Mango Essential Oil in the Food Industry

Mango Essential Oil in the Food Industry Background of study Mango is one of the tropical fruits that grow seasonally. It has unique fragrance and flavor and often labeled as super fruit (Mounica Subbiah, 2014). It is the most sowed fruit with over 2,000 varieties and natively found in India. Great numbers of varieties are differing with respect to crop, pulp, colour of skin, flavor and aroma of the fruit. Therefore, it become one of the most popular tropical fruit in Southeast Asia (Fernando, Perà ©z-Sarià ±ana Bianca, Sergio, Eapen, Sebastian, 2014). Mango also become the national fruit for India and national tree for Bangladesh (bdnews24.com, 2010). Mango is scientifically known as Mangifera with diverse species under family of Anacardiaceae (Softusvista, 2015). It has 69 species with Mangifera as one of the genus. Examples of Mangifera species are Mangifera indica which is the common mango, Mangifera foetida (bacang or machang) and Mangifera odorata (kuini). The highest number of Mangifera species is cultivated in Asia where Malaysia, Borneo and Sumatra have the highest number of species of Mangifera (Morton, 1987). There is hundreds of Mangifera cultivar and it is cultivated in warm and subtropical country such as India. The cultivation of Mangifera must be propagated and it often crossed to improve pollination (Allen, 2006). Mangifera cultivar is Mangifera indica species that is planted from variety of sources such as seed or bulb of plant and sometimes been called by other name. There are many Mangifera indica cultivar in Malaysia such as Mangifera indica cultivar Lemak Manis and Mangifera indica cultivar Mas Hitam. Mangifera   species is differentiated by its aroma. It shows that each Mangifera species has different aroma where the aroma of Mangifera may give different major chemical constituent. The Mangifera species is hardly found around the year and it can be season fruit such as Mangifera foetida mostly fruiting around March to April after drought season (Litz, 2009). There are many scientific researches on essential oil of mango and it gives different results depending on the varieties and species of mango. Previous reported that Green Thai Mangifera indica cultivar Khieo Sawoei has distinctive odor which calculated by odor unit value (Uo). it shows that the odor is cause by high percentag e of 2,4-decadienal in its peel and hexanal in its pulp (Tamura, Boonbumrung, Yoshizawa, Varanyanond, 2001). Another report verified the presence of terpenes hydrocarbons in yellow-red colour of 20 cultivars Mangifera indica L. (Pino, Mesa, Munoz, Pilar-Marti, Marbot, 2005). The natural oil used can be essential oil which is essential oil that has fragrance and usually extracted from plants for soothing and healing and cosmetic proposes (Press, 2015). Essential oil is usually used for aromatherapy where it helps physical well-being and psychology of person. Aromatherapy is the practice of using the natural oil that is extracted from plants flower, peel, pulp, bark leaves or roots. It is an alternative method for healing purpose and promotes health properties (Aromatherapy.com, 2010). Aromatherapy can be used by any method such as inhalation, massage or water immersion to stimulate response (Department of Health Human Services, 2015). It is said that some essential oil shows some anti-microbial activity, antiviral, antioxidants and anti-diabetic agents. It also demonstrate some potency against bacterial, fungal and viral infections (Edris, 2007). There are many types of extraction method to extract the essential oil from plants especially. It can be distillation method or expression method. The most common method is distillation method where it consist of many types of distillation which are water distillation, water and steam distillation and steam distillation. The extraction method used in his project is water distillation method or hydro-distillation method (BetterHealth, 1999). Medical fields today have developed many kinds of drugs medicine to cure various types of diseases such as paracetamol to reduce fever and acetylcysteine to loosen thick mucus (Drugs.com, 2015). Alternative medicine has become popular as diseases treatment.Example of alternative medicine is acupuncture, homeopathy and aromatherapy (Sampson, 1995). The gist in this project is to elevate aromatherapy as alternative medicine and for flavoring. 1.2 Problem Statement Mangifera indica species and its cultivars have different aroma and they may have different chemical constituent for each cultivar. However, only small number of different cultivar has been studied with respect to its chemical constituent. Previous reports on extraction of essential oil in Mangifera cultivar such as M.indica cultivar Chokanan, M.indica cultivar Falan and M.indica cultivar Water Lily was reported in Malaysia. Some authors stated that chemical constituents of essential oil from Mangifera may have terpenes hydrocarbon and alpha-caryophyllene but it might have different chemical constituent for ripe fruit with green peel and yellow pulp of Mangifera cultivar found in Malaysia. In past study, the Green Thai Khoei Sawoi has shown ÃŽÂ ³-terpinene and ÃŽÂ ²-ocimene as major chemical constituents for ripe fruit with green peel (Tamura et al., 2001). However the major compound is different when it is a ripe fruit with yellow peel. The peel essential oil from yellow Mangi fera indica cultivar Zebdeya, Hindi and Cobaneya shows different major compound which are à Ã†â€™-3-carene, ÃŽÂ ±-terpinolene and caryophyllene (El-Hawary Rabeh, 2014). Therefore the present study focus on comparison of chemical constituent of volatile oil between different Mangifera indica cultivar and other Mangifera species with green peel found in Malaysia which are M. indica cultivar Chokanan, M. indica cultivar Falan, M. indica cultivar King, M. indica cultivar Lemak Manis, M. indica cultivar Mas Hitam, and Mangifera odorata. 1.3 Significance of Study Mangoes have a lot of aromatic components that can be extracted using hydro-distillation method. Besides contributing to the body of knowledge, the essential oil of mango in this project can contribute to flavor. This study is beneficial in food processed industry where fruit flavor has become important quality that influence consumer acceptance. Different variety of essential oil from Mangifera species can also be commercialized for its aromatherapy purposes. They have different major chemical constituent in it let alone from its peel or pulp.   

