School Uniforms Essay Example for Free

School Uniforms Essay Uniforms in the School Environment: Can Clothing Really Effect Your Education? Going to public schools all my life, I heard the gossip of fashion and whose wearing what,pretty much everyday; at least in the four years of high school where it seemed that looks mattered the most. As people grow up, the way they present themselves becomes more and more important. Leaving a good mark in high school means a lot to some people, and some are ready to do whatever it takes to make that mark, whether it be putting someone down for their clothing or being an individual and not caring what others think of you or what your wearing. Having friends from middle school that branched out and went the alternative route; private schools, one of the first things that came back to me from them was how much easier it was to having a uniform to wear to school. Going to a school where uniforms are strictly enforced can help to create a better learning environment. Having uniforms would call for a lot less distraction in the classroom, there would be much more time for homework and there would not be as many problems concerning the wear of inappropriate clothing to take away from school time. A quote from the essay, The Achievement of Desire, by Richard Rodriguez fits particularly well in this essay. Get all the education you can, with an education you can do anything. This just doesnt seem like the main idea to many kids anymore and I think that uniforms would help to bring that thought back into a lot of our heads. I know that the idea of wearing a uniform repulses many people, but when broken down, school uniforms really do seem like the way to go. If it was a requirement to wear a uniform to school, there would be many more kids paying attention in classes. Looking around the classroom at what other kids are wearing is a great way to make time fly by. If everyone was wearing the same things, then the distraction of different clothing would be eliminated. Many people worry that uniforms would take away the opportunity for kids to be who they are or who they want to be, but I feel as though wearing uniforms would simply force kids to show their individualism in ways outside of fashion and appearance. When looking at an Opinion Board on the internet I came across the idea that visually uniforms result in a more equal and adult treatment of students, eliminating any idea that one student is being favored over another. Visually, all students were equal. They appeared equal which resulted in more equal treatment from both peers and teachers alike. When a student looks presentable, they will not only be treated as a student, but as an equal, which I feel both students and teachers would benefit from. In the essay, The ? Banking Concept of Education,written by Paulo Freire, there were two types of education discussed. Bankingeducation and Problem-Posing education. Banking education was looked at with the idea that the teacher was the higher power and the student was simply an object where as in Problem-Posing education, the teacher and students both taught and learned the information together. Uniforms would help bring Problem-Posing teaching back into the classrooms of many schools. There would also be a large drop in the amount of teasing that goes on in school. When I asked my old roommate, Maureen Brillante, who attended Sacred Heart Academy about the benefits of going to a school with uniforms, one of the first things she said was that it prevents peoples feelings from being hurt since everyone is wearing the same thing. There is a lot less gossip about clothes and it is much harder to judge people when everyone looks the same. The atmosphere around the whole school just seems brighter that way, she said with a big smile on her face. Having gone to an elementary school that did not have uniforms, Maureen experienced both worlds and found uniforms made high school that much easier to get through. Decisions, Decisions. Should I go home and get my homework done or should I go to the mall and get those new shoes I saw online the other day? Uniforms would help to eliminate one of these decisions. If you had to wear a uniform to school, maybe you would not be in such a rush to go buy the latest clothing, after all, you really cant even wear it to school. This gives a student more time for homework and studying. A great deal of studying and focusing is needed to succeed in school, which Richard Rodriguez emphasizes greatly in his essay The Achievement of Desire. The boy needs to spend more and more time studying, each night enclosing himself in the silence permitted and required by intense concentration. Without this concentration Rodriguez speaks of, a students grades are bound to suffer. Another benefit of uniforms is that you will save money because you wont be buying half the amount of clothes that you normally would be if you did not need to wear a uniform. This idea didnt even cross my mind until my interview with Maureen. In the long run, you really start to save money. A few outfits for the weekends are all you really need, and unless the school changes uniforms while youre there, you can pretty much wear your same uniform for as long as you can fit into it. There is also a lot more time in the mornings to wake up and have a healthy breakfast because you dont have to worry about picking out an outfit to wear. Breakfast is the most important meal of the day and I can say that there were many occasions where I skipped breakfast simply because I was running late and picking out clothes seemed to be the bigger picture at that time. I know when I was in high school, some girls came to school late or didnt come at all because they couldnt find an outfit they wanted to wear. Ridiculous? I think so. What did the wearing of school uniforms accomplish? It directly interfered with gangs, gang colors, gang associations, gang affiliations that tended to have more control over the students than either teachers or parents . . . School uniforms did away with such extra curricular activities as thievery. It is not uncommon for the police to receive calls from irate parents regarding their childs loss of an expensive clothing article. School uniformity focuses the attention on where it belongs: academics. You can find the important point that uniforms create less of a boundary to cross when it comes to what kids wear to school on the Holden Police Department web page. There are fewer rules at a school with uniforms simply because the section labeled Dress Code is either nonexistent or simply a brief section on how to wear your uniform properly. Gangs are brought into schools by the gangs members wearing their colors or their logos on their clothing. This brings together two worlds that just should never meet. Although I dont hear much about it these days, uniforms would give kids fewer things to want to steal in high school. Whether it be in the locker room or in lost-and-found, kids would be more honest, because who really wants to steal someone elses uniform? There would also be less shoplifting because kids would have enough money to buy the few outfits they need to wear outside of school. Sex-exploitation is another issue that would be eliminated with uniforms. Girls would not be allowed to wear such skimpy outfits to school, distracting less people, and creating better reputations for everyone. Less time would be spent in the schools main office and more time would be put into being in the classroom. Kids would have fewer ways to get detentions or even expulsion because inappropriate clothing would no longer exist. Forcing kids to find other ways to show their individuality would compel kids to think more about whom they are and not so much about what they wear. Although it may look as if its the cool thing to wear all the latest styles and be up on fashion, does it really seem worth it to risk getting simply an ok education? Where are those priorities of school work and studying for a test when you are out shopping at the mall? In the end it really does make the most sense to simply suck up the idea of wearing the same thing as every other girl or boy at your school and leave with a better education, and a better sense of seeing people for what and who they really are; not what they are or arent wearing. Imagining the idea of a school that one does not have to worry about what kids will say about their outfits, about whether or not what they are wearing is appropriate for school grounds or getting to the mall after school to buy that new sweater they saw in the AF catalogue (which means blowing off that tutoring secession they had to help raise their math grade), seems so far from reality and all that I knew in high school, yet at the same time seems like the ideal way to spend those four important years of high school, those four years in which all of your hard work pays off and gets you accepted into the number one college of your choice. That sounds like the perfect four years of high school to me. School Uniforms Essay Example for Free School Uniforms Essay A group of small boys and girls all warring the same colored uniforms assembled in front of a catholic school is what I imagine when thinking about school uniforms. This is probably what most people imagine. They have been attached to students of European and private schools. Such pictures of students dressing in school uniforms have led to stereotyping and a negative attitude towards schools enforcing a uniform policy. Displayed as robots without the ability to express them selves in a society that says you must express yourself and be an individual at all cost. The problem is that the cost to express yourself and be an individual is high in some cases, in Detroit, a 15-year-old boy was killed for his $86 basketball shoes (Tweeters 1997). I believe that cost is to high, it would be better to be laughed at and teased about warring a nerdy uniform, than to be shot by some gang member that did not like the color of the pants Im warring. School uniforms have been the cause of many jokes and harassment to those who wore them. In the past, public schools considered uniforms old and out dated trends, though recently many public schools are starting to implement and enforce a uniform policy. The implementation of a school uniform policy is important if we are still striving to improve our students. The arguments against them are fading while the positive reasons are promoting school uniforms and gaining ground. Some of the possible benefits are safety, cost, uniformity and competition in academics instead of fashions. The main argument against them is the need for students to express their individual selves; this argument is losing ground compared to the benefits of the uniform policy. Today many public schools are mandating and enforcing school uniforms for their students. San Antonio School district requires all 60,000 of its students to wear uniforms; over 60% of Fort Worths elementary schools require their students to ware uniforms (Radcliffe 1999). In 1995, the Texas legislature gave public school districts the authority to require uniforms under Texas State Law 11. 