidence to talk to all other peer’s in the class. Also the child turned out to be a kinaesthetic learner so while planning I would make sure there are activities to just get on with and do so the child can do activities that are to their interest and learning style as well as trying things that are not their favourite learning style but my help them in some way. C- Confidentiality and objective observation are both subjects that are seen as important; this is because confidentiality is very important in teaching and for practioners to keep confidentiality which means they can only speak of things they have seen in the workplace to other members of the staff or supervisors if it is a concern, but no one else outside of the placement should be informed. By using confidentiality we are assuring the safety of the child and their family. Also we are able to make and keep a reputation for ourselves and the setting so we gain the trust of parents, guardians and the local community by protecting information and the children plus working to a child’s best interest. Each child and their family are diverse as they all have their own differences so if we include every child in an observation it shows to be unbiased. The issues which are essential to confidentiality are personal attitudes and values, sharing information, safe storage of information, working with parents, legal requirements and polices.

Enabling Learning and Assessment Essay Example for Free

Enabling Learning and Assessment Essay 1. The purposes of assessment Assessment is the process of evaluating an individual’s learning. It involves generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Tummons suggested that: ‘With assessment we can: * Find out if learning has taken place; * Diagnose learners needs; * Provide public acknowledgment and certification of learning * Allow processes of selection to be carried out; * Provide way to evaluate learning programmes; * Motivate and encourage learners.’ Tummons (2009:5) Written justification of assessment methods I have chosen to do Holding and aiming in the prone position, I would do this by getting the SUT in the tramline formation. This is where they will number off in pairs, so all the No.1’s on one side of the room whilst all the No.2’s are on the other side of the room. I will get the No.1’s to conduct the drill when I give the word of command. The No.1’s will be ensuring they adopt the prone position correctly, going through the 9 key point check list and taking aim on the target. Whilst this is happening the No.2’s will be observing throughout looking for any mistakes. Once the No.1’s have completed the drill I will go down the line asking the No.2’s if they observed any mistakes. By doing this I am getting the SUT to give out peer assessment on the progress of his/hers drill on the weapon system as this can develop and motivate student. The student will also have their own self assessment; this is where the students are assessing their own progress  throughout the lesson. These methods encourage the SUT to make decisions about what has been learnt so far, and to reflect on aspects for further development. Once the No.1’s have completed the drill, the same process will happen with the No.2’s and the No.1’s looking and observing for any mistakes. Whilst all this is going on I will be looking for any mistakes as I watch from one end of the tramline formation, this is called tutor assessment and can help give feedback to the student to guide them on their strength and areas of development. This is also known as formative assessment so it can provide for me a continuous source of information about the students’ progress, improvement and problems encountered in the learning process, so I together we can develop their confidence and competence on the weapon system. 2. Practical assessment a) Aim The aim of a practical assessment in a classroom environment is to ensure that when handling a weapon system that the necessary measures and safety precaution is carried out correctly and sufficiently. It is my aim to make sure that the SUT carry out the drills correctly, if however people are struggling to adapt to the new drills then it’s up to me the instructor to change my approach to the individual learning style. b) Reason for selecting practical learning assessment We use practical assessment in the army especially when teaching a particular subject like Skill at Arms to help us as a teacher to confirm that the SUT have understood the correct handling of the weapon. It’s not only a confirmation for the teacher but a confirmation for the individual that he/she has took on board the new skill and knowledge they have been taught in the lesson. During the lesson, when I have demonstrated a new drill, the SUT are required to imitate the drill whilst I explain and demonstrate it, taking it step by step. Once I am happy that the SUT have grasped the new drill, a confirmation is done to ensure that the SUT understands the new  weapon drill. This will be done when I give the word of command and the SUT carrying out the drill without any help or guidance as I watch and observes for any mistakes that the SUT may do. In order for the SUT to use blank or live ammunition on exercise or on the ranges, they are required to pass a Weapon Handling Test (WHT) which is a critical practical assessment as it is part of their summative test and needs to be done twice a year. I will give a number of instructions which the SUT must complete correctly and confidently in order to pass. There is no time limit and they are allowed one mistake on each stage of the test. This assessment is to show that he/she has the knowledge and skill to handle the weapon with blank or live ammunition with confidence. For assessment