Mentoring Essay -- essays research papers

Managing People Individual Assessment Managing Mentoring With the development of the more organic and less formal organisational structures the role of mentors has shifted with these changes. Unlike previously where mentors where seen as formal trainers who taught newcomers the processes and got them acquainted with the cultures and the systems within the organisation. Which required good interpersonal skills and a good knowledge of the activity or tasks the mentee would have to undertake, and be able to effectively relay or demonstrate the tasks or activities to the mentee. As opposed to more recently where a mentor would have to be more of an emotional counselor and demonstrate more skills than were traditionally required from mentors in the past, such as being emotionally sensitive and sometimes employing diversity mentoring and culture mentoring skills. The term Mentor is derived from Greece. Levinson et al defined the mentor as â€Å"someone who is ordinarily several years older, a person of greater experience seniority in the world the young man is entering† This shows that not all mentoring takes place on an organisational level and in many instances is less organic and more mechanic within organisations. Mentoring also differs depending on the organisation the mentee is entering and the capacity that they are entering that organisation, mentoring is extremely prevalent in the education and training of young people in this context Murray and Owen define it as â€Å"a supportive relationship between a youth or young adult and someone who offers support, guidance and concrete assistance† The is an interesting shift in emphasis when organisational mentoring takes the place educational mentoring the focus changes from the personal nature of the mentor and the mentee to the structure and the processes within that relationship. Which really begs the question â€Å"which mentoring style brings about the best results?† but in order to answer that we must analyse what exactly we want to achieve from the mentoring?†. What facilitated mentoring does is set out to encapsulate the relationships and influence that develop in informal mentoring and transfer it to the organisational framework. One of the reasons organisations influence mentoring because it is a cost effective way training and developing, mentors relive the line managers of the responsibility of training... ... of information over the internet will lead to the emergence of more personal relationships being formed on a work related basis. Mentors and mentoring have been part of organisational culture in some capacity since humans started to organise things. It has survived several shifts in the context it was viewed in and how it was and is applied in the organisation. The challenge for organisations of the day be mindful of these constant changes and aim to be responsive not reactive for them. To diagnose exactly what, when and how mentoring should take place and challenge more staff to aspire to be mentors of the future. Referencing Brian Gay - What is Mentoring? Education + Training Vol.36 No.5 1994 pp 4 –7 Linda Holbeche – Peer Mentoring: the challenges and opportunities Career Development International Vol. 1 No. 7 pp 24 – 27 Leonora Kane - Mentoring For Black Students Education + Training Vol.36 No.8 1994 pp 18 –24 Clutterbuck and Megginson – Mentoring Executive and Directors Butterworth-Heinemann, Oxford Ragins B.R.- Mentor functions and outcomes: a comparison of men and women in formal and informal mentoring relationships Journal of Applied Psychology Vol.84 No.4 pp529 550

The Example of Questionnaire

CODE QUESTIONNAIRE This Questionnaire has the purpose to identify the correlation between the habit of watching English subtitle movie and Reading Comprehension achievement. All of the questions are for any movie or serial which uses English as the subtitle. Please be honest in answering every single of question. This questionnaire is purely for conduct a thesis in order to get the data. It will not affect your score mark at the certain lesson. The last, your data will be private for the researcher only. Thank you.Name| : ______________________| NIM| : _______________________| Gender| : ______________________| Class| : _______________________| Age| : ______________________| Academic Year| : _______________________| Address| : ______________________| Contact No. | : ______________________| General Question Have you watched at least 1 movie with english subtitle in the past of two years? a. Yesb. No. Specific Question 1. How many movies with english subtitle that you watch in a month? a. More than 10 titles b. 8 – 10 titles c. – 7 titles d. 2 – 4 titles e. Only 1 title 2. For the movie with multiple episode (serial), how many episodes that you watch in a month? a. More than 30 episodes b. 21 – 30 episodes c. 13 – 20 episodes d. 5 – 12 episodes e. 1 – 4 episodes 3. How often do you watch movie with english subtitle? a. Every single day (no day without movie) b. Almost everyday c. Twice or third in a week d. Once a week e. Once a month 4. How many times do you spend for watching movie with english subtitle in a day? a. More than 5 hours b.Around 5 hours c. Around 3 – 4 hours d. Around 2 hours e. Less than an hour 5. Rank the reasons of watching movie with english subtitle on it: Habitual| 1| 2| 3| 4| 5| Curious the cultural life as seen as on the movie| 1| 2| 3| 4| 5| Like the storyline or the topic of the movie| 1| 2| 3| 4| 5| Enjoying free time rather than other activities| 1| 2| 3| 4| 5| | | | | | | | | | | | | | | | | | | | 1| 2| 3| 4| 5| 6. What language do you prefer in movie with foreign language? (English include) a. English subtitle b.Bahasa subtitle c. Original language subtitle d. No subtitle but English dubbing e. No subtitle but Bahasa or original dubbing 7. The most reason of choosing english subtitle more than other subtitle (Bahasa or other language) a. Improving English b. Understandable c. More interesting d. The available one e. Accidental 8. How does your habitual of watching movie impact your time to study? a. Prefer watching movie than study b. Study at first but can not concentrate, my mind is on the movie c. Watch movie while studying d.Concentrate to finish studying at first, then watching movie e. Prefer studying than watching movie 9. What do you do when you find difficulties in understanding the subtitle? a. Replay back immediately to the part that I lack of understanding b. Keep the movie goes and replay it again after the end c. Ask friends/try to find the s ummary or review of the movie d. Let the movie goes try to find the meaning over the actor/actrees action e. Just let the movie goes and ends 10. What do you do after watching movie with english subtitle? . Find and watch other movies b. Make a review, summary, or deep analysis c. Discuss with friends d. Replay it again e. Nothing to do, it is just for fun 11. Where do you get movies with english subtitle? a. Purchase CD/DVD online or offline b. Rent CD/DVD in the rental c. Download free online d. Copy from friends e. Accidental 12. How important the aspects you choose movie? Aspects| TU| U| I| VI| The storyline| 1| 2| 3| 4| Actors/actress| 1| 2| 3| 4| Literature aspetcs (genre, year,| 1| 2| 3| 4| | 1| 2| 3| 4| 13.

