Day: April 3, 2018

Progressive Muslims Post 9/11

Progressive Muslims Post 9/11

Part I -Progressive Muslims – In Search of Progressive Islam Beyond 9/11 Farid Esack describes the situation of progressive Muslims post 9/11. He does this because their role has become significantly important in the society they live in. Progressive Muslims described by him are liberal Muslims who are seeking for a change but according to their conservative values. He describes the attacks from 9/11 represents a collision of two forms of religious fundamentalism, the American capitalistic market that was attacked by the angry religious individuals.

These individuals portray an insult and a threat to Islam and to the people who follow it in a decisive correct manner. In the eyes of an American, Islam has become a threat to America and has been portrayed as a danger by the media. These negative influences have brought out negative effects and have brought more problems to the Islamic World and to the people and to countries that fear its potential to become a threat.

Esack points out that the capitalistic system that America has established has created greed and corruption that poses effects to individuals to prioritize what is important to them in terms of morals and values. This has become a threat to Islam due to modernization, secularism, and western capitalistic influences that pose a threat to the teachings of Islam and the way of life of individuals to stay sovereign to God. Esack also states that post decisions of 9/11 for America has done nothing more than cost many more innocent lives.

Part II – Progressive Muslims and Gender Justice – Transforming Feminisms: Islam, Women, and Gender Justice Sa’diyya Shaikh, a Muslim woman gives the readers her definition of “feminism. ” She clarifies that there is no single identity of feminism but a range of feminism identities in the Islamic world due to the integration of gender from different origins of the World and cultural backgrounds they have been exposed too. The religion and political situations as well play a role in feminism identities in Islam.

The Western media and people have shared their opinions about how Islamic women are treated in Muslim populated countries. The loudest opinion that can be constantly is that they are being oppressed and that women can’t choose what they want, wear, or have complete freedom and think Islam as a sexist religion. According to Shaikh, the term feminism has been represented or used by the white middle class women in the west and that their goal is to reach out to women in Muslim populated countries and to save them from the oppression of Islam.

However the women from Muslim populated countries do not recognize that they are oppressed and feel that they these western women should not falsify the way women live or want to live in Islamic populated countries. One of the most common misinterpretations in the West towards women in Islamic countries is that the hijab is an example of women being oppressed by Islam. This is one of the misinterpretations of the West. The hijab has been present since pre-Islamic time. A lot of women from other religions do cover themselves even to this day.

The hijab dominantly worn by Muslim woman as a personal choice but is recommended because it prevents raging desires from men and as women allow them to preserve their honor and moral values. According to the Shari’a some countries require women to wear the hijab and women choose to follow it because of their faith. Part III: Progressive Muslims and Pluralism – How to Put the Genie Back in the Bottle? “Identity” Islam and Muslim Youth Cultures in America Marcia Hermansen’s title symbolically represents the destructiveness and the loss of complete awareness with the power of a “genie. The author discusses how the Muslim youth is changing in the West and how their identity as Muslims is getting attacked. They have become confused about themselves as Western Muslims and the Muslim countries. The youth has been challenged by latest events that have put Islam on the spotlight. They have been subjected to a situation where America their own home becomes an enemy to their religion and that they have been put under a microscope as a potential threat. Some of the youth probably experience significant stereotypical notions due to their names or the appearance they have especially after 9/11.

The author mentions it is the parent’s responsibility to make sure that their youth are civilized according to Islam and how to deal with situations that put their youth and their identity in challenge. The author further mentions the potential threat that arises from the constant hatred posed on Muslims in America and vice versa. The youth have found themselves with their identity in attack and have been forced to political Islam so they can relate to it and feel they are part of something that unites themselves with other Muslims on a common struggle.

A Separate Peace Dialectical Journal

A Separate Peace Dialectical Journal

1. Essential Element| Quote| Sentences| Symbolism| “This was the tree, and it seemed to me standing there to resemble those men, the giants of your childhood, whom you encounter years later and find that they are not merely smaller in relation to your growth, but that they are…shrunken by age. ” Ch. 1, Pg. 14| The tree is symbolized to represent something grown up from. The tree is the past, and it was so much more meaningful before rather than now. The change in importance is due to Gene thinking and reliving it constantly over time. | Symbolism| “Nothing endures, not a tree, not love, not even a death by violence. Ch. 1, Pg. 14| You receive so much information and deep emotions from this one quote. The author tells us that this boy has gone through traumatic events which have changed his life. He is hurt by the memory of it and must remember it everyday. | Conflict| “With the sensation that I was throwing my life away, I jumped into space. ” Ch. 1, Pg. 15| This was something Gene had never done. It was a leap of faith with him committing to Finny’s actions. This proves to be a major conflict as Gene would admire to be as good as Finny, but he doesn’t want their friendship to be a competition. | 2.

Essential Element| Quote| Sentences| Symbolism| “We were careless and wild, and I suppose we could be thought of as a sign of life the war was being fought to preserve. ” Ch. 2, pg. 16| Since Devon students are merely kids, they cannot even begin to imagine what war truly is, for they are innocent. Children live life carelessly and wildly without fears nor understanding of consequences. Boys of sixteen such as Gene, Brinker, Finny and Leper are full of life and think about the present rather than the future. | Faulty Persuasion| “There was no harm in envying even your best friend a little. ” Ch. 2, pg. 8| Gene is in denial attempting to make himself less guilty. He persuades his own conscious that jealousy towards his best friend is harmless. Also, the more Gene justifies his feelings toward Phineas, the more we can see he’s still ashamed of his actions. | Symbolism| “We seemed to be playing on the tame fringe of the last and greatest wilderness…. Bombs in Central Europe were completely unreal to us here…. ” Ch. 2, pg. 23| The innocent boys were safe, and the school was one of the last places in the world to be free and live regularly. The summer is a period of escape for Devon School’s students.

Gene is confused, and he does not know whether to feel thankful or selfish. | 3. Essential Element| Quote| Sentences| Simile| “Although he was rarely conscious of it, Phineas was always being watched, like the weather. ” Pg. 33| Everyone is interested and curious of Finny’s potential. Similar to the weather, he is always being watched for out of the ordinary acts. Phineas isn’t cautious of being watched, for he doesn’t care what anyone else thinks. | Conflict| “Perhaps for that reason his accomplishment took root in my mind and grew rapidly in the darkness where I was forced to hide it. ” Pg. 37| Gene had a sense Finny was cocky.

After the record breaking swim, Gene wanted to tell everyone of Finny’s achievement. Finny told him to tell no one, and Gene, in a conflict, never understands why all of a sudden he is noble. | Cultural Issues| “Exposing a sincere emotion nakedly like that at the Devon school was the next thing to suicide. ” Pg. 40| Nobody ever explained their feelings at Devon. The brotherhood issue is neglected, for no one tells their best friends how they feel. Due to this, Gene is timid to trust Finny. | 4. Essential Element| Quote| Sentences| Hyperbole| “He gave me that half-smile of his, which had won him a thousand conflicts. Pg. 40| Gene exaggerates how much Finny’s “half-smile” brings him safety from trouble. He realized Finny was trying to get away from an argument with the technique. Finny will almost win every obstacle with the smile. | Conflict| “I was more and more certainly becoming the best student in the school; Phineas was without question the best athlete, so in that way we were even. ” Pg. 40| Gene strives to be either better or equal to Finny. He has the smarts, and Phineas has the athletics. Again, he is not being a good friend by comparing themselves with each other. Allusion| “Phineas still asleep on his dune, made me think of Lazarus, brought back to life by the touch of god. ” Pg. 41| The biblical allusion makes a comparison about Finny being significant to Gene. The bitter loving Gene wakes up from an unforgettable day at the beach, and he looks back upon Finny. He sees his companion as a touch from god, a person there to help him. | 5. Essential Element| Quote| Sentences| Conflict| “Never accuse a friend of a crime if you only have a feeling he did it. ” Pg. 54| Finny had a sense it was Gene who made him fall from the tree, but he took these words from elsewhere.