of practical activities, the potential barriers should be considered and reasonable adjustments developed that meet the needs of the individual learner. Many of the adjustments for a practical assessment are similar to those of a written assessment. We must however be aware of the learners/individual learning styles as this will vary across each lesson we teach. If we look at Fleming understanding of learning styles which he used the terminology of VARK, he stated that people can be grouped into four styles of learning: * Visual – Seeing. * Aural – Listening and talking. * Read/Write – Reading and writing. * Kinaesthetic – Doing. (Gravells 2012:40) The SUT will come under one or more of these learning styles and as I have seen it in the past whilst teaching, I have to adapt as a teacher to accommodate to their preferred learning style which means I have to plan and break down my lesson to ensure all SUT get the full benefit of what is being taught to them. Sue Crowley of the IFL stated: Often new teachers teach as they were taught, then perhaps as they would like  to have been taught, and finally they realise different ways and a wider spectrum of teaching and learning approaches are needed and available. (Gravells 2012:40) A statement in which I agree upon as my thought process was similar but when teaching SUT it’s taught me to adapt my teaching skills to benefit the individuals so they can get the best outcome during the lesson. c) Conduct of the practical assessment The SUT will be assessed throughout the lesson and this can be done in many ways as it is classroom based, this will be an informal assessment. As the SUT reacts to the word of command for example; ‘For inspection port arms’ they are to carry out the necessary drill in which I will observe for mistakes. Observation is a good way to assess the skills, knowledge and attitudes of the SUT. When observing, it enables me to see how well the SUT are doing, letting them make mistakes as long as it is safe, especially when dealing with a weapon so they can learn from their own mistakes. Once the drill is complete I can ask each individual if they made any mistakes and give them self assessment, otherwise I can give negative or positive feedback to the SUT. Observation is good within our training establishment as it assess the SUT competence, skills and attitudes when dealing with a weapon and the observation can follow on with a question to check the knowledge and understanding. SUT training can be assessed in two other ways and they are called peer assessment and self assessment. For the instructor to see this happen, the students will pair up and work as a team. Whilst one SUT does the drill on the weapon whilst the other partner watches for mistakes, this is called peer assessment, but at the same time SUT who is carrying out the drill can self assess as he/she goes along. If the student was to carry out the Load, Ready, Unload drill, their partner can look in for any mistakes and as the instructor asks the observer from each team if there were any mistakes, this can be useful to develop and motivate the SUT. Peer assessments can be affective as SUT feedback is given skilfully, but other students may think more about what their peers have said than about what the instructor have said. 3. Question assessment a) Aim The aim of a question assessment is for the instructor to see if the SUT can demonstrate knowledge and understanding of the subject being taught to them. It also helps when asking a question to the SUT that they have to think about their answer. b) Conduct of a Question assessment During each lesson throughout the army, as an instructor we will always ask the SUT questions of the particular topic that we have been learning about before moving on to the next topic or next stage of the lesson. This is formal or informal assessment and is used to assess cognitive ability which can be used whenever the instructor wants to assess the knowledge and understanding of SUT. When giving a lesson on Skill at Arms, ‘Different combat position.’ The instructor will always give an explanation of why we do it and when to incorporate the positions for example, on the ranges or when we are on operational tour, followed by a demonstration. As the instructor has given the explanation and demonstration, we will go through the demonstration again whilst the SUT imitate you as you take them through step by step. Whilst doing this process we normally ask the SUT questions on the next stage of the movement, pausing for a second and then state the name of the learner who can answer. This way, all SUT is thinking about the answer as soon as you have posed the question, and is ready to speak if their name is asked. This assessment not only help the instructor to confirm that the individual or group know the answer but helps their peers to understand it as well. We also do oral written assessment, as this is part  of the minimum core, for example before I start the lesson I would ask the SUT to take out their note books and pens. I will ask them a number of questions in which they will write their answers in their note books which will be marked before the lesson take place. If for some reason some of the SUT get a few questions wrong I will ensure that I make a plan in the evening to go through the questions or drill in which they got incorrect so that they are at the same stage as all the other SUT. Asking questions to the SUT and for them responding in giving the answers back to the instructor is self assessment and peers assessment so that the SUT know what areas they are good at and what areas they need to work on. However it’s good for the tutor assessment to understand how the SUT progress is going by conducting these assessments. C)  