New Hire Communication Essay

We would like to welcome all new hires to TMG Inc. We look forward to a long and prosperous work relationship with each and every one of our new hires. Our main goal is to make sure the customer is always satisfied. As customer service representatives you are the first point of contact with the customers so we are going to make sure that each one of you is properly trained to assist the customers in any and every way. Here at TMG Inc. we provide phone, cable, and internet service to our customers. During your training each of you will learn about all of the products and services available to the customers. We offer on-site paid training which will consists of classroom training for one week and on the phone training for two weeks. Hours of training will be 8:00 a.m. to 4:00 p.m. with two 15 minute breaks and an hour lunch. At the end of the training course there will be a skills test to determine if the trainees are ready to communicate with customers or if more training is required. Once training is successfully completed representatives will be assigned an eight hour shift between the hours of 7:00 a.m. to 12:00 p.m. with two 15 minute breaks and an hour lunch. Each representative is expected to report to work and back from breaks and lunches on time. Each representative is responsible for informing the company of any absences and lateness via the attendance line prior to the start of the assigned shift. Failure to follow the proper procedures will result in disciplinary action. Each employee is allowed two call outs per month. Comp time will start to accumulate once training is successfully completed. Comp time is accumulated by work hours. Four hours is earned for every forty hours worked. Comp time can be used once twenty hours are accumulated. The dress code is business casual with  dress down on Fridays. Welcome to TMG Inc. Let’s make this work experience last a lifetime!!!!

The Music of Andrew Lloyd Webber

The Music of Andrew Lloyd Webber The Music of Andrew Lloyd WebberAndrew Lloyd Webber was born in London, England in 1948. He started studying music as a child, writing his first compostiton at the age of nine. Webber attended the University of Oxford and later the Royal College of Music. Some of his famous compositions include Jesus Christ Superstar, Cats, The Phantom of the Opera, Joseph and the Amazing Technicolor Dreamcoat, and Evita. One interesting fact that I discovered about Andrew Lloyd Webber was that he was officially knighted in 1997, which makes him Sir Andrew Lloyd Webber.On October 24th, The Music of Andrew Lloyd Webber was presented at the Stranahan Theater featuring many soloists and the Philharmonia Europa orchestra. The performance consisted of highlights from Webber's famous productions, including those previously mentioned as well as numbers from Starlight Express, Whistle Down the Wind, Sunset Boulevard, and Aspects of Love. The show was overall a good mix of upbeat numbers as well as some slowe r pieces, from the beginning with the fast paced theme from Jesus Christ Superstar to the final piece "Love Changes Everything", from Aspects of Love.The first act of the performance began with the orchestra performing the overture from Jesus Christ Superstar. After that, the ensemble performed the theme song. This theme was very upbeat and jazzy, and in my opinion was a great way to begin the performance. After that were highlights from Joseph and the Amazing Technicolor Dreamcoat. Then, some more pieces from Jesus Christ Superstar were performed, including the love song "I Don't Know How to Love Him", as well as two other tunes "Everything's Alright" and "Gethsemane". These songs together provided a diverse look at the music from this musical. Following this were songs from Evita, the musical that tells the story of how the wife...

