Best Practice in Staff Training Processes - Free Essay Example

Sample details Pages: 15 Words: 4582 Downloads: 6 Date added: 2017/06/26 Category Statistics Essay Did you like this example? 1. INTRODUCTION People performance is a critical enabling factor that influences the potential of an organisation to achieve its objectives. Successful organisations ensure that they maintain an environment which enables the full potential of their people to be realised. They also ensure that they align their staff management objectives with the organisations objectives. Don’t waste time! Our writers will create an original "Best Practice in Staff Training Processes" essay for you Create order Training is an important activity undertaken to ensure employees at all levels have the necessary skills to carry out their roles effectively and to ensure the achievement of the organisations objectives. Of fundamental importance is the identification of the value that training adds to the performance of the organisation. Specifically this relates to how the organisation decides what training is needed by its staff, how the training is carried out, how the organisation evaluates the effectiveness of its education and training activities and what processes are put in place to improve the delivery and effectiveness of education and training programs. The management of the organisation want to know: what training is required how training should be delivered. how the training improves the performance of the organisation Staff expect: targeted and job related training (for now and the future) to equip them to meet the expectations of the organisation defined outcomes as a result of training quality assurance of training materials and delivery techniques value for time spent in training At the time of the writing of this paper, few organisations in the parks industry: had a quantifiable means of measuring organisational performance outcomes had measured the current competence of employees had agreed arrangements in place to meet all their staff training needs. had a formal strategy for addressing staff training so that maximum cost benefits are attained from training had a quantifiable means of assessing the on-ground outcomes of staff training are innovative with regard to methods of making training delivery more efficient use training systems and expertise available in the wider training industry had accurate costings relating to training (salary, training delivery etc) Over the past 5 years there have been dramatic changes in the training arena. Many companies who once conducted their own training now recognise that training is not their core business and utilize the services of the fast developing training industry. This move is in keeping with the Federal Government Training Reform Agenda, aimed at increasing the competitiveness of Australian industry on the international market. The main outcomes from this agenda have been the development of National competency standards and associated training curriculum for a number of industry groups. Best practice in training staff for park management is required because both Federal and State Governments now require park management agencies to: focus on their core business identify key performance indicators and associated priority outcomes be accountable for the delivery of priority outcomes and direct expenditure accordingly apply sound business planning principles to program planning and budgeting evaluate alternative means of service delivery (such as outsourcing) enhance the sustainable management of the natural and cultural resources of parks provide a high standard of customer service and facilities continually improve performance (both financial performance and service delivery) have competent and effective staff. Park customers require parks agencies to: manage the natural and cultural resources of the park using the best possible techniques provide excellent customer service provide a range of recreational opportunities manage financial resources effectively and efficiently have competent and efficient staff This paper will discuss and explore: Best practice in staff training processes for park agencies The use of benchmarking as a tool in establishing best practice. Relevant terms are defined as: Staff training: the process of developing the skills of employees Competence:the ability to deliver a service to a prescribed minimum standard 2. DETERMINING BEST PRACTICE IN STAFF TRAINING PROCESSES 2.1 Methodology In 1995, ANZECC commenced the National Benchmarking and Best Practice Programs aimed at five key areas. The (then) Department of Conservation and Natural Resources, Victoria took the lead responsibility for determining the best practice framework for staff training. The objective of the project was to determine current best practice in training processes to assist agenices to develop training programs to meet their needs. The project scope covered: an examination of guidelines and procedures to guide workplace performance an examination of standards of performance (competency standards) training and development programs strategic framework for program development industrial context (relationship of training to pay/promotion etc) identification of learning outcomes, assessment criteria and delivery standards delivery arrangements (in-house or external) assessment practices relationship to formal training structures (State or National) monitoring of training outcomes (improved performance, cost-benefit analysis etc. The project was to result in a report which could be used by member agencies of ANZECC to introduce best practice training processes and to facilitate the development of quality standards (and common competencies) for training of staff involved in the management of National Parks and Protected areas. The report was also to contribute to the development of national training standards through NCRMIRG. The methodology used was to: Conduct initial research into training processes to produce an appropriate survey instrument. Communicate with, visit with or arrange joint meetings with member agencies of ANZECC to: apply the survey observe training initiatives and process Communicate with or visit external organisations with a record of innovation in delivering training programs Prepare a