Advantages| Disadvantages| Problems can be solved| SUT don’t know the answer| Question being answered| SUT can be put on the spot| Understanding people’s views and opinions| | Gives people a voice| | 4. Reflecting on how feedback has informed your learners’ progress and achievement Feedback is a vital part of the learners’ training at the army foundation college as it informs the SUT on their progress and achievement. To make sure it is effective it is important that we develop rapport, mutual respect and trust between the instructor and the SUT. During a Skill at Arms lesson it is important to give effective feedback as this informs the SUT on how well they are doing or on what areas they might need to work on. I try to give out the best feedback as I can to the SUT or the individual as I know this will help reassure, boost confidence, encourage, motivate and develop their knowledge, skills. It can help the SUT to maximize their potential and professional development at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be  taken to improve their performance. 5. Reflecting on how feedback from others has informed your own professional practice On the 1st November 2012, I conducted a lesson on pain relief (Morphine) which was observed by an assessor. I felt that the lesson was well structured, planned and I got the key learning points across to the SUT. Once the lesson ended I sat down with my assessor and was given feedback on my lesson. The written feedback said this: The session had a clear and important content to communicate. This was achieved and checked by the test. A stronger introduction would set the scene and provide guidance to learners of what they had to do during the lesson. Focus on the test/know the purpose of the test. The conclusion could tell learners what to do with the test papers and how this will be an aide memoire. Test was very well created, covering all key learning and checking recall, understanding and application. It could be improved with clear guidance i.e. working individually without referring to their notes. As this was ‘assessment for learning’ as well as ‘assessment of learning’ learners could work individually, with a partner and finally as a whole group to get the answers/self assessment and check learning. You could get feedback on results from the test by asking those who got 100% to stand up – an energiser, positive motivation and a simple measure for you. This feedback has opened my eyes a lot clearer as I was more channelled to delivering a simple but constructed lesson. Just by delivering a stronger introduction can make the learner motivated to learn, which I didn’t realise until someone made it aware to me. It was a good motivation and energiser to hear from the assessor that the test paper was well created which gave me that sense of pride. However when it came to handing out the test paper, giving the SUT a certain amount of time to do it in and once they had completed it they would mark their own paper as I went along with the answers. Just from what the assessor has written in the feedback it can give  the learner self assessment and check their learning, so in future I will take more time on how I construct the test and how to mark it as this will give me a feedback on the progress of the SUT. 6. Reference List: * http://www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/barriers-to-learning.php Date accessed 8.11.12 * Tummons J – (2009) Assessing learning in the lifelong learning sector. Exeter: Learning Matters * Gravells A (2012) Preparing to teach in the lifelong learning sector. London: Learning Matters * www.faculty.londondeanery.ac.uk

Literature Review On The Hospitality Industry Tourism Essay

Literature Review On The Hospitality Industry Tourism Essay The hospitality industry is experiencing growth even in times of recession. Between 2004 and 2014, the hospitality industry is expected to add 17 percent in wage and salary employment (U.S. Bureau of Labor Statistics, 2006-07). A growing demand of hospitality workers can be translated into a growing need of hospitality educational programs to adequately prepare the workforce to meet present and future demands in this enormous industry. Programs need to provide an education that improves the employability of the hospitality graduates. However, employability of the future graduates will not increase until and unless they convincingly demonstrate the skills and competencies required in the workplace. In an education program, students develop skills and competencies through courses in various subject areas. In that aspect, the hospitality curriculum needs to prioritize the subject areas according to the perceived importance of the industry practitioners, and this prioritization has to be up-to-date to reflect the changing needs of the industry. Although curriculum of hospitality and tourism programs have been examined in a plethora of research studies, little attention is given to hospitality programs housed in accredited colleges of business. Because of the limitations obligated by the accrediting bodies, important aspects of the curriculum such as course offerings, and credits become restricted to certain extent. As a result, there is a need to evaluate the curriculum of such programs separately from other hospitality and tourism management programs such as the independent ones and those housed in various different colleges. Gursoy and Swanger (2004) investigated the curriculum of a hospitality and tourism management program housed in an accredited college of business. As part of their study, they ranked hospitality subject areas according to the perceptions of hospitality professionals, identified any gaps between the perceptions and the current curriculum and suggested