JuvenileViolence essays

JuvenileViolence essays Two boys at an Arkansas middle school killed four girls and one teacher in what police called a carefully planned ambush on the afternoon of Tuesday March 25, 1998. Nine other girls and one other teacher were also wounded in the attack at the Westside Middle School, located in a quiet rural area just west of Jonesboro, Arkansas. In a similar incident in Littleton, Colorado, two students, cloaked in black trench coats and armed with guns and bombs, opened fire on the morning of Tuesday April 21, 1999 at Columbine High School, killing 15 people and wounding 28 others in the worst school shooting in U.S. history. What do both of these real-life scenarios have in common? All of these crimes were committed by juveniles or young adults. What is it that ignites such violence in troubled juveniles such as the ones mentioned? Many different factors cause violent behavior. In this paper I will explore the roots of juvenile violence in order to understand why the atrocious acts in Jone sboro, Arkansas and Littleton, Colorado were committed. Violence is not committed without a reason. Violence is the act of intentionally hurting someone. A number of reasons could lead to a violent outbreak. Individually, the more factors present in one's life, the more likely that person is to commit an act of violence. Some factors that contribute to violent behavior include: homes where parents are abusive or absent Need for attention or respect Feeling constantly disrespected Access to or fascination with guns Each of the characteristics above can be summed up into two major categories, family problems, and social problems. Social problems were present in both the Westside Middle School and the Columbine High School murders. One thing that was associated with all of the murders was bullying. Bullyi ...

Platos Atlantis as Told in His Socratic Dialogues

Plato's Atlantis as Told in His Socratic Dialogues The original story of the lost island of Atlantis comes to us from two Socratic dialogues called Timaeus and Critias, both written about 360 BCE by the Greek philosopher Plato. Together the dialogues are a festival speech, prepared by Plato to be told on the day of the Panathenaea, in honor of the goddess Athena. They describe a meeting of men who had met the previous day to hear Socrates describe the ideal state. A Socratic Dialogue According to the dialogues, Socrates asked three men to meet him on this day: Timaeus of Locri, Hermocrates of Syracuse, and Critias of Athens. Socrates asked the men to tell him stories about how ancient Athens interacted with other states. The first to report was Critias, who told how his grandfather had met with the Athenian poet and lawgiver  Solon, one of the Seven Sages. Solon had been to Egypt where priests had compared Egypt and Athens and talked about the gods and legends of both lands. One such Egyptian story was about Atlantis. The Atlantis tale is part of a  Socratic dialogue, not a historical treatise. The story is preceded by an account of Helios the sun gods son Phaethon yoking horses to his fathers chariot and then driving them through the sky and scorching the earth. Rather than exact reporting of past events, the Atlantis story describes an impossible set of circumstances which were designed by Plato to represent how a miniature utopia failed and became a lesson to us defining the proper behavior of a state. The Tale According to the Egyptians, or rather what Plato described Critias reporting what his grandfather was told by Solon who heard it from the Egyptians, once upon a time, there was a mighty power based on an island in the Atlantic Ocean. This empire was called Atlantis, and it ruled over several other islands and parts of the continents of Africa and Europe. Atlantis was arranged in concentric rings of alternating water and land. The soil was rich, said Critias, the engineers technically accomplished, the architecture extravagant with baths, harbor installations, and barracks. The central plain outside the city had canals and a magnificent irrigation system. Atlantis had kings and a civil administration, as well as an organized military. Their rituals matched Athens for bull-baiting, sacrifice, and prayer. But then it waged an unprovoked imperialistic war on the remainder of Asia and Europe. When Atlantis attacked, Athens showed its excellence as the leader of the Greeks, the much smaller city-state the only power to stand against Atlantis. Alone, Athens triumphed over the invading Atlantean forces, defeating the enemy, preventing the free from being enslaved, and freeing those who had been enslaved. After the battle, there were violent earthquakes and floods, and Atlantis sank into the sea, and all the Athenian warriors were swallowed up by the earth. Is Atlantis Based on a Real Island? The Atlantis story is clearly a parable: Platos myth is of two cities which compete with each other, not on legal grounds but rather cultural and political confrontation and ultimately war. A small but just city (an Ur-Athens) triumphs over a mighty aggressor (Atlantis). The story also features a cultural war between wealth and modesty, between a maritime and an agrarian society, and between an engineering science and a spiritual force. Atlantis as a concentric-ringed island in the Atlantic which sank under the sea is almost certainly a fiction based on some ancient political realities. Scholars have suggested that the idea of Atlantis as an aggressive barbarian civilization is a reference to either Persia or Carthage, both of them military powers who had imperialistic notions. The explosive disappearance of an island might have been a reference to the eruption of Minoan Santorini. Atlantis as a tale really should be considered a myth, and one that closely correlates with Platos notions of The Republic examining the deteriorating cycle of life in a state. Sources DuÃ… ¡anic S. 1982. Platos Atlantis. LAntiquità © Classique 51:25-52.Morgan KA. 1998. Designer History: Platos Atlantis Story and Fourth-Century Ideology. The Journal of Hellenic Studies 118:101-118.Rosenmeyer TG. 1956. Platos Atlantis Myth: Timaeus or Critias? Phoenix 10(4):163-172.