best practice report in consultation with participating agencies There were several project limitations. The project brief did not include a comparison of the content of training programs(as this has already been done by the Natural and Cultural Resources Management Industry Reference Group in its Curriculum Review) but rather required the examination of staff training processes from a strategic viewpoint. The project leaders time was limited to approximately one week and the report was limited to key points. Figure 1 Location of interviews Location Organisation Adelaide South Australian Department of Environment and Natural Resources Sydney New South Wales National Parks and Wildlife Service Melbourne Tasmanian Department of Environment and Land Management, Victorian Department of Conservation and Natural Resources (name at the time of interview), Australian Fire Authorities Council Phone survey Queensland Department of Environment and Heritage, ACT Department of Urban Services Parks and Conservation. 2.2 Best Practice in Staff Training Processes Initial research was conducted into findings of previous benchmarking projects on staff training and into current concepts of best practice in staff training. It revealed that most organisations measure and assess training inputs rather than training outputs (or how the training was conducted rather than the benefit gained through training). No park agencies and very few other organisations maintain thorough accounting records of staff training and are able to conduct a comprehensive cost benefit analysis of training effectiveness (although some agencies have conducted a cost-benefit analysis of individual courses. Cost benefit analysis is undertaken in the tertiary education sector but the process used is not valid for measuring staff training in organisations for whom training is not core business. 3.1.1 Organisations vision, mission and key performance indicators. The organisations vision, mission and key performance indicators are determined and programs to meet these objectives are planned. The period over which these apply varies with individual organisations. A common factor is that they are reviewed annually as a part of the business/budget planning process. As the performance of staff is a major influence on organisational performance, it is important that the training process is closely linked with the business planning process. 3.1.2 Identification of required competencies for program delivery The organisations key performance indicators (or critical success factors) set a standard against which the performance of the organisation is measured. Programs to meet these standards are developed. The organisation must have access to specific competencies to effectively deliver the required programs and these are determined. Routine competencies required by individual staff are included. Looking ahead to the long term achievement of the organisations vision and mission, competencies required to deliver anticipated work programs in the future are also identified 3.1.3 Identification of current competence of workforce Having determined the competencies required to meet its objectives, the organisation then determines the competencies that exist within its workforce. These are obtained through two means through an analysis of the current performance of staff (annual performance review) and through the identification of the current skill levels staff. Current performance of staff Most organisations now have a performance review process through which the current performance of staff is assessed. Individual staff and workgroups are now required to deliver defined outcomes. Achievement of satisfactory outcomes usually (but not always) indicates a satisfactory level of competence in the task. The non-achievement of outcomes may be attributed to a number of factors. Lack of competence is one factor (amongst others) which may have caused poor performance. A usual part of the performance review process is the identification (by the staff member or their supervisor) of competencies yet to be attained and a plan for their attainment. Assessment of current competence. For the organisation to effectively manage the deployment of their human resources, it is necessary to assess the current competencies held by staff. Stored on a data base, this information is then readily available for use when assigning tasks. The best means of maintaining this data base is to utilize the type of system recommended through the National Training Reform Agenda, where competencies are defined, staff assessed against these and the information is recorded on a data base Assessment of current competence is only effective if the defined competencies have a standard of performance against which the capabilities of the staff can be assessed. This type of assessment is criterion based where the subjectivity of the assessment process is reduced. The process must be well managed and the data base kept current. The maintenance and use of such a data base has two purposes. If the current competence of staff is ascertained prior to delivery of programs, the likelihood of poor performance in program delivery, as a result of lack of competence, is reduced. In addition, the assigning of staff to tasks for which they are not competent may have legal ramifications (for example, Occupational Health and Safety breaches) at a later stage. 3.1.4 Identification of competency gap. Once the competencies held by the workforce are determined, they are measured against those required by the organisation. A gap is identified between the required competencies of the organisation and the existing competencies of its workforce. Traditionally this was considered to be the organisations training needs. Nowadays a wider range of options for closing this gap are considered. 