The dialect in this saying appeals to the athlete since he refuses to blame Gene. Gene went on to realize the two were competitors. | Simile| “I felt like a wild man who had stumbled in from the jungle to tear the place apart. ” Pg. 62| Comparing himself to a wild man, he felt as if he came to make Finny feel worse. Finny had already suffered an accident, and Gene is making him revisit it. Gene avoids the fact he is the one who jounced the tree limb. | Conflict| “I grinned at him. ‘Oh no, I wouldn’t do that,’ and that was the most false thing, the biggest lie of all. ” Pg. 5| Gene lies to Finny. After the argument, Finny asks if his friend was going to abide by the rule and Gene lied and said yes. Gene is going to take over this conflict and be better than his friends. | 6. Essential Element| Quote| Sentences| Symbolism| “The traditions had been broken, the standards let down, all rules forgotten. ” Pg. 66| Devon was falling apart. This problem is symbolic to the relationship of Gene and Finny ever since the tragedy of Finny. Now everything around them was crumbling. | Conflict| “I didn’t trust myself in [sports], and I didn’t trust anyone else.

It was as though… boxers were in combat to the death, as though even a tennis ball might turn into a bullet. This didn’t seem completely crazy imagination in 1942, when jumping out of trees stood for abandoning a torpedoed ship. Later, in the school swimming pool, we were given the second stage in that rehearsal: after you hit the water you made big splashes with your hands, to scatter the flaming oil which would be on the surface. ” Pg. 76| We now understand how subordinate Gene is to sports. Now he’s so full of guilt about taking sports away from Finny, and he could never be as good as he was.

Also, he doesn’t have Finny with him to accomplish these sports. | Transformation| “‘Listen, pal, if I can’t play sports, you’re going to play them for me,’ and I lost part of myself to him then, and a soaring sense of freedom revealed that this must have been my purpose from the first: to become a part of Phineas. ” Pg. 78| Instead of being the athlete, Finny will stick side by side with Gene and become his trainer. Gene has an epiphany. There is a sliver of hope that comes from this that the two can have a working relationship. | 7. Essential Element| Quote| Sentences|

Paradox| “I had never been in the Naguamsett before; it seemed appropriate that my baptism there had taken place on the first day of this winter session, and that I had been thrown into it, in the middle of a fight. ” Pg. 78| Gene is astounded about where he is at right now. He believes it is paradoxical how the place where everything started is now where he is in a middle of a fight. This reflects the change taken place in the students of Devon. | Analogy| “In the same way the war, beginning almost humorously with announcements about [no more] maids and days spent at apple-picking, commenced its invasion of the school.

The early snow was commandeered as its advance guard. ” Pg. 84| Gene emphasizes how talk about enlisting for war spontaneously popped up at the school. The pressure for him to join his excessive. Gene is not at all ready to fight, and he needs the maids and safety of the now-invaded school. | Symbolism| “[Up above] the cold Yankee stars ruled this night. They did not invoke in me thoughts of God, or sailing before the mast, or some great love as crowded night skies at home had done…. ” Pg. 92| The quote represents that Gene is completely on his own.

There will be no one else to him with his decisions, and miracles will not magically appear to guide him. He realizes that back at school he had so much people to for help from. | 8. Essential Element| Quote| Sentences| Symbolism| “So the war swept over like a wave at the seashore, gathering power and size as it bore on us, overwhelming in its rush, seemingly inescapable, and then at the last moment eluded by a word from Phineas; I had simply ducked, that was all, and the wave’s concentrated power had hurtled harmlessly overhead. ” Pg. 01| Initially, Gene was extremely intimidated by the upcoming distress to enlist. Then, by the words that Finny spoke of, the war missed him completely. This displays how Finny’s ways seem to work according to plan. | Dialogue| “His face froze. ‘Because I’ve suffered,’ he burst out. ” Pg. 110| We finally catch when Finny admits to being hurt by the whole situation. He doesn’t explain everything, but we are at least vindicated by his word. There had been so much pressure built up in him that he just had to let it out. | Symbolism| “But one day after our chaplain, Mr.

Carhart, had become very moved by his own sermon in chapel about God in the Foxholes, I came away thinking that if Finny’s opinion of the war was unreal, Mr. Carhart’s was at least as unreal. But of course I didn’t believe him. ” Pg. 112| First, Gene ignores the information from Leper, and then he discounts Finny’s beliefs. Now, Gene begins to distrust any claim he has doubts about. This is a change with previous Gene chapters before. | 9. Essential Element| Quote| Sentences| Dialogue| “For hours, and sometimes for days, I fell without realizing it into the private explanation of the world….

What deceived me was my own happiness; for peace is indivisible, and the surrounding world confusion found no reflection inside me. So I ceased to have any real sense of it. ” Pg. 115| At this point, I was getting nervous for Gene. I was afraid he would harm himself since he was so lost here. There was too much guilt on his shoulders, but Finny was not there for Gene to talk to him. | Personification| “Winter’s occupation seems to have conquered, overrun and destroyed everything, so that now there is no longer any resistance movement left in nature… nd now winter itself, an old, corrupt, tired conqueror, loosens its grip on the desolation… sick of victory and enfeebled by the absence of challenge, it begins itself to withdraw from the ruined countryside. ” Pg. 120| Winter represents a lot of hardship to Gene. It came and took Finny and his trust away leaving Gene with only himself. Winter also asks of him to enlist in the war. | Imagery| “… for on this day even the schoolboy egotism of Devon was conjured away….

It wasn’t the cider which made me surpass myself, it was this liberation we had torn from the gray encroachments of 1943, the escape we had concocted, this afternoon of momentary, illusory, special and separate peace. ” Pg. 128| Finally, some actual relief for the boys of Devon. Sure it was only for a day, but it got there mind off of there current nuances. The quote also shows that the boys can have strong chemistry together and have a good time. | 10. Essential Element| Quote| Sentences| Imagery| “The sun was the blessing of the morning, the one celebrating element, an aesthete with no purpose except to shed radiance.

Everything else was sharp and hard, but this Grecian sun evoked joy from every angularity and blurred with brightness the stiff face of the countryside. As I walked… the wind knifed at my face, but this sun caressed the back of my neck. ” Pg. 132| There wasn’t much to look forward to for Gene when going to see Leper. However, Gene still enjoyed his focus on the sun although it was ruined later by the conversations with Leper. I’m guessing the author added these details about nature to also transition to the personality of Leper. | Transformation| “Fear seized my stomach like a cramp.

I didn’t care what I said to him now; it was myself I was worried about. For if Leper was psycho it was the army which had done it to him, and I and all of us were on the brink of the army. ” Pg. 137| Here, Gene goes from nervous about the war to so scared to death that he is ready to have an accident in his pants. Now, Gene realizes he will be next to face the war. Myself, I would not enlist either basing off what Leper described. | Dialogue| “‘You always were a savage underneath. I always knew that only I never admitted it. But in the last few weeks… I admitted a hell of a lot to myself…

It’s you we happen to be talking about now. Like a savage underneath… like that time you knocked Finny out of the tree… Like that time you crippled him for life. ‘” Pg. 139| Gene, even myself, can’t believe what he is hearing right now. However, Gene knows what he is saying is partly true. He is working up a sweat to figure out what he will do to respond to this. | 11. Essential Element| Quote| Sentences| Symbolism| “By now I no longer needed this vivid false identity; now I was acquiring, I felt, a sense of my own real authority and worth, I had had many new experiences and I was growing up. Pg. 148| This is how we know Gene has grown up the most out of everyone. Despite all of the consequences of his experiences, he has learned the most out of it all. He will live with all of his mistakes and lessons learned. | Symbolism| “He shook his head sharply, closing his eyes, and then he turned to regard me with a handsome mask of a face. ‘I just don’t care. Never mind,’ and he started across the marble floor toward the doors. ” Pg. 158| I think this is Phineas’ denial at the extreme. He uses his face again, but Gene knows by experience what it means for him to express it.