a model of curriculum for hospitality programs in accredited colleges of Business. However, hospitality curriculum needs to be ongoing and relevant to the current industry needs and expectations. Also, the changing nature of the industry calls for recent graduates to reflect the changes and challenges of the industry. Therefore, the purpose of this study is to replicate Gursoy and Swangers (2004) study, and provide an updated ranking of the hospitality subject areas. In addition, the changing needs of the hospitality industry is highlighted through a comparison of their 2004 ranking with the current ranking of hospitality subject areas a ccording to hospitality professionals perceptions. As such, likely changes to the 2004 curriculum model are suggested based on the findings of this study. The specific research questions that will be answered through this study are: What are the current perceptions of industry professionals regarding the importance of course subject areas? Are there any significant changes in the perceptions of industry professionals in the last five years? Are there any gaps between the industry needs within the changing operational environment and the current hospitality curriculum? Literature Review Hospitality students have often been criticized for having unrealistic expectations of the types of responsibilities they may be given and consequently the types of skills they will be expected to exercise on entering the hospitality industry (Purcell and Quinn, 1996). At the same time, the industry often discounted a students formal qualifications on the grounds of lack of experience and frequently we hear the complaint that students are overqualified but under experienced for even entry level management positions (Raybould Wilkins, 2005). In order to bridge this gap, the hospitality programs underwent several changes in its content, focus, and structure. In 1996, Formica published a study of tourism and hospitality education in Europe and America that examined programs and future trends. In his study, he argued that there was an international movement that supported the emancipation of hospitality education from its vocational base to an academic field of inquiry. Formicas claim was later supported by Morrison and OMahony (2003) in their case study regarding the liberation of hospitality management education. Rappole (2000) stated that programs have shifted from a home-economics focus towards a business-related one and Chathoth and Sharma (2007) noted this as the likely reason behind the change in curricular structure of hospitality programs in the United States. Most programs in the 1980s and early 1990s were geared towards developing the operational skills of the students, but during the past decade, universities were focusing on both operational and management-related courses as part of the curriculum (Chathoth Sharma 2007; Rappo le, 2000).   Developing a hospitality curriculum broadly involve three major components: substantive knowledge, skills, and values (Dopson and Tas, 2004). While operational issues such as working knowledge of hospitality services were important (Kay and Russette 2000), managerial and behavioral issues such as managerial skills were often considered to be more important (Okeiyi, Finely and Postel 1994).  Thus, the hospitality curriculum should not only teach the students in crucial operational skills but also facilitate them to learn and demonstrate the art of management.   To accomplish this purpose, it was necessary to incorporate the perspectives of the industry professionals into the hospitality curriculum. This was basically achieved in two ways. First, regular industry professionals were invited to visit classrooms as guest lecturers and industry experts, or to participate in executive education programs, as part of the curriculum review process (Lefever Withiam, 1998). Second, comp etency models were devised through which industry practitioners ranked the competencies and content areas most important in the workplace. Educators then made a strong note of these important competencies, and likewise incorporated them into the curriculum. In the course of time, a wide number of studies were undertaken regarding identifying and ranking competencies of hospitality graduates. One of the first competency based studies in hospitality was undertaken by Buergermeister (1983) where he found human relation skills and attitudes to be a very important area for hospitality graduates. Among others, Tas (1988) put forward a hospitality curriculum by identifying 36 skills college graduates expected to possess from surveying general managers of 75 hotels. While, most competency based studies in hospitality management focused solely on the perceptions of the hospitality industry practitioners (Ashley et al. 1995; Breiter and Clements, 1996; Kriegl, 2000) a few incorporated the perspectives of educators along with the industry practitioners (Su et al. 1997; Tsai et al. 2006) and a few even added the perspectives of students to the group (Enz et al. 1993; Okeiyi et al.1994). Among the studies from the industrys perspective, the majority focused on either the hotel industry itself (Tas 1988; Siu 1998; Kay and Russette, 2000; Tesone and Ricci, 2006) or the overall hospitality industry (Ashley et al. 1995; Breiter and Clements, 1996), with a few focusing solely on other sectors such as the food service sector (Horng Lu, 2006; Okeiyi et al. 1994). Notable works in the competency-based approach include Chung-Herrera, Enz, and Lankaus (2003) presentation of an industry specific and future based leadership competency model. In their study, they identified and ranked 99 key hospitality work related competencies. In another case, Nelson and Dopson (2001) compared