3.1.5 Plan for bridging competency gap The organisation identifies the means by which it intends to obtain the competencies identified by the gap between the required organisational competencies and those held in the existing workforce. This is usually called a workforce management plan. Options for obtaining the required competencies include outsourcing, job redesign or redistribution, recruitment or the training and development of existing staff. Factors influencing the selection of the appropriate option are the cost-benefit analysis, current management constraints and the current Government direction with regard to workforce management. The organisation also needs to look beyond the current budget/business planning cycle to the long term achievement of its vision and mission. It needs to plan to have the necessary competencies (either within or outside the current workforce) for the delivery of future programs (succession planning). This information is invaluable to staff when making personal development/career choices 3.1.6 Organisations training needs The organisations training needs are derived from the above process. They are the required competencies of the organisation, not held by the current staff, for which the training of current staff has been determined as the best means of obtaining them. Training needs are identified and priorities determined as a part of the organisations normal business planning process and as such are reviewed annually. 3.2 STRATEGY FOR RESOURCING THE TRAINING For the organisations training needs to be met efficiently and effectively, there needs to be a clear strategy which addresses the allocation of resources to provide the training. This strategy indicates the level of commitment of the organisation to meet its training needs. Without this statement and a commitment from senior management, the issue of resourcing often arises to become the major impediment to the organisation satisfactorily meeting its training needs. Training resources can be categorised into financial resources, physical resources and human resources. 3.2.1 Financing the training Determining who pays for the training development and delivery is important and clarification of this issue up-front will reduce the incidence of later issues arising. When preparing business plans/budgets, the responsibility for the delivery of the organisations programs is allocated to a particular part of the organisation. This part of the organisation should also ensure that the required training for the delivery of the organisations program is determined and funding for training allocated appropriately. The continuing debate within a number of the ANZECC agencies relating to corporate versus technical training can be resolved by the application of this model. Where the training need is one identified by an individual or their supervisor, and it relates to a routine part of the persons job, then the funding for training should be built into the budget for that job. Where the training need is identified by management and is one which is aimed to impart a change across the organisation, such as the need to train people following the introduction of new technology or a cultural change, then the funding for training should be built into the budget for introducing the change. Budget issues can arise when corporate change training programs are imposed without making the appropriate funding arrangements. 3.2.2 Physical resources Physical resources required for training include the training materials (curriculum, lesson plans, videos, self paced packages etc) and the physical environment for the delivery of formal training. It must be recognised that training is not the core business of most organisations and substantial investment in the development of training materials and training facilities is not considered a wise investment. Fortunately, in recent years, training has become an established growth industry of its own. In most situations it is now not necessary for the organisation to invest in the development of training material or training facilities as there is a wide range of resources available through organisations for whom training IS core business. These include other like organisations, TAFE colleges, universities, local schools, local community training organisations and the increasing number of registered and non-registered private training providers and consultants. The best way of obtaining the necessary physical resources (materials, facilities etc) for training is to obtain them on a needs basis. By integrating the organisations training requirements with those of the wider training community, training becomes more efficient and duplication of effort is reduced. 3.2.3 Human resources Best practice organisations have a culture of continuous learning and are clear about the level of staff involvement expected in the training process. Rather than being the responsibility of a designated training department, training is everybodys responsibility. A primary motivator for individuals to accept this responsibility is need. Through the competency assessment, the individual has identified a need for training in the routine aspects of their work and is more likely to accept the responsibility for organising or participating in training to meet that need. For corporate change training, the individuals need has not been identified and it should be remembered that that person is therefore less likely to be motivated to organise or participate in the required training. In this case it is unrealistic to expect staff to drive their own involvement. Best practice organisations establish a culture where the individual is responsible to a large extent for identifying their own training needs and organising/enrolling in the appropriate training. Such a culture requires the support of a relevant system. The embodiment of learning organisation culture does not negate the need for training roles and responsibilities to be clearly defined. For the organisations training needs to be accurately identified and the training resources available in the wider training industry to be effectively integrated, an appropriate training specialist or specialist team is required to manage training. The training specialist/team will be able to provide staff with adequate systems and information for them to be able to: integrate training with the organisations business planning/budget development process identify their own training needs and those of their staff access a range of relevant training options develop individual training plans based on identified training needs and career aspirations. 3.3 DEVELOPMENT AND DELIVERY OF THE TRAINING Best practice for the development and delivery of training has been well documented. The model below has widespread use throughout the training industry and is used by the National Training Reform Agenda. 