162 of the Texas Education Code. (Appendix A). The law however is a voluntary law; schools are not required to have a uniform policy. A Dallas attorney Domingo Garcia has filed a proposed legislation that would make it mandatory to wear uniforms in Grades k-12 in Texas (Ramos 1997). The first fundamental issue that school board officials and law makers should look at before they make new policies and laws concerning school uniforms is, will these new laws and policies have a positive impact on students overall performance. This would not be limited to academic performances only but should also include other socially learned behavior that will enhance the students ability to conform to the social norms needed to be successful in todays society. People for uniforms say that the academic performance has been and will increase by having the students ware them (Caruso 1996). A lessened degree of attention and concern with fashion will enable a better condition for serious study, as well as lesson the cultural and economic challenges of students and parents. (Cohn 1996, Paliokos 1996) Nathan Minster, a seventh grader at Country Day of Arlington said, Uniforms provide a better educational atmosphere, and symbolize school spirit. If all students dress alike, their attention will not focus on Johnnys new Tommy Hilfiger outfit. (Teeters 1996). Any situation that does not promote the improvement of students in school should be looked at and studied to find ways to change the situation. There are no positive aspects to worrying about not having the money to buy the coolest and newest fashions. Would it not be better to strive and worry about who can get the best grade or do the best science project. Is the reduction of crime going to help improve our students? We must agree that there is no part of our students lives that can be improved by the atmosphere of crime. We need to ask the question, What ought to be? When it comes to school and crime. How to deal with crime is one of the ethical questions all school administrators and lawmakers must address and act on accordingly. The statistics say that schools having a school uniform policy have seen a decrease in crime. Long Beach Unified School District was the first large urban school district in the United States to require school uniforms. They have seen substantial decreases in crime in the past five years since they have required uniforms. One incredible reduction was that sex offenses have decreased 93%. (Appendix B). The cost of implementing a uniform policy must also be looked at closely. The fact that all students have different degrees of economic status requires us to address this matter. If a student cannot afford uniforms would they not be able to go to school. Would it be better to have them spend all their money on uniforms so they could go to school, but because of that they dont have the money to participate in after school sports or social events. Maybe they would spend the money on uniforms instead of nutritious food, which could affect their health. The current Texas law does provide ways of providing uniforms for students who cannot afford to buy them. (Appendix A). The Long Beach Unified School District has privately funded over $160,000 for assistance to disadvantaged students. By doing this they have not put any financial burden on the taxpayers. The cost can be high, as it has been for the San Antonio School district, which has spent about $500,000 to outfit 90% of their students (Radcliffe 1999). Unlike Long Beach School District, San Antonios uniform policy has cost the taxpayers a lot of money. They ought to look at ways of reducing the cost to taxpayers, possible private funding from companies that participate in philanthropic programs. What are the ethical concerns for schools considering school uniforms? The nation has implemented school uniforms in about 25 percent of the public elementary, middle, and junior high schools according to the (California School News March 31,1997). The general improvements of the students who attend schools that requiring them to ware uniforms has shown an improvement. I can conclude from the improvements that we ought to have 100 percent of public schools starting uniform policies. I dont believe that waiting for years of research and study on this issue will change the outcome. Students are moving through school fast and to wait for years to go by before making this a policy can only lesson the improvement chances of the students who are currently in school. The motivation of this issue is not to infringe on students rights or burden parents with extra cost, but to simply improve the students. Do students have rights as part of the American populous? If so, what are there rights? Do they even have the right to choose to go or not to go to school, or is this, the rights of the parents and society? Our society is now more than ever concerned with our rights and feelings. Is a first graders mind able to use these rights for there best interest or is it up to the adult population? Parents are the ones who should teach and mentor the students in the spirit of the rights and how to use them for the good judgment and common sense. The Bible says, For I, too, was once a son, tenderly loved by my mother as an only child, and the companion of my father. He told me never to forget his words. If you follow them, he said, you will have a long and happy life. Learn to be wise, he said, and develop good judgment and common sense! I cannot overemphasize this point. (Proverbs 3: 3-5). Is it more important for us to make a place where the student can improve in the general sense compared to the First amendment claims that the students dont have the right of free expression? Any dress restriction that infringes on a students First Amendment right must be justified by a showing that the students attire materially disrupts school operation, infringes on the rights of others at the school, or otherwise interferes with any basic educational mission of he school (Grantham 1994). The legal aspect of requiring students to ware uniforms is a small matter if the majority of the parents back the policy. However, some will fight with every penny they have so that their kids will not have to ware the uniforms. The biggest legal issue is the First Amendments, right to free expression and the Fourteenth Amendment. They use this to say that the school has violated the students liberty to control his or her personal appearance ( Paliokos 1996). Stakeholders are involved in every part of this issue. Every person is a stakeholder. It will affect, children, adults, and elderly in one way or another, some more than others will. The children will be affected because they will have to ware the uniforms. Primary social stakeholders would be the students, parents, school employees and administrators, taxpayers, people opposed to and people for school uniforms. I dont have children but I am a stakeholder because if the uniform policy is voted on and passed the chances are my local school tax will increase to help pay for the new uniforms. Paying for the uniforms might not seem fair to someone in my position but if I look at the long term benefits of having our public schools improve the students I believe that the chances of a better society in my golden years is more likely to happen compared with the alternative of not improving the students. The improvement of students basic education holds very high stakes for all stakeholders. If a student receives a better education he/she will have a better chance and be better equipped to be part of our adult society in which they will have to abide by our standard. The responsibility of the schools and lawmakers is to improve students. They are also responsible to do this within a budget. This does mean there will be some compromises and restrictions to what and how they accomplish this task of improving the students. They must also stay within the legal aspects of our laws, which has been brought about by society from the past. If the laws are no longer valid they need to be changed for the current situations faced today by schools trying to improve students. Lets look at the stakeholders and what stakes they face. See stakeholder map Appendix C. Students, parents, teachers, school administrators, and the general society are the stakeholders we will look at although there are many more secondary stakeholders involved with this issue. What challenges, threats or opportunities do these stakeholders pose? What economic, legal, ethical, and philanthropic responsibilities do they have? We will start by looking at the students. The challenge they have has been a negative and stressful one, what to wear today? is a question that will no longer