Finny does not want to know anymore, for he only wants a happy relationship with his Gene. | Simile| “‘the sun was blazing all around them… and the rays of the sun were shooting past them, millions of rays shooting past them like — like golden machine-gun fire…. The two of them looked as black as — as black as death standing up there with this fire burning all around them… [then] they moved like an engine. ‘” Pg. 166-167| The figurative language used here accents the fierceness of the people of the trial. The dark type of description used points out what they’re intentions are truly for.

They are ready to pounce on any truth they can discover. | 12. Essential Element| Quote| Sentences| Symbolism| “I heard the engine laboriously recede into the distance, and I continued to listen until not only had it ceased but my memory of how it sounded had also ceased. The light had gone out in the room and there was no sound coming from it. The only noise was the peculiarly bleak whistling of the wind through the upper branches. ” Pg. 175| It’s quiet to show how everyone there is in shock to what has occurred. They are unsure of what to do, but Gene is especially uncertain.

Then, it mentions the noise of the branches symbolizing the first occasion of injury to Finny. | Symbolism| “I knew what I said was important and right, and my voice found that full tone voices have when they are expressing something long-felt and long-understood and released at last…. ‘You’d get things so scrambled up nobody would know who to fight any more. You’d make a mess, a terrible mess, Finny, out of the war. ‘” Pg. 182| This is the first occurrence of someone recognizing and crying a flaw of Finny, and it is Gene who does it. He must have known that and kept it within himself before to finally let it out now.

Truly though, it was the right time to say it in front of him. | Faulty Persuasion| “I could not escape a feeling that this was my own funeral, and you do not cry in that case. ” Pg. 186| Sure a part of you also died, but how could you not show any pain when it was your closest friend? Could you not say you’re sorry? He may not intend to be selfish or rude, but it doesn’t look good to readers such as myself. | 13. Essential Element| Quote| Sentences| Pathos| “Because it seemed clear that wars were not made by generations and their special stupidities, but that wars were made instead by something ignorant in the human heart. Pg. 193| Gene tells us this from the experiences and emotions he has gained. He doesn’t want people to blame ideas on his generation by the fact that it happened during their time so they should be blamed. This is what he has realized, and we should accept it for those reasons. | Resolution| “During the time I was with him, Phineas created an atmosphere in which I continued now to live, a way of sizing up the world with erratic and entirely personal reservations, letting its rocklike facts sift through and be accepted only a little at a time, only as much as he could assimilate without a sense of chaos and loss.

No one else I have ever met could do this…. When [others] began to feel that there was this overwhelmingly hostile thing in the world with them, then the simplicity and unity of their characters broke and they were not the same again. ” Pg. 194| This quote expresses how much Gene truly loved and gained out of Finny. He will forever live with Finny’s ideas, and he will try to carry his life onwards as if he owes him. No one was as resilient Finny he says. | Conflict| “I never killed anybody and I never developed an intense level of hatred for the enemy.

Because my war ended before I ever put on a uniform; I was on active duty all my time at school; I killed my enemy there. Only Phineas never was afraid, only Phineas never hated anyone. ” Pg. 195| Gene does not detail who his “enemy” was, and we are left to decide for ourselves whether he refers to Finny or to his own inner demons. To Finny, everyone was a friend; no one deserved fear and hatred. This innocence contributed to a moral superiority in Finny; but it also led to his destruction, the novel suggests, since it rendered him unable to anticipate, and cope with, the revelation of betrayal. As the novel opens, Gene Forrester returns to Devon, the New Hampshire boarding school he attended during World War II. Gene has not seen Devon for 15 years, and so he notices the ways in which the school has changed since he was a student there. Strangely, the school seems newer, but perhaps, he thinks, the buildings are just better taken care of now that the war is over. Gene walks through the campus on a bleak, rainy November afternoon, revisiting the buildings and fields he remembers — and especially two places he recalls as “fearful sites. At the First Academic Building, he enters the foyer to look closely at the white marble steps. Then he trudges across the playing fields to the river in search of a particular tree and finally recognizes it by its long limb over the water and the scars on its trunk. The tree, he thinks, is smaller than he remembers. The chapter section ends with Gene heading back to shelter through the rain. The second section opens during the summer of 1942 when Gene is 16. He is attending a special Summer Session at Devon, designed to speed up education to prepare the boys for the military draft in their senior year.

Gene stands at the same tree with his best friend and roommate, Phineas (nicknamed Finny), and three other boys, Elwin Lepellier (Leper), Chet Douglass, and Bobby Zane. The tree seems enormous to Gene, but Finny suddenly decides to climb it and jump into the river, just like the Devon 17 year olds, who are training for military service. Finny jumps and dares Gene to follow. Against his better judgment, Gene climbs the tree and also jumps, but the three others refuse. The shared danger of jumping brings Finny and Gene closer.

While the rest of the boys hurry ahead at the sound of the bell for dinner, the roommates playfully wrestle until they are late for the meal. They slip into the dormitory, where they read their English assignments and play their radio (against school rules), until it is time for bed. The morning after the boy’s first jump from the tree, Mr. Prud’homme, a substitute Master for the summer, scolds Gene and Finny for missing dinner. Finny tells Mr. Prud’homme that they were late because they were jumping out of the tree to prepare for military service — a far-fetched excuse he weaves into a long, funny explanation.

Finny’s friendly chatter charms Mr. Prud’homme, and the Master lets the boys off without punishment. That day Finny wears a very un-Devon bright pink shirt, and its unconventional color draws Gene’s attention. The shirt, Finny insists, is an “emblem” — a celebration of the first Allied bombing of Central Europe. Later, at a formal tea, Finny wins over the strict Mr. Patch-Withers with his “emblem. ” Finny even gets an appreciative laugh from the faculty and their wives when they see that he has also used his Devon tie as a belt, a gesture of disrespect for which anyone else would have been punished.

After the tea, Gene and Finny walk across the playing fields talking. Finny declares that he does not believe the Allies bombed Central Europe, and Gene, surrounded by the peace and serenity of the elms, agrees. Bombs in Central Europe, Gene reflects, seem unreal to a boy at Devon. As they approach the river, Finny dares Gene to jump out of the tree again. When Gene accepts, Finny offers to jump at the same time, to “cement” their “partnership. ” They also decide to form the Super Suicide Society of the Summer Session, in which all members will have to jump from the tree.

On the limb, Gene turns to talk to Finny and suddenly loses his balance. Instantly, Finny grabs Gene’s arm, steadying him, and then both jump successfully into the river. Only later, after dinner, does Gene realize that Finny’s quick response may have saved his life. As this chapter opens, Finny is recruiting the other boys for the Suicide Society. Every night, Gene and Finny jump from the tree and then watch their friends jump in order to join the club. This nightly meeting is the only scheduled activity Finny never misses. Gene goes along every time, but secretly he hates it.

Early in the summer, Finny becomes dissatisfied with the school sports program — badminton, in particular — and decides the boys should make up their own game (blitzball). He hurls a heavy medicine ball at Gene and challenges him to do something with it. Gene runs wildly with it, is tackled by the other boys, while Finny calls out plays, improvises rules on the run, and generally makes up the game as the boys play it. Chaotic blitzball turns out to be the hit of the summer, and Finny, naturally, proves to be the best player. In the next section of the chapter, Gene remembers the time Finny broke the school swimming record.

The two boys are alone in the pool when Finny notices a record from 1940 and decides to try to break it. With Gene as his timekeeper, Finny beats the record by . 7 seconds, but there are no witnesses so the time will not count. When Gene encourages his friend to try again the next day to make it official, Finny refuses and asks Gene not to speak about it to anyone. Finny then proposes a trip to the beach. Gene feels he should be studying for a trigonometry test, but agrees anyway. In violation of school rules, the boys ride their icycles to the shore, where they swim in the ocean, eat hot dogs, drink beer, and sleep that night among the sand dunes. Just before falling asleep, Finny confides to Gene that he considers him his “best pal. ” Gene realizes that he should tell Finny he feels the same about him, but says nothing. The boys ride back from the beach to Devon, arriving just in time for Gene’s trigonometry test — the first examination Gene fails. Blitzball and the Suicide Society occupy the rest of the day and evening, and Gene begins to suspect that Finny is deliberately keeping him from studying.