hotel managers, human resource specialists, and hospitality alumnis perceptions of competencies necessary for success in the hospitality field. Eventually, Dopson and Nelson (2003) ranked 37 course content areas using the same three groups, and found several differences in their perceived importance of those course content areas. Competency models were developed as a descriptive tool to identify, categorize and summarize competencies that might be relevant to perform a specific job effectively in an organization (Chung-Herrera et al., 2003). However, these competency models are often broad and generic in nature and lacks emphasis on specific hospitality skills. Employers, who generally do not want narrowly trained graduates, recognize the importance of generic competencies (Harvey, et. al., 1997). Raybould and Wilkins (2005) integrated a generic skill framework to rank important skill areas of hospitality graduates from both employers and students perspectives. However, the nature of hospitality workplace, demands mastery of both generic skill sets and hospitality specific skill sets. In that aspect, taking into account hospitality subject areas, and course content areas, provides an extensive representation of the skills and knowledge graduates will require at the workplace. Chung (2000) laid out an effective plan for reforming the hotel management curriculum of Korean universities based on required competencies of hotel employees and career success in the hotel industry. Their study found significant relationships between competencies required of hotel employees and hotel management courses of universities, between competencies required of hotel employees and career success in the hotel industry, between hotel management courses of universities and career success in the hotel industry, and last but not the least between hotel management courses of universities and their contribution to career development in the hotel industry. While this method might be easier for the industry practitioners to identify with, it might be difficult for educators to reform a programs curriculum based on such models because of the broad and diverse nature of such competencies. Since, there is a significant relationship between competencies required of hotel employees and ho tel management courses of universities, in this regard, it makes more sense if the industry practitioners rank the actual subject areas and course content areas offered in the curriculum. However, the subject areas and course content areas in the hospitality program might be difficult for industry practitioners to identify with especially if they are not graduates of hospitality programs. In this regard, the concerned school has to rank the subject areas from the perspectives of their own alumni, who are now established hospitality industry professionals so that they can easily identify the subject areas and relate them to their skill requirements in the workplace. Keeping the hospitality curricula rigorous, relevant, and current to the industry trends seems to be a clear concern of the hospitality practitioners. According to Dopson and Tas (2004) the biggest challenge for hospitality educators today is to determine clear objectives for the curriculum that takes care of the constantly changing needs of the industry. In that aspect, it is of utmost importance to close the gap between what is taught to students and what the industry expects of the students being hired (Dopsan and Tas 2004; Okeyi et al. 1994). Therefore, in addition to being an industry and faculty driven process, curriculum development needs to incorporate the changing needs of the industry, and foster innovation. In short, the process needs to be ongoing (Dopson and Tas, 2004). Methods The purpose of this study was to identify hospitality subject areas and rank them according to the perceptions of hospitality industry professionals. In addition the current perceptions of industry professionals regarding hospitality subject areas were to be compared to their perceptions five years ago to reflect the changing requirements of the industry. For gathering data from industry professionals, the same survey instrument developed using a four-step process by Gursoy and Swanger (2004) was used. The four steps included conducting a series of focus groups, developing the survey instrument to systematically measure the perceived importance of the course subject areas by industry and to investigate the gaps between hospitality curriculum and industry needs based on the findings of the focus groups, pre-testing the instrument on a sample of industry professionals using an on-line survey method and last but not the least revising and finalizing the instruments based on the pre-test results. Based on the feedback received by Gursoy and Swanger (2004) from their respondents, the survey instrument was modified in 2009. For the purpose of comparison only the common subject areas between the 2004 and 2009 surveys were retained. The final instrument was employed to collect data on hospitality industry professionals perceptions of the importance of the course subject areas. Development of the Survey Instrument The procedures recommended by Churchill (1979) and DeVellis (1991) were followed for developing the survey instrument. Initially, an item pool containing a total of 39 subject matter variables were developed or identified from the literature, current hospitality curriculum, and from a series of five focus groups conducted with the advisory board members, restaurant executives, hotel executives, university alumni, and hospitality educators. The content validity of the items that were identified from the focus groups and from the literature was assessed by ten faculty members. The faculty