Financial Research Report Essay Example | Topics and Well Written Essays - 2500 words

Financial Research Report - Essay Example The stock’s high – low prices in 52 week range are 385.10  -  575.14 as on 6 December 2013 with closing price at 559.99 (Yahoo! Finance, 2013a). Being a diversified company, there are several competitors to Apple in various product ranges. In smart phones Samsung can be considered as a major competitor. Amazon and Microsoft are its competitors for iPad. Google is a tough competitor in many ways. Android smart phone of Motorola, a Google’s subsidiary competes with iPhone. Cloud service Google Drive can be considered as competition to Apple’s iCloud.    Rationale for investment The important factor influencing the decision to invest in Apple Inc. is its position in market vis-a-vis with its competitors. Gryta (2013) observes â€Å"Apple and Samsung devices hold their values reasonably well. BlackBerry  and  Nokia not so much†¦ Apple’s iOS and Google’s Android are more developed with applications than the more recent operating sy stems from BlackBerry and  Microsoft.† Apple’s ability to charge premium prices for its products in the market indicates its superior technology and brand loyalty. Therefore, stability of the operations in terms of sales and profitability in the future is assured, considering the growth prospects of consumer electronic goods and the development of new markets. Analysis of financial statements for the past three years strengthens our decision to recommend this stock for investment to investors with long term point of view and with low to medium risk preference. Shareholder equity Total stockholders’ equity has consistently increased over three years. This has reflected in increase in net tangible assets. (Annexure – I) 2013 2012 2011 Net Tangible Assets 117,793,000  Ã‚   112,851,000  Ã‚   72,183,000  Ã‚   Total Stockholder Equity 123,549,000  Ã‚   118,210,000  Ã‚   76,615,000  Ã‚   Operational performance Operational performance during the pas t three years indicates all round growth. (Annexure – II). Net sales at 108249 in 2011 increased to 170910 in 2013. Increase in sales works out to 57.89%. Cost of sales at 64431 in 2011 increased to 106606 in 2013. Increase in cost of sales works out to 65.46%. The reduction in gross margin at 64304 in 2013 compared to 68662 in 2012 is due to increase in cost of sales. This is in line with the overall economic situation in the country/world. However, increase in gross margin at 64304 in 2013 compared to 43818 in 2011 works out to 46.75%. Similarly, there is improvement in net margin from 25922 in 2011 to 37037 in 2013 that works out to 42.88%. Cash flow Cash flow indicates efficiency in cash management. (Annexure – III) 2013 2012 2011 Changes In Accounts Receivables (1,949,000) (6,965,000) (1,791,000) Changes In Liabilities 8,320,000  Ã‚   9,843,000  Ã‚   8,664,000  Ã‚   Changes In Inventories (973,000) (15,000) 275,000  Ã‚   Reduction in accounts receivable in dicates efficiency in collections. Liabilities are under control and more or less at the same level in 2013 compared to 2011. Reduction in inventory represents efficiency in materials management. Changes in accounts receivable and inventories should be viewed in the back drop of increased sales over the period. Therefore, positive changes in these cases in spite of increase in sales can be considered as an achievement. Taxation In respect of taxation the company stated, ‘Management believes that an adequate provision has been made for any adjustments that may result from tax examinations’