Instead of a “best pal,” Gene begins to see his roommate as a deadly rival. Finny already stands unchallenged as the best athlete at Devon, and Gene hopes to even up their status by becoming the best student. He sees Finny’s games and rule-breaking — and even Finny’s occasional studying — as a rival’s sneaky attempts to make him fail. The night before an important French examination, Finny announces that Leper is finally going to jump from the tree and so become a member of the Suicide Society.

Unconvinced that Leper will jump and suspicious that Finny is really using this as an excuse to keep him from studying, Gene bursts out angrily at his roommate. Surprised and concerned, Finny tells Gene to stay and study, if that is what he wants to do. But Gene goes to the tree, confused by thoughts that perhaps Finny is not his jealous rival after all. When they arrive at the tree, Finny proposes a double jump. Both boys climb the tree and stand on the limb above the river. Close to the trunk, Gene jounces the limb and watches Finny lose his balance and fall heavily to the bank.

Then Gene walks out onto the limb and jumps easily into the river. As the chapter opens, Gene hears from the school doctor, Dr. Stanpole, that Finny’s leg has been “shattered” in the fall. Numbed by the terrible accident and fearing that he will be accused of causing it, Gene stays in his room. There he dresses in his roommate’s clothes (including the pink shirt) and feels, for a time, as if he has become Finny — sharp, optimistic, confident. But when the moment passes, Gene again feels dread and guilt about what he has done to his friend.

After chapel one morning, Dr. Stanpole tells Gene that he may visit Finny in the infirmary. Finny is recovering, Dr. Stanpole explains to Gene, but he will never play in any sport again. Gene bursts into tears at the news. Gently, Dr. Stanpole encourages Gene to cheer up, for Finny’s sake. Gene is the only person Finny has asked to see. Gene arrives at the infirmary, certain that Finny will accuse him of causing the accident. In their conversation, Gene probes to see whether Finny realizes what made him fall.

Although he has a vague sense of Gene’s involvement in the accident, Finny pushes these thoughts aside and apologizes to his friend for suspecting him. Gene suddenly feels he must tell Finny the truth, but he is prevented by the arrival of Dr. Stanpole, who ends the visit. That fall, on his way to Devon, Gene visits Finny in his home outside Boston, where he is still recuperating. There Gene admits jouncing the limb deliberately in order to make Finny fall. Finny refuses to believe his friend, and when Gene insists he is telling the truth, Finny tells him to go away.

Realizing that he is hurting Finny, Gene stops the talk, mumbling an excuse about being tired from the train ride. Finny tells Gene that he will return to Devon soon. The roommates part as friends, with Gene promising, falsely, that he will not start “living by the rules. ” In this chapter, Gene returns to Devon for the Winter Session and notices immediately that the freedom of the summer days has come to an end. The ordinary business of the school term as well as changes due to the war now dictate life on campus, creating an atmosphere that is both serious and rigid.

As Gene hurries to report as new assistant manager at the Crew House, he thinks of Phineas’ trick of balancing on a canoe and then tumbling headlong into the water. The thought pleases Gene, because it brings back the carefree image of his friend before his accident. Gene meets Cliff Quackenbush, the crew manager, who treats him with contempt. Disgusted by Gene’s inexperience and lack of motivation, Quackenbush calls him “maimed” — a remark that prompts Gene to hit Quackenbush in the face. In the struggle that follows, both boys end up in the water, and a drenched Gene leaves for his dormitory.

On the way to his room, Gene meets Mr. Ludsbury, a strict Devon master who warns him that the wild antics of the summer will not be tolerated any longer. Saddened by this stern lecture, Gene is only mildly curious when Mr. Ludsbury tells him he has a long-distance phone call. It turns out to be Phineas on the phone, calling from home. In a friendly conversation, Finny again dismisses Gene’s confession and expresses relief that they will still be roommates. The only conflict arises when Gene tells Finny about going out for assistant crew manager, a position usually taken by younger students with no athletic talents.

Outraged that Gene would even consider such a position, Finny tells his friend that he must go out for sports. Since Finny can no longer compete, Gene must take his place. With this pronouncement, Gene feels as if he is becoming part of Finny. This chapter opens when Brinker Hadley, a leader of the senior class, visits Gene in his room. Brinker teases Gene about having a room to himself, suggesting that Gene has “fixed it” that way on purpose. Gene laughs off the remark uneasily, feeling as if Brinker is hinting that he deliberately caused Finny’s accident.

Later in the basement Butt Room where students gather to smoke, Brinker pushes Gene into a crowd of boys and openly accuses him of “doing away with his roommate. ” In response, Gene makes up a long, silly list of crimes he committed against Finny, stopping short of actually admitting to his part in the fall. At this point, he dares a younger boy to guess what happened at the tree. When the boy answers that Gene pushed Finny off the limb, Gene tells him he is wrong and brushes him aside, exposing the younger boy to the ridicule of the others.

Making an excuse about having to study, Gene escapes the awkward situation. As the winter approaches, Devon students start to take on the work usually done by men now in the service. For a few days, the boys pick apples. Later, with the first heavy snow, they volunteer to dig out the railroad yards so that trains can pass. Only Leper stays behind, to ski through the countryside and take photographs. The work on the railroad exhausts the boys, and the sight of the first train to pass — a troop train carrying young recruits — makes the students feel childish.

Talk turns to training programs and recruitment — activities much more meaningful, they decide, than school. When Quackenbush insists that he will stay at Devon the whole year, the others sneer at him and question his patriotism. As the returning students reach the school grounds, Leper appears, delighted with his day’s skiing and proud of the photographs he has shot of a beaver dam. Protective of his friend, Gene congratulates him, but Brinker barely contains his annoyance. When they are alone, Brinker declares impulsively to Gene that he is going to enlist immediately.

Excited by Brinker’s sudden decision and determined to face the challenge of the war himself, Gene bounds up to his room. But when he opens the door, he finds that Finny is back, and the plans about enlisting suddenly fade away. As the chapter opens, Finny teases Gene and complains about the lack of maid service in the dormitories. When Gene says that the inconvenience is minor, considering the war, Finny murmurs his doubts about whether there really is a war at all. The next morning, as Finny bounds around the room on crutches, Brinker comes by to ask Gene if he is ready to go enlist.

When Finny is shocked by this, Gene suddenly changes his mind and jokingly refuses to sign up with Brinker. In the teasing that follows, Brinker receives his first nickname at Devon — “Yellow Peril. “Gene worries that Finny will fall again, because the snow and ice outside and the marble floors inside make it difficult for him to get around campus on crutches. Finny decides to miss class and go to the gym instead, a long and exhausting walk for him. Gene realizes that Finny’s natural athlete’s way of walking will never return, and Finny in turn tells Gene that he must become an athlete in his place.

Finny also tells Gene there is no war really — only fat old men pretending that it exists to punish young people who might have fun otherwise. These old men have faked the food shortage, too, Finny insists, so that all the best food can be shipped to the rich men’s exclusive clubs. When Gene asks how he knows about this deception, Finny blurts out bitterly that he knows because he has suffered. He confides to Gene that he once hoped to compete in the Olympics, but now Gene will have to take his place in the 1944 Games. When Gene brings up the war, Finny reminds him that there is no war.

The boys begin a strict routine, with Gene helping Finny in his studies and Finny training Gene for the Olympics. One day, as he runs a challenging course laid out by Finny, Gene finds, to his surprise, that he can push himself beyond exhaustion to a second wind. When Mr. Ludsbury comes out to ask Gene if he is training to become a commando, Finny proudly declares that they are aiming for the 1944 Olympics. Mr. Ludsbury laughs briefly, but sternly remind them that the war is more important than any games. Finny responds flatly, “no” — an answer that catches Mr. Ludsbury by surprise and sends him on his way.

