Explore How Conrad Presents the ‘State of Mankind’ in Heart of Darkness Essay Sample free essay sample

Possibly Joseph Conrad’s cardinal thematic involvement in his most celebrated novelette. Heart of Darkness. is that of the status of humanity. elements of which he believed to be built-in to mankind and others that he believed to be remarkably prevailing in his modern-day society. I believe that his most interesting technique is the usage of fables. that become representative of groups within his society and which take on a symbolic significance. portraying both the persons that comprise the group and the mentality of those that were opposed to it. The character of Marlow in this narrative is clearly built-in to the full work as it is through his voice that the narrative of the journey into the â€Å"heart of darkness† is heard. Although Marlow systematically believes himself to be in complete control whilst stating the narrative the reader is at times improbably cognizant of his inability to show himself and his memories and therefore both his failing and the inadequacy of linguistic communication is exposed. We will write a custom essay sample on Explore How Conrad Presents the ‘State of Mankind’ in Heart of Darkness Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page An illustration of this is found on page 59. where Marlow’s rhetoric becomes hesitating and stilted. â€Å" â€Å"and I heard-him-it-this voice-other voices-all of them were so small more than voices-and the memory of that clip itself lingers around me. intangible. like a deceasing quiver of one huge gabble. silly. flagitious. sordid. barbarian or merely intend. without any sort of sense. Voices. voices-even the miss herself-now—† He was soundless for a long clip. † In this subdivision Marlow loses his sense of thrust and way and this is either as a consequence of the confusion he felt and continues to experience because of the â€Å"voices† or demonstrates both his ain. and language’s. inability to show the sense of fright. confusion and terror that the discorporate voices inspired. I feel that in fact this subdivision is intended to convey that it is Marlow’s mind’s inability every bit good as that of linguistic communication that inhibits an accurate diversion of both the event and the feeling attached to it. Therefore the suggestion is that the cognitive engine of humanity and our communicating accomplishments are both of course flawed. and instead than bettering our position as the dominant species. they alternatively suppress our patterned advance. rendering humanity sterile and stilted. like the linguistic communication we use and the ideas we think. This reading is given greater strength by an juncture on which Marlow straight references the trouble he was confronting in telling his experience when he describe the attempt as like â€Å"trying to state you a dream–making a vain effort. because no relation of a dream can convey the dream-sensation. that commingling of absurdness. surprise. and obfuscation in a shudder of fighting rebel lion. that impression of being captured by the unbelievable which is the really kernel of dreams. † Here Marlow himself explains to the crew of the ship that he is fighting to accurately depict his experience. he states that in fact this is non wholly a failure on his portion. but is more merely a consequence of the failure of linguistic communication. and humanity as a whole. to to the full express emotions through the mediums of communicating that we use. An interesting facet of Marlow’s character is his pragmatism and the manner he uses this to distance himself from state of affairss that he either finds awkward. painful or merely impossible to face. When one of Marlow’s companions is killed on page 57 he finds himself unable to cover with the state of affairs and brush it aside by disregarding and â€Å"tugging like mad at [ his ] shoe laces. † I feel that Marlow subconsciously recognizes how this ability to supervise and restrict both his physical and emotional engagement allows him to last â€Å"the horror† of the â€Å"impenetrable bosom of darkness. † The possibility that Marlow’s ground for distancing himself. stems from a belief that his presence in the jungle is a ineffectual 1. is resistless to me as it seems to reflect an sentiment of his that is merely made apparent through his pick of words through the novelette. His frequent descriptions of the Congo as â€Å"impenetrable† demonstrate absolutely his deficiency of assurance in the ideals of European colonialism and his incredulity that they are either right informed or capable of conveying about a good alteration in the Congo. It is for this ground that Marlow refuses to to the full plunge himself in the jungle around him and unlike Kurtz neer ventures beyond the â€Å"veils† of â€Å"fog† and â€Å"mist† that are so frequent in his immediate milieus. This can be viewed as either a condemning or delivering action. True. his deficiency of engagement does render him nescient to the true extent of the harm that the Europeans are doing. and unable to see a disclosure like that that Kurtz undergoes at the terminal of the narrative. but it besides delivers him safely place and prevents him from undergoing the same devastation of disease and arrested development that claims Kurtz. Therefore Marlow’s refusal to dig any deeper into the events that surround him. saves him from devastation but besides leaves him nothingness of complete apprehension and continually unable to to the full acknowledge. internally or externally. what is so hideous about the nature of European engagement in Cong o. Another ground for Conrad’s use of a specific narrative character speech production in retrospect. is to do it ill-defined whether the wider significance that the fables take on. are the feeling of Conrad. or the character Marlow. This provided an component of safety for Conrad and allowed him to do a remark on European enlargement and on the indigens of the states that were affected by it. Marlow’s usage of linguistic communication and his contemplations throughout his history of his journey through the Congo do his sentiment of the European invasion of the state wholly clear. For illustration Marlow frequently describes the actions of the white work forces towards the inkinesss in a less than favourable mode. He is repelled by the ironss that are used to keep them and provides a stalking description of the motion of such a group of enslaved indigens on page 18 ; â€Å"A little clinking nehind me made me turn my caput. Six black work forces advanced in a file. laborin g up the way. They walked vertical and slow. equilibrating little baskets of Earth on the caputs. and the chink kept clip with their footsteps-each had an Fe neckband on his cervix. and all were connected together with a concatenation whose bights swung between them. rhythmically clinking. This description is one that encourages commiseration towards the indigens on the reader’s portion. as it neatly demonstrates their passiveness and credence. This is contrasted starkly. hence. to the Whites who are responsible for this unfairness and therefore the reader finds themselves opposed to the colonialists and prefering the indigens who are being suppressed. Another peculiarly powerful. although more elusive remark on his beliefs about European idealism is on page 46. where a book. that I take to be representative of the white man’s compulsion with mind and their ideals. is described. The book â€Å"had lost all its screens. and the pages had been thumbed into a province of highly soiled softness† . proposing that the rules and beliefs that are the built-in ground for colonial enlargement. are ragged and run outing. The 2nd half of the description of the book shows that a adult male has tried to reconstruct it. â€Å"the back had been fondly stitched afresh with white cotton yarn. which looked clean yet. † The effort at Restoration is clearly deficient as Marlow foremost recognizes the decrepit and dog-tired nature of the book and hence he implies that the Europeans are cleaving to their ideals out of sense of duty instead than the rational idea. which they praise so extremely. The usage of the word â€Å"yet† at the terminal of the sentence is interesting. as it makes it clear that Marlow believes that the effort to rectify the worn out ideals of Europe is ineffectual and edge to be unsuccessful. Subsequently the book is described as being one that has â€Å"a straightforwardness of intention† and therefore Marlow besides suggests through this metaphor that the ideals are non merely misinformed but are besides obstinate and nescient of any alternate point of view. It is these ideals and sentiments. of which Marlow is so disbelieving. that were cardinal to Kurtz’s motive for come ining the Congo. Kurtz enters the state a normal European adult male. and becomes obsessed with both tusk. like all the others. and with the jungle. and it is the combination of these involvements that contribute to his tragic autumn. When Kurtz arrives he is modest but assured by his ideals and felt compelled to better the lives of the indigens at the same clip as returning valuable resources to the white work forces down river. Kurtz believed that â€Å"each station should be like a beacon on the route towards better things. a Centre for trade of class. but besides for humanising. bettering and teaching. † And this clearly demonstrates the haughtiness of the Europeans. who have blinded themselves of their greedy mercenary involvements. with the pretension of doing an effort to humanise. better and teach the black work forces of the Congo. albeit through enslaving them. The white men’s ideals are hence fatally flawed as they are wholly self-involved and fail to register the detrimental consequence this has. non merely on the indigens. but besides on the work forces they station at that place. Kurtz. like Marlow. is allegorical and comes to stand for both a side of Conrad and the nature of many European colonialists. The cardinal differences between Marlow and Kurtz are the latter’s greater sense of aspiration and thrust. and his desire to go to the full immersed in the voices by which the former is repelled. It is this credence. on Kurtz’s portion. that allows him to acquire on the other side of the â€Å"haze and mist† and see without obstructor the defects in the ideals that he held. and which most of Europe continues to possess. However. although Kurtz does see an epiphany of kinds. it must be realized that this lone occurs when he is on the brink of decease. This is interesting as it could so easy suggest many things. and I have no uncertainty that the purpose is that the reader feels that Kurtz’s diminution into lunacy. is a direct consequence of the clang between his former ideals and the resonance that the discorporate voice of the jungl e has with him. Kurtz is left with a multi-faceted quandary. in which he is forced to side with either his natural sense of attractive force to the â€Å"wild vitality† of the jungle. or with the ideals. inspired by his upbringing and his â€Å"intended† . with which he enters the cardinal station. The hurting and impossibleness of this pick finally drives Kurtz to insanity. as he regresses to savagery but clings to the philistinism of Europe. through his attainment of â€Å"ivory† . He is unable to do the determination and therefore is left in a in-between land. which provides him with a clear uping revolution at the minute of his decease. However it is merely partly expressed to Marlow. due to the inadequacy of linguistic communication and Kurtz’s deficiency of clip in which to show his newfound apprehension. Therefore the disclosure that is unveiled to Kurtz as a consequence of his actions dies with him. and therefore is useless. as it is unable to rectify the atrocious state of affairs in Congo and Africa as a whole. Kurtz is used to reflect upon whether a individual adult male can of all time truly alter a larger group and besides demonstrates the displacements in mentality. that are so characteristic of humanity. He is unable to do different ideas and motive s find a united sense of way. and is finally driven mad by his inability to consolidate his ain ideas. It is this weakness which prevents Kurtz from being able to salvage the indigens. and in making so the Whites. from the corrupted and lacerate â€Å"heart of darkness. † In decision. Heart of Darkness. presents a universe in which man’s ideas and desires are built-in to the environment he inhabits. and where differences between races are impossible to accommodate as the greed of imperialism. renders the work forces blind to the harm they are doing in the universe around them. It is the myopia. possibly even the pure ignorance of the Europeans to which Marlow. and perchance Conrad. are so opposed. Marlow sees the corrupt nature of all work forces within the Congo and although he is unable to rectify the state of affairs he saves himself through his pragmatism. therefore showing the fact that self-preservation and publicity is cardinal to all human motive and scruples in the jungle. Be it in the head of the Whites. the inkinesss. Kurtz or Marlow. about all the persons in the novelette have an acute consciousness of the ailments around them and how they could rectify them. but alternatively the persons look merely inward. and pour attempt into en terprises of self-preservation and/or publicity.