3.3.1 Training needs The identification of training needs was identified in Section 3.1. Training needs are identified in terms that are behavioural (measurable or quantifiable). Cultural change objectives are also quantified so that their achievement can be measured. 3.3.2 Modular training framework For each identified competency there is a training module which will train staff in the necessary skills and knowledge to be able to meet the standard prescribed for that competency. A module specification (the written specification of training outcomes, assessment methods and delivery modes) exists for each module to ensure that it is delivered to a prescribed minimum standard. Module specifications are regularly reviewed to ensure that they match the training requirements of the relevant competency standard. The training is accredited, where possible, by a State or National training authority. Accreditation provides quality assurance for content, delivery and assessment. The employee gains formal recognition and other benefits for the training completed. Training delivery is through appropriate providers. If the training delivery is to be contracted out then the training specification is included as a contract specification. Providers are regularly evaluated for effectiveness and cost efficiency of delivery. 3.3.3 Flexible delivery arrangements The training is located as close to the workplace in order to reduce the amount of time spent in travel and off the job. It is delivered in conditions as close as possible to the normal work situation to ensure relevance of the training to the job. The more flexible modes of delivery, such as distance learning packages (self paced), open learning schemes and computer based training packages are used. The different learning styles and speeds of individuals are catered for. The relevance of the content and delivery standards are monitored against the module specification. Delivery is by instructors who are trained as trainers and are also experienced in the subject matter. 3.3.4 Assessment of learning outcomes Assessment of the individuals achievement of the learning outcomes (as prescribed in the specification) is conducted during and following the learning process. Assessment is criterion based and is applied only by those who are competent in its use and who are authorised by the organisation to conduct assessments. 3.4 APPLICATION AND EVALUATION OF TRAINING The trainee is given the opportunity to practice using the new skills on the job under supervision by the supervisor or an appropriate mentor. The complexity of the work situation where the new skills are to be applied is managed so that the application progresses from the simple to the complex. Problems in the application of the new competencies are addressed at an early stage. A final assessment of the application of the new competencies occurs during the performance review phase of program delivery where the delivery of the required job outcomes, to the required standard, is assessed. Where work does not meet the agreed standards, the reason for this shortfall is sought. If lack of competence is the reason, the extent of training required to become competent is determined and the person either referred to further practice under the guidance of a supervisor or mentor or the workforce management planning process revisited. 5. CHARACTERISTICS OF ORGANISATIONS WHO PRACTICE BEST PRACTICE IN TRAINING PROCESSES Organisations who are leaders in training have the following characteristics: Senior management understanding of and support for the role training plays in the overall business context. A vision, mission and key performance indicators. A formal link between training and the business planning process (priorities, funding and responsibility). A training specialist employed to integrate organisational training requirements with the services provided by the external training industry. Defined competency standards and assessment system. A workforce management strategy which addresses how to bridge the competency gap. Use a modular approach to meet specific training needs (eg National Training Framework). Use flexible delivery methods and measure learning outcomes at the end of the training. Appraise application of competencies on-the-job (performance appraisal system). Evaluate the benefit training provides to both the individual and to the organisation. CASE STUDIES The following are case studies of the application of best practice in training processes and have been selected from a range of suitable case studies. CASE STUDY 1 DEPARTMENT OF ENVIRONMENT AND NATURAL RESOURCES, SOUTH AUSTRALIA PERFORMANCE MANAGEMENT PROGRAM The Department of Environment and Natural Resources, South Australia has introduced a Performance Management Program for all Departmental employees as a part of its overall framework for organisational change. The Performance Management Program aims for continuous corporate performance improvement through the following process: The individuals Performance Management Program is directly linked to the Departments broad strategic goals, the Groups (Division) objectives and the District/Branchs action plans. Performance is assessed at each level on delivery of outcomes. Within the Performance Management Plans, responsibility for delivery of outcomes and for determining and acquiring work skills is clearly defined and documented Line managers are required to: help staff to identify the skill and knowledge required to do their job effectively support staff to establish and meet their individual/team development plan Individuals are responsible for: identifying the skills, knowledge and support they need to do their job effectively work out an individual/team development plan that is linked to performance review the plan regularly. Assessment of training outcomes is based on delivery of required job outcomes. Funding for training is program based. CASE STUDY 2 NATIONAL PARKS SERVICE (DEPARTMENT OF NATURAL RESOURCES AND ENVIRONMENT), VICTORIA COMPETENCY SURVEY AND DETERMINATION OF TRAINING PRIORITIES FOR ROUTINE TRAINING The National Parks Service (Department of Natural Resources and Environment, Victoria) has