have to be asked each morning before school. The desire to have the coolest and newest fashions is no longer a challenge for the students who attend schools with uniform policies. The challenge to not be teased or laughed at is no longer there. Jacqueline Rios, a student at Glencrest Middle School said, The good thing about uniforms is that everybody wears the same color. And having uniforms is a lot better, because people cannot talk about and laugh at your clothes. (Teeter 1997). We do however have the threat that some of the opposing students will not comply which could cause discipline problems or even cause them to drop out of school. The opportunities for the students are all positive ones. Simply put they will have more opportunities to better themselves with academic issues because the priority of fashion standards is gone as Assistant Director of elementary school operations, Frankie Batts, said, Instead of worrying about their clothes or what everyone else is wearing, kids focus on math and reading, (Richardson 1995). Parents will also enjoy the decreasing challenge of keeping their kids in the newest fashions. The money issue will improve for them, Three outfits can run about $130, said Jan Underwood, owner of the U. T. W. Uniforms store in Fort Worth (Teeters 1997). Parents have had to struggle with deciding if what there kids are warring is proper. You might even ask, is it ethical to let my daughter go to school in an almost see-through and skintight outfit? The students being at a school with a uniform policy would now solve this problem. A possible threat from the parents would be from those who feel and believe that kids should be able to do and ware what they want and to force them to ware a uniform is a violation of their kids rights as well as the law. They do however seem to be the minority, most parents seem to support uniforms. The Longview Independent School district says they would support the decision for school uniforms if 75 to 80 percent of the parents were for it (Bell 2000). Teachers will have the challenge of enforcing the new uniform polices but it will be much easier then enforcing the current dress code. At most, schools the guidelines of a dress code can be subjective in determining if they meet the requirements. Lets say, if the school dress policy said that girls must ware skirts that go down to there knees and a student is seen warring one that does meet that requirement but it is see-through and she is not wearing underpants. This could cause a problem because the requirement is subjective. If the uniform policy was in effect this would not be because the see-through skirt would either be part of the uniform and accepted or not, it would now be an objective decision for the teacher to make, either it is a violation or not. One of the great opportunities that it would give the teachers is by having all the students dress alike they would be able to identify students who belong to the school and trespassers who dont. This is a great safety issue in todays times where it is important to regulate who comes on campuses. How about on a school field trip would it not be easier to identify your students in a crowd if you did not have to remember what everyone was warring. Say they were kidnapped would it not be easier to describe them to the police. School administrators have all the issues to deal with. They are the ones who are challenged to improve the students. They have the challenge to implement school policies like uniforms in an effort to improve students. Their decisions go from the smallest detail, what colors, what style, what material, all or which can have either positive or negative effects on other stakeholders. They must accomplish this and be able to stay within the legal, economic and ethical parameters that currently guide their decisions. What a privilege they have with this opportunity to improve students who will in turn improve society and possibly the entire world. Though this is a great opportunity, it is also a great responsibility to have. General society has a stake that is both short term and long term. On the short term, they will have to support the decisions of the uniform policies that are imposed upon the students and parents. Some of the long-term stakes would be requiring paying for some of the uniforms for students who cannot afford them. For the few who oppose the uniforms they will not have to compromise their beliefs so that their kids can get an education. The Texas 1995 law allows some exceptions to the rules with a written request that states a bona fide religious or philosophical objection to the requirement. (Appendix A) Some recommendations that should be looked at by schools before starting a uniform policy could help reduce the problems that occur from putting new policies into effect. They need to be able to justify the actions by demonstrating the link between a kind of dress and disruptive behavior or between a dress and improvements of the students. They should consult with the schools legal advisors to possible legal problems. Determine ways of enforcing the policy as well as what punishment would occur. Finding out what the parents and students think and involving them before the final starting date. They might try to find out what the students favorite color or type of material they want to use. They might even look at having some variety maybe two different colors. This way the students will feel included in the decisions and might not fight the policy, making the discipline problem smaller because they would be less likely to rebel. A financial study should be conducted prior to the policy to determine how much burden is going to be imposed on the school itself, how many students would require financial assistance with the cost of the uniforms. By keeping the primary stakeholders involved with the decisions prior to making the policy, schools have a better chance of success from the uniform policy. Appendix A Sec. 11. 162. School Uniforms. a) The board of trustees of an independent school district may adopt rules that require students at a school in the district to wear school uniforms if the board determines that the requirement would improve the learning environment at the school. (b) The rules the board of trustees adopts must designate a source of funding that shall be used in providing uniforms for students at the school who are educationally disadvantaged. (c) A parent or guardian of a student assigned to attend a school at which students are required to wear school uniforms may choose for the student to be exempted from the requirement or to transfer to a school at which students are not required to wear uniforms and at which space is available if the parent or guardian provides a written statement that, as determined by the board of trustees, states a bona fide religious or philosophical objection to the requirement. (d) Students at a school at which uniforms are required shall wear the uniforms beginning on the 90th day after the date on which the board of trustees adopts the rules that require the uniforms. Added by Acts 1995, 74th Leg. , ch. 260, Sec. 1, eff. May 30, 1995. Appendix B GRADES K-8 SCHOOL CRIME REPORT SUMMARY Since the inception of required school uniforms in all Long Beach Unified School District elementary and middle schools, in September 1994, school crime here has dropped 86% percent. SCHOOL CRIME REDUCED 1993-94 Before Uniforms 1994-95 Uniforms Required 1995-96 2nd Year with Uniforms 1996-97 3rd Year with Uniforms 1997-98 4th Year with Uniforms 1998-99 5th Year With Uniforms Change K-8 Enrollment 57,497 58,376 59,822 62,039 63,602 65,451 +14% Assault/Battery* 319 214 53 47 46 82 Assault w/Deadly Weapon* 6 3 16 11 8 24 Sex Offenses 57 15 5 4 2 4 -93% Robbery/Extortion 34 12 13 5 3 5 -85%. Chemical Substances 71 29 24 20 27 37 -48% Weapons or Look A like 145 78 28 24 12 36 -75% Vandalism** 1,409 1,155 127 93 98 106 Dangerous Devices 46 23 1 2 0 2 -96% TOTAL 2087 1529 267 206 196 296 -86% *The statewide category of assault has been revised because of different interpretations of what constitutes assault. Verbal threats without physical contact were sometimes reported as assaults. There is also a new, expanded definition of assault with a deadly weapon. Reported now is any item that is actually used in an effort to inflict any bodily harm, i. e. a foot, a fist, a pencil or a comb. **Under the new California Safe Schools Assessment School Crime Report, only vandalism over $100 is included. Some prior years incidents were under $100, so the actual reduction is less than this. Appendix C Bibliography Resources Bell, Becky. LISD group focuses on school uniforms Longview News Journal 22 March 2000; Local California Leads nation in Public School Uniform Use. California School News 31 March 1997: 4 Caruso, Peter. Individuality vs. Conformity: The Issue Behind School Uniforms. NASSP Bulletin 8,581 September 1996: 83-88. Chon, Carl A. Mandatory School Uniforms. The School Administrator 53, 2 February 1996: 22-25 Grantham, Kimberly. Restricting Student Dress in Public Schools. School Law Bulletin 25, Winter 1994: 1-10 Long Beach Crime Report Summary. http://www. lbusd. k12. ca. us/ Paliokas, Kathleen L. Trying Uniforms On for Size. The American School Board Journal 183, 5 May 1996: 32-35 Proverbs. The Bible. The Living Bible. 3; 3-5 Radcliffe, Jennifer. Irving joins movement supporting required attire. Star Telegram 25 March 1999 http://netarrant. net/news/doc/1047/1:NEA/1:NEA032599. html Ramos, Cindy. Capitol moves San Antonio Express-News 1 April 1997 Metro- Education Express: 4B Richardson, Ginger. Student uniforms in vogue at schools in Fort Worth Officials report success of voluntary clothing programs. Fort Worth Star Telegram, 16 August 1995; Metro Teeters, Amy. Growing up in uniform style. Fort Worth Star-Telegram 18 February 1997: Class Acts: 9 Texas State Law 11. 162 of the Texas Education Code. http://www. tea. state. tx. us.