Almorzar Conjugation in Spanish, Translation, Examples

Conjugation in Spanish, Translation, Examples Unlike English, in Spanish we have a single verb that means to eat lunch or to have lunch- the verb . When conjugating  , remember that it is a stem-changing  -ar  verb. This means that when you conjugate it, sometimes there is a change in the stem of the verb (and not just in the ending). In this case, the  o  in  Ã‚  changes to  ue  in some conjugations. For example,  Ella siempre almuerza pasta  (She always eats  pasta for lunch). The tables below contain the conjugations for  Ã‚  in the indicative mood (present, past and future), subjunctive mood (present and past) as well as the imperative mood and other verb forms, such as the present and past participles. Present Indicative In the present indicative tense, there is a stem change, o to ue, in all of the conjugations except  nosotros  and  vosotros.   Yo almuerzo I eat lunch Yo almuerzo a medioda. T almuerzas You eat lunch T almuerzas en el trabajo. Usted/l/ella almuerza You/he/she eats lunch Ella almuerza en la escuela. Nosotros almorzamos We eat lunch Nosotros almorzamos con nuestros amigos. Vosotros almorzis You eat lunch Vosotros almorzis temprano. Ustedes/ellos/ellas almuerzan You/they eat lunch Ellos almuerzan una ensalada. Preterite  Indicative Remember that there are two forms of the past tense in Spanish. The preterit tense is normally used to talk about punctual events or events that have a defined ending in the past. There are no stem changes in the preterite indicative conjugations. Yo almorc I ate lunch Yo almorc a medioda. T almorzaste You ate lunch T almorzaste en el trabajo. Usted/l/ella almorz You/he/she ate lunch Ella almorz en la escuela. Nosotros almorzamos We ate lunch Nosotros almorzamos con nuestros amigos. Vosotros almorzasteis You ate lunch Vosotros almorzasteis temprano. Ustedes/ellos/ellas on You/they ate lunch Ellos on una ensalada. Imperfect  Indicative The imperfect tense is commonly used to talk about ongoing events in the past, and can be translated to English as was eating lunch or used to eat lunch. There are no stem changes in the imperfect indicative conjugations either.   Yo almorzaba I used to eat lunch Yo almorzaba a medioda. T almorzabas You used to eat lunch T almorzabas en el trabajo. Usted/l/ella almorzaba You/he/she used to eat lunch Ella almorzaba en la escuela. Nosotros almorzbamos We used to eat lunch Nosotros almorzbamos con nuestros amigos. Vosotros almorzabais You used to eat lunch Vosotros almorzabais temprano. Ustedes/ellos/ellas almorzaban You/they used to eat lunch Ellos almorzaban una ensalada. Future  Indicative To form the future tense, we use the infinitive of the verb,  ,  drop the -ar, and add the future tense endings (à ©, s, n, emos, à ©is, n). There are no stem changes in the future tense. Yo I will eat lunch Yo a medioda. T s You will eat lunch T s en el trabajo. Usted/l/ella n You/he/she will eat lunch Ella en la escuela. Nosotros emos We will eat lunch Nosotros emos con nuestros amigos. Vosotros is You will eat lunch Vosotros is temprano. Ustedes/ellos/ellas n You/they will eat lunch Ellos n una ensalada. Periphrastic Future  Indicative Yo voy a I am going to eat lunch Yo voy a a medioda. T vas a You are going to eat lunch T vas a en el trabajo. Usted/l/ella va a You/he/she is going to eat lunch Ella va a en la escuela. Nosotros vamos a We are going to eat lunch Nosotros vamos a con nuestros amigos. Vosotros vais a You are going to eat lunch Vosotros vais a temprano. Ustedes/ellos/ellas van a You/they are going to eat lunch Ellos van a una ensalada. Conditional  Indicative The conditional is formed similarly to the future tense, since we start with the infinitive form  . However, the conditional endings are à ­a, à ­as, à ­a, à ­amos, à ­ais, and à ­an. Yo a I would eat lunch Yo a a medioda. T as You would eat lunch T as en el trabajo. Usted/l/ella a You/he/she would eat lunch Ella a en la escuela. Nosotros amos We would eat lunch Nosotros amos con nuestros amigos. Vosotros ais You would eat lunch Vosotros ais temprano. Ustedes/ellos/ellas an You/they would eat lunch Ellos an una ensalada. Present Progressive/Gerund Form The progressive tenses in Spanish are formed using the verb  estar  followed by the present participle, which is also the gerund. For -ar verbs, drop the -ar and add the ending  -ando.   