developed a framework to deal with the routine training of all staff. In the absence of a set of relevant National competency standards, a comprehensive set of in-house competency standards have been developed covering all aspects of work within the Service. The standards were developed from existing Departmental procedural documents which prescribed the standard of most work within the service. They also related to existing relevant National competency standards such as those from the Tourism and Hospitality industry, the Public Administration sector and the Fire industry. The competency standards were aligned with the Departments Performance and Remuneration Management (PaRM) system and with the Australian Standards Framework. Where possible, the standard referred to an existing NPS or NR+E procedure or guideline. All staff were surveyed against the standards selecting those that applied to their job and career aspirations and then, in conjunction with colleagues and supervisor, compared their current performance with that required by the standards. The end result of the process was an individual training plan listing a range of developmental activities the person was required to take responsibility for plus a list of training needs requiring external facilitation (ie courses). The results of the survey were entered on a spreadsheet and, in consultation with management, priorities for training determined for each park, local areas and the State. CASE STUDY 3 AUSTRALIAN FIRE AUTHORITIES COUNCIL NATIONAL FIREFIGHTING COMPETENCY STANDARDS AND TRAINING COURSES The developments of the Australian Fire Authorities Council (AFAC) have, since 1992, been at the forefront of training developments resulting from the National Training Reform Agenda. AFAC has developed a comprehensive set of generic competency standards which apply to all work conducted within the fire agencies of Australia, including metropolitan, rural volunteer and land management agencies such as the member agencies of ANZECC. The competency standards are arranged in six levels ranging from recruit level to executive level and align with levels 2 to 7 of the Australian Standards Framework. Individual agencies determine the selection of competency standards which apply to their personnel, recognising that the needs of individuals within each organisation vary according to their geographic location and job requirements. Aligned with five levels of the competency standards are five Nationally accredited courses ranging from Certificate II to Advanced Diploma levels. The courses can be delivered in their entirety or by individual modules, of which there are over 200. Training can only be delivered by registered providers and each fire agency either gained registration, formed a partnership with a TAFE college or arranged to contract in an appropriate provider. Instructors must have completed an instructor module or equivalent and have met the requirements of the relevant module. Recognising that the outcomes of training, rather than the input, are most important, a comprehensive National assessor program was established to ensure that assessment practices both within and across agencies were comparable. The assessment process includes Recognition of Prior Learning or RPL where a person who can demonstrate current expertise in the content of a module may be granted credit for that module. One of the most significant parts of the program is the development of distance learning packages for a range of modules. These packages mean that the training can be delivered in the workplace without added costs for travel, accommodation and time lost from work. The courses were developed with a substantial consultation process and are regularly reviewed for relevance. The development of the competency standards, accredited courses and the distance packages bring significant benefits to the fire industry. Firefighters from a range of agencies are now closer to using similar language and techniques and their qualifications are portable across agencies. The material is flexible in design and is intended to be used on a needs basis by individual fire agencies. CASE STUDY 4 DEPARTMENT OF PARKS, WILDLIFE AND HERITAGE, TASMANIA PARK RANGER CBT PILOT PROJECT The Department of Parks, Wildlife and Heritage in Tasmania has been involved in the development of a competency-based course of training for park rangers. The project was conducted by the Department of Industrial Relations and Training and funded by the Commonwealth. The purpose of the project was to review existing training and develop an industry based on- and off-the-job training program that could be implemented on a self paced basis. The project outcomes were as follows: an occupational analysis development of a set of statements of competence validated by industry development of performance criteria and assessment statements for each statement of competence allocation training responsibilities between on- and off-the-job providers development a State accredited curriculum (Associate Diploma of Applied Science:Park Management) articulation of the course through other courses recognition of credentials interstate development of a set of learning resources to facilitate the delivery of training on a self paced basis The following packages were developed: Communications Computing Australian Flora Australian Fauna Basic Park Operations Earth Science Integrated Conservation management and Planning Financial Control Legal Systems Anthropology Interpretation Applied Ecology Australian Heritage Site Design and Rehabilitation Recreation Planning Fire Management Human Impact Marine Resource Management Park Project Management Team Building/Negotiation Skills Resource Management Planning Cultural Resource Management Conservation Management CREDENTIALS OF THE PROJECT LEADER Prue Dobbin (B.A. Hons., Grad. Dip. in Education, Assoc. Dip. of Business Management) is currently Training Manager for the National Parks Service, Department of Conservation and Natural Resources, Victoria. Originally a secondary teacher and then the Fire Training Manager for the Department, she played a lead role in the development and review of the National firefighting competency standards and training curriculum.

Analysis Of The Article The American Crisis By Thomas...