Finny wonders why the master believes the lie about the war, and then it comes to him — Mr. Ludsbury is thin, and only the fat old men know the secret about the war. As the last chapter opens, the war has come to Devon in the form of the Parachute Riggers’ School. The School occupies the Far Common, with jeeps, trucks, and sewing machines. Gene goes with Brinker to the Butt Room, where they have a talk about military service with Mr. Hadley, Brinker’s father. Mr. Hadley sneers at the soldiers learning to sew and cheerily asks Gene which branch of service he prefers.

Gene explains that he is planning to join the Navy in order to avoid being drafted into the infantry, while Brinker, too, and has made a careful choice, deciding on the relative safety of the Coast Guard. This disgusts Mr. Hadley, who urges them to think about how their military service will sound when they talk about it in the future. The safest choice may not be the wisest choice in the long run, he explains. Afterward, Brinker complains of his father’s hearty enthusiasm for war service, especially since the older generation will not face any risk in the war that Brinker insists they caused.

Brinker’s thinking reminds Gene of Finny’s theory about the fake-war conspiracy of “fat old men. ” But for himself, Gene decides that the war arose from something “ignorant” within humanity itself. As Gene empties his locker to leave Devon for military service, he thinks of Finny and their friendship, which still remains a vital part of his life. Later, from his adult perspective, Gene believes that his war actually ended before he ever entered military service. He sees now that he killed his “enemy” at Devon, while Finny, always unique, never saw anyone or anything as his enemy.

Developing Effective Management Strategies for Low Cost High Quality Mass Education Through Bless ( Blended Learning System Structure) for Rural India.

Developing Effective Management Strategies for Low Cost High Quality Mass Education Through Bless ( Blended Learning System Structure) for Rural India.

Introduction :Learning Processes using Electronic media through remote control equipment tend to be extremely complex but gaining popularity across the world. It is not too surprising to note that the existing research done in this field seems to be too scattered and dominated by more tangible issues such as content and learning platform design in a bottom-up approach. While initially this appears practical, I am convinced that advance learning platforms need to be designed to optimally support the underlying educational process in India specifically for the Rural schools , where the opportunity for getting quality education are scarce.

We must strongly believe that access to educational opportunities is a basic human right for all, not just a privilege for the few. Regardless of whether one is from a urban or rural sector, one is born in a city or a village, one’s status or location, all people should have access to the best education the world can provide. And I believe that the technology already exists to accomplish this goal–so together we can change the world.

As a management strategist and educator with deep interest in significant and effective learning and have realized that neither learning paradigm in isolation can provide the support that educators require to implement effective blended learning scenarios. Rather, a socio- technical solution that co-considers educational concerns and technical support is needed in order to promote technology enhanced educational practices that are as intuitive and close to its users as possible.

But how can we bridge the wide gap between educational practices and learning. This research work intends to be based on the process based learning theories (top-down approach ). This research study proposes the Blended Learning System Structure (BLESS) model that introduces a layered architecture for decomposing the complexity inherent in the transition from courses their effective support by learning technologies.

Considering the economic conditions it is proposed that the research work shall be highlighted and emphasise the following factors: •Developing a low cost user friendly model i. e. , it will be a process driven and the facilitators ( shiksha karmi ) appointed in the village schools shall be able to give face-to face teaching support in the BLESS. •Standardization : It will be highly recommended that the system shall be standardized and same syllabus should be followed everywhere, however the language differences in different parts should be taken care of. Low cost training system for facilitators ( siksha karmi) •In particular , BLESS is intended to act as a reusable framework for decomposing complex blended learning process into smaller, more tangible and reusable learning activity pattern may subsequently be used to guide blended course design and effective use of learning technology. A large number of studies have been done in the west on BLESS but practically not much efforts are made in India to take advantage for the vast rural population.

I feel that in India we now require an education system at the primary level which should give more emphasis on visual displays and also the teaching methodology should be uniform and all schools in villages can avail high quality and standardized instruction sources through satellite transmissions. Similarly it is observed that in higher education especially in theory based courses i. e. , MBA the Faculty can connect the class rooms to the best Institutions in the world and get specialized lectures on specific topics or handle a case study along with the students of other top grade institutions etc.

Objective of the study : The objective of this research work will be a purely exploratory to develop a best methods for Indian students at the Primary Level to enhance the quality of Instructions, make education more interesting , more interactive, cost effective and high level of standardization in education through BLESS model to be specifically designed for Indian rural population in line with the objective of Indian government for compulsory education at the school level. For over 3000 years the “sage on a stage” most instructional approach has dominated human culture and education models.

Education is now emerging as schools, teachers and students have begun to utilize technology, open to all approach in education. Today technology can play a intense role in creating a education system converge to unite disparate and disconnected education systems into a single global learning platform. Such an effort to revolutionize education in India will not be possible without bringing together leaders in government, technology industry and education into a collective mission dedicated to realizing the vision of Educated India and learning for ALL.

The outcome we seek will benefit millions, tens of millions, in Indians. India will enjoy as a result of elevating education to be equal and accessible for all across cities, towns and villages. In essence this is a continuation of Gandhi’s struggle for equality and fairness for the people of India. The second objective is to reduce / nullify gap between the education standard between urban & Rural education system through uniform implementation of BLESS model. Elaborating and establishing relations with various strategic models under cost advantage and differentiation strategies for mass acceptance of the BLESS model.

To study the impact of BLESS for higher retention level, growth in interest level, enhancement in awareness level, ideal combination level of different approaches in new pedagogy i. e. Person Centred e-learning (PCeL), interactive class room e-learning & face-to-face. Sample study shall be done by questioner methods and demonstrations for collecting primary data. Hypothesis : (The real challenge) Today, India‘s education system is designed to overload the pupils with too much ‘knowledge’ or theory and the focus is to enable them to improve their memory skills rather than enabling them to be innovative/creative/practical. . The current system is designed to create a hierarchical society, with only a small section scoring very high marks; the remainder gets fed up with the monotonous and irrelevant education system, forcing them to discontinue their studies. 2. India has made giant leaps in the field of telecommunication and technology. There is hardly any village in India which is left out from this excitement. This technology has not touched the education system to provide ‘remote teaching’ facilities or online knowledge sharing. 3.

The urban sectors are more concentrated on, whereas technology can touch lives and enable education across the rural sectors as well. 4. The cultural differences between the urban and rural sections of people in India; this creates barriers for people in the rural sector, who are more docile in nature and it takes great efforts for them to open up, answering in class, or making their ideas heard 5. The access to uniform teaching content, especially video and multi-media content will enable removal of disparities. This will neutralize the ill effects of absentee teachers (which is also a major problem in rural India). 6.

Limited access to technology, where only a few can afford. Other challenges before us : Primary and secondary education: Lack of access, quality and literacy Despite efforts to incorporate all sections of the population into the Indian education system, through mechanisms such as positive discrimination and non-formal education, large numbers of young people are still without schooling. Although enrolment in primary education has increased, it is estimated that at least 35 million, and possibly as many as 60 million, children aged 6–14 years are not in school. Severe gender, regional, and caste disparities also exist.

The main problems are the high drop-out rate, especially after Class 10, low levels of learning and achievement, inadequate school infrastructure, poorly functioning schools, high teacher absenteeism, the large number of teacher vacancies, poor quality of education and inadequate funds. Other groups of children ? at risk‘, such as orphans, child-laborers, street children and victims of riots and natural disasters, do not necessarily have access to schools. Methodology: It seems clear from various discussion on the subject on learning theories that employing learning technology without any didactical or pedagogical baseline is a futile effort.

However, only few models or frameworks of making situated use of learning technology in learning scenarios are available and most of the experience reports and case studies in e-learning lack systematic evaluation: research and reports on effective use of learning technology are often traded for using or implementing improved technical features and platforms. The approach that shall be presented in the thesis shall be based on the belief that one of the most critical factors of successfully blending online with face-to-face learning is making situated and targeted, thus deliberate use of learning technology.