The Day the Silent Bombs Fell essays

The Day the Silent Bombs Fell essays On September 11,2001, the United States faced, what we saw as the most horrific form of terrorism. On March 16,1988, the northern Iraqi city of Halabja endured the greatest chemical and biological assault on a civilian population in the history of mankind. Today this is our worst fear, being bombed by chemical weapons. What should have been a day of celebration was a day not to be forgotten according to Sabir Abdullah Ahmad. The air smelt like apples and onions. It was a bad smell. I saw people who smelt it and they were affected immediately. In front of me six people, three of them my brothers, tried not to breathe, they tried to hide in some water, but the water was poisoned by the chemicals too and they died. Those who were very close to the bombs died instantly, those who did not found it very difficult to breathe and began to vomit. The gas stung their eyes, some suffering temporary blindness. Many villagers ran towards water, jumping into streams to escape the spreading gases. Iraqi military had been attacking the city for three days until they were forced to retreat, on the fourth day Iraqi planes began bombing the city and surrounding areas. Not long after the bombings stopped, there were helicopters flying overhead taking pictures and dropping paper. About 6pm that night the bombings started again, but this time there were no sounds of explosions. They were attacking the city with a deadly cocktail of chemicals, including mustard gas and various other nerve agents that can cause death as well as medical and genetic problems. About 60,000 Kurds fled Iraq to Turkey, claiming poison gas attacks. Iraq has also denied charges it has used poison gases in this massacre against the Kurdish, who are a minority of people living in Northern Iran, Iraq and Turkey constantly fighting for a separate homeland in Northern Iraq. Over the past 12 years some 45,000 people have been faced with cancer, respiratory ...

Does an individual who has no hope of recovery have the right to Essay

Does an individual who has no hope of recovery have the right to decide how and when to end their life - Essay Example The English case law clearly established that actively hastening the death of a patient by means of medical intervention is illegal and unlawful1. The United Kingdom is preparing the ground work to make assisted suicide legal. This move has been opposed by many doctors and medical practitioners. The British Medical Association opposed the government’s initiative. The proposed Assisted Dying for the Terminally Ill Bill would have permitted physicians to prescribe and administer lethal dosages of drugs to patients suffering from terminal illnesses. However, that Bill was rejected by the House of Lords. Nevertheless, Church leaders fear that this Bill could made law in the next attempt to pass it. According to Lord Joffe, only six hundred fifty people would be allowed to undergo assisted suicide, every year, but it was predicted that there would be more than fifteen thousand people seeking such a death, on an annual basis. Critics claim that the law is pushing terminally ill patients who think that they will be a burden on their family members, to seek assisted suicide. Some hospitals still employ the ruse whereby, patient s would be asked to utilise a tick a box and die scheme in the event of their becoming physically incapacitated2. Euthanasia and assisted suicide are controversial medical practices, and they are surrounded by ethical arguments. Although euthanasia is an ethical and moral issue, under certain circumstances, such as terminal illnesses, unbearable pain and other extreme conditions; physicians and medical practitioners are to be allowed to perform it on their patients, subsequent to providing the necessary information to their patients. These patients, after obtaining such information that had been provided by their doctors, can decide to die with dignity by choosing the circumstances and time of their death. In physician assisted suicide, doctors administer

Writer's choice Essay Example | Topics and Well Written Essays - 250 words - 30

Writer's choice - Essay Example The efforts were unfruitful and the application was still denied (Goslett andn Caruso, 2015). The application was denied because Mr. Donker did not meet the IRPA 2002 requirements. The immigration officer did not accept the application because at the first time, he applied on arrival to Canada and could not be given permanent resident right. The relationship which he started was seen as an effort to be given the permission for permanent resident. Though Mr. Donker started a conjugal relationship with Ms. Fernanda in order to be considered as a permanent resident, the court still rejected the application. Mr. Donker could have started a lawful marriage or get married according to Canadian marriage act in order to be considered a citizen and have is application accepted. The court could not consider the two years relationship but is Ms. Fernanda could be his legal wife the court would have considered his request (Government of Canada,

How have groups of scholars cited the Qur'an to support their Research Paper

How have groups of scholars cited the Qur'an to support their different stances on prophetic immunity from sin - Research Paper Example Controversies arise when the revelations of God (the power that is incomprehensible to mind) are interpreted and discussed by the mind-level scholars. This is true of scholars of any religion and Islam is no exception. No scholar can reach the divine heights of prophets and as such common agreement for their different stances is impossibility. The followers of Islam have their inspiration and guidance from twin sources. â€Å"The norms and assumptions that have characterized belief and action in Islam have their initial inspiration in two foundational sources. One is scriptural, embodying the message revealed by God to the Prophet Muhammad and recorded in the Qur’an. The second is the exemplification of that message in the perceived model pattern of the Prophet’s actions, sayings and norms, collectively called the sunna.† (Nanji, n.p.)) For Muslims Qur’an is the ultimate scripture, its revelations are inviolable; it contains direct communication from God. The contents of Qur’an are not debatable; as such there is no question of difference interpretations as for those revelations. Sunna comes next in the order of preference in the sense it contains historical, but divinely inspired contents as guided by â€Å"Prophet Muhammad, whom the Muslims believe that he is the last in the series of messengers from God.†(Nanji, n, p.) He is the final religious authority for the Muslims. â€Å"The late Fazlur Rahman, noted University of Chicago scholar of Islamic thought and modernist Muslim thinker, argued that in its initial phase Islam was moved by a deep rational and moral concern for reforming society and that this moral intentionality was conceived in ways that encouraged a deep commitment to reasoning and rational discourse.†(Nanji, n.p.) Qur’an is the revelation of God and it cannot be compared or estimated with the measuring scale of reasoning. Here is the origin of conflict between the scholars. Because most o f the scholars speak and write from the mind-level and they are not connected to the divine source. When revelations are weighed in the scale of human reason, the results are not going to be divine. Rational understanding and divine understanding are poles apart. Human beings may explain about their connectivity, which is not there in real terms. â€Å"The relationship between the Qur’an and the life of the Prophet, as a model of behavior, was also elaborated to create a legal framework within which values and obligations could be determined.†(Nanji, n.p.) But when the scholars intervene, no two scholars have ever given identical opinions on any contentious issue. Every scholar cites Qur’an but interprets its revelation in the light of the reasoning that one visualizes. Different stances of the scholars regarding prophetic sins need to be understood in this context. Prophetic immunity from sin: Truth needs to be followed implicitly when it has been accepted as t ruth. Truth is complete and there is nothing like partial truth. When the implementing authorities of truth, the Prophets especially chosen for the assignment, there is no question of deviation from the path of truth. They are expected to dutifully deliver truth to humankind. God has chosen them with a purpose and he has the detailed backgrounder information about the ones he has chosen. â€Å"However, Jonah (pbuh), for instance, deliberately abandoned his divinely ordained