Argumentative Research Paper on Gun Control Essay - 1

Argumentative Research Paper on Gun Control - Essay Example Americans generally feels that some gun control is necessary, however, people argue to what degree "Control" is necessary without taking their right to keep and own guns, the focus is then, is the right to own a guns is a inalienable right as outlined by the 2nd Amendment, "the right to keep and own a gun should not be infringed upon. Kleck and Kates (2001) have argued that â€Å"handguns are actually used by victims to repel crime far more often than they are by criminals in committing crimes - as much as three times more† (Kleck and Kates p.16). They have also pointed out that â€Å"Liberal allowances of concealed handgun carry by thirty one states have coincided with a reduction of thousands of murders, rapes and other violent crimes in those states† (Kleck and Kates p.17). Many people are of the view that the crime rates in America could be reduced with the help of gun control. They are forgetting the fact that the situation would be worse if the public deprived the opportunity to own a gun for their self defense. Gun control legislatures may prevent the public from owing a gun for self defense; however, these laws may not prevent criminals from owing or using guns for executing their missions. In other words, the absence of guns in the hands of general public for self defense will serve as a bl essing for the criminals in executing their plots easily. It is because of the above fact that public opinion polls consistently show their opinions against gun control laws. â€Å"Most Americans are skeptical that gun control can do much about crime and particularly dubious about the likelihood of disarming criminals through gun control† (Kleck and Kates p.112) â€Å"People also insist even if you do have gun laws it will not help control all the violence. They say there are still knives and weapons that can kill also† (Against Gun Control). Gun is not the only weapon used by people

Speech of David foster wallace Essay Example for Free

Speech of David foster wallace Essay The speech, was written by David Foster Wallace, and it was delivered to the graduating class of 2005 at Kenyon College. Wallace talked about the real importance of having a degree that it is more than â€Å"just a material payoff†. He also tells the students that a liberal arts education is all about â€Å"teaching you how to think†. This means that it is all about having the choice of what we can think about. He talks about the real values of an education. It is more than the knowledge we learn but more about simple awareness. Wallace goes on with saying that learning how to think also come with becoming less arrogant to the different people around us. As humans, we tend to be very self-centered in everything we do. Wallace says that we need to learn to adjust our â€Å"natural default setting† to become less self-centered. Read more: David foster wallace good people essay I agree with a lot of what Wallace said in his speech. I think that earning a degree should definitely be more than how much money you will make. It should be about what it means to you as a person. Education is more than just learning information to get by in school and to graduate. It is about learning about yourself and who you as a person and I think that is what college does for people. Wallace is right in saying that knowledge is about the simple awareness and becoming less arrogant. I think that people do think that they are the center of the universe. This way of thought makes a person think they are the most important and that they are right all the time which is not true. Knowledge really is power because it does help people become less self-centered like Wallace states.

The Futility of War: an Analysis of Erich Maria Remarque’s All Quiet on

Front Stories of wars and the resulting victories are usually told in highly embellished narratives that seek to cover the grim realities of war as much as they aim to whip up popular emotion in order to ensure support for any future wars among the masses. However, war, by its very nature, is neither desirable nor its outcome praiseworthy. Erich Maria Remarque’s All Quiet on the Western Front lays bare the gritty, gruesome and ultimately self-defeating nature of wars. As Paul Baumer and his soldier comrades enlist and join the Germany Army in order to defeat the enemy, they themselves are slowly vanquished, first psychologically and finally physically through death. As the soldier members Paul Baumer’s company are slowly killed in battle, he becomes more and more disillusioned with the war, especially since he and his friends had enlisted with idealistic aims fed to them by their teacher Kantorek. Instead of patriotic glory and poetic war victories, Paul and his friends foun d defeat and ephemeral triumphs; instead of honor, they encountered dishonor; instead of personal growth and advancement, they found stagnation and watched their youthful dreams die. Through the war experiences of Paul Baumer as depicted in the novel All Quiet on the Western Front, the ultimate tragedy of war is revealed; it destroys the lives of its very agents – the soldiers – by crashing their dreams and claiming their lives for little discernible overall gain. Going To War Ultimately, Paul Baumer and his high school mates enthusiastically enlisted and went to war first out of a sense of youthful adventure. Barely out of their teens, Paul and his high school mates are not old enough to understand the socio-economic and political factors that charact... ... war as captured by the leaders of the war hardly depicts the futility of war, and only the through the accounts of soldiers on the front does the truth emerge, as it does in the novel – that war is counter-productive. Works Cited Hunt, Nigel. "The contribution of All Quiet on the Western Front to our understanding of psychological trauma." European Psychiatry 19, no. 8 (2004): 489-493. Remarque, Erich Maria. All Quiet on the Western Front. Trans. A. W. Wheen. New York: Fawcett Books, 1982. Robinett, Jane. "The Narrative Shape of Traumatic Experience." Literature & Medicine 26, no. 2 (Fall2007 2007): 290-311. Tighe, Joseph A. 2004. "All Quiet on the Western Front: A Phenomenological Investigation of War." Critical Survey 16, no. 3(Fall 2004): 48-61. Ware, Thomas C. "Remarque's ALL QUIET ON THE WESTERN FRONT." Explicator 63, no. 2 (Fall 2005): 99-100.