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Biology Lab free essay sample

Biology  Lab 6 Please answer these questions then place them in the drop box for this lab. Use Microsoft word if possible. Lab 6: Diffusion 65 Questions 1. Which dye diffused the fastest in corn syrup? Red Dye In your chosen material? Lemon Concentrate, Blue Dye 2. Does the rate of diffusion correspond with the molecular weight of the dye? The the density of the medium and the molecular weight of the dye will determine the rate of diffusion. 3. Does the rate of diffusion change over time? How might this affect your calculated diffusion rate compared to the actual diffusion rate? Yes, because the rate of diffusion is faster until the equilibrium is reached; after equilibrium the rate of diffusion begins to decrease. 4. Cells receive vital nutrients and rid toxic waste with the help of the circulatory system. What is the critical distance a cell must maintain from a capillary (the point of nutrient/waste exchange) in order to survive? Explain the role diffusion plays in this process. We will write a custom essay sample on Biology Lab or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The cell has to maintain a distance of 40 to 200 micrometers. The diffusion maintains the concentration gradient that’s required by the cell in order to complete the process. 5. Describe why the medium the dyes diffuse through can affect the rate of diffusion. How does this relate to nutrient transport into cells? The rate of diffusion is affected by the characteristics of the medium such as the temperature and the density. The dye might be restricted in its movements and take longer to diffuse, but that depends on the characteristics of the medium. This also relates to the nutrient transportation into the cells in the type of cell and structure. It also depends on the cell because different cells contain different properties and/or characteristics, so it may take shorter or longer when comparing different types of these cells. Questions 1. Which substance crossed the dialysis membrane? What evidence from your results proves this? The glucose crossed the dialysis membrane. The glucose test strip had changed colors which indicated there was a presence of glucose in the beaker. What molecules remained inside of the dialysis bag? The starch had remained inside of the dialysis bag. 3. Of the substances that diffused through the bag, did all of the molecules diffuse out? About half of the glucose did diffuse through the bag. 4. Does the dialysis bag or the beaker contain more starch? What about glucose? The dialysis bag does contain more of the glucose and starch than the beaker does. 5. Is the bag hypotonic with regards to the Lugol’s solution, or the beaker? What about the starch solution? Lugol’s: beaker and the starch; bag 6. What results would you expect if the experiment started with glucose and Lugol’s Solution inside of the bag, and starch and water in the beaker? Why? The starch would stay in the beaker and the glucose and Lugol’s solution would be inside and outside of the bag. The glucose would then able to diffuse because the molecules are now small enough to pass through it. 7. Draw a diagram of this set up. Use arrows to depict the movement of each substance in the dialysis bag and the beaker. What type of membrane does the dialysis tubing represent? Give an example of this type of membrane that can be found inside the body. Semipermeable membrane; an example of this type in the human body can be found in the kidney. The kidney doesn’t allow the protein molecules to pass through the membrane. 9. How does the glucose concentration affect diffusion rate? The glucose concentration affects the diffusion rate by allowing for more rapid initial diffusion.

Victorian ideals Essay Example

Victorian ideals Essay Dickens dislike of women does stem back to his aforementioned mother, but also from his mistress, Ellen Ternan, who bore a likeness not uncanny at all to that of Estellas. She would tease him, taunt him, ignore him, order him about, deliberately forget celebrations, never thank him or do anything which would normally have constituted as being an angel in the house. Added to this, when his wife Catherine Hogarth found out about this affair she filed for a divorce and received it in 1858, and although Dickens was madly in love with Miss Ternan at the time, he shared a different kind of love with his wife, and was deeply heartbroken by the turn of events. Even though Dickens and Ternan stayed together until death, it is thought that the events over that short period of time made Dickens mistrustful of women, and so therefore all of the female characters in his books are not looked too highly upon, apart from Biddy ironically, who is a caricature of his wife. Pip even mistreats Biddy in the book not dissimilarly to how Dickens did Catherine in real life. Because of his views on feminism, Dickens could be compared to Henry Higgins from the George Bernard Shaw play Pygmalion. Henry Higgins is an obsessive rich eccentric, who is infatuated with phonetics and accents. He also takes a dim view of women, also stemming back to his mother when he was a child, so the comparison is even more apt. In the play, Higgins eventually falls in love with Eliza, much in the same way that Dickens loved Ternan. Higgins shows lots of anti-feminism tendencies, such as the mistreatment of her in the beginning of the play when he calls her a squashed cabbage leaf while showing respect and friendliness to his male guest who is there at the same time. It is clear that Dickens shared a similar mistrust of women because he builds up so many of these nasty female characters from his books, and shows that he would have thought dimly of the kind of nice, friendly woman portrayed in Coventry Patmores poem. We will write a custom essay sample on Victorian ideals specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Victorian ideals specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Victorian ideals specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Dickens has a tendency to base the characters in his books on real people in his life, primarily the female ones. He speaks through his characters and so they become an advocate for his own point of view, feelings, and opinions. However, it should not be assumed that each and every character is a carbon copy of the women in his life. The women in Great Expectations clearly reflect the traditional Victorian ideals of his time. This is usually seen through the negative treatment of women who did not conform to his ideals. However, it still seems that all the women who have ever given him grief in his life are depicted as the most nasty, uncaring people on the planet with little resemblance to the woman depicted in Coventry Patmores poem, and yet the single women who ever shows the mildest bit of compassion in his book, i.e. Biddy, is based on the woman who, even though she may have been not the right women for Dickens as she was unexciting and dull, he still has compassion for her, and so depicted her as the perfect example of womanhood, as the angel of the house, which may actually mean he supported this particular view of women in the household after all.