Personal Reflection on Learning and Development

Personal Reflection on Learning and Development Within this assignment I will demonstrate the knowledge gained in my practice since starting my post qualifying degree and consider my future learning and development. This training has been about gaining or updating knowledge, but I have also gained further insight into how I work as a practising social worker, I would agree to Gillian Ruchs (lecture notes, February 2008) comments about taking care of yourself quoting Simmonds, le Riche and Tanner that: Knowledge of others cannot be acquired without knowledge of oneself. Knowledge of others cannot be substituted for knowledge of oneself. Knowledge of oneself cannot be acquired without a relationship with others. (Simmonds, in le Riche and Tanner 1998:96) Focus on the Child Assignment on Observation of child in Nursery or play group: For this unit I had to observe a child between the ages of 0-5 years. I had mixed emotions and anxieties. The anxiety was about visiting a place I had very little knowledge of, what would I be observing? What would the young person I was observing be like? Was I competent enough? This helped me to reflect on my own anxieties when visiting children in need in their homes. It has been an important learning experience to understand the impact of my presence that might have on children and their families. The challenge was to observe a child without any specific reasons or concerns with regards to that child. Therefore observing a child without any professional skills of communicating and engaging children, raised the question: How can a professional give up the sense of being in control and become a student again, lay down ones tools and simply be open to what is happening? (Segal 2002-3, p16). Reflecting on this activity I realised the danger in my actual practice. All of us have our own preconceptions, our particular mind sets and prejudices. We have a tendency to see what we are looking for and to look for only what we want to know about. Rarely do we take time to stop and watch intently. These observations sessions offered me with the opportunity to develop ability to remain detached, to suspend judgements and refrain from participation. Assignment on ADHD: I was able to consider current research and ways of supporting children with ADHD and their families. Throughout my research for this assignment I found little evidence that socioeconomic and environmental factors caused ADHD, I also found little evidence that poor parenting or a hectic home life caused ADHD. There are different approaches to treatment of ADHD such as Medical approach and Behavioural modification approach. To date it is unknown what actually causes this condition, which is arguable and so makes it much more difficult in treating ADHD. In addition to this some of the researches suggest that the medications for ADHD can cause potentially harmful side effects and does not treat the cause of Attention Deficit Disorder. I am aware that most doctors would argue that the medication used is safe and beneficial. However in my opinion it is important to recognise that ADHD is a disorder that is managed and not cured. Therefore it is essential for all agencies to work together: medically, socially and educationally, with a common understanding of the whole approach for treatmen t. Behaviour management techniques take time and great patience on everybodys part. But the techniques have been shown to be very effective. In my experience the importance is given to curative rather than preventive measures. I am of the opinion that children with ADHD should get a package of treatments involving the medicines which are closely monitored by doctors and parental involvement with other agencies support for them to manage the childrens behaviour with setting appropriate boundaries. Practice in Partnership with Children, Young People, Their Families and Carers This piece of work highlighted the importance of working in partnership with professionals as well as families to get the best possible outcome for the children. For this particular assignment I tried to reflect on my own understanding about working in partnerships whilst working with the family. Family Rights Group suggests a definition of partnership, Partnership is for each other, rights to information, accountability, competence and values accorded to each individual input. In short, each partner is seen as having something to contribute, power is shared, decisions are made jointly and roles are not only represented but backed by legal and moral rights. (Family Rights Group, 1991). Childrens safety and welfare should be paramount. A learning curve for me was the understanding of importance of self awareness and how this helps to promote the service users best interests (Ruch 2005). It was crucial to consider theories of attachment, child centred services and task centred approach, whilst working with the family to achieve best outcome for the family. It is important to be mindful to practice in an anti oppressive and anti discriminatory way at all times. It was enriching experience to recognise the importance of doing assessment with the families and not on the families a ddressing power imbalance between professionals and service users. Participation, partnerships and networks Research Report This unit gave me opportunity to study thoroughly on one specific subject. As a practitioner working in a very busy front line team it is always hard to go back to become student to learn and unlearn. I was always interested in gaining in depth knowledge in the area of unaccompanied asylum seekers. This study answers the question, Can Collaborative Practices be developed to enhance the services for Looked after Children with specific reference to Unaccompanied Asylum Seeker Children [UASC]. Collaborative working is often used to refer to the process of working together with other professions (Quinney 2006: 10; Balloch and Taylor 2001) with Whittington (2003) defining it as partnership in action (Whittington 2003:16). This area was chosen due to the authors experience of working in a front line team where such examples of working collaboratively with professionals when dealing with UASC are prevalent, and strategies for improved collaboration are always needed. Home office reports that there are approximately 360 children are trafficked into and within the UK each year. Therefore it is therefore necessary when considering what strategies need to be developed to address these shortcomings and to build on pieces of practice that supports all the professionals including fosters carers and social workers to ensure the children are protected. The study also raises flaws in training to both carers and social workers with regards to current legislation and policies to be practiced. Lack of understanding of such important information may result in ineffective responses to identify the risk factors and react efficiently towards it. This study gave me opportunity to acquire conceptual understanding and recommendations for my future interventions with such vulnerable group of children. Innovative Regulatory Practice Group Presentation This particular unit turned out really very hard due to many reasons. The members of my group were from same place and I was not in the same area. Initially there were difficulties of distance and co ordination and I started feeling left out. However with confrontation and with the help from tutors we managed to come up with a good plan of actions and the presentation was prepared as a group activity. I was able to reflect on my style, creativity and interpersonal skills and used them all to be creative in the presentation. I enjoyed researching a topic that I needed further knowledge of: the subject of Trafficked children, which has proved very useful in my work for me and colleagues. On reflection it has shown me how research and knowledge can be effectively used and strategies can employed in working with people to change things together and develop new ways of working which improve practice, knowledge and skills. This very much linked with my Research topic and gained further kno wledge in subject matter. Enabling Others Taking a role as work based supervisor for a final year student for their 6 months Placement in the team This unit enabled me to reflect on my own practices and support a student in placement. I am aware that people work and learn differently and have different needs. I have learnt the importance of balancing and developing my own theorist and reflector styles of learning which has been facilitated by my post graduate training. It has been valuable to understand my own position to be able to recognise and consider other peoples perspectives in my styles of learning. This analysis enabled me to use different approaches and strategies to help students and others to learn and develop. I am more confident to enable others in the work place. I am able to use the theoretical knowledge gained from the course and practical experiences to enable my student to acquire the same. Aims for the Future As social workers we are tasked with making judgments and decisions about individuals lives on a daily basis it is therefore essential that analysis and reflection take place to ensure that those decisions are the right ones. To do this job effectively requires self-knowledge, support and professional competence at the very least. The nature of the training, ongoing supervision and consultation that are required is something that needs urgent attention at many levels (Rustin 2005, p19 in Ruch, 2008). The knowledge gained in completing my post qualifying degree will enable me to incorporate critical reflection into my everyday work practice with service users, student social workers and other professionals across agencies. As usual, social workers are seen to be the reasons why children die when incidents happen. There is a great responsibility on everyone to try to change our culture of blame and help develop personal responsibility and sense of community. Having a more thorough knowledge of the process of change, everyone is different and has different views, enables me to work in such an environment. The course has provided an opportunity to be challenged, learn new things and make sure that I continue to do so.

Buy Essay Online: Comparing Homers Odyssey and Joyces Ulysses

Comparing Homer's Odyssey and Joyce's Ulysses  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   This essay will analyze the style, genre and plots of the "Hades" episodes found in Homer's Odyssey and Joyce's Ulysses. Before entering this small treatise, it is important to understand the etymology of the word Hades, since it is the setting for both Joyce and Homer (of course in Homer's case, he was speaking of the literal aidhs and Joyce was referring to the graveyard, where Bloom attends the funeral of Paddy Dignam and "broods about the death of his only son ").   Homer's use of the word Hades   was to refer to the abode of the dead or the unseen nether world; where we find Odysseus searching for Tiresias, to find out how to return to Ithaca safely.   The Homeric Hades is not the modern view of Hell, mentioned in the Old and New Testaments.   In fact, C.S. says   "In real Pagan belief, Hades was hardly worth talking about; a world of shadows, of decay.   Homer . . . represents the ghosts [in Hades] as witless.   They gibber meaninglessly until some li ving man gives them sacrificial blood to drink. "   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Comparing the style: Objective vs. Existential    Eight months prior to the first publication of Ulysses , Joyce penned: "If you want to read Ulysses you had better first get or borrow from a library a translation in prose of the Odyssey of Homer. " Joyce's recommendation is a must in order to get the full meaning of his work.   A good commentary    would also be found useful in exegesis.   Most people, ". . . opening Ulysses at random are easily scarecrowed away by the first shock of [its] queer mixture of vulgar slang and metaphysical obscurity. " I must admit that my first reading of Ulysses   was horrifying.   I am a lover of the western class... ...oehrich, Rolf. The Secret of Ulysses. (Folcroft, PA: Folcroft Press, 1969)    Schutte, William, "An Index of Recurrent Elements in Ulysses: "Hades". James    Joyce Quarterly. Spring 1977: (Vol. XIV, No. 3)    Skeat, Walter. Concise Dictionary of English Etymology. (Great Britain:Wordsword, 1993)    Smith, William. Wordsworth Classical Dictionary. (London: Wordsworth Editions, 1996)    Smith, Paul. A Key to the Ulysses of James Joyce. (New York: Covici Friede, 1934)    Thornton, Weldon. Allusions in Ulysses. (North Carolina: UNC Press, 1968)    The student may wish to begin the paper with the following quote:    "I hold this book [Ulysses] to be the most important expression which the present age has found; it is a book to which we are all indebted, and from which none of us can escape. "         Ã‚   T.S.   Elliot Buy Essay Online: Comparing Homer's Odyssey and Joyce's Ulysses Comparing Homer's Odyssey and Joyce's Ulysses  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   This essay will analyze the style, genre and plots of the "Hades" episodes found in Homer's Odyssey and Joyce's Ulysses. Before entering this small treatise, it is important to understand the etymology of the word Hades, since it is the setting for both Joyce and Homer (of course in Homer's case, he was speaking of the literal aidhs and Joyce was referring to the graveyard, where Bloom attends the funeral of Paddy Dignam and "broods about the death of his only son ").   Homer's use of the word Hades   was to refer to the abode of the dead or the unseen nether world; where we find Odysseus searching for Tiresias, to find out how to return to Ithaca safely.   The Homeric Hades is not the modern view of Hell, mentioned in the Old and New Testaments.   In fact, C.S. says   "In real Pagan belief, Hades was hardly worth talking about; a world of shadows, of decay.   Homer . . . represents the ghosts [in Hades] as witless.   They gibber meaninglessly until some li ving man gives them sacrificial blood to drink. "   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Comparing the style: Objective vs. Existential    Eight months prior to the first publication of Ulysses , Joyce penned: "If you want to read Ulysses you had better first get or borrow from a library a translation in prose of the Odyssey of Homer. " Joyce's recommendation is a must in order to get the full meaning of his work.   A good commentary    would also be found useful in exegesis.   Most people, ". . . opening Ulysses at random are easily scarecrowed away by the first shock of [its] queer mixture of vulgar slang and metaphysical obscurity. " I must admit that my first reading of Ulysses   was horrifying.   I am a lover of the western class... ...oehrich, Rolf. The Secret of Ulysses. (Folcroft, PA: Folcroft Press, 1969)    Schutte, William, "An Index of Recurrent Elements in Ulysses: "Hades". James    Joyce Quarterly. Spring 1977: (Vol. XIV, No. 3)    Skeat, Walter. Concise Dictionary of English Etymology. (Great Britain:Wordsword, 1993)    Smith, William. Wordsworth Classical Dictionary. (London: Wordsworth Editions, 1996)    Smith, Paul. A Key to the Ulysses of James Joyce. (New York: Covici Friede, 1934)    Thornton, Weldon. Allusions in Ulysses. (North Carolina: UNC Press, 1968)    The student may wish to begin the paper with the following quote:    "I hold this book [Ulysses] to be the most important expression which the present age has found; it is a book to which we are all indebted, and from which none of us can escape. "         Ã‚   T.S.   Elliot