Two Neighborhoods

We'd make casual small conversation on Saturday mornings when no one had to work and we watched the kids play. We'd also go to the pool In the summer as another way for conversation and fun for everyone. Another good thing about that neighborhood was that it was in such a convenient location. My family and I were within walking distance from my high school, local gyms, flea markets and more. I was able to walk to any of these places whenever I wanted. Unfortunately, this all changed when my parents told my two younger brothers and me that we had to downgrade and move bout give minutes away.Originally I thought to myself, â€Å"that's not too bad†, but my thought was devastatingly wrong. Overtime I would figure this out. In this neighborhood I found that my ex-boyfriend lives one short block over from mine. Seeing him every morning on the bus to school was never the highlight of my day. Then, just when I thought I'd have a relief, summer came around. Of course, we both wanted t o be at the neighborhood pool all the time, so it was like I couldn't escape from him. Not only that disappoints me about this neighborhood, but also, we have to made as many friends in this neighborhood as the previous one.People just aren't as friendly and neighborly. People in this neighborhood hardly ever speak to one another. Also, this neighborhood, opposite to the one before, is farther away from all the attractions. I hate to be a complainer but the first neighborhood was just much better. That neighborhood is the opposite of this one and would easily be titled the best one my family and I have lived in since living in Charlotte NC. By Tiaras It was the year of 2007 that my family and I moved to our first house in Blatantly.In friendships with our other neighbors in that neighborhood. Everyone was so friendly amongst one another. We'd all show common curtsey and wave to those we'd see. And we watched the kids play. We'd also go to the pool in the summer as another way any of these places whenever I wanted. Unfortunately, this all changed when my Then, Just when I thought I'd have a relief, summer came around. Of course, we both not made as many friends in this neighborhood as the previous one. People Just from all the attractions. I hate to be a complainer but the first neighborhood was Just