members feedback on content and understandability was gathered based on which the items were modified to enhance their clarity, readability, and content validity. Based on the same process any redundancy in the scale items was removed to improve the proposed scale. After the content validity check, it was pre-tested using an on-line survey method involving 50 industry professionals. The survey instrument was modified one last time based on the pre-test. Each variable was measured using a 5-point Likert scale (5=extremely important, 1= not important at all) as to their importance for success in the hospitality industry. The final version of the 2004 survey instrument consisted of four parts 40 subject matter variables, 128 course content variables, demographic information, and information regarding the performance of the company the respondent was part of. For this study, only the part that deals with the subject areas and demographic information are considered. In 2009 some changes were made based on the feedback received from the participants of Gursoy and Swangers 2004 study REPEAT. While the 2004 survey dealt with 40 subject areas, the 2009 one had only 33. 11 subject areas were removed from the 2004 survey, while 4 subject matters were added based on the received feedback, in the 2009 survey. The subject areas that were taken out of the 2009 survey instrume nt are: Fundamentals of Cooking, Math, Accounting, Economics for Decision Making, Tourism, Gaming/Casino Operation, Distribution Channels, Secondary Revenue Management, Beverage Management, Destination Management, and Dining Room Service Management. The subject areas that were added to the 2009 study are: International Tourism, Public Relations, Convention and Meeting Planning, and Food and Beverage Management. For the comparison, the 29 common areas between the 2009 and 2004 surveys were considered. Data Collection A self-administered survey questionnaire was mailed to the selected sample of industry professionals. An individually signed cover letter containing the name and address of the respondent was included with each questionnaire, along with a self-addressed, stamped envelope. A reminder was sent after 3 weeks, to increase the number of responses. Data Analysis Descriptive Analysis was undertaken to rank the means of the respective variables from the survey. Independent samples t-tests were carried out to compare the 2009 rankings to the 2004 ones. All the data analysis was performed in Statistical Package for the Social Sciences (SPSS) version 18. Results The survey was sent to a total of 2340 target participants. 369 responses were returned, resulting in an acceptable response rate of 15.8%. Profile of the Respondents: The demographic characteristics of gender, present position and company, education level, ethnicity, type of property, and size of the property were included in this study in an effort to provide a descriptive profile of the survey respondents. Gender: The survey asked the participants to indicate their gender (male or female). Out of 369, 358 respondents indicated their gender. The number of male respondents was 177 (49.4%) while female respondents were 179 (50.6%). Present Position/Name of Company: Over 180 different companies were represented in the study. Regarding present work positions, the respondents provided more than 200 different positions or titles, which were grouped into 15 categories based on their similarities. Some of the dominating categories included Sales/Marketing with 42 responses (11.4%), Finance/Accounting with 29 (7.9%), General Manager and Human Resource each with 28 (7.6%), Chairman/President/CEO/CFO/COO and Business Owners each with 16 (4.3%), Educator/Teacher/Trainer with 13 (3.5%), Other Managers (restaurant, FB, convention, events, store, regional, training, guest services, other departments) with 43 (11.7%), and Retired/Unemployed with 26 (7.1%). Besides these major categories, there was an Other category for the grouping of many positions that were listed less than 3 times and did not readily fit into another group, such as Attorney. Education Level: Out of 355 individuals who provided education level information, 298 indicated they have a bachelors degree (80.8%); 38 have a graduate degree (10.3%); 17 did some graduate level work (4.6%); 1 individual was a high school graduate (1.6%), and 1 person indicated other (1.6%). Ethnicity: Of the 352 respondents who indicated their ethnicity, 328 (93.2%), circled Caucasian/White; 10 (2.8%) circled Asian American/Pacific Islander; 8 (2.3%) circled Hispanic/Latino; 3 selected Black/African American; 1 (0.3%) circled American Indian/Alaska Native; and 2 (.6%) circled other. Size of Property: For lodging properties information regarding the number of rooms in the hotel was collected and for restaurants, number of seats information was gathered. If respondents worked in neither a lodging property nor a restaurant, they were asked to provide size information using other appropriate measures. Of the 195 individuals who responded to the survey, 92 provided the number of rooms information, 34 provided the number of seats information, and 69 provided the size information by reporting other measures such as total revenue, number of employees, square footage, and others. Of the 92 managers who provided the number of rooms, 2 (2.2%) indicated the property had less than 75 rooms, 17 (18.5%) indicated the property had 75 to 149 rooms, 18 (19.6%) had 150 to 299 rooms, 29 (31.5%) had 300 to 500 rooms, and 26 (28.3%) indicated the property had more than 500 rooms. Most of the individuals who reported managing more than 500 rooms were regional managers, vice presidents, or presidents and CEOs of hotel corporations. Of the 34 managers who provided