Present Progressive of    est almorzando   She is eating lunch   Ella est almorzando en el restaurante.   Past Participle The past participle in Spanish is used to form compound verb tenses. For -ar verbs, the past participle is formed by dropping the -ar and adding the ending  ando. Present Perfect of  Ã‚   ha almorzado   She has eaten lunch   Ella ha almorzado en el restaurante.  Ã‚   Present Subjunctive Similar to the present indicative tense, the present subjunctive tense has the stem change  o to ue in all the  conjugations except nosotros and vosotros. Que yo almuerce That I eat lunch Esteban desea que yo almuerce a medioda. Que t almuerces That you eat lunch Marta desea que t almuerces en el trabajo. Que usted/l/ella almuerce That you/he/she eat lunch Carlos desea que ella almuerce en la escuela. Que nosotros almorcemos That we eat lunch Flavia desea que nosotros almorcemos con nuestros amigos. Que vosotros almorcis That you eat lunch Felipe desea que vosotros almorcis temprano. Que ustedes/ellos/ellas almuercen That you/they eat lunch Laura desea que ellos almuercen una ensalada. Imperfect  Subjunctive The base for conjugating the imperfect subjunctive is the third person plural form of the verb in the preterite indicative (on). Since there is no stem change in the preterite form, then the imperfect subjunctive has no stem change. There are two different sets of endings for conjugating the imperfect subjunctive, which you can see in the tables below.   Option 1 Que yo a That I ate lunch Esteban deseaba que yo a a medioda. Que t as That you ate lunch Marta deseaba que t as en el trabajo. Que usted/l/ella a That you/he/she ate lunch Carlos deseaba que ella a en la escuela. Que nosotros almorzramos That we ate lunch Flavia deseaba que nosotros almorzramos con nuestros amigos. Que vosotros ais That you ate lunch Felipe deseaba que vosotros ais temprano. Que ustedes/ellos/ellas an That you/they ate lunch Laura deseaba que ellos an una ensalada. Option 2 Que yo almorzase That I ate lunch Esteban deseaba que yo almorzase a medioda. Que t almorzases That you ate lunch Marta deseaba que t almorzases en el trabajo. Que usted/l/ella almorzase That you/he/she ate lunch Carlos deseaba que ella almorzase en la escuela. Que nosotros almorzsemos That we ate lunch Flavia deseaba que nosotros almorzsemos con nuestros amigos. Que vosotros almorzaseis That you ate lunch Felipe deseaba que vosotros almorzaseis temprano. Que ustedes/ellos/ellas almorzasen That you/they ate lunch Laura deseaba que ellos almorzasen una ensalada. Imperative   The imperative mood is used to give direct commands. Therefore, there are no imperative forms for yo, à ©l/ella  or ellos/ellas.  Also, note that the positive and negative commands are different for the tà º and vosotros  forms. Positive Commands T almuerza Eat lunch! Almuerza a medioda! Usted almuerce Eat lunch! Almuerce en el trabajo! Nosotros almorcemos Lets eat lunch! Almorcemos en la escuela! Vosotros almorzad Eat lunch! Almorzad temprano! Ustedes almuercen Eat lunch! Almuercen una ensalada! Negative Commands T no almuerces Dont eat lunch! No almuerces a medioda! Usted no almuerce Dont eat lunch! No almuerce en el trabajo! Nosotros no almorcemos Lets not eat lunch! No almorcemos en la escuela! Vosotros no almorcis Dont eat lunch! No almorcis temprano! Ustedes no almuercen Dont eat lunch! No almuercen una ensalada!