Hrd Report

DETAILED PROJECT REPORT FOR HUMAN RESOURCE DEVELOPMENT 1. 0 CONTEXT :- 1. HISTORICAL BACKGROUND – 1. DEVELOPMENT IN TECHNICAL EDUCATION- National policy on education 1986 which includes 10 year Technician education investment program for upgrading newly introduced Diploma Programs, with emphasis on rural population as well as continuing education programs aimed at upgrading already employed Technicians.This policy also emphasized on improving the quality of these Diploma Programs by strengthening teacher’s training program, curriculum development, examination & student assessment system and modernizing the Workshops, laboratories and classrooms of the polytechnics. Finally NPE – 86 aimed to improve the efficiency of the TES by strengthening the A. I. C. T. E. , the Four T. T. T. I’s, the D. T. E. , M. S. B. T. E. , granting academic autonomy to selected polytechnics and further strengthening the NTMIS and NATIONAL BOARD of ACCREDITATION . (Ref. A comparati ve study of Technical Education in Germany &India with spl-reference to Maharashtra – Ph. d. dissertation – by Dr. A. R. Thete ) The World Bank assisted Project for strengthening Technician education system in Maharashtra State was implemented by the State Government during 1992 to 1999. (Ref- Policy & Direction report – DIIC (M. S. ) Mumbai) The World Bank assisted Project has been conceived as the means of implementing most of the decisions included in the NPE –1986. The goal of WBAP was to support NPE – 1986 and emphasis was given on capacity expansion, quality improvement and efficiency improvement.As an impact of this project, infrastructure facilities have been provided to all the institutions and there has been some achievements towards improving quality of polytechnic education system. On the similar lines of the World Bank Assisted Project the Canada-India Institute Industry linkage project has been launched in Maharashtra State . It will enhance the efficiency and effectiveness of the TES by means of INDO-AUSTRIA Project is under planning stage and this will provide CNC Machining Technology in the Technical Institutes of Maharashtra State for Training and Educational purposes. (Ref- Policy & Direction report – DIIC (M.S. ) Mumbai) 1. 1. 2 Thrust toward qualitative improvement :- Prior to the emergence of World Bank assisted Project the training was imparted by ISTE, TTTI etc. The experiences gained during training were not fully utilized. Due to World Bank assisted project the State has made effort to improve management and educational process, but these efforts were fragmentary. In the last five decades there has been manifold expansion in polytechnic education systems. The unprecedented expansion notwithstanding, the system design has remained more or less static. Changes in the system if any have been superficial in nature.As a result, the system continues to produce more of the routine kind of output, not adequately responding to the changing needs. (Ref. – Draft policy guidelines for training teachers of polytechnics & engineering colleges – Ministry of H. R. D. , Department of Secondary & Higher Education, May-2000) Technical education is now considered as one of the most crucial inputs for socio – economic development with enormous potential for improving the quality of life of the people. Improvement in Education & Management processes is essentially slow, primarily because educational enterprise as whole is labour intensive and not capital intensive.Improvement of capabilities of system as whole involves acquisition of new knowledge, skills and attitudes. not only by individuals but also at the collective level by teams, departments, institutions and State level organizations. (Ref- Policy & Direction report – DIIC (M. S. ) Mumbai) This requires HRD strategy on the long term basis. It requires capability of Key personnel at each level of operation fo r project management. Human Resource Development is a continuos process. Also in order to sustain the gains of World Bank assisted Project and to make deliberate efforts in improving quality and efficiency of the system.Directorate of Industry Institute Co-ordination has taken initiative to formulate HRD strategy on long term basis and a systematic, scientific Staff Development Planning for Technical Education System for 2000-2005 with co-operation of M. S. B. T. E. and T. T. T. I. , Bhopal. 1. 1. 3 Resource group formation for H. R. D. :- Directorate of Industry – Institute co-ordination has taken initiative to formulate H. R. D. strategy on long term basis and a systematic scientific staff development planning with the co-operation of M. S. B. T. E. & T. T. T. I. , Bhopal. For preparing a detailed project report n Human Resource Development for T. E. S. of Maharashtra, a State Resource Group (S. R. G. ) was formed in May 2000. 1. 1. 4 Master plan for the whole Technical Edu cation system :- A master plan indicating post project status of total T. E. S. , system’s diagram linked to the customer is prepared by S. R. G. as shown in fig. 1. The linkages of various educational processes & enabling processes are shown in fig. 1. HRD is the one of enabling process which is linked to all other educational & enabling processes. See parent document by State Resource Group lead by Shri Makone. 1. 1. 5 Context of H. R. D. ith respect to Technical Education System :- A master plan indicating post-project status of total Technical education System diagram linked to customer (i. e. industry) is drawn to understand the Role of Human Resource development in Technical Education System. (Ref. – fig. 1) It is an system’s diagram which shows – 1) Customer of the system 2) Mission of Technical Education System. 3) Goal of the T. E. S. 4) Output 5) Signal Input 6) Process Educational Enabling 7) Management 8) Resource Input 9) Supra system 9. 1) S uppliers of Input 9. 2) Suppliers of Resources 9. 3) Regulatory Agencies 0) Competitors. The ultimate output of T. E. S. required is manpower having right type of knowledge , skills & attitudes . In order to accomplish this output, Process of transformation of HRD has to be planned. These processes are classified into two categories – i) Educational Processes – which ensure that the students are educated & trained through scientific action by levels of key personnel. ii) Enabling processes – which ensure that this main educational process are supported by ‘ enabling processes ’ which provide frame work within which educational processes take place.The Educational Processes are – 1) State Planning – At State level 2) Institutional Planning – At institute level 3) Curriculum design & development – Department level 4) L. R. D. C. – L. R. U. C. – 5) Instructional design – At Class room 6) Student’s learning – level All these processes interact with each other. The enabling processes which enables the Educational processes to perform in the right direction are – 1) State Project Planning – Ensuring that innovative projects are systematically managed at all levels of project institute. ) Industry Institute Interaction – Ensures that project institutes are linked to industry. 3) Human Resource development – Ensures that all project institutes are equipped with right type of Human resource in right numbers & at right time. 4) Management Information System – Ensures that all projects institutes have access to all types of information ( generic & specific) for decision-making. 5) Organisational development. – Ensures that all project institutes are simultensasly helped to 1) establish the project cells & 2) restructure the parent institute so that project-cell working in close co-operation with the main stream staff.These enabling pr ocesses are each designed & developed & implemented simultensasly at all levels of the system. Process of Human Resource development is linked with all the educational processes and also the Enabling processes quoted above. Trained manpower which is the output of H. R. D. , is required to sustain the Educational & Enabling processes to make the T. E. S. effective & efficient. System diagram for the H. R. D. system indicating Post-Project status is as shown in figure No. 2. The output of H. R. D. is trained manpower required for all the educational & enabling processes.The process of Transformation consists of three stages. ( Article faculty development by Dr. P. J. George, Programme Director, I. S. New Delhi) 1) Initial Training 2) Induction Training 3) In service Training. In Initial Training, theoretical Input in new disciplines in Education & information management is to be given. In Induction Training microskills are to be developed & in Inservice Training consolidation of micro skills into a macro-skills their utilization in the actual institutional context takes place. 6.Developmental model of Human Resource Planning & Development in Industry to serve as model of HRD in TES (Model from E. H. Schein) :- CONTEXT :- Human growth takes place through successive encounters with one’s environment. As the person encounters a new situation, he or she is forced to try new responses to deal with that situation. Learning takes place as a function of those responses work out and the results they achieve. If they are successful in coping with the situation, the person enlarges his repertory of responses, if they are not successful the person must try alternate responses until the situation has been dealt with.If none of the active coping responses work, the person sometimes retreats from the new situation or denies there is a problem to be solved. These responses are defensive and growth limiting. For growth to occur, people need two things : New challenges that are within the range of their coping responses and knowledge of results – information on how their responses to the challenge have worked out. If the tasks & challenges are too easy or too hard, the person will be demotivated and cease to grow.If the information is not available on how well the persons responses are working, the person cannot grow in systematic, valid direction but is forced into guessing or trying to infer information from ambiguous signals. The organizational growth similarly takes place through organizations successful coping with the internal & external environment. But since the organisation is a complex system of human, material, machines, financial & informational resources, we must consider how each of these areas can be properly managed toward organizational effectiveness.In order for the organisation to have the capacity to perform effectively over a period of time it must be able to plan to recruit, manages develop, measure, dispose of and replace human resources as warranted by the tasks be done. A key assumption underlying organizational growth is that the nature of jobs will change overtime, which means that such changes must be continuously monitored in order to ensure that the right kinds of human resources can be recruited and developed to do these jobs.In an ideal Human resource planning & development system we should seek to match organisation’s needs for human resources with the individuals needs for personal career growth and development. A developmental model of Human resource planning & development is depicted in figure 3. It involves both individuals & organizational planning & a series of matching activities designed to satisfy mutual needs. The components of an effective H. R. P. D. System can be derived from this diagram – 1) In the organisation the overall planning component shown at left hand side in fig. . 2) Components that ensure an adequate process of staffing the organisation. 3) Componen t that plan for & monitor growth and development. 4) Component that facilitate the actual process of growth and development of the people who are brought into the organisation. This growth & development must be organized to meet both the needs of the organisation & the needs of the individuals within it. 1. 1. 7 Brief description of components of developmental model :- As said earlier the function of the components mentioned in article No. 1. 1. is to ensure that the organisation has an adequate basis for selecting its human resources & developing them toward the fulfillment of organizational goals. 