number of seats information, 6 (17.6%) indicated the restaurant had less than 100 seats, 13 (38.2%) indicated the restaurant had 100 to 199 seats, 8 (23.5%) had 200 to 300 seats, and 7 (20.6%) indicated the restaurant had more than 300 seats. A good number of the individuals who reported managing more than 300 seats were regional managers, vice presidents, or presidents and CEOs of restaurant corporations. Due to the diverse array of survey respondents, a great many different types of responses were received regarding measure of size. Thus, among the 69 respondents who chose, other in the measure of size category, measures such as square footage of convention/conference/meeting/banquet space, number of restaurants/stores/units, number of employees, number of hotels, amount of revenue generated, number of locations, number of accounts, and various others. In addition some respondents provided multiple measures of size. Type of Property: 188 responses were recorded regarding the type of property the respondents were affiliated with. Of those, 99 (52.7%) selected lodging, 27 (14.4%) circled restaurants, 16 (8.5%) indicated managed services, and 39 (20.8%) selected other types which included vending, marketing/advertising, airlines, associations, distribution/suppliers, cruise lines casinos, clubs retail/convenience stores, cruise lines, health care, real estate/property development, banking/finance, and consulting. Type of Ownership: In the Type of Ownership category 225 responses were recorded. Of them, 124 (55.1) properties were company owned, 68 (30.2%) were independently owned, and 33 (14.7%) were franchised. Ranking and Comparison Results The 33 course subject areas were ranked in the order of importance by the industry professionals. The ranking is provided in table 1. The top ten subject areas are Leadership, Internships/industry experience, Preparation for Industry Employment, Ethics, Overview of the Hospitality Industry, Revenue/Asset Management, Hospitality Management and Organization, Hospitality Operations Analysis, Foodservice Operations and Controls, Computer/Information Technology. The results were compared to Gursoy and Swangers 2004 survey results. Results show that 10 out of 29 hospitality subject areas Hospitality Management and Organization, Principles of Marketing, Hospitality Marketing Strategy, Hospitality Operations Analysis, Ethics, Strategic Management, Service Management, Revenue/Asset Management, Study Abroad, and Innovation and Product Development are significantly different compared to the 2004 rankings. Discussion A look at the two ranking tables (2004 and 2009) reveal that highly important subject areas which were quite consistent in their perceived importance among industry practitioners include leadership, Internships/industry experience, Preparation for Industry Employment, Overview of Hospitality Industry, Foodservice Operations and Controls, and Computer/Information Technology. Leadership, the highest rated subject area, especially has been rated as one of the most important skills deemed of hospitality graduates a number of times in hospitality literature (Okeiyi et al. 1994; Breiter and Clements, 1996; Siu 1998; Kay and Russette, 2000; Kriegl 2000; Nelson and Dopson, 2001). There were some major changes in the rankings over a period of 5 years. The ranking of Ethics went down from 1 to 4, service management from 10 to 18, Principles of Marketing from 12 to 19, and Hospitality Marketing Strategy from 14 to 20. On the other hand, Revenue/Asset Management went up 14 places to number 6, and Finance from number 18 to 13. Finance, accounting, and related skills were recognized as very important by hospitality employers in various studies (Getty et al., 1991; Umbriet, 1992; Ashley et al. 1995; Nelson Dopson, 2001; Agut et al. 2003) in the past. In that aspect, this improvement in ranking of finance and related areas is consistent with past literature. As mentioned before, t-tests revealed significant differences in means between 2009 rankings and 2004 rankings in 10 out of the 29 subject areas. 8 of those 10 subject areas had significantly higher means in 2004 compared to 2009. These areas include Hospitality Management and Organization, Principles of Marketing, Hospitality Marketing Strategy, Hospitality Operations Analysis, Ethics, Strategic Management, Service Management, and Innovation and Product Development. Ethics, especially, showed a very significantly high decrease in means (t (670.079) = -5.116, p = .000). Time and again, ethics has been recognized as the most important skill in the hospitality workplace (Enz et al., 1993; Nelson Dopson, 2001; Gursoy Swanger, 2004). This significant decrease in the ranking of ethics shows that it is not quite deemed as important in the hospitality workplace as it used to be. This decrease in importance can be accounted to two reasons. Firstly, following the wake of Enron, WorldCom, an d Adelphia corporate scandals that shook the business community in early years of this new millennium, audit firms were increasingly putting a lot of emphasis on having stringent audit practices. Consequently, businesses all over the world were paying special attention to preventing corporate fraud through promoting ethical practices within the organization. This has increased the demand for ethics, as a top level competency/skill/subject area deemed of recent graduates in the workplace during the time period of Gursoy and Swangers (2004) study. However, the increased emphasis coming out of the shock the business community received from the corporate scandals has faded away a little as time went by. Moreover, business schools all over the world have been producing much better graduates reflecting ethical preparedness in response