For example, using means of Computer – Mediated Communication, such as online discussion forums for preparation of meetings or workshops for shiksha karmies across the country or for a targeted audience. However acquiring comprehensive knowledge , experience, and a sense of which activities are suitable for what kind of online interaction, or which activities are preferably conducted face-to-face, is impossible to achieve within one or two application cycles. Therefore, under this research work, I will require to build awareness towards two basic dimensions of blended learning : 1.

Structural dimension : First, the structural ( vertical ) dimension will address the space between didactical considerations and the employment of Web technology for teaching and learning purposes. What lies between two ? How can we project and support learning activities on a learning platform in a situated way ? How can technology be employed to enrich learning process ? The current state of blended learning research resembles rather of experimentation : reports are mostly experienced based, deductive in reasoning and often lacking cues on how to generalize employed scenarios and conclusions to enable transfer to other domains.

The fundamental question, “ What is the added value for learning and how can that added value be achieved? ” , trends to be buried in a myriad of undoubtedly important but quite unstructured issues, ranging from finding identities in purely virtual networks over user interface issues to acceptable response times when downloading e-content from remote sites. While all these issues are essential in specific contexts, they need to be addressed more systematically and, whenever possible, features should be investigated and discussed in relationship to existing or new theories. . Dynamical dimention : Second, the dynamical ( horizontal ) dimension addresses the change that technology brings about for learning processes over time. Introducing blended learning is certainly not one – time effort. Rather, it follows an iterative, incremental process where technology should work as an enabler, with both established [ Rogers 1983 ], Schank 1997], and new, media – didactic learning theories [ Kerres and de Witt 2002 ], [ Myyer and Treichel 2003] acting as the primary drivers of change. This line of argumentation is currently gaining increasing support, e. . , [ Hamid 2002 ] record that “unfortunately… the emphasis on e-learning in the past has been on the …. technology. There is a need to shift the emphasis…… to the learning”. Population / Representative sample : The study will be based on a representative sample of schools in the rural area in west Bengal & also an elite school in Kolkata to check and evaluate differences that exist under different parameters. The representative sample size will be 1000 students from the rural and another 1000 from the urban area. Tools & Techniques :

Questionnaire shall be provided to children & shiksha karmies at the village level. Questionnaire shall be given to answer only after a demonstration is given through lap top/ LCD display with net connectivity. The following broad parameters shall be checked, analysed : •Percentage improvement/ decline in understanding a subject by using BLESS model •Percentage improvement / decline in creating interest on the subject matter •Percentage improvement / decline in retention level •Percentage improvement / decline in attendance by using BLESS model •Interest factors for shiksha karmies Interest factor of parents shall be studied through a separate survey method on a sample size of approximately 100 parents. Implication of study : Technology and Learning when together will majorly help improve many of the problems facing India by creating a complete education system -for every student, young or old, rich or poor, urban or rural. • Technology and Learning can enable education that is not anymore limited to a particular region or age group. • It will be learning anything, anytime, and anywhere from multiple authorities from the comfort of your home, village, town, city from any web-enabled device. It will be about playing exciting e-games that emphasize the topics key points you just watched or listened too. • It will be about students being able to earn and spend reward points for achieving goals and milestones, or completing assignments and connecting with others in virtual classrooms. • It will lend a helping hand in the process of identification of brilliant global students living in villages of India, based on their ability to interact within an intelligent e-learning environment. There will be new roles for schools – it can mean the end of thoughtless evaluation tests, grades and abusive certificates. Educational institutions, schools, colleges that will become the heaven for networking, knowledge application and mentoring. • There will be shift in learning, so will there be a change in the way schools and colleges operate. • Our teachers will become more focused on teaching problem solving techniques, critical thinking skills and social and interpersonal skills. • Teachers will no longer need to be experts in subject areas.

Instead experts will be delivering their thought and ideas directly to the students. • Teachers ( Shiksha karmi ) will become more like mentors and guidance counsellors to their students and as a result India will be able to train more teachers faster, and retain them, helping to increase the teacher to student ratio in classes. • It will then become easy to create and deliver a complete open course-ware online education media solution to any web enabled device. • It will provide tremendous efficiencies by allowing a global community of enthusiasts, teachers and practitioners to develop open course ware. It will eliminate the need to repeatedly create lesson plans, and local and regional control of educational content will become a thing of the past. • Just as communities of writers sort out topics on Wikipedia a community of global educators will sort out the order in which learning should progress for every subject. • There will be more avenues available to more people on job training and professional training programs that traditionally were limited to specialized organizations.

Security Manager

Security Manager

Summary of qualifications 1 – 1980 – 1985 Colegio Technico B. Mitre/ORT Buenos Aires Argentina Electronics Technician Diploma 2 – 1986-1987 Technicon College Haifa, Israel Course in digital electronics and microprocessors/Assembler programming. Duration: 3 months 3 – Diploma in Computer Electronics. Intec College Duration: 2 years part time. 4 – Courses on the CANON line of products (fax, copiers, printers) Duration: 2 weeks full time. 5 – Upgrading and repairing of PC and NT Damelin Rosebank Duration: 2 weeks full time – Siemens Technical Security Course (Security Integrated Systems) 1996- 1997. 7 – Guetebruck Video Motion Detector Systems. Theory and practical. 1996. On site. 8 – Redelec Technical Security Courses. (Matrix switching systems, fibre optics, camera technologies, lenses, Telemat VMS. 9 – UPS (power Developments Services) technical course. (Meisner,MLA) Duration: 1 week full time. 10- Microsoft Networking Essentials parts 1 and 2. out of MCSE curricula. ISU Campus – JHB 11- Microsoft NT4 Administration. MCSE curricula. ISU Campus – JHB 12- Supervisory and Management Course. 1998-1999.

De Beers Jwaneng Training Centre 13- Work planning & Control course 1999-AMIS-MCP International 14- Projects Management (correspondence) Waiting for exams. 15- Busy completing A+ Certification and MCSE on the Telkom Intranet. 16- Managers Workshop level 1 and 2 (Telkom CFL) 17- Project Management- MS Project (Telkom CFL) ] 18- Advanced security management certificate (univ. Pta) 19- Forensic Investigation certification (univ Pta) 20- BCRIM (Basic Cisco Networks) Professional experience 1 – 1985 TV channel 9 Buenos Aires, Argentina Broadcasting Engineering-Part time (while finishing school) – Kibbutz Ramat David Israel Repairing of PC and other electronic equipment 3 – 1990-1992 Bophutatswana Broadcasting Corp. Outside Broadcasting Technician (transmission) 4 – 1993-1995 CANON Electronics. Encharge of the Lichtenburg branch. 5 – September 1995 to April 1996. Grunewald Contractors. Security Technician for De Beers Jwaneng Diamond Mine. 6 – 1996 to 1999 Security Technician De Beers Jwaneng Mine (C3 Level) 7- October 1999 till may 2000- Acting Regional Security Manager Telkom Security and Investigations Gauteng. 8- May 2000-March 2001 Head security Account Manager – Telkom Security. – March 2001-Actual: Head Security Account Manager (Technical &Physical) Central Region 10- Position renamed to Coordinator Security Services/Operational Manager Security and investigations (central Region) Effective from 01-08-2002 to 12-03-2009. 11- Security Manager DISCHEM Head office and Warehouses – KYA SANDS- ACTUAL Experience on: •Siemens Exos Siport software, hardware and peripherals. •Installation, repair of Access Control Systems. •Evaluation for integration of security Systems. •Redelec Video Management Systems. •Fibre optic conversion and transmission equipment. CCTV equipment – Video Motion Detection. •Provide technical evidence when needed. •Matrix switching systems. •Installation and commissioning of covert and overt cameras installations. •Installations for CID and Crime and Investigations divisions. •Implementation of Picture Comparison access control Systems. •Camera multiplexing •UPS •Auditing on integrity of central security systems. •Experience on various Microsoft packages. •All aspects of Physical Security •Emergency and Security policy making •Contract management. •Coordinate risk assessments •Developing of contingency plans Emergency Security policies •NKP •Digital Recording (ASL ,Ultrak , etc) •GSC PROXNET Access Control •Card printing techniques •Projects and contract Management. •Monitoring of access levels into main areas (PC) •Electronic surveillance •Warehouse security LANGUAGES •English: Excellent •Spanish: Excellent •Hebrew: Excellent •Afrikaans: Good •Portuguese: Understanding •Italian: Understanding References • De Beers Jwaneng Diamond Mine. Owen Isaacs– Security Manager 09267-384390 • Canon SA Bryan Roberts – Director • BOP TV Jonathan Procter (ex MD) Graham Murray (OB Eng) • Telkom