1. 1. 7. 1 ORGANISATIONAL NEEDS 1) PLANNING FOR STAFFING Strategic Planning – These activities are designed to determine the organisation’s goals, Priorities future directions, products, market growth rate, geographical location & organisation structure & design. 2) Job / role planning :- This activity can be thought of as a dynamic kind of job analysis, where a continual r eview is made of the skills, knowledge, values etc. urrently needed in the organisation & that will be needed in the future . From a planning point of view it is probably most important for the highest level jobs – how the nature of general & functional management will change as the organisation faces new technologies, new social values & new environmental conditions. From these knowledge, skills , attitudes, values job descriptions are to be generated. 3) Manpower Planning & Human resource inventorying – These activities draw on the job/role descriptions generated and assess the capabilities of the present human resources against those plans or recruitments.These activities may be focussed on the number of people in given categories & are often designed to ensures adequate supply of people in those categories. Or the process may focus more on how to ensure that certain scarce skills that will be needed will in fact be available, leading to more sophisticated programme s of recruitment or human resource development. 1. 1. 7. 2 INDIVIDUAL NEEDS :- The three activities mentioned above are all geared to identifying the organizations needs in the human resource area. These three activities should be linked to each other organizationally.If these activities are not linked together, the situation reflects on erroneous assumption about growth & development. 1) Career & job – choice 2) Earlier career issue locating 3) Mid – career issue locating. If there are no major change in job requirements as the organisation grows & develops, the system normally work, But if job themselves change, it is no longer safe to assume that today’s human resources, with development plans based on today’s job requirements, will produce the people needed in some future situation. Therefore more job/role planning must be done, independent of the present in the organisation. . 1. 7. 3 MATCHING PROCESS :- (Linking of organizational need to individual needs) 1) Job Analysis :- If the organizational planning has been done adequately, the next component is to specify what jobs need to be filled & what skills etc. are needed to those jobs. It will help to specify what kind of recruitment to undertake and how to select people from among the recruits. 2) Recruitment & Selection :- This activity involves the actual process of going out to find people to fulfill jobs & developing systems for deciding which of these people to recruit / hire.These components may be very formal including testing, assessment and other aids to the selection process. 3) Induction, Socialization & Initial Training :- Once the employee is recruited / hired, these ensures & period during which he or she learns the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particulars of the job and so on. The goal should be to facilitate the employee’s becoming a productive & useful member of the organisation both in short run and in terms of long range potential. ) Job design & Job Assignment :- One of the most crucial components of staffing is the actual design of the job given to the new employee & the manner in which assignment is made. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy for the new employee and neither too meaningless nor too risky from the point of view of the organisation If the job is too easy or too meaningless, the employee may become demotivated, if the job is too hard and involves too much responsibility & risk, the employee may become too anxious, frustrated or angry to perform at an optimal level.The four components 1) Job analysis,2) Recruitment & selection, 3) Induction, Socialization & Initial Training, 4) Job design and Job assignment are the matching processing geared to ensuring that the work of the organisation will be performed. These processes are to be performed by line managers, personnel staff specialists to gether. Line managers have the basic information about jobs & skills requirements. Personnel specialists have the interviewing, recruiting & assessment skills to aid in the selection process. In optimal System these functions shall be closely co-ordinated. Recruiters shall provide to the employee, accurate information bout the nature of the organisation & actual work he / she will be doing in it. Recruiters also need good information on the long range human resource plans so that these can be taken into account in selection of new employee. Development Planning: – Same planning activities are essential so as to make the employee remain motivated, productive & maintain a reasonable level of job satisfaction. i) Inventorying of development plans: – The planning component will consist of pulling together the information into a centralized inventory that will permit co-ordination & evaluation of the development activities. i) Follow up & evaluation of development activitie s: – Development plan for individual employees will be written down, implemented & evaluated either in relation to the individuals own needs for growth or in relation to the organizations needs for new skills. Career Development Processes: – These processes must match the organisation’s needs for work with the individual needs for a productive & satisfying work career. It must provide some kind of forms and movements for the employee through some succession of jobs, whether these involve promotion, lateral movement to new functions or simply new assignments within a given area.Training (Initial, Induction, Inservice) :- Training will be in three phases – i) Initial – To provide opportunities to acquire generic/ abstract knowledge in new field of studies ii) Induction – To develop microskills. The chaining of which leads to acquisition of macro skills. iii) Inservice – Using macro-skills chains in the actual job context. Performance Ev aluation & Judgement of Potential: – The process of performance appraisal will be standardized & formalized. Such standardized & formalized performance appraisal will help to justify promotions to give recognition.Organisation Rewards: – Line managers must actively work with compensation expert to develop a joint philosophy and set of goals based on an understanding of what the organisation is trying to reward & what employee needs actually are ( people at different career stages many different things. ) Promotion & other job changes: – If the promotions opportunities are limited because the pyramid narrows at the top, an effective H. R. P. D. System shall concentrate on developing career paths, system of job rotation, changing assignments, temporary assignments,& lateral job moves that ensure continuing growth of all human resources.One of the key characteristics of an optimally challenging job is that it both draws on the persons abilities & skills. Source â⠂¬â€œ E. H. SCHEIN – The Art of Human Resource Management. Training and Development opportunities :- Formal training and other development programmes and education activities are necessary in the total process of human growth and development. These should be carefully linked both to the needs of the individuals and to the needs of organisation. The individual should want to go to the programme because he or she can see how the educational activities fits in to the total career.As much as possible training and educational activities should be tied to job/role planning. Career Counseling : – Growth and development only come from within the individual himself or herself, its important that the organisation provide some means for individual employees at all levels to become more pro-active about their careers and some mechanisms for joint dialogue, counseling and career planning. this process should ideally be linked to performance appraisal. Because it is that context tha t the boss can review with the sub-ordinate the future potential development needs, strength weakness, career options etc.Joint Career Planning :- The boss is often not trained in counseling but he possess some of the key information. The employee needs to initiate career planning. Also the sharing of information is properly done is not the same as making commitments or setting up of false expectations. Whatever is decided about training, next steps, special assignment, rotation should be jointly decided by the individual and appropriate organizational resource. Each step must fit in to the employees life plan and must be tied in to organizational needs.Follow – up and Evaluation :- Whatever decided should not merely be written down but executed. If there are implementation problems, the development plans should be re-negotiated . Whatever developmental actions were taken it is essential that they be followed up and evaluated both by the persons and by the organisation to det ermine what, if anything, was achieved. The organisation should make plans to talk to the individual before or after the programmes that what will be the appropriate next assignment for him or her following the programme.Planning for and Managing disengagements :- The planning and managing process reviewed below are counter parts of ones that have already discussed but are focused on different problems like late career loss of motivation, obsolescence and ultimately retirement. Organizations must recognize that there are various options available to deal with this range of problems. Beyond the obvious ones of either terminating the employee or engaging in elaborate measures to re-motivate people who may have lost work involvement.Continuing Education & Re-training :- These activities have their greatest potential, if the employee is motivated and if there is some clear connection between what is to be learned and what the employees current or future job assignment required in the wa y of skills. More and more organizations are finding out that it is better to provide challenging work first and only then the training to perform that work ones the employee sees the need for it obviously for this linkage to work well continuous dialogue is needed between employees and their managers.Job Redesign :- Job changes or job re-design is required in general applied to the particular problems of levelled – off employees. Job Enrichment :- Job enrichment and other efforts are required to re-design work to increase motivation and performance. Job Rotation :- When the employee becomes unresponsive to the job characteristics themselves and pays more attention to surrounding factors such as the nature of supervision, relationships with co-workers, pay and other extrinsic characteristic in otherwords before organisation attempt to cure levelled of employees by Re-motivating them through job re-design or job relation.They should examine whether those employees are still in responsive mode or not. 2. 0 POST PROJECT STATUS OF H. R. D. SYSTEMS FOR T. E. FOR QUALITY IMPROVEMENT :- The developmental model of Human Resource Planning & Development in Industry is to be adopted for HRPD system of TES for quality improvement. 1. System’s Diagram for post project status of H. R. D. system :- It is depicted in fig. 2. 2. 2 GENERAL :- The old concept of staff development was confirmed to imparting knowledge & skill to teachers that are needed for class room teacher.This consist of developing the requisite subject competence & pedagogical skills. This focuses on improving the teaching & related abilities & is job embedded which means that it undertakes the development of the staff for performing job activities. The new concept of professional development on the other hand focuses also on improvement on job performance & is mostly job related. Fig. 2 and Fig. 4 depicts post project status of HRD for TES. In fig. 2 processes are shown while in fig. 4 developm ental model indicating processes with activities is shown.The process activities in fig. 4 are as follows . 2. 