Effective Training Essay Example for Free

Effective Training Essay The management sector of each organization is important in their respective operation. In each group, a leader must exist to lead, guide and delegate important tasks and responsibilities with each member to achieve the efficiency in the use of their resources and the success of the operation. Similarly, in the business organization, the leaders of the institution are important in their operation as they manifest to guide the business towards the achievement of their economic goals and common interest. In terms of the operation, they are the ones that delegate the intricate tasks and responsibilities to each of the member for their benefits and success. Most importantly, the leaders are the ones that must evaluate and decide regarding important matters and issues in the business organization to ensure the positive result and continuous economic operation. Because the leaders of each business organization are important for the group, the institution must highly recognize the effective selection of the individuals placed in their top executive position. To acquire the most effective line up for the top executive position, the organization must implement certain approaches to achieve this result and ensure the quality of their management leader sector. One of the possible solution in ensuring this status is the development of succession plan for the ranks in top executive positions. Naturally, individuals presently occupying top executive positions are not permanent and so are their role effectiveness. As such, the organization must expect this scenario and develop a positive projection to ensure the present executive effectiveness through planning for the succession and replacement for each executive. As such, the organization can presently plan for their development and maintain the positive results they are benefiting for their present lineup. Some of the possible strategies in this aspect are succession projection, training for qualified individuals, apprenticeship programs and others to ensure that the positive qualities and characters of the present executives lineup will be maintained for the business continuous success and development.

Theories Of Motivation In High Risk Sports Psychology Essay

Theories Of Motivation In High Risk Sports Psychology Essay Introduction This Chapter will attempt to give the reader a greater understanding of the windsurfing and the definitions and theories of motivation. It will use previous research that has been carried out to examine further some of these theories and observe consistencies and in-consistencies in the area of motivation in sports, outdoor sports and high risk sports. It will then use this information to Purpose of Research Justification Clarification of Terminology Historical Background of Windsurfing In the late 1940s, Newman Darby discovered how to sail a three metre sailboat without using a rudder by leaning the sail towards the fore and aft of the boat. It was not until 1964 that he designed the first universal joint, a component that connects the sail to the board that allows it to move in any direction (http://windsurfingmag.com/how-to/2008/03/26/windsurfing-glossary/). It was not until 1968 that Californian surfer Hoyle Schweitzer and Sailor Jim Drake got together and using Darbys ideas created the first windsurfer. They patented their design and in the 1970s began to produce it widely. It was Darbys concept of the Universal Joint that was at the core of their design that allowed the windsurfer to be steered without a rudder. Initially the windsurfer consisted of only one board which beginners learnt on and experts prevailed on. Everyone used the same kit regardless of the conditions or skill. (http://www.windsurfing-academy.com/information_bank/history/the_history_of_windsurfing.asp). The board was made from polyethylene, was 12 feet (3.5m) long and weighed 60 pounds (27kg) By the late 1970s windsurfing had taken a firm hold of America and Europe with one in every three households in Europe possessing a windsurfer. (http://www.windsurfing-academy.com/information_bank/history/the_history_of_windsurfing.asp, The Windsurfing Movie, 200?) The first world championships for windsurfing was held in 1973 and windsurfing became an Olympic sport for men in 1984 and in 1992 for women. Patent Abstract: Wind-propelled apparatus in which a mast is universally mounted on a craft and supports a boom and sail. Specifically a pair of curved booms are accurately connected athwart the mast and secure the sail there between, the position of the mast and sail being controllable by the user but being substantially free from pivotal restraint in the absence of such control. http://inventors.about.com/od/wstartinventions/a/windsurfing.htm Development of Windsurfing This section will look at how windsurfing has developed both in relation to the equipment designs and the attitudes towards it. It will also look at where windsurfing is today and attempt to predict the direction it may be heading towards. Definitions of Motivation For the purpose of this research it is important to understand what is meant by the term motivation. This section provides several definitions for motivation along with further information to bear in mind about the term motivation The term Motivation is derived from the Latin word movere meaning to move (Onions 1996) cited in (Moran, 2004). The concept of motivation can be defined as The hypothetical construct used to describe the internal and/or external forces that produce the initiation, direction, intensity and persistence of behaviour (Vallerand Losier 1999) cited in (Vallerand Rousseau, 2001) Motivation can also be defined as being concerned with those factors which initiate or energise behavior (Moran, 2004, p. 38). Sage (1977) cited in (Festeu, 2002) states that motivation is the energizing element of personality which is reflected in individuals direction and intensity of effort. Within the field of sports psychology motivational issues are implicated when a person undertakes a task at which he or she is evaluated or enters into competition with others, or attempts to attain some standard of excellence (Roberts, 2001, p.6) cited in (Moran, 2004, p. 38). Various theories of motivation will be looked at in greater detail within the next chapter Theories of Motivation. According to Roberts (2001) cited in (Moran, 2004), motivation is one of the most misunderstood constructs in sports psychology. Roberts (2001) states there are three reasons for this. Firstly motivation is often confused with arousal. Roberts (2001) states arousal needs to be channeled in a specific direction for motivation to occur. Secondly Roberts (2001) states that motivation cannot be enhanced through positive thinking as commonly