Ways of Preventing Juvenile Crimes Essay Example | Topics and Well Written Essays - 1000 words

Ways of Preventing Juvenile Crimes - Essay Example Some of these programs have led to considerable decrease in crime rates while others have had no effect. This paper will deal with two juvenile crime prevention programs. Juvenile crimes Programs The Gang Reduction Program One of the programs that the Office of Juvenile Justice and Delinquency Prevention (OJJDP) enacted to aid in the prevention of juvenile crime is the Gang Reduction Program (Benekos & Merlo, 2006). The aim of this program is to deal with the gang activities that take place in a given region. This program entails different interventions on addressing individual, family, and society issues that lead to crime and gang activities. The program involves centralized, national, and local resources to aid in the deterrence, intervention, and containment of juvenile crimes (Greenwood, 2006). The objective of the Gang Reduction Program is to address the issues of juvenile criminals, the family, school, peers and the community. The reason for this is because these are the avenu es that either offer support to the occurrence or prevention of criminal activities (Greenwood, 2006). For instance peer groups have a very high influence on the character of an individual. In terms of family, one might come from a family where all the family members are criminals hence this makes it harder for him or her to quit the vice. The social status of the family might also be a contributing factor. As a result of poverty, the juveniles may opt to involve themselves in criminal activities in order to meet their daily needs (Siegel & Welsh, 2011). The role of the community in promotion of juvenile crimes is in the cases in which there is poor organization to an extent that the youths can easily access the drugs and firearms. In order to deal with the juvenile criminal issues, the Gang Reduction Program has set up prevention, intervention and control activities. Prevention actions mainly deal with the families, and the juveniles who are at risk of getting involved (Greenwood, 2006). For instance, in case of the youth who are ideal, the preventive measure is to ensure that they are involved in activities that will keep them busy, like attending school. Intervention activities entail management actions like outreach to sustain the youths who are involved in criminal activities with an aim of offering a better option to gang connections (Siegel & Welsh, 2011). The aim of these activities is to enable the youth change their conduct. Control activities entail police patrols, informing the society, offering support to the law execution intelligence distribution, setting up multi- organizational law enforcement and trying gang influencers, employing more instructors in affected schools to ensure all the youths are monitored while at school, and increasing regional watch teams that are associated with the Program. Thus by doing so, there will be prevention in juvenile crimes (Benekos & Merlo, 2006). The Juvenile Accountability Block Grant Program (JABGP) Another program which the OJJDP set up is the Juvenile Accountability Block Grant Program (JABGP). This Program provides financial support to the state administration for programs supporting the accountability of youth offenders in juvenile justice systems (Benekos & Merlo, 2006). The funds are mainly allocated in supporting the rationale of the Juvenile Accountability Block Grant Program. The areas that receive support from the JABGP are; juvenile drug and gun track; facilitating school protection, provision of education on regulated approval for criminals; education curriculum for prevention and control of offenses; execution of early recognition, management, and establishment and maintenance of

Discuss Why Risk Management is not a Good Objective for the Criminal Essay

Discuss Why Risk Management is not a Good Objective for the Criminal Justice Process - Essay Example Risk in the criminal justice system is widely associated with young offenders. There are those who have a lot of risk factors such as truancy, the low achievers and those from a single-parent family. The children who have less parental supervision are also vulnerable to anti-social behavior that may lead to criminal activities. In fact, crime statistics chow that the youth are more susceptible to involvement in criminal activities than adults. This correlation between crime rate and age does not only apply to the offenders, but also to the victims of those criminal activities (Kemshall, 2003). The process of assessing and managing risk has, therefore, become a prime issue for discussion in every criminal justice system. In the assessment of risk in a criminal offence, the character of the individual is evaluated to determine whether there is the possibility for them to commit other acts of violence. Because risk management requires the consideration of both situational and psychologi cal factors, it requires constant modification and review so that public safety is ensured. The management of dangerous offenders in the recent past has brought about a lot of concern the world over. This concern has been mostly reflected in the media and other social forums (Armstrong, 2004). One of the areas that have sparked too much concern from the public is area of sexual offences. This type of crime has led to the outcry in the media where there have been campaigns against sexual offences in the society. In these campaigns, the media seeks to identify the sexual offenders, publish their names and shame them so that they do not repeat the same habit again. The campaigns also encourage the use of vigilante justice as well as the formation of a punitive attitude in the public towards sexual offenders. In the long run, such a campaign would lead to the isolation and stigmatization of sexual offender who would be expected to seek rehabilitative programs and reforms (Kemshall, 2003 ). A lot of articles in the media today contain news about sexual offences. Sexual crime has been dominating the media headlines probably because of the prevalence rate of the crime. This type of crime has, therefore, provoked public outcry because of the publicity it receives. This publicity generated by the media has, however, caused a number of negative effects on the perspective of sexual offences and offenders. It has affected the public’s opinion on sexual crimes as well as their perception on the necessary measures that should be taken in cases of sexual crime (Kemshall, 2000). The general perception created is that of a looming danger to all women and children. They are continually reported as the target group for sexual monsters. When the media concentrates on only one category of sexual offenders, they create the impression that pedophilia, for example, is increasingly rampant. Media may also influence a punitive attitude in the public in relation to sexual criminal s. Increased political and media outcry on this subject provokes the public to assume activities like vigilante policing. The attitude of the public towards sexual offenders as well as heightened hysteria is also provoked. It is these attitudes formed towards sexual offenders that necessitate the management of risk. The public should, therefore, be protected from sexual offenders at all costs (Phoenix, 2010). The concept of risk management in the criminal justice system has been