3 Organisational Needs :- Customer and their training needs – Needs of TES primarily can be categorized in two ways – it needs two types of manpower to manage quality improvement of the T. E. S. 1) Line Functionary – Staff at regional and institutional level, Principal, teachers, students. 2) Staff Functionary – To manage functions in CDC, instructional design, students learning as well as III, HRD, IS & OD. 2. 4 INDIVIDUAL NEEDS :-Above three activities can be interconnected for identifying the system needs in Human Resource area. Individual staff development is not a one time process & will be distributed throughout working period of on individuals. It consist of three stages – 1) Initial training 2) Induction training 3) Inservice training. 2. 5 MATCHING PROCESS :- Job analysis :- It is necessary to specify job needs to be fulfilled & a bout required skills needed to their jobs. It is necessary to do the job analysis for each post involved in the system at state level, Inst. evel, dept. level & individual level. This will helps in understanding to a individual about job profile also to know his function in the system. It helps in deriving the roles & responsibility of posts. HRD will work in this area & will do job analysis & as said above. Recruitment & Selection :- While recruiting a person for the system through MPSC or at Directorate level certain types of norms (e. g. recruitment rules) will be developed by HRD. These norms will be helpful to get the suitable person for the system. Induction & Socialization :-When the employee will be recruited he will learn the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particular job, how to see viable future in the career. The goal will be to facilitate the employee’s becoming productive & useful member of the or ganisation both in short term & long term. Job design / Assignment The job assignment to the new employee will be made to be carefully. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy & neither too meaningless nor too risky from the point of view of the organisation.Job design & job assignment are the matching processes geared to ensure that the work of organisation will be performed. Line managers will have the basic information about jobs & skills requirement. Training (Initial, Induction, Inservice ):- Initial Training – This training will be organized to impart the knowledge & basic operational skills to newly recruited staffs for better T. L. process. It includes modern Tl processes, technologies & hands on practice etc. This also includes awareness about roles & responsibilities of employee & information regarding organisation.Induction Training – This training programme will be arrange for locating one’s ea rly career issues. He can locate his area of contribution in learning how to fit himself in organisation & becoming productivity seeing a noble future for oneself in the career. This phase insist on development, microskills in his area of interest. There liking areas includes LRD’s , instructional design, curriculum development, TL processes, instructional processes & institutional process as well as he can develop himself in III, IS, OD, etc. This will help him in vertical & horizontal mobility in the system.HRD system will identify system need in above areas as well as individual need in the same area and will develop & arrange requisite training programme in these areas. Inservice Training – These training will facilitate to individual in his career development process. This training must provide some kinds of norms & regulations for employee through some successions of job by promotion or by lateral movement or by giving simply new assignment. this training will fo cus on new emerging technologies in the related area enhancing profession & tech. ompetence among employees. This inservice training programme will provide persons for higher level working like state planning, state management, Instt. Planning, etc. Performance evaluation :- HRD will develop reliable evaluation system to get the necessary feed back to accomplish the goals successfully. Under HRD the process of performance appraisal will be standardized which will help in providing opportunities to individual for vertical & horizontal mobility. Organisational Rewards :- HRD will conceive result oriented reward system.This will motivate employees working in TES & help to achieve the goal of TES effectively & effeciently. Similarly promotion facilities & lateral movements will also be made available. HRD will give guidelines in this matter. Promotion ;- The promotion opportunity are limited because the pyramid narrows at the top. The promotions will be done timely also HRPD system will concentrate on developing career paths, systems of job rotation, changing assignments, temporary assignments to ensure continuous growth of Human resources.Optimally challenging jobs draws persons abilities & skills. Career Counseling :- For growth & development of the individual the organisation will provide some means for individual employees at all levels to become more pro-active about their careers and some mechanisms for joint dialogue counseling and career planning. This process will ideally be linked to performance appraisal. Because the boss can review with the sub-ordinates the future potential development needs, strength weaknesses, career options etc. Planning for levelled – off employee :-The planning & managing process are counter parts of individuals that have already discussed but are focussed on different problems like late career, lack of motivation obsolescence and ultimately retirement. Organisation will recognize that there are various options available to deal with this range of problems, beyond obvious ones of either terminating the employee or engaging in elaborate measures to re-motivate people who may have lost work involvement. Job design / Job Rotation :- Job changes or job re-design is suggested which will be applied to the particular problems of levelled – off employees.When the employees become un-responsive to the job characteristic themselves and pays more attention to surrounding factors such as the nature of supervision, relationship with co-workers, pay & other extrinsic characteristic, they should examine whether those employees are still in responsive mode or not. 2. 6 Management of the post project status :- All institutions signing the project will be simultaneously engaged in conducting routine activities & at the same time managing project activities. HRD Cells will be installed at D. T. E. , D. I. I. C. , M. S. B. T. E. , R. O. s, R. B. T. E. & polytechnics devoted for managing the project. Their functi ons will be liasion, R & D, design, policy making, development, implementation, evaluation, 2. 7 Resources at the post project status :- The content of this section is based on the system’s diagram in fig. 2 in which item No. 5 i. e. resource inputs are shown. They are the resources needed to install management & management processes. Resource planning is intended to ensure that the existing & additional resources are strengthened, developed & kept ready for project implementation. 1) Physical Resources :- Every institute of TES will have adequate physical resources. ) Human Resources :- System will have trained Human resources capable of managing change in educational processes & enabling processes. 3) Information Resources :- HRD components will have a stock of generic information & specific information required & it will flow from one institute to another. 4) Time Resources :- HRD will have long term policy and a time bound action-plan geared to vision, mission , goals, ob jectives & activities. 5) Financial Resources :- HRD component will have financial management to carry out The change process over a long term project period.Provision will be made for internal revenue generation. ******************************************************************************************* 3. 0 PRE-PROJECT STATUS :- 3. 1 Context of W. B. A. P. under which staff development cells were instituted and Role & Function of S. D. C. 3. 1. 1 CONTEXT :- PreWBAP status of HRD – In 1965 TTTC was established at Karad. It was shifted to Pune in 1970. TTTC conducted long term programmes of diploma & degree in Technical Teachers Training. In 1980 TTTC was handed over to TTTI Bhopal and extension centre of TTTI was established in Pune in 1980.Prior to WBAP, TTTI & other organisation like CII, IIT & ISTE were announcing the training programmes through their calendar & the state (DTE) deputed the staff for the programmes but it was not in the planned way. WBAP was implemented in the state of Maharashtra for improving quality & efficiency of Technician Education in the state. Developmental activities like Staff development, Curriculum development, Learning resource development, Industry Institute Interaction were started in various polytechnics under various subcomponents of this WBAP.Primarily Government Polytechnics situated at six Regional Headquarters were considered to initiate all these activities. These centres being Autonomous institutes were expected to develop these activities for their own needs & further percolate concepts & benefits related to these activities in the region. In order to implement sustained S. D. activity for faculty & supporting staff Government, Government Aided & Unaided polytechnics of state S. D. cells had been established under WBAP at the six lead centres i. e. Government Polytechnic, Mumbai, Pune, Nashik, Aurangabad, Amaravati & Nagpur. Ref. :- Staff development activity under S. D. Cell at lead centre polytechnics Progr amme calendar Jan. 99 – June99 ) By DIIC, Mumbai. 3. 1. 2 ROLE OF S. D. C. :- Training programme calendars were sent to principals of all polytechnics by SPIU/DIIC, Mumbai. They had to prepare staff development plan of their institutes by identifying the teachers / ministerial / supporting staff for the programmes listed in the calender taking into consideration academic planning of their institute. Such staff development plans prepared were submitted to SDC’s.All SDC’s were to compile the information received from different polytechnics and pass on the same to DIIC for further execution. This was the practice adopted during WBAP. 3. 2 STATUS OF THE PROGRAMMES :- The programmes planned were categorized as follows :- 1. State level programmes – These were the programmes for which staff member from any polytechnic of state was a participant. 2. Regional Programmes – Some programmes were planned for the specific region. 3. 3 TYPES OF PROGRAMMES IN THE PREVIOUS CALENDERS. :- 3. 3. 1 Long Term Programmes – †¢ Induction Phase I, †¢ Induction Phase II, Industrial Training of Teachers †¢ Induction programme for office staff (ministerial staff ), †¢ Industrial training of workshop staff. Short Term Programmes – 1) Management development programmes for Principals & HODs, Librarians & storekeeper. 2) Content updating programmes for teachers. 3) Skill updating programmes for supporting staff. 3. System’s diagram for Pre-project status :- System’s diagram for Pre-project status is as shown in figure 5. 3. 5 Present status of Clients:- There is no client focussed HRD. 3. 6 Present status of output :- (Trained manpower)Currently the staff development programmes are not designed as per the needs of the organizations. Also the individual training need is not assessed. In short, there exist no systematic & scientific staff development planning. In certain area like Learning Resource Development , Curriculum Development, some manpower is trained but strategy for HRD does not exist as explained in post project status also manpower required for State planning, Institutional planning, LRUC, Instructional design, Student’s learning, III, MIS, Organisational development, Staff development, the manpower is not trained to the satisfactory level. . 