Danie Nel 083 8238086 Summary of qualifications 1 – 1980 – 1985 Colegio Technico B. Mitre/ORT Buenos Aires Argentina Electronics Technician Diploma 2 – 1986-1987 Technicon College Haifa, Israel Course in digital electronics and microprocessors/Assembler programming. Duration: 3 months 3 – Diploma in Computer Electronics. Intec College Duration: 2 years part time. 4 – Courses on the CANON line of products (fax, copiers, printers) Duration: 2 weeks full time. 5 – Upgrading and repairing of PC and NT Damelin Rosebank Duration: 2 weeks full time – Siemens Technical Security Course (Security Integrated Systems) 1996- 1997. 7 – Guetebruck Video Motion Detector Systems. Theory and practical. 1996. On site. 8 – Redelec Technical Security Courses. (Matrix switching systems, fibre optics, camera technologies, lenses, Telemat VMS. 9 – UPS (power Developments Services) technical course. (Meisner,MLA) Duration: 1 week full time. 10- Microsoft Networking Essentials parts 1 and 2. out of MCSE curricula. ISU Campus – JHB 11- Microsoft NT4 Administration. MCSE curricula. ISU Campus – JHB 12- Supervisory and Management Course. 1998-1999.

De Beers Jwaneng Training Centre 13- Work planning & Control course 1999-AMIS-MCP International 14- Projects Management (correspondence) Waiting for exams. 15- Busy completing A+ Certification and MCSE on the Telkom Intranet. 16- Managers Workshop level 1 and 2 (Telkom CFL) 17- Project Management- MS Project (Telkom CFL) ] 18- Advanced security management certificate (univ. Pta) 19- Forensic Investigation certification (univ Pta) 20- BCRIM (Basic Cisco Networks) Professional experience 1 – 1985 TV channel 9 Buenos Aires, Argentina Broadcasting Engineering-Part time (while finishing school) – Kibbutz Ramat David Israel Repairing of PC and other electronic equipment 3 – 1990-1992 Bophutatswana Broadcasting Corp. Outside Broadcasting Technician (transmission) 4 – 1993-1995 CANON Electronics. Encharge of the Lichtenburg branch. 5 – September 1995 to April 1996. Grunewald Contractors. Security Technician for De Beers Jwaneng Diamond Mine. 6 – 1996 to 1999 Security Technician De Beers Jwaneng Mine (C3 Level) 7- October 1999 till may 2000- Acting Regional Security Manager Telkom Security and Investigations Gauteng. 8- May 2000-March 2001 Head security Account Manager – Telkom Security. – March 2001-Actual: Head Security Account Manager (Technical &Physical) Central Region 10- Position renamed to Coordinator Security Services/Operational Manager Security and investigations (central Region) Effective from 01-08-2002 to 12-03-2009. 11- Security Manager DISCHEM Head office and Warehouses – KYA SANDS- ACTUAL Experience on: •Siemens Exos Siport software, hardware and peripherals. •Installation, repair of Access Control Systems. •Evaluation for integration of security Systems. •Redelec Video Management Systems. •Fibre optic conversion and transmission equipment. CCTV equipment – Video Motion Detection. •Provide technical evidence when needed. •Matrix switching systems. •Installation and commissioning of covert and overt cameras installations. •Installations for CID and Crime and Investigations divisions. •Implementation of Picture Comparison access control Systems. •Camera multiplexing •UPS •Auditing on integrity of central security systems. •Experience on various Microsoft packages. •All aspects of Physical Security •Emergency and Security policy making •Contract management. •Coordinate risk assessments •Developing of contingency plans Emergency Security policies •NKP •Digital Recording (ASL ,Ultrak , etc) •GSC PROXNET Access Control •Card printing techniques •Projects and contract Management. •Monitoring of access levels into main areas (PC) •Electronic surveillance •Warehouse security LANGUAGES •English: Excellent •Spanish: Excellent •Hebrew: Excellent •Afrikaans: Good •Portuguese: Understanding •Italian: Understanding References • De Beers Jwaneng Diamond Mine. Owen Isaacs– Security Manager 09267-384390 • Canon SA Bryan Roberts – Director • BOP TV Jonathan Procter (ex MD) Graham Murray (OB Eng) • Telkom

Danie Nel 083 8238086 Summary of qualifications 1 – 1980 – 1985 Colegio Technico B. Mitre/ORT Buenos Aires Argentina Electronics Technician Diploma 2 – 1986-1987 Technicon College Haifa, Israel Course in digital electronics and microprocessors/Assembler programming. Duration: 3 months 3 – Diploma in Computer Electronics. Intec College Duration: 2 years part time. 4 – Courses on the CANON line of products (fax, copiers, printers) Duration: 2 weeks full time. 5 – Upgrading and repairing of PC and NT Damelin Rosebank Duration: 2 weeks full time – Siemens Technical Security Course (Security Integrated Systems) 1996- 1997. 7 – Guetebruck Video Motion Detector Systems. Theory and practical. 1996. On site. 8 – Redelec Technical Security Courses. (Matrix switching systems, fibre optics, camera technologies, lenses, Telemat VMS. 9 – UPS (power Developments Services) technical course. (Meisner,MLA) Duration: 1 week full time. 10- Microsoft Networking Essentials parts 1 and 2. out of MCSE curricula. ISU Campus – JHB 11- Microsoft NT4 Administration. MCSE curricula. ISU Campus – JHB 12- Supervisory and Management Course. 1998-1999.

De Beers Jwaneng Training Centre 13- Work planning & Control course 1999-AMIS-MCP International 14- Projects Management (correspondence) Waiting for exams. 15- Busy completing A+ Certification and MCSE on the Telkom Intranet. 16- Managers Workshop level 1 and 2 (Telkom CFL) 17- Project Management- MS Project (Telkom CFL) ] 18- Advanced security management certificate (univ. Pta) 19- Forensic Investigation certification (univ Pta) 20- BCRIM (Basic Cisco Networks) Professional experience 1 – 1985 TV channel 9 Buenos Aires, Argentina Broadcasting Engineering-Part time (while finishing school) – Kibbutz Ramat David Israel Repairing of PC and other electronic equipment 3 – 1990-1992 Bophutatswana Broadcasting Corp. Outside Broadcasting Technician (transmission) 4 – 1993-1995 CANON Electronics. Encharge of the Lichtenburg branch. 5 – September 1995 to April 1996. Grunewald Contractors. Security Technician for De Beers Jwaneng Diamond Mine. 6 – 1996 to 1999 Security Technician De Beers Jwaneng Mine (C3 Level) 7- October 1999 till may 2000- Acting Regional Security Manager Telkom Security and Investigations Gauteng. 8- May 2000-March 2001 Head security Account Manager – Telkom Security. – March 2001-Actual: Head Security Account Manager (Technical &Physical) Central Region 10- Position renamed to Coordinator Security Services/Operational Manager Security and investigations (central Region) Effective from 01-08-2002 to 12-03-2009. 11- Security Manager DISCHEM Head office and Warehouses – KYA SANDS- ACTUAL Experience on: •Siemens Exos Siport software, hardware and peripherals. •Installation, repair of Access Control Systems. •Evaluation for integration of security Systems. •Redelec Video Management Systems. •Fibre optic conversion and transmission equipment. CCTV equipment – Video Motion Detection. •Provide technical evidence when needed. •Matrix switching systems. •Installation and commissioning of covert and overt cameras installations. •Installations for CID and Crime and Investigations divisions. •Implementation of Picture Comparison access control Systems. •Camera multiplexing •UPS •Auditing on integrity of central security systems. •Experience on various Microsoft packages. •All aspects of Physical Security •Emergency and Security policy making •Contract management. •Coordinate risk assessments •Developing of contingency plans •Emergency Security policies NKP •Digital Recording (ASL ,Ultrak , etc) •GSC PROXNET Access Control •Card printing techniques •Projects and contract Management. •Monitoring of access levels into main areas (PC) •Electronic surveillance •Warehouse security LANGUAGES •English: Excellent •Spanish: Excellent •Hebrew: Excellent •Afrikaans: Good •Portuguese: Understanding •Italian: Understanding References • De Beers Jwaneng Diamond Mine. Owen Isaacs– Security Manager 09267-384390 • Canon SA Bryan Roberts – Director • BOP TV Jonathan Procter (ex MD) Graham Murray (OB Eng) • Telkom Danie Nel 083 8238086