The Catering Skills of Uphsd

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

An investigation into the characteristics of a filament bulb Essay

I will set the voltage at the certain voltages and I will repeat the experiment twice. This will give me a set of results to compare my originals to. When performing this experiment I must carry out a few safety procedures. I must make sure I do not overpower the bulb as it could break. I must not leave my wires dangling as this is a safety hazard. I must try and work away from other experiments as this will give me more space to work on and minimise hazards to the other experimenters in the room. I would predict that as the voltage goes up so do the readings on the ammeter and voltmeter. There will be a positive strong line on a line graph that would rise rapidly but as the voltage is increased, the curve will flatten out. To make the experiment as fair as possible I will use the same filament bulb and other materials throughout the experiment. Most of the factors however cannot be controlled. This includes the wire resistance which we cannot change or tell if it is bad or good. Temperature will also affect the resistance of the wire very slightly. However slight this is it is still a factor which would determine my results. This can be controlled to a certain extent by performing the experiment all at the same time when the temperature changes will be very slight. Volts Test 1 Test 1 Test 2 Test 3 Ammeter Voltmeter Ammeter Voltmeter.

50 Greek and Latin Root Words

50 Greek and Latin Root Words In English grammar, a  root  is a word or portion of a word from which other words grow, usually through the addition of  prefixes and suffixes. By learning root words, you can decipher unfamiliar words, expand your vocabulary, and become a better English speaker.   The Roots of Words Most words in the English language are based on words from ancient Greek and Latin. The root of the word vocabulary, for example, is ​voc, a Latin root meaning word or name. This root also appears in such  words  as advocacy, convocation, evocative, vocal, and vowel. By dissecting words such as these, etymologists can study how a word has evolved over time and tell us about the cultures they came from. Root words are also useful for creating new words, especially in technology and medicine, where new innovations occur frequently. Think of the Greek root word tele, which means far, and inventions that traverse long distances, such as the telegraph, telephone, and television. The word technology itself is a combination of two other Greek root words, techne, meaning skill or art, and logos, or study. Greek Root Words The table below defines and illustrates 25  of the most common Greek roots. Root Meaning Examples anti against antibacterial, antidote, antithesis ast(er) star asteroid, astronomy, astronaut aqu water aquarium, aquatic, aqualung auto self automatic, automate, autobiograph biblio book bibliography, bibliophile bio life biography, biology, biodegradable chrome color monochromatic, phytochrome chrono time chronic, synchronize, chronicle doc teach document, docile, doctrinal dyna power dynasty, dynamic, dynamite geo earth geography, geology, geometry gno to know agnostic, acknowledge graph write autograph, graphic, demographic hydr water dehydrate, hydrant, hydropower kinesis movement kinetic, photokinesis logos word, study astrology, biology, theologian narc sleep narcotic, narcolepsy path feel empathy, pathetic, apathy phil love philosophy, bibliophile, philanthropy phon sound microphone, phonograph, telephone photo light photograph, photocopy, photon schem plan scheme, schematic syn together, with synthetic, photosynthesis tele far telescope, telepathy, television tropos turning heliotrope, tropical Latin Root Words The table below defines and illustrates 25  of the most common Latin  roots. Root Meaning Examples ab to move away abstract, abstain, aversion acer, acri bitter acrid, acrimony, exacerbate audi hear audible, audience, auditorium bene good benefit, benign, benefactor brev short abbreviate, brief circ round circus, circulate dict say dictate, edict, dictionary duc lead, make deduce, produce, educate fund bottom founder, foundation, funding gen to birth gene, generate, generous hab to have ability, exhibit, inhabit jur law jury, justice, justify lev to lift levitate, elevate, leverage log, logue thought logic, apologize, analogy luc, lum light lucid, illuminate, translucent manu hand manual, manicure, manipulate mis, mit send missile, transmit, permit omni all omnivorous, omnipotent, omniscent pac peace pacify, pacific, pacifist port carry export, import, important quit silent, restive tranquil, requiem, acquit scrib, script to write script, proscribe, describe sens to feel sensitive, sentient, resent terr earth terrain, territory, extraterrestrial tim to fear timid, timorous vac empty vacuum, vacate, evacuate vid, vis to see video, vivid, invisible ​Understanding the meanings of the common word roots can help us deduce the meanings of new words that we encounter. But be careful: root words can have more than one meaning as well as various shades of meaning. In addition, words that look similar may  derive  from different roots. Sources Bryant, Alice, and Robbins, Jill. Grow Your Vocabulary by Learning Root Words. VOANews.com, 28 November 2017.Grammarly staff. Why You Should Learn Roots. Grammarly.com, 6 February 2016.McCammon, Ellen. 50 GRE Words You Should Know. PrepScholar.com, 8 February 2017.