7Current status of input:- (Current status of knowledge / skills / attitudes of line and staff functionaries) The teachers should have the knowledge & skills of instructional design, LRDC, LRUC . The HODs should have the knowledge & skills of Curriculum design, development, implementation & evaluation. The principals should have the knowledge & skills of institutional planning. State level / regional level officials should have knowledge & skills of planning & management. The line workers required for enabling processes are staff development officers, training & placement officers, project officers.They should have knowledge & skil ls of understanding enabling processes, planning & implementation of these processes. But existing faculty is lacking in professionalism required to undertake / perform such processes. (i. e. knowledge in ID, CD, IP, CDC etc. ) 3. 8 Current status of process of transformation :- (Strategies & activities to convert current level of competence of line and staff functions into those described in post project status) The process of transformation includes a process chain depicted in fig. 5. i) Job analysis for the all the post is not in existence.The roles & responsibilities of SDO, TPO, Project officers, Deputy secretary, Assistant secretary, System Analyst are not clearly mentioned. ii) It is observed that modification in recruitment rules are necessary. Recruitment rules for certain post like Deputy Secretary, Assistant Secretary etc. are not prepared yet. Most important is the gap which still focusses todays job function & not future design of job function. iii) Induction & Socializ ation – Presently there is no effort for a newly recruited employee to convert him in productive & useful member of the organization both in short run & long run.Induction phase I & phase II program are currently in operation. iv) Job design & assignment – It is observed that currently there is no job description done in professional way also the work allotment in the institution are not as per the ability & skills of the employee. Presently allocation of the work to the subordinates is done by priority of the work. Staff shortage is one of the main reasons for improper allocation of work. v) Training need assessment – Assessment of individual training needs, organizational needs & their matching to accomplish a certain goal is not done systematically & scientifically. i) Training – Presently training is imparted on the basis of felt needs & not on the basis of needs assessed scientifically & systematically. Also needs of the individuals for his / her ver tical & horizontal mobility have not been considered. Except for few innovative project like LRDC there is no concept of induction & inservice training as such. vii) Performance Evaluation – Presently there is no professional way of obtaining feedback mechanism for performance evaluation. It is observed that there is vast gap in performance measurement & reality.Performance appraisal reports are not fact oriented towards the activities of the individual. The current stress is on the confidential reports which makes performance appraisal difficult. viii) Organisational reward – There is no reward system to motivate employees at institutional level to engaging attempt to enhance quality of his work. Only state level Best Teacher awards are awarded by the State Government, but these are not in sufficient numbers. ix) Promotion – There are no timely promotions. Many of the key posts are vacant. The work of key posts is allotted to another faculty member in the syste m for longer time. ) Career counseling – There is no career counseling for employees in TES. xi) Planning for levelled-off employees – There is no mechanism for utilizing levelled-off employees which reduces the efficiency of the system. xii) Job Rotation – There is no alternative job rotation system by design in existence. 3. 9 Current status of management :- At state level there is no full-fledged management structure for HRD. At institute level there are staff development cell at lead centres only. At department level & class room level, the roles of HOD & roles of Sr. teachers in HRD are not clearly defined. ****************************************************************************************** 4. 0 PROJECT JUSTIFICATION :- Firstly though the design of the world bank assisted project was based on system thinking ( implicitly of course ), the actual implementation was carried out in a fragmented way, treating each sub-component independent of another sub-c omponents without relating their output to the major goals of â€Å" Strengthening Technician Education system † There are gaps found by comparing post project status & pre-project status. The gaps are mentioned below – . 1 Gaps in customer identification :- Line and Staff functionaries are not identified except for LRDC, specifically for HRD, because there is no such HRD strategy in existence. 4. 2 Gaps in output specification :- The line workers and staff functionaries must have their desirable inventory of knowledge, skills & attitude required to do their functions for quality improvement. 4. 3 Gaps in input :- It is the need of system to have better record of competencies possessed by the functionaries to enable HRD system to design HRD program. 4. 4 Gaps in process :- ) Job Analysis – Job analysis is not done for the posts – SDO,TPO,PO,Dy. Secretary, Assistant Secretary, System Analyst etc ii) Recruitment – Revision / modification of recruitme nt rules is required by focusing on future design of job function. iii) Induction & Socialization – Absence of mechanism of induction & socialization for a newly recruited employee. iv) Job design & Assignment – There is a staff shortage and hence cannot assign the work as per the ability & skills of the employee. v) Training need assessment – No systematic & scientific assessment of training needs. i) Training – Training is not divided in three parts –1) Initial, 2) Induction & 3)Inservice . There is no need assessment for the individuals for his vertical & horizontal mobility . vii) Performance Evaluation – There is no mechanism for feedback from performance evaluation . There are no seprate performance appraisal reports for the different post like Joint Director, Deputy Secretary, Assistant Secretary, SDO, TPO, PO, etc, on the basis of their job functions. viii) Organization reward – To motivate employees at different levels there are no financial rewards in sufficient numbers. x) Promotions – Many of the key posts are vacant. There are no timely promotions. x) Career counseling – There is no career counseling for employees in TES. xi) Planning for levelled-off employees – There is no mechanism to utilizing levelled-off employees. xii) Job rotation – There is no alternative job rotation system. 4. 5 Gaps in management of HRD :- At state level there is no full-fledged management structure for HRD for qualitative improvement needs to be designed. At institute level there are staff development cell at lead centres only for qualitative improvement needs to be designed.At department level & class room level, the roles of HOD & roles of Sr. teachers in HRD are not clearly defined. 4. 6 Gaps in resources :- i) Human Resources – There is no trained Human Resource capable of managing change in educational Processes & Enabling Processes. ii) Information Resources – There is no stock of generic information & specific information required for HRD in the form of MIS. iii) Time Resources – Presently there is no time bound action plan of HRD geared towards vision of TES. iv) Financial Resources – Presently there is no finance available for HRD. 4. Integrated view of Gaps & project justification :- The gaps in post project status and pre-project status are found and these are with respect to customer identification, output, input, process, management, resources. There are gaps in each component of the system and hence mission of TES cannot be accomplished successfully to the full extent. For integration purposes there is a need to consider HRD at systemic level as described in systems diagram in fig. 2. In the last five decades there has been manifold expansion in engineering college and polytechnic education systems.The unprecedented expansion not withstanding , the system design has remained more or less static. Changes in the system if any have been superficial in nature. Meanwhile there have been major changes in the economic and industrial policies of the country where by the protection from international competition here –to –for enjoyed by the indigenous industry is no longer available. Indian industry is today facing fierce but healthy competition from multi-national corporations and has to improve significantly the quality of his products and services, if it is to survive in the highly competitive environment.A high level of upgradation in skills is called for if the Indian industry is to be competitive in the world market. The type of technical manpower required by the industry in the present scenario is quite different from the kind of output presently available from the technical institutions. The knowledge competencies & skill profile of future technical manpower will have to be correspondingly enhance by changes in the technical education systems at all levels. The existing technical manpower will also need extensive re-orientation to meet these requirements. (Ref. Draft policy guidelines for training teachers of polytechnics & engineering colleges – Ministry of H. R. D. , Department of Secondary & Higher Education, May-2000) Also the massive investment of the World Bank Assisted Project during 1992-99 has given momentum to both the quantitative expansion & qualitative improvement of the technical education system. It also provided basic infra-structural facilities and hence to sustain the gains of WBAP & to accomplish the mission successfully, the gaps in the system must be removed for enhancing the qualitative improvement.Hence , all efforts are to be made to develop systematic and scientific Human Resource Development schemes at various levels. ****************************************************************************************** 5. 0 DEVELOPMENTAL STRATEGY OF HRD :- HRD project will ensure Human Resources required by the TES properly educated & trained to enab le to transform pre-project status of TES to post project status of TES i. e. making available right type of manpower at professional & para professional level. Both educational processes & enabling processes to be upgraded to better level of functioning. ***************************************************************************************** 6. 0 PROJECT IMPLEMENTATION STRATEGY :- 1) HRD Project Strategy :- †¢ Educational processes are – a) Students learning, b) Instructional design, c) Learning resource development, d) Learning resource utilization centres, e) Curriculum design & development, f) Institutional Planning, g) State Planning. These processes will be governed by MSBTE. M. S. B. T. E. will be project office. †¢ Enabling processes are – a) HRD, b) III, c) O. D. , d) M. I. S, e) Project Management. These processes will be governed by DIIC.DIIC will be the project office. Project structure is indicated in fig. No. 6 Liaison, R/D, design, Policy, dev elopment Implementation evaluation are the activities in the process. 2) Implementation Strategy :- |At State level |State Management Group – DTE (M. S. ) Mumbai will be the Chairman of State Management Group. | | | | | |DIIC will be the overall incharge of enabling projects. III, HRD, IS & OD.There will be a project| | |manager (PM) at DIIC project office. HRD Cell will be under the control of PM. | | | | | |MSBTE will be the overall incharge of educational projects. There will be a project manager at | | |MSBTE project office. The Secretary will be the Project Manager. Members from design centers will | | |be assisting the PM for educational projects. | | | | |Identified design centers will assist to develop general models for educational & enabling projects| | |& apply the same for particular discipline through experimentation & then disseminating the tested| | |knowledge to other polytechnics. | |At Regional Level |Regional Management Group will co-ordinate the activiti es at regional polytechnics. | |Six regional polytechnics will responsible for regional co-ordination of implementation, | | |monitoring, evaluation of tested educational and enabling projects. | |At Institution Level |Project Cell at identified polytechnic & other polytechnics will access all developed models from | | |design centers & integrate those into their existing programs. | 6. 