How Word Order Affects Spanish Adjectives

How Word Order Affects Spanish Adjectives Put an adjective before a noun or after the noun in Spanish, and usually it makes only a subtle difference, if any, in the meaning. But there are some cases where the placement of the adjective makes significant enough of a difference that we would translate it differently in English. For an example, take the following two sentences: Tengo un viejo amigo. Tengo un amigo viejo. A safe translation of these two sentences would be fairly easy to come up with: I have an old friend. But what does that mean? Does it mean that my friend is elderly? Or does it mean that the person has been a friend for a long time? Word Order Can Remove Ambiguity It may surprise you to find out that in Spanish the sentences arent so ambiguous, for viejo can be understood differently depending on where it is in relation to the noun that is described. Word order does make a difference. In this case, tengo un viejo amigo typically means I have a longtime friend, and tengo un amigo viejo typically means I have an elderly friend. Similarly, someone who has been a dentist for a long time is un viejo dentista, but a dentist who is old is un dentista viejo. Of course it is possible to be both - but in that case the word order will indicate what youre emphasizing. Viejo is far from the only adjective that functions that way, although the distinctions arent nearly always as strong as they are with viejo. Here are examples of some of the more common such adjectives. Context still matters, so you shouldnt consider the meanings to always be consistent with whats listed here, but these are guidelines to pay attention to: antiguo: la antigua silla, the old-fashioned chair; la silla antigua, the antique chairgrande: un gran hombre, a great man; un hombre grande, a big manmedio: una media galleta, half a cookie; una galleta media, an average-size or medium-size cookiemismo: el mismo atleta, the same athlete; el atleta mismo, the athlete himselfnuevo: el nuevo libro, the brand-new book, the newly acquired book; el libro nuevo, the newly made bookpobre: esa pobre mujer, that poor woman (in the sense of being pitiful); esa mujer pobre, that woman who is poorpropio: mis propios zapatos, my own shoes; mis zapatos propios, my appropriate shoessolo: un solo hombre, only one man; un hombre solo, a lonely mantriste: un triste viaje, a dreadful trip; un viaje triste, a sad tripà ºnico: la à ºnica estudiante, the only student; la estudiante à ºnica, the unique studentvaliente: una valiente persona, a great person (this is often used ironically); una persona valiente (a brave person) You may notice a pattern above: When placed after a noun, the adjective tends to add a somewhat objective meaning, while placed before it often provides an emotional or subjective meaning. These meanings arent always hard and fast and can depend to a certain extent on context. For example, antigua silla might also refer to a well-used chair or a chair with a long history. Some of the words also have other meanings; solo, for example, can also mean alone. And in some cases, as with nuevo, placement can also be a matter of emphasis rather than simply of meaning. But this list does provide a guide that should be useful in helping determine the meaning of some double-meaning adjectives. Sample Sentences and Placement of Adjectives El nuevo telà ©fono de Apple tiene una precio de entrada de US$999. (Apples brand-new phone has an entry price of $999 U.S. Nuevo here adds an element of emotion, suggesting that the phone offers desirable new features or is something otherwise fresh or innovative.) Siga las instrucciones para conectar el telà ©fono nuevo. (Follow the instructions in order to connect the new phone. Nuevo says only that the phone was recently purchased.) El mundo sabe que Venezuela hoy es un pobre paà ­s rico. (The world knows that Venezuela today is a poor rich country. Pobre suggests in part that Venezuela is poor in spirit despite the riches at its disposal. El economista chino dice que China ya no es un paà ­s pobre, aunque tenga millones de personas que viven en la pobreza. (The Chinese economist says that China still isnt a poor country, although its has millions of people living in poverty. Pobre here likely refers only to financial wealth.)