believed. Research on goal setting shows peoples objectives have to be controllable and realistic to be effective. Finally some coaches believe that motivation is inherited genetically something which is also contradicted by research which shows motivation can be changed through appropriate instruction. Roberts (2001) cited in (Moran, 2004, p. 39). Arousal Theories of Motivation Introduction This section will look at the various theories of motivation that have been developed over the years. These theories are not all directly relevant to the subject of this research but are necessary to allow a greater understanding of the area and theories, both past and current, of motivation. It will also look at the different types of motivation and the different factors that affect them. It will draw on information from various studies using these theories to attempt to develop a further understanding of these theories and how they are relevant to the areas of said studies. Instinct Theory Most current sports psychology can be traced back to William James (Model, 2005). James (1890) published an article called What is instinct. James suggested that interest plays an essential role towards attention and consequent behaviour. This theory bears many similarities to the Self Determination Theory proposed by Deci Ryan (1985). The Self Determination Theory will be further discussed later in this section. Sigmund Freud (1915) provided one of the earliest theories of motivation reviving James theories. Freud (1915) cited in (Model, 2005) suggested that individuals are passive beings and are moved by instincts, the main two being sex and aggression. Together these formed Freuds (1923) Instinct Theory (Model, 2005), (Vallerand Rousseau, 2001). A major criticism of Freuds theory is that instincts can be hard to identify. Freuds theory also fails to take into account the effect the environment may have on motivation. (Silva III Stevens, 2001). Need Achievement Theory The Need Achievement Theory considers both personality and situational factors as important predictors of behaviour. (Atkimson, 1974) cited in (Festeu, 2002). Personality refers to an individuals drive towards success and avoidance of failure. Murry 1938 Atkimson 1974 festeu(3) Drive Theory Drive Theory is an expansion of Freuds Instinct Theory put forward by Clark Hull (1948). Freuds Instinct Theory was originally named the drive theory but was later re-named. (Model, 2005). Hull concluded that motivational behaviours derive from one of four drives: sex, hunger, thirst and pain avoidance. A drive occurs and provides energy for action Hull (1938) cited in (Model, 2005). Hulls theory creates a link between instincts or drives and behaviour. According to Hulls theory, as these drives occur, such as hunger, we become motivated to reduce these drives to zero in this case by eating. This is the first theory that implies extrinsic motivation. (Model, 2005). Flaws observed within Hulls Drive theory came to light as better understandings of arousal and its effects on people came to light. Arousal will be discussed further in the next chapter Factors That Affect Motivation in Sport. Hulls Drive Theory also did not take into account of the differing levels of motivation between different tasks and individuals. (Silva III Stevens, 2001) Maslows Hierarchy of Needs Self Determination Theory The Self Determination Theory is a model of human motivation that stems from the innate needs for competence, autonomy and relatedness within the environment. It provides an over-riding framework for intrinsic and extrinsic motivation. (Baldwin Caldwell, 2003) The Self Determination theory proposes that these psychological needs and the social environment will determine one of many motivations. Each motivation can have varied effects on our thoughts, behaviours and feelings. These motivations fall along a continuum and are all connected to each other (Deci Ryan, 1985) cited in (Model, 2005) Self Determination Theory (cooke, Fielding).pngCited in (Cooke Fielding, 2010) As the scale above displays, motivation can be divided into six different forms from intrinsic motivation at one end of a scale to extrinsic motivation at the other end (Deci Ryan 1985) cited in (Baldwin Caldwell, 2003). Amotivation refers to no motivation at all. (Baldwin Caldwell, 2003) describe it as a way of describing behavior which is neither regulated or intentional. Extrinsic Motivation Extrinsic motivation refers to engaging in an activity as a means to an end and not for its own sake (Vallerand Fortier, 1998) cited in (Moran, 2004, p. 40). It can be separated into non-internalised and internalised, as displayed in the diagram above. Internalised forms of extrinsic motivation carry some intrinsic factors contributing towards behavior but the primary reasons are still external. External Regulation External regulation is the most extreme form of extrinsic motivation. (Baldwin Caldwell, 2003). This refers to the doing of an activity solely to satisfy external demands such as for a reward or to avoid punishment. Introjected Regulation Introjected regulation is based on self controlled, ego orientated behavior that is usually driven by what others may think. Introjected motivation is not autonomous but rather externally focused behavior usually carried out to avoid guilt of anxiety or to maintain status or feelings of self worth. (Baldwin Caldwell, 2003). Identified Regulation Identified regulation has elements of intrinsic motivation but behavior is undertaken for primarily external reasons. (Baldwin Caldwell, 2003). An example of this is cross-training in sports. Windsurfers may partake in other exercises such as running or cycling not for the enjoyment but to maintain or increase fitness for windsurfing. They may enjoy the running or cycling but this is not their primary reason for participation. Integrated Regulation Integrated regulation is the most autonomous form of extrinsic motivation. A person carries out this behavior because it represents what they stand for. This can be demonstrated amongst volunteers for non-profit organisations. They carry out behavior for external rewards often with little compensation or direct benefit to themselves. Intrinsic Motivation Intrinsic motivation refers to peoples reasons for undertaking an activity for itself and the pleasure and satisfaction derived from participation (ibid., p.390) cited in (Moran, 2004, p. 39). This can also be described as the pursuit of an activity that one finds interesting and is engaged in for the inherent satisfaction derived from participation. (Baldwin Caldwell, 2003). Factors that Affect Motivation and Participation in Sports This section will observe the varying factors that encourage or discourage participation in sport or physical activity as a whole. It will draw on information