1 General system diagram for project implementation :- System diagram for project implementation is as shown fig. 7. 6. 2 Goal structure :- . 2. 1 MISSION OF THE HRD PROJECT IS :- To provide Trained manpower for Line process, Educational processes and Enabling processes. Personnel required for SP, IP, CP, SL also HRD, III, MIS, OD, PM. 6. 2. 2 GOALS OF THE HRD PROJECT ARE :- Mission is broken down into three major goals. 6. 2. 2. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, RO’S, RBTE’s & Polytechnics (Principals, HOD’s & Teachers) 6. 2. 2. 2 To develop rig ht type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. . 2. 2. 3 To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD & Project management. 6. 2. 3 Objectives of the HRD project :- These are component objectives aimed to achieving each goal mentioned above. Goal No. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, RO’S, RBTE’s & Polytechnics (Principals, HOD’s & Teachers) Objectives for Goal No. 1 01. Job analyzed for line workers, (students, teachers, HOD etc). 02. Recruitment rules/norms revised / modified /prepared. 03. Selection procedures for line workers prescribed. 4. Mechanism developed. for assignment of job based on knowledge & skills possessed by the line workers . 05. The training needs of line workers assessed by considering individual needs & organizational needs. 06. Need based training provided for line workers 07. Reliable & valid evaluation system developed for line workers to get the necessary feedback to accomplish the goal successfully. 08. Standardized the performance appraisal formats for line workers. 09. Devised result oriented reward system for line workers. 0. Provided guide lines for promotion and lateral movements of the line workers. 11. Developed a mechanism linked to performance a appraisal for joint dialogue counseling & career planning of the line worker. Goal No. 2 To develop right type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. Objectives for Goal No. 2 1. Devised a mechanism for identification of curriculum designers, learning resource developers, instructional designers i. . staff functionaries from TES. 2. Identified the staff functionaries. 3. Assessed the training needs of staff functionaries. 4. Provided initial, induction, inservice train ing by arranging need based training programme for staff functionaries. 5. Developed a valid & reliable evaluation sys5tem to get necessary feedback to accomplish the goal successfully. 6. Devised result oriented reward system for staff functionaries. 7. Developed a mechanism for joint dialogue counseling & career planning of staff functionaries. Goal No. 3To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD & Project management. Objectives for Goal No. 3 1. Identified the staff required for project management in each area MIS,HRD, III, OD, Project planning. 2. Assessed the training needs of staff required for project management. 3. Provided need based training to the staff required for project management. 4. Developed a valid & reliable evaluation system to get the necessary feedback to accomplish the goal successfully. 5. Devised result oriented reward system for executives of the project. 6. Project management structure :- 6. 3. 1 Ro les & functions of each component of management structure (OD,III,MIS,PM,HRD) :- Roles & Functions of Line Functionaries :- 1) Students Learning :- Role is an self directed learner. Functions – Management of the self. Management of others Management of information Management of task. 2) Role of Instructional Designers :- Functions – To organize T/L experiences so that the students not only gets generic skills but also acquired vocations specific competencies. 3) Role of L. R. D. C. :- Role of L. R. D. C. is learning resource development & utilisation.Functions are to design appropriate message suitable to the student & teachers requirement & make it available both in print & non print media. 4) C. Design & Develop :- The role is curriculum designers & developers. Functions – To design curriculum to enable teachers & students to co-ordinate their T/L experiences by co-ordinating the teachers in activities in Basic sciences, Engg. Sciences & Tech. Subjects for eac h branch of Engineering. 5) Institutional planning :- The role is planning. Institutional activities, curriculum development in various branches of engg.As well as short term programmes for continuing. education are carried out with optimum use of physical, information, human & financial resources. 6) State planning :- The role is planning at the state level to facilitate co-ordinated actions of institutional planning both administration units & academic institutions & bring team within the state level policy framework. All these are interconnected so that the framework at the state level provides framework for institutional planning which in turn provides framework for curriculum planning etc. Enabling Processes :- ) The III is to link education system at the state, institution, department, teachers & student level with the industrial systems so that both work together for providing both economic & social development of the country. 2) The O. D. provides supporting conceptual frame work within which the administration & academic institutions can plan & organise systematic transformation of the organisations to be able to adapt themselves to the ever changing environmental conditions. 3) I. S. – Provides conceptual framework to (1) generating, acquisition, torage, retrieval & dissemination of information just in time for the front line workers & supporting staff can organise their liasoning work , R & D, design, develop, implementation & evaluation tasks both for plan & non plan activities. 4) PM – The role is to provide & conception framework for all those who work to design, develop, implementation & evaluation the projects aimed at innovations in the education system. 6. 3. 2 Roles & functions of project structure of specific HRD project :- Roles & functions expected to be performed by different units shown in the project structure are given below. )SMG (State Management Group) The chairman is DTE (M. S. ) Mumbai. Functions – 1) To co-or dinate the work of project cells in DIIC & MSBTE for the purpose of integrating their project management so that the educational projects are properly complemented by enabling projects. 2) Make recommendations for policy making by DIIC & MSBTE to assist their respective project cells to carry out their work. 2) DIIC Role – Major roles of DIIC is to frame a policy for implementation of the project & to administer & allocate resources in the recommendation of state management group.. Functions – ) To identify policies for project structure required for planning / implementing HRD project. ii) To issue state level policy guidelines for R&D, design, development, implement & evaluation of state level project. iii) To issue policy guidelines to resources allocation iv) To send policy guidelines to concerned officers . v) To appoint officers by name in various cells vi) To obtain the regular feedback from SMG for HRD to review the progress & solve the problems of the project cells. vii) To take administrative & remedial actions on receiving feedback. 3) MSBTEThe major role is to co-ordinate the activities of educational projects, OD & collaborate with PM of MSBTE. Function : I) To communicate the policies regarding educational projects for the institutes. II) To identify the staff functionaries at design centers. III) To assist in developing the general models for HRD for different levels of hierarchy ( staff functionaries) for educational projects. IV) To obtain regular feedback from SMG for HRD project(Educational Projects) to review the progress & solve the problems of the design centers. 4) PM at DIIC Co-ordination cells of HRD project will work under the project manager at DIIC.The Joint Director will be the project manager. PM will be responsible for designing, implementing & evaluating the projects. 5) HRD Co-ordination Cell CHAIRMAN – 1) HRD Co-ordinator – Deputy Director in DIIC SECRETARY – 2) Project Assistant – Ass istant Director in DIIC 3) Member – Programmer 4) Member – Educational Consultant The selected members from design centers will constitute task groups at DIIC. These task group will work with HRD Co-ordination cell to develop general models for all enabling projects for different levels of hierarchy. The supra – system will consist of – 1) DIIC & MSBTE i. e.Top Management. 2) Project cells of other enabling projects & MSBTE project cells. Major role of HRD co-ordination cell is to co-ordinate the activities of HRD project in reference with enabling & educational projects Liaison, R&D, Design, Policy Development, Implementation & Evaluation of project at state level. Functions – 1) To preside meetings of the cell. 2) To manage all the following activities of HRD with the assistance of Task Group – a) Designing the general models / mechanisms for HRD for different levels of hierarchy. b) Pilot testing of the instruments developed through Task Groups. c) Validation of the instruments. ) Application of the instruments at Design Centres e) Sending the input formats to the Information service co-ordination cell. f) Sending the output formats to the Information service co-ordination cell. g) Receive the output from Information service cell for different purpose. h) Disseminate the output to the concerned (higher ups, Task Groups, design centres. ) i) To assess the training needs of line-functionaries / staff functionaries. j) To prepare action plans for HRD. k) To prepare staff development plans. l) To implement the plans through Task Groups. m) To ensure the output from training programs. ) To ensure supply of resources. o) To take remedial actions whenever necessary. p) To collect & communicate the feedback to state management group. q) To generate ideas for effective / cost effective HRD r) To keep / maintain the update record of all relevant activities. s) To guide the cells / design centres with the help of educational c onsultants. t) To keep the continuous liaison with educational & other enabling projects co-ordination. u) To identify the training needs of line functionaries / staff functionaries pertaining to the education for implementation / evaluation of the HRD project. ) Design Centres The members selected from design centres to work as task groups in co-ordination with HRD cell at DIIC will also be working directly with PM at MSBTE. The design centres will apply the models developed by PM for particular discipline through experimentation and will then disseminate the tested knowledge to other polytechnics through six regional polytechnics. 7) Regional management Group Joint Director of the region will be the chairman of this group & will the responsible for observing the effective implementation monitoring and evaluation of tested educational and enabling projects. ) Six Regional Polytechnics These will be responsible for regional co-ordination of implementation , monitoring, evaluation of tested educational & enabling projects received from design centres. 9) Project Cell at Institution Level (identified polytechnic/other poly. ) Project cell will access all developed and tested models from designing centres through regional polytechnics and will integrate those into their existing programmes. 7. BUDGET 1. Budget Heads The budget is normally prepared under two heads i. e. non-recurring and recurring expenses for any kind of project. . Non recurring expenses Non recurring expenses are usually considered as one time expenses at the initial stage of the project. These are incurred mostly pertaining to the infrastructural development required for the project including expenses for building, equipment, furniture, vehicle, books, consultancy, fellowship etc. 7. 3 Recurring expenses Recurring expenses are the regular expenses frequently required for the project period. The recurring expenses includes salary of project staff, consumables, O. & M. charges etc. 4.