How to Set Academic Goals

How to Set Academic Goals In all walks of life, goals are set to keep us focused. From sports to sales and marketing, goal setting is common. By setting goals, an individual can be more aware of what will be needed to move forward. For example, by setting a goal to have our homework finished by Sunday evening, a student will have thought through the process and in so doing made allowances for other things he or she would typically do on a Sunday. But the bottom line on this is: goal setting helps us to focus on the end result.   We sometimes refer to goal setting as plotting a map for success. After all, you are likely to wander a bit off track if you dont keep your eye on a clear goal. Goals are like promises we make to our future selves.  It is never a bad time to get started when it comes to  setting goals, so you should never let a few setbacks get you down if you feel like youve been off track. So how can you be most successful? Setting Goals Like a P-R-O There are three key words to keep in mind when you set your goals: PositiveRealisticObjectives Be Positive: There are many books written about the power of positive thinking. Many people believe positive thinking is an essential factor when it comes to success, but it doesnt have anything to do with mystical powers or magic. Positive thoughts merely keep you on track and prevent you from holding yourself back in a negative funk. When you set goals, concentrate on positive thoughts. Dont use words like I wont fail algebra. That will only keep the notion of failure in your thoughts. Instead, use positive language: I will pass algebra with a B average.I will be accepted into three superior colleges.I will increase my SAT total scores by 100 points. Be Realistic: Dont set yourself up for disappointment by setting goals that you cant realistically achieve. Failure can have a snowball effect. If you set a goal thats not attainable and miss the mark, you are likely to lose confidence in other areas. For instance, if you fail a midterm in algebra and you resolve to improve your performance, dont set a goal of a final A grade overall if it isnt mathematically possible. Set Objectives: Objectives are the tools you will use to reach your goals; they are sort of like the little sisters to your goals. Objectives are the steps you take to ensure you stay on track. For example: Goal: Passing algebra with a B averageObjective 1: I will review the pre-algebra lessons I learned last year.Objective 2: I will see a tutor every Wednesday night.Objective 3: I will mark every future test in my planner. Your objectives must be measurable and clear, so they should never be wishy-washy. When you set goals and objectives, be sure to include a time limit. Goals should not be vague and unbounded.

Group Thinking Action Essay Example | Topics and Well Written Essays - 1500 words - 3

Group Thinking Action - Essay Example I have a friend who is an American, born and raised there. I remember after the planes crashed on 9/11 then the new word to figure out for word was, â€Å"Muslim† and â€Å"terrorist.† In America and in most parts of the world the word terrorist is negative and doesn’t mean that the person is part of a particular country’s armed services. I remember a few months ago when I was talking to my friend who believes in the Koran and thus in America and around the world labeled as a â€Å"Muslim†. We were writing back and forth about the Islamic faith and he replied in one mail not to send the mail to every one of my lists. He did not the government to be reading his mail. Now, why would my friend be terrified by the fact that he is American who happens to believe in the Islam faith? â€Å"Group Think† comes into play here. This type of thinking is dangerous and can only lead people and societies down dangerous paths. If all of Americans come to believe that Islam is some crazy cult and creates â€Å"terrorists† then my friends could become a threat in thinking and in the minds of many Americans. This thinking creates negative stereotypes of outsiders. These stereotypes may be totally false. This type of think places me versus you which can create divisions and ignorance in a particular society. If you add anger and vengeance as feelings that are attached to a type of thinking, then this becomes very dangerous.   This may sound silly to you but â€Å"Group Think† gets at the idea of delusions and illusions. If someone is severely delusional and illusional than psychologists might be called in to start treatment.