gathered from the previous chapter and relate them directly to sport using research already carried out in the area of motivation in sports (5 buzz junkies) (8 understanding participation in sports) (The Art of Healthy Risk Taking) Motivation in Outdoor Activities This section will attempt to further explore the area of motivation towards the area of outdoor activity. It will explore motivational factors in various areas and various sports that draw from the natural environment to provide a medium to undertake the specific activities. It will also draw on research already carried out in this area to attempt to develop a greater understanding of any consistencies or in-consistencies in this area. Arousal (5 buzz junkies) (The Art of Healthy Risk Taking)(festeu 4) Risk Taking Nature and risk in adventure sports Philosophy, risk adventure sports Is Windsurfing an Extreme Sport? Windsurfing is commonly regarded as an Extreme sport however this term may be misleading. This label was attached to various alternative sports by the media originally in North America in an effort to attract the more lucrative teenage audience. (Dant Wheaton, 2007). The term High Risk is now commonly used by researchers in the field of these sports in place of the term extreme. It can be observed that the majority of windsurfing practised by most windsurfers cannot be described as high risk due to the fairly low risk of injury. (Dant Wheaton, 2007). It is important to remember that the more hazardous conditions attempted by many windsurfers by entering the seas in winds upwards of gale force and large swells still constitutes a high risk environment to enter. With this in mind, windsurfing can only really be described as a high risk sport when undertaken in such adverse conditions that if gear failure or rider error were to occur, self rescue would be close to an impossibility. This section will examine risk taking both real and perceived in the area of motivation and attempt to create an understanding of how this may alter individuals attitudes towards general activities and then specifically high risk sports. (The Art of Healthy Risk Taking) (To the Extremes out of the gene pool) What is even stranger is that some people go beyond being observers and take real risks, and expose themselves to real harm of 2 DANGER one kind or another, and that they do so completely voluntarily. Why do people, of their own free will, participate in such activities as sky diving, mountaineering, bungee-jumping, white-water rafting, big wave surfing, pot-holing, base jumping, cave diving, and hang-gliding? In this respect, it is interesting that new forms of voluntary risk are continually emerging or being invented in different parts of the world, and this seems to have been particularly true in the last decade or so. (Danger quest for excitement) Environment This section will examine how the natural environment can affect attitudes and motivation towards participation in activities. (To the Extremes out of the gene pool) (6 Environmental Factors) Gender Differences in Motivation (5 buzz junkies) (13 where have all the windsurfers gone) Windsurfing as a subculture rather than a sport Windsurfing is part of a group of activities born during the counter-culture movements of the 1960s Midol (1993) cited in (Wilkinson, 2010), (Dant Wheaton, 2007). Other activities in this catagory include skateboarding, snowboarding and the resurgence of surfing. As Belinda Wheaton (2003) Does Windsurfing require a different motivational pattern to other sports? Sport commitment of windsurfers Sports Motivation Scale Free Time Motivational Scale Sport Commitment Model Sport commitment of windsurfers (2) Research Questions

Essay --

1. MAAKASUTUSE MÕJUTEGURID 1.1. Mullastik Eesti muldade mitmekesisus on pà µhjustatud Eesti looduslike olude nagu geoloogiline ehitus ning pinnamood tagajà ¤rjel. ÃÅ"le poole Eesti aluspà µhjast koosneb lubja-kividest ja seetà µttu on 75% mulla là ¤htekivimeist karbonaatsed. Eestis on ka palju rà ¤ndkive, millest suuremad on kaitse all. Duurim kivisus Eestis on Saare-, Là ¤Ãƒ ¤ne- ja Harjumaal. Eestis on ka suurenenud muldade tuulekandeoht, mille on pà µhjustanud turvas- ja liivmuldade massiivistamine ja kuivandeamine Là ¤Ãƒ ¤ne-Eestis ning saartel. Eestis on haritavate muldade boniteet keskmiselt 43 punkti. ÃÅ"le keskmise on Là ¤Ãƒ ¤ne-Viru-, Jà µgeva-, Viljandi-, Jà ¤rva-, Rapla- ja Tartumaal. Kà µige madalam boniteet Eestis on Và µre-, Là ¤Ãƒ ¤ne- ja Hiiumaal. (Joonis 1) Allikas: [EME 1 2008; muudetud 2011] Joonis 1 Pà µllumuldade viljakus. Pà µllumuldade keskmine boniteet (100-punktilises sà ¼steemis): 1 kà µrge (à ¼le 55 punkti), 2 à ¼le keskmise (50-55), 3 keskmine (45-50), 4 alla keskmise (40-15), 5 madal (alla 40) Soomuldade ja soostunud muldade ning muldade kivisus on Eesti mullastikule iseloomulik. Kolmandik muldkattest koosneb gleimuldadest ning viiendik soomuldadest, mis pà µhiliselt on metsamaadel. Gleistunud mullad hà µlmavad kuuendiku kogu Eestist ja veeriandi Eestis haritavast maast. Eesti muldade là µimis on và ¤ga erinev ja muutuv, see muutub nii mullaprofiilis kui ka territoriaalselt. Selle pà µhipà µhjuseks on mullatekkeprotsesside iseloom. Liivmuldade kà µige suurem osatà ¤htsus on Hiiumaal, à ¼le keskmise on neid Ida-Viru-, Pà ¤rnu-, Và µru-, Pà µlva-, Valga- ja Saaremaal. Rapla-, Pà ¤rnu- ja Là ¤Ãƒ ¤nemaal on suurim savide leviala, seal on palju harmisele tundlikke ja raskeid gleimuldi. Jà ¤rvamaal on leetjad ja leostunud viljakad liivsavimullad, kuid ka Rapla-, Viru- ja Jà µgevamaal. [EME 1 20... ... 2012] Joonis 2 Sademete keskmine aastasumma 1966–98 (mm) Eesti temeratuuri suurim mà µjutaja on Là ¤Ãƒ ¤nemeri, mis talveperioodil rannikualasid sisemaast soojemana hoiab. Eesti kliimale on iseloomulik temperatuuri ning pà ¤ikesekiirguse kà µikumine aastaajaliselt. Aastaajaliselt erineb tugevalt ka pime ja valge aeg, kus pà ¤eva pikkus kà µigub 18 tunnist suvel 6 tunnini talvel. Pà µhilisteks kiirgusolude erinevuse pà µhjuseks Eestis on pilvisuse eripà ¤rasused. Sisemaal on pà ¤ikest và ¤hem và µrreldes rannikualadega, sest soojal aastaajal on sisemaal paremad olud rà ¼nkpilvedele. Keskmiselt on Eestis pà ¤ikest 1600-1900 h. Kiirgusandmed 1966.–98. aasta kohta on pà ¤rit mà µÃƒ µtmistulemustest Tà µravere aktinomeetriajaamast. (Joonis 3) [Eesti ilma riskid 2012] Allikas: [Eesti ilma riskid 2012] Joonis 3 Pà ¤ikesekiirguse keskmised kuu- ja aastasummad Tà µravere aktinomeetriajaama 1966.–99. aasta andmetel

The Civil Rights in the 1950s and 60s :: American America History