Every IB English Past Paper Available Free and Official

Every IB English Past Paper Available Free and Official SAT / ACT Prep Online Guides and Tips In this article, I cover IB English Literature SL/HL, IB English Language and Literature SL/HL, and IB Literature and Performance SL. These are the core language A options for English speakers. When preparing for one of these IB English exams, you should take a practice test. Where can you find IB English past papers, free and paid? I will answer that question and let you know how to get the most out of these past papers. Where to Find Free IB English Past Papers The IB has been cracking down on illegally uploaded past papers for the past few years, so a lot of previous sources are no longer available. IB has however, uploaded a few official past exams that you can view for free online. Below are links to the IB English Past Papers. English A: literature higher level/standard level: papers 1 2 English A1 higher level: paper 2 English standard level A2: paper 2 I haven’t seen any unofficial IB English exams (ones created by someone that is not from the IBO). If you find any, don’t use them for practice!You need REAL IB English past papers to get realistic practice. Where to Find Paid IB English Past Papers The only safe and reliable place to buy IB English past papers is from the IBO at the Follet IB Store. The IBO sells past IB English Literature SL papers, IB English Literature HL papers, IB English Language and Literature SL papers, IB English Language and Literature HL papers,and IB Literature and Performance SLpapers from 2013 onward. The site is somewhat hard to navigate, but using the search bar several times got me where I wanted to be eventually. How to Get the Most of Each Past Paper One complete test will take you 3 hours for SL or 4 hours for HL. If you are going to invest that much time, you need to be maximizing your learning. To do so, follow these rules. Rule 1: Take Paper 1 and Paper 2 on Separate Days IBO splits up all of the IB English tests over two days. You should too. That way you get realistic practice, mimicking the actual testing schedule. Rule 2: Time Yourself You need to get used to the timing. Here is the time allowed: English Literature SL Paper 1- 1 hour 30 minutes Paper 2- 1 hour 30 minutes English Literature HL Paper 1- 2 hours Paper 2- 2 hours English Language and Literature SL Paper 1- 1 hour 30 minutes Paper 2- 1 hour 30 minutes English Language and Literature HL Paper 1- 2 hours Paper 2- 2 hours Literature and Performance SL Paper 1- 1 hour 30 minutes Paper 2- 1 hour 30 minutes Make sure you stick to this exact timing. Don’t give yourself any extra time. Otherwise, you will not be prepared for the pacing of the actual test. Research to Action / Flickr Rule 3: Review With the Mark Scheme After completing your full test, review your answers. You must review to learn from your errors and not make them on the actual test. Take an hour to review. While this may seem like you are wasting time that you could be spending on other practice, it’s not. You need to emphasize the quality of your practice and no the quantity of practice. I’d rather you take two practice tests with good review than eight tests with no review. What’s Next? Want more tips for IB English?Then check out our completeIB English study guidefor all the info you need. Impatient to get your IB scores?Learn when IB results and scores come out. Did you know thatyou can take some IB classes online?Check out our complete guide to online IB courses, including which classes you can take online and if you can get an online IB diploma. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Day that My Father Left Home Essay Example | Topics and Well Written Essays - 1500 words

The Day that My Father Left Home - Essay Example I remember one particular evening when my father came back from a trip. He was very late and my mother was not happy because she had been waiting so long, and the food had been ready for several hours. Soon after he arrived, I went to bed and I could hear my parents arguing in the kitchen below. My father was shouting and my mother was crying. Suddenly I heard a door slamming and I looked out of my bedroom window. He was marching down the street in the rain, carrying his bag and looking very angry. I went to speak to my mother but she sent me to bed. Later that night I could hear her crying and this made me very worried indeed. I could not sleep because I thought that this time my father really had left home for good. I thought he would never come back. I was only twelve years old and I imagined that I would have I would have to look after my mother now, because my father was no longer at home. This was a big responsibility and it was terrifying to think that everything I had known would now change. I thought I was too young for such a big responsibility. My mother worked for my father, and so if they got divorced, she would have no money and no job. Our house, and our plans for my studies at school and then later at college, would all be destroyed. That night I tried to sleep but it was not easy. I had a dream that some big, black birds had come to take away my clothes, and that I had to walk in the street in my underwear. This was a very upsetting dream and I wondered what it meant. The next morning I spoke to my mother about my worries and my troublesome dream. She told me that I should not worry because my father would come back in a few days. She looked so sad, and I wondered if she was just saying that to comfort me and make me get ready for school. I went to school as normal and for three days there was no sign of life from my dad. Eventually, on the fourth day after school I came home and saw his shoes at the door of the house. My joy was very great, and I hugged my father and told him that I had thought he was never going to come back. He just laughed and said that I would understand about such things when I was older. This experience made me think that whatever happens in my life, I will not leave someone in an angry m ood. I think it is better to settle any different opinions with kindness, and to protect children from the fear and pain that I felt on that night. The time when dad didn’t return. Lipogram version. Our house in China was rather small and I recalled how much at home I was in its small rooms. The place had clothing samples and pieces of material scattered around. Mum and Dad were in the clothing trade. Dad had to locate new products to sell, and Mother helped him with the accounts. I missed him when he was gone, and I was glad to see him when he came home. I recall one particular night when Dad came home late. He was so tired and Mother was not happy since she had waited so long, and the dinner was warm for ages. Soon after he arrived, I went upstairs and I could hear Mum and Dad arguing in the rooms below. Dad was shouting and Mum was weeping . All at once I heard a door slamming and I saw Dad out of the window. He was marching down the street in the rain, holding his suitcas e and looking quite mad. I went to Mother and then she sent me upstairs. Later that night I could hear her weeping and this made me most worried indeed. I could not sleep that night. I thought that this time Dad had deserted us. I thought he would not come back again. I was only 12 and I imagined that I would support Mother now, since Dad was no longer at home. This