Hr Planning

Hr Planning

To: Ms PATRICIA CALDWELL FROM: ACHRAF CHAMSY HUMAN RESOURCE MANAGEMENT TASK2 DATE: 08/12/2009 HR planning HR planning is basically developing strategies in order to match the size and skills of the employees to meet the company’s needs. The HR planning processes assists companies to recruit, keep and optimize the employment of the personnel needed to match the organization’s objectives and to meet the changes in the external environment.

This process include carrying out a skills analysis of existing staff, also carrying out a forecast of the manpower, and finally taking actions to make sure that the supply meets the demand. And also we may incorporate the development and the training and retaining strategies that companies have to use. In this case we will take McDonalds’ and the ASDA. McDonalds’ and the ASDA are two of the largest and famous companies in the UK and the world, this is why daily planning is very important especially human resource planning.

Concerning those two organizations (McDonalds’ and ASDA) the HR planning will give the start for a personal management action program expected at merging differences between the supply and demand, by which it offers a structure in which actions can be undertaken to overcoming staffing difficulties facing both organizations. The human resource planning is a continual procedure by which it looks to guarantee flexible resourcing related to interior and exterior environmental influences. An effective Human Resource planning can help those two companies anticipating possible expected difficulties.

Forward planning will enable the two companies developing and implementing successful approaches in relation with: * Recruitment * Selection * Induction * Training * Retraining * Career progression * Development A good plan will help McDonalds’: * Evaluate future recruitments needed as McDonalds’ is increasingly expanding (franchise) and actually have more than 30,000 restaurants in more than 120 countries around the world. * Creating training programs for the staff as the staff for example in the till need to serve customer fast 1 to 3 customers a minute also they need to have a good customer service. Build up promotion and career development strategies which will benefit both the staff and the organization * Avoid redundancy as this can affect the other workers they will be de-motivated and it will give a bad image to the organization * Build a flexible workforce to meet up with the changing requirement and environment * Controlling the staff wages and salaries while in the mean times guaranteeing the competitiveness of the salaries * Evaluating future necessities from equipments, knowledge, technology and premises

ASDA: * Evaluate future recruitment needed because ASDA needs staff that know the products that the company is selling and know how to put those products and make great offers in order to catch the customers attention and interest so they can buy them despite the actual economic situation * Creating training programs for the employees as for example the store staff needs to ave good communication skills, they need to put the products in the right place and always be updated * Building up promotion and careers development to motivate the staff and offer them a better place to work so they can perform well. * Avoid redundancy as it can have a bad effect on the other employees * Evaluating future needed equipments, technology and premises. * Controlling the staff wages and salaries while keeping the competitiveness of the salaries

Recruitment and selection process within McDonalds’ The recruitment process of McDonalds’ for example crew members consist of two steps application. 1. Online application which consist of filling in the information that the candidate is asked to do online which include personal details, previous work experiences, qualifications, and plus a questionnaire that put the candidate in real life situation for example if the customer complain about something what will be the reaction. . Is the candidate have successfully passed the first online step, he or she will be invited to the restaurant for an OJE (On Job Evaluation) and a face to face interview. With the OJE which only last 15 minutes the manager will give the applicants tasks to do so he or she can see how the candidate perform in real life situation and the manager evaluate the candidate customer service and skills and then he or she reflected against what they are looking for in a candidate.

And then after that the candidate will have an interview with the business manager. Recruitment and selection process within ASDA. The recruitment processes within ASDA consist of 2 steps: 1. Online application by which the applicant needs to fill in the information required in the application which may include some verbal, numerical and personality tests, which will enable the company gathering all the information that it need. And this will let ASDA decide whether the candidate is suitable or not. 2.

If the candidate succeed, the next step will depend on the role that the candidate applied for, the applicant will may be asked to attend interviews, or to a group assessment centre which the applicants will be asked to perform tasks designed to highlights the skills. In comparing the two processes we can see that ASDA spend much more on recruiting and selecting than McDonalds’ by using the assessment centers but despite it is costly, it is very effective as it shows and highlights if the candidate is the right person for the right job.

The media used to recruit and selection: Amongst potential sources that we can consider are the job centers, agencies, personal introductions, employment agencies, internet recruitment and application forms which can include standard application forms or informal interviews. Both McDonalds’ and ASDA share approximately the same media used to recruit from online application from the official website or the personal introduction or word of mouth. This recruitment methods can be beneficial or non beneficial.

Concerning the selection, McDonalds’ use online questions as mentioned above to see how the applicant will perform in different situations at work also they use the OJE or as it is famous by INTRAY OR IN BASKET EXERCISES to see how the applicant perform in the real life situation and then the interview that will help the manager some up and take the right decision concerning if this person will be selected for the job he or she applied for it, and this is a good selection media as it give the applicant the chance to be in a work in a team and with other which put him or her in the real life situation even if it is for 15 minutes.

ASDA use assessment centers by which the candidates are asked to perform tasks under supervision so the manager will see how this person perform and using this assessment centers it highlights the skills or particular skills that the manager is looking for and that the future worker will be facing in the future if he or she is accepted by ASDA, and there is some applicants that will be encouraged by this. The exit procedures

Concerning McDonalds’ and ASDA the exit procedures that this company follow is similar to other companies as it undertake an exit interview with the person who is leaving the job, so the staff will have the opportunity to explain their reasons for leaving the job, or in the case of the staff choosing another employer, or to air their grievance, all this helped McDonalds’ to what it is now as those criticism helped the company to take decisions to change their policies, especially if this employee is leaving for a competitor.

What McDonalds’ and ASDA do is that despite the interview that make the manager listen to the staff and know the reason of leaving (challenging work environment, salary, discrimination, promotion). If the employee is a good performer they try to keep him or she in the organization, as he or she is beneficial to the company and the organization doesn’t want to loose of their staff because he may contribute more with the competitors and they can use the staff knowledge and what this staff has gained of expertise against the previous company.

And this is including the resignation of the staff. In the case of redundancy McDonalds’s transfer staff to other restaurants that are in need of workforce because as we know that McDonalds’ in one of the fastest growing companies in the world and every day it opens a new branch in the world, so in redundancy situation the company offers alternative job and all this is with consultation with the worker.

The same thing applies to ASDA because this outplacement can keep this staff working and performing in the same level and improve morale of the other employees and also it gives a good image about the two companies. By using those procedures the two companies can improve in the domain knowing if it comes to keeping good employees working for them, and those solution that were mentioned above are considered as the best and the commonly used by professional and leading organizations around the world.

REFERENCES: BOOOKS: 1. MANAGEMENT AND ORGANISATIONAL BEHAVIOUR SEVENTH EDITION -LAURIEJ. MULLINS-. ISBN: 18464792633 2. BUSINESS STUDIES-IAN MARCOUSE’ – ISBN: 034070462 INTERNET: 1. http://www. citehr. com/4275-need-human-resource-planning. html 2. http://www. allbusiness. com/human-resources/723967-1. html 3. http://www. hrmguide. co. uk/hrm/chap7/ch7-links3. htm 4. http://www. asda. jobs/how-do-i-apply/recruitment_process. html