The Civil Rights in the 1950's and 60's (1) Trumans civil rights committee: In 1947 Trumans Civil Rights Committee recommended laws protecting the right of African Americans to vote and banning segregation on railroads and buses. It also called for a federal law punishing lynching. He issued executive orders ending segregation in the armed forces and prohibiting job discrimination in all government agencies. (2) Brown V. the Board of Education (1954): In 1954 the Supreme Court made one of the most important decisions in its long history. It decided in the case of Brown v. Board Of Education of Topeka that it was unconstitutional for states to maintain separate schools for African American and white children. This case over turned the "Separate but equal" doctrine established in the case of Plessy v. Ferguson back in 1896. (3) Montgomery Bus Boycott (1955): After the supreme court decided to end segregation, African Americans started to speak out more about their racial opinions. In Montgomery, Alabama, a bus boycott ended with a victory for the African Americans. The Supreme Court ruled that the Alabama segregation laws were unconstitutional. During the boycott a young African American Baptist minister, Martin Luther King, Jr. became well known. Throughout the long contest he advised African Americans to avoid violence no matter had badly provoked by whites. Rosa Parks tired of sitting in the back of the bus, and giving up her seat to white men. One weary day she refused to move from the front of the bus, and she became one of history's heroes in the Civil Rights Act movement. (4) The Civil Rights Act: In 1964 congress passed a Civil Rights Act prohibiting racial discrimination in restaurants, theaters, hotels, hospitals, and public facilities of all sorts. This civil rights act also made it easier and safer for Southern Blacks to register and vote. Laws were passed to help poor people improve their ability to earn money, a program to give extra help to children at risk even before they were old enough to go to school, and a program to train school dropouts. (5) The Great Society: These actions were very popular. Johnson easily won the 1964 presidential election and then proposed what he called the Great Society program. This was Johnson's plan. He would work to improve the lives of all people, but especially the poor and the powerless. Programs were aimed at helping every segment in society. The Civil Rights in the 1950's and 60's :: American America History The Civil Rights in the 1950's and 60's (1) Trumans civil rights committee: In 1947 Trumans Civil Rights Committee recommended laws protecting the right of African Americans to vote and banning segregation on railroads and buses. It also called for a federal law punishing lynching. He issued executive orders ending segregation in the armed forces and prohibiting job discrimination in all government agencies. (2) Brown V. the Board of Education (1954): In 1954 the Supreme Court made one of the most important decisions in its long history. It decided in the case of Brown v. Board Of Education of Topeka that it was unconstitutional for states to maintain separate schools for African American and white children. This case over turned the "Separate but equal" doctrine established in the case of Plessy v. Ferguson back in 1896. (3) Montgomery Bus Boycott (1955): After the supreme court decided to end segregation, African Americans started to speak out more about their racial opinions. In Montgomery, Alabama, a bus boycott ended with a victory for the African Americans. The Supreme Court ruled that the Alabama segregation laws were unconstitutional. During the boycott a young African American Baptist minister, Martin Luther King, Jr. became well known. Throughout the long contest he advised African Americans to avoid violence no matter had badly provoked by whites. Rosa Parks tired of sitting in the back of the bus, and giving up her seat to white men. One weary day she refused to move from the front of the bus, and she became one of history's heroes in the Civil Rights Act movement. (4) The Civil Rights Act: In 1964 congress passed a Civil Rights Act prohibiting racial discrimination in restaurants, theaters, hotels, hospitals, and public facilities of all sorts. This civil rights act also made it easier and safer for Southern Blacks to register and vote. Laws were passed to help poor people improve their ability to earn money, a program to give extra help to children at risk even before they were old enough to go to school, and a program to train school dropouts. (5) The Great Society: These actions were very popular. Johnson easily won the 1964 presidential election and then proposed what he called the Great Society program. This was Johnson's plan. He would work to improve the lives of all people, but especially the poor and the powerless. Programs were aimed at helping every segment in society.

Beowulf: The History of Grendel :: Epic of Beowulf Essays

Grendel was the embodiment of all that was evil and dark. Before Grendel was a monster, his name was Lednerg. He was described as a monster, demon, and a fiend. Terrible events occurred to Grendel to transform him into a horrible monster. Lednerg had a very weird childhood. He did not have any siblings. Throughout his childhood, Lednerg endured many insults directed to him and his family. His parents were also second cousins. He was always the last to finish his homework. During his early years, sports were not very kind to Lednerg. His only friend was Adolf. Adolf was extremely smart, and he was blessed with great sporting abilities. Whenever Lednerg was in a pensive mood, Adolf always brought joy to him. Lednerg’s education ended when his mom got in a verbal assault with the school president. With lack of sufficient education, Lednerg made many stupid decisions in his life. Since Lednerg did not attend school anymore, his parents forced him to get a job. Lednerg worked for Natas, who owned a football team, as a water boy. All the football players made fun of everything that Lednerg did at work. In the beginning, Lednerg did not get discouraged; in fact, Lednerg worked extra hard to make sure the water was at perfect temperature for drinking. Unfortunately, one of the players made fun of Lednerg’s mom. Something in Lednerg’s mind went off, and he tackled the player with all his strength. Natas saw Lednerg’s potential; however, he knew he needed to have full control of Lednerg. Natas separated Lednerg from his family by killing all his relatives. Natas told Lednerg that he needed to be angrier to be a better football player. During one of the football games, Lednerg hit the opponent in the head after the play was over. After staying a few days in the Intensive Care Unit, he died. Lednerg felt very upset at what he had done, but Natas told him that it was not his fault. At this time, Adolf was also on the football team. Natas told Lednerg that if by some chance Adolf was hurt, then all the glory would be his. The next day, Adolf was found dead. Lednerg had so many thoughts going through his head about everything he had done.