to those corporate scandals and the increased pressure from the business community. This can be demonstrated by the increased importance on ethics posed by universities in response to industry pressure. MBA programs that require students to take a course dedicated to business and society issues have increased dramatically over time: 34% in 2001 to 63% in 2007, and to 69% in 2009 (Aspen Institute CBE, 2010). In the accreditation standards of AACSB, formulated in 2003, an increased emphasis on ethics was made, and schools were mandated to integrate ethics across the curriculum to meet the accreditation standards, although there was no requirement of a standalone ethics course in the curriculum (Swanson, Fisher, 2009). Having received better prepared graduates, it can be argued that the business community no longer rate ethics as important as it rated in 2004 because they are more content now compared to six years ago. Secondly, the prolonged economic downturn has caused the business community to put more weight on other skills/subject areas. Consequently, this shifted the importance on other areas such as leadership and financial competencies, which diminished the relative importance of ethics. Also, in the beginning years of the economic downturn, firms were under shock, and had to operate under strict financial conditions prompting them to avoid any unnecessary lawsuits which might cause them to be ultra protective. Thus, they were in need of better ethically prepared employees, which are reflected in the 2004 rankings. Moving away from ethics, marketing related subject areas were also rated significantly less important in 2009 compared to 2004. 11.4% of the 2009 respondents were associated with Sales/Marketing compared to 8.9% in 2004. In this regard, it was expected that the ranking of marketing related subject areas would improve, but the results are contrasting indicating that the importance of marketing related subject have indeed gone down. According to IBISWorld industry reports, the overall lodging industry showed positive growth in revenue from 2004 to 2007. However, the report also showed huge decrease in revenue growth in 2008 and 2009. Especially in 2009, revenue decreased by as much as 9.4% for hotel and motel industry, consistent with the projections made in 2008 (IBISWorld, 2010a). This decrease in growth has caused the hospitality industry to be ultra-protective of their expenses. As a result, there has been a decrease in the importance of marketing oriented subject areas, which acco unts for a good chunk of costs in hospitality industry. The same reason can be cited for the significant decrease in hospitality operations subject area. A better argument can be presented from the employment perspective. Because of the sudden economic downturn in the lodging industry, it can be argued that firms have reduced their hiring practices in areas that greatly add to the cost of the hotels such as marketing, operations, and innovations and product development. Same holds true for managerial level positions, which accounts for the decrease in the perceived importance of subject areas such as service management, strategic management, and management and organization. However, reflected in our analysis, it can be pointed out that firms are looking for leaders, who can think out of the box, and bail them out of the financial crisis, which accounts for the high perceived rating of leadership subject area. Especially, it can be argued that hospitality firms are looking for employ ees who can lead from the front and make their decisions, instead of relying on other people such as the managers. Thus, it can be argued that, hospitality firms are trying to cut down the costs of employing specialized managers by trying to promote leadership qualities on their regular employees. The subject areas that showed significantly higher means in 2009 compared to 2004 include Revenue/Asset Management and Study Abroad, which were both highly significant (p Suggested Curriculum Model Gursoy and Swanger (2004) suggested an industry driven model of a hospitality curriculum for programs housed in accredited college of business. Based on our study, some suggestions and improvements are offered to make the semester-based model more rigorous, relevant, and up-to-date. The model of hospitality curriculum was developed based on three different components: business core requirements, hospitality core requirements, and hospitality electives incorporating the ranked subject matter by hospitality industry professionals. Based on the limitations regarding number of credits in the hospitality program and on the suggestions from the focus groups and advisory boards, some subject areas, such as ethics and leadership, were embedded throughout the curriculum. The curriculum model did not embed those subject matters in the business cores and in the general education cores as business core and general education core classes were outside the hospitality programs locus of control. The Senior-level hospitality capstone course integrated all curriculum areas in the program. Subject matters with a mean ranking of 2.0 or lower were suggested to be part of elective courses and were recommended for Sophomore or Junior level. Like the 2004 model, learning a second lang uage (M = 1.76) and studying abroad (M = 1.50) were not deemed essential for success in the industry by the professionals surveyed and hence were not included in the model. Similarly, Entrepreneurship (M = 2.34) and Real Estate/Property Development (M = 1.61) courses, which were thought to be as part of other electives under a different department or program in business, were kept outside the curriculum model. For the 2009 model, electives such as Destination Manag