Cherns staffing Essay

The strategic staffing process is guided by a set of staffing goals (process and outcome goals) that are logically linked with the company’s business strategy, culture and values. CHERN has managed to create a competitive advantage by providing quality products and the best customer service in the industry. Superior quality customer service is the company’s business strategy and this is linked to a very aggressive growth strategy for the next 5 years. The table below helps to understand the implications that the business growth strategy has on the staffing process at the company. The positions highlighted on the table are the positions that CHERN has to focus on because they are the core drivers of the company’s performance and they make up more than 80% of the total workforce of the organization. Table 1. Staffing Forecast for 5 year growth. PositionsEmployees per store Employees needed to hire per year Employees needed to hire per month Employees hired at end of 5 years Store Manager1151.2575 Dept. Manager812010600 Assistant Dept. Manager812010600 Full time sales associates10015001257500 Part time sale associates2537531.251875 Because the strategic staffing process is a future-oriented process, it is valuable to identify both short term and long term goals that involve attracting, developing and retaining the right number of the best appropriate talent. Table 2 contains both short-term and long-term process goals and outcome goals for CHERN’s strategic staffing and provides a rationale of why this are important to help achieve the business strategy. Table 2. Staffing Goals Short-term Process GoalsImportance 1 .Hiring qualified applicants within the timeline goals of our growth  projection. The staffing process has to be able to meet the time goals for the hiring process as needed for the year growth strategy. 2. Attract a pool of applicants large enough to be able to select the amount of talent needed for the new stores. The staffing process has to be able to supply the necessary amount of talent needed for the year growth strategy. Short-term Outcome Goals 1.Staffing talent that fits with corporate culture. CHERN needs talent that fits with its culture and feel comfortable, reducing turnover and developing longer relationships with customers. 2. Hiring talent who will succeed at work. Hiring process will supply talent that will be able to do the job and achieve the goals. Long-term Process Goals 1.Better efficiency in attracting qualified applicants. Achieve more efficiency on hiring top talent to keep our competitive advantage and continue with the same level of superior customer service. To achieve this, some processes have to be measured, revised, and modified. 2.Keep competitive benefits to attract top talent. Long-term Outcome Goals 1.Enhancing the business strategy execution All efforts should be made towards enhancing the business strategy. 2.Hiring talent who will benefit from the other HR functions ( compensation, training, succession) It is important for the company to achieve its  corporate strategy, to hire talent that will benefit from training, is motivated by the company’s compensation plan and is interested on building a career. Business and Staffing Strategies An organizations Human Resource strategy and Talent Philosophy shapes its staffing strategy and has direct impact on the business Strategy. We will now analyse CHERN’s Talent Philosophy, Human Resource Strategy and Staffing Strategy to align them with the corporate business Strategy. Table 3 helps us identify how the Organizations Talen Philosophy help shape its HR Strategy and staffing strategy. Table 3. Talent Philosophy-HR strategy-Staffing Strategy. Talent PhilosophyHR StrategyStaffing Strategy What to retain talent, creating long term careers that will contribute to the firms objectives Recruit, select, develop and retain valuable talentRecruitment & Selection: Hires talent that has the right set of traits and attributes to perform in the organization. Develop: Offer training, career development and support to take advantage of talent and help them achieve results. Retaining: Retains valuable talent. View employees as investors and not costs or assets. Respect applicants and employees, as we believe the company benefits from them as the same way they benefit from the company, and they are vital for our success.Recruiting and selection: Hires employees that relate to the corporate culture and makes the process transparent and gives as much information as possible to avoid mismatching. Develop: Gives employees empowerment and training to make them feel more comfortable at work. Retaining: We understand the investment employees are doing in the company and therefore we offer competitive benefits and wages. Have high ethical standards and a strong corporate culture of respect Treat employees and applicants with respect and fairness.Recruiting and  Selection: Transparent and well informed process. Develop: Provides well timed and appropriate feedback and offers personalized training to help employees achieve goals. Retaining: Clear reward system and promotes based on merit. Talent Philosophy At CHERN’s our greatest strength lies on the talent, set of skills and empowerment of our people. We are committed on attracting, growing and retaining the most talented people in the retail industry by creating a fair and positive environment where they can feel cared and comfortable, and have the opportunity to develop personally and professionally. Human Resource Strategy The goal of CHERN’s human resource strategy is to align all its HR functions in order to ensure the availability of the right amount of superior customer service oriented talent who is supported by the an organization in order to achieve the company’s objectives. The goals of the HR strategy involve providing training, support and the tools needed for our talent to fully develop within the company in a fair environment. Staffing Strategy To describe CHERN’s staffing strategy, we will divide this analysis into the 9 elements of the Staffing Strategy, and briefly describe its implications. 1.Core Vs Flexible Workforce. CHER benefits from a core workforce as opposed to a flexible workforce, because as we highlighted before, employees are central to their success and vital to achieve competitive advantage. CHERN’s effort on retaining valuable staff will contribute to achieving long term goals. Even though the company still has some part-time staff, they still consider them part of their core workforce and offer them similar benefits and same fair conditions. 2.Hire Internally Vs Hire Externally. CHERN has to source its talent both externally and internally. The company should continue to develop current talent and work on succession planning,  as done until now. This sends the message that good performance is rewarded enhancing staff motivation. Also, it allows staff in new positions to get up to speed easily because they already know the company’s culture and the way things are done. This is a huge benefit for the company as by the time a new position of middle management opens up, they already have a large pool of internal candidates who they have already assessed and know their performance. However, the company will still have to source its sales associate positions externally to meet the growing strategy that it has projected for the next 5 years. Hiring externally also brings some advantages to the organization like enhancing diversity and injecting different and fresh perspectives that can be beneficial. 3.Hire for Vs Train and Develop for. During the Recruiting and selection process, CHERN should focus on traits, attributes and abilities and not so much on skills and knowledge. Skills can be trained and CHERN is providing training to this set of skills already. However, qualities and attributes are harder or nearly impossible to teach and are vital for the job requirements such as being tech savvy, loving fashion, being customer oriented and being adaptable. Hiring the right skills with the wrong attitude is a mistake. Personality traits are very important on sales positions, that is why CHERN should hire talent with the right attitude and abilities, who lack some skills and knowledge and can grow together. Although hiring experienced, knowledgeable sales staff might reduce training costs and can start generating sales quickly, it is very unlikely that CHERN will find the enough pool of applicants that contain both the knowledge and the attributes. Without the attributes it is very likely that recruit will not be succe ssful in a long term .Hence the importance of training. 4.Replace Vs Retain talent. CHERN strives to retain talent. It is becoming more difficult to recruit staff that meets CHERN’s standards, and competition on le market is increasing. That is why it is important for CHERN to recruit, develop and retain valuable talent. If not, the competitors will benefit from the resources invested on training. CHERN should continue offering a competitive  set of benefits and remuneration as a strategy. This in hand with an inclusive and supporting environment creates a desirable working environment. 5.What levels of what skills? As CHERN’s strengths relies on its sales workforce it is critical to find and recruit individuals with a specific set of attributes that can enhance our business strategy. Attributes such as Confidence, ability to multitask, English skills, numerical skills flexibility, and service orientation are essential. Other important skills and knowledge requirements such as Sales techniques, persuasion, time management and information ordering can be held at a basic level and it can be strengthened through training. 6.Proactive Vs Reactive staffing. CHERN must follow a proactive staffing strategy to prepare for the coming growth of the company. Pursuing a talent oriented strategy will allow the company to fill the future positions at the right moment without having to hire quickly someone that might not fit the criteria. Labour market is getting tighter and it is becoming more difficult to find good recruits, so targeting gaps in advance of the actual need will bring benefits to the staffing process. 7.What jobs to focus on? The Sales associate both part-time and full-time are positions on which the company invests most of its resources and attention. This are the key positions that create value to the company and are helping to develop that competitive advantage that is crucial for the firm. 8.Staffing as an investment Vs Staffing as a Cost. CHERN sees staffing as an investment. CHERN believes that the effort in resources (time and money) invested in recruiting, selecting, training and retaining talent will show positive results in the short and long-term, because staff will perform better reducing costs, increasing productivity, and reducing turnover. Although it does involve costs, it is an investment into the company’s future. 9.Centralized Staffing Vs Decentralized Staffing. CHERN benefits from a combined approach to the staffing process between centralized and decentralized, where some of the functions are allowed to be adjusted to meet single unit needs, but still monitored by a centralized organization that ensures unity and cohesion. The company has already identified that customers from different units change and Managers have already some level of autonomy in decision-making. This allows each unit t cater to their customers providing a better designed service. So decentralization of the staffing process brings benefits to the brand. However, all units should follow specific procedures to ensure consistency throughout their branches.