Learning Styles Inventory

LEARNING STYLES INVENTORY The report is the outcome of the project titled â€Å"Learning Styles Inventory† . This project report aims to determine the learning Styles of the employees and also to develop a learning styles Inventory. The management can better understand their faculty and environment, conduct effective and productive meetings, refine conflict resolution skills and assemble more effective teams. India, one of the strongest contenders for the leadership in the Global IT industry, is fast emerging as the â€Å"New† leader, especially in the â€Å"New Economy† services such as Software Development, IT Services and Business Process Outsourcing services. KGFSL, an acclaimed Information Technology (IT) consulting company catering to clients globally has always focused on leveraging new technologies in a proven, cost-effective fashion by the way of developing quality employees. Everybody has a preferred learning style. Knowing and understanding the learning style helps one to learn more effectively. Through identifying the learning style, one will be able to capitalize on his strengths and improve the self-advocacy skills. Howard Gardner's Multiple Intelligence Theory which teaches many aspects of human intelligence, learning style, personality and behaviour – in education and industry forms the major input for the study. The study was conducted with a sample of 80 employees of the company,who were actually involved in developing the financial business solution softwares . The sample represented the entire population . The researcher collected primary data from the respondents by means of questionnaire. The Questionnaire is divided into three parts namely, ‘Personal variables’, ‘Training programs’, and ‘Learning Styles’. Multiple Intelligence questionnaire was completed by the respondents and their scores as Visual, Aural, Linguistic, Kinesthetic, Logical, Solitary and Social learners were recorded. The topic Learning Styles Inventory is relevant for modern era. People have preferences about how they like to learn (learning style). This learning preferences sometimes account for problems in learning. The problem may not be entirely due to their learning style but also due to their previous experience. From the cohort of employees of KGFSL it was found that Visual, Aural and Logical Intelligences were dominant with them. Also a high degree of correlation is found to exist between the Visual and Social intelligences. Hence it is suggested that the training materials emphasis on interaction coupled with pictorial and diagrammatic representations, multimedia applications utilising sounds and music and procedural flow of concepts need to be incorporated while designing the training materials to exploit the available human talent. LEARNING STYLES INVENTORY A learning style is the method of learning, particular to an individual that is presumed to allow that individual to learn best or Learning styles are simply different approaches or ways of learning. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Based on this concept, the idea of individualized â€Å"learning styles† originated in the 1970s, and has gained popularity in recent years. Learning style Inventory(LSI) will provide details of different learning preferences and to determine a student’s learning style. The LSI diagnoses an individual’s preferences and needs regarding the learning process. It does the following: 1) Allows students to designate how they like to learn and indicates how consistent their responses are 2) Provides a foundation upon which teachers can build in interacting with students 3) Provides possible strategies for accommodating learning styles 4) Provides for student involvement in the learning process 5) Provides a class summary so students with similar learning styles can be grouped together. Everyone has a mix of learning styles. We each learn and process information in different ways. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are the styles fixed. The learning style of one may have more influence than he may realize. Using multiple learning styles and â€Å"multiple intelligences† for learning is a relatively new approach. Multiple Intelligences Theory posits that there are seven ways people understand in the world, described by Dr. Howard Earl Gardner in 1983 as seven core intelligences. It suggests that the traditional notion of intelligence, based on I. Q. testing, is far too limited. Instead, Dr. Gardner proposes seven different intelligences to account for a broader range of human potential in children and adults. Types Of Multiple Intelligence : Visual (spatial) intelligence – prefers using pictures, images, and spatial understanding. Aural (auditory-musical) intelligence – prefers using sound and music. Verbal (linguistic) intelligence – prefers using words, both in speech and writing. Physical (kinesthetic) intelligence – prefers using your body, hands and sense of touch. Logical (mathematical) intelligence – prefers using logic, reasoning and systems. Social (interpersonal) intelligence – prefers to learn in groups or with other people. Solitary (intrapersonal) intelligence – prefers to work alone and use self-study. According to Gardner, intelligence is much more than IQ because a high IQ in the absence of productivity does not equate to intelligence. In his definition, â€Å"Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture†. The visual (spatial) learning style – Picture Smart The visual style learners, prefer using images, pictures, colors, and maps to organize information and communicate with others to retain information. They can easily visualize objects, plans and outcomes in their mind’s eye. They also has a good spatial sense, which gives them a good sense of direction. They can easily find their way around using maps, and rarely get lost. When they walk out of an elevator, they instinctively know which way to turn. Learning strengths : =; Remembers what they read and write. ; Enjoys visual projects and presentations. =; Can remember diagrams, charts, maps well. =; Understands information best when they SEE it. Traits : =; Prefers to see words written down =; When something is being described, the visual learner also prefers to have a picture to view. =; Prefers a time-line or some other similar diagram to remember historical events. =; Prefers written instructions rather than verbal i nstructions. =; Observes all the physical elements in a classroom. =; Carefully organizes their learning materials. ; Enjoys decorating their learning areas. =; Prefers photographs and illustrations with printed content. =; Remembers and understands through the use of diagrams, charts and maps. =; Appreciates presentations using OHP transparencies or handouts. =; Studies materials by reading notes and organizing it in outline form =; Enjoys visual art activities The aural (auditory-musical-rhythmic) learning style – Music smart These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. They have a good sense of pitch and rhythm. They typically can sing, play a musical instrument, or identify the sounds of different instruments. Certain music invokes strong emotions. They notice the music playing in the background of movies, TV shows and other media. They often find themselves humming or tapping a song or jingle, or a theme or jingle pops into their head without prompting. Learning strengths: =; Remembers what they hear and say. =; Enjoys classroom and small-group discussion. =; Can remember oral instructions well. =; Understands information best when they HEAR it. Traits: =; Remembers what they say and what others say very well. =; Remembers best through verbal repetition and by saying things aloud. =; Prefers to discuss ideas they do not immediately understand. =; Remembers verbal instructions well. =; Enjoys the opportunities to present dramatically, including the use of music. =; Finds it difficult to work quietly for long periods of time. =; Easily distracted by noise, but also easily distracted by silence. =; Verbally expresses interest and enthusiasm. =; Enjoys class and group discussions. The physical (bodily-kinesthetic) learning style – Body smart Kinesthetic learners learn through , moving, doing and touching. If the physical style is more like them, it’s likely that they use their body and sense of touch to learn about the world around them. They would prefer to pull an engine apart and put it back together, rather than reading or looking at diagrams about how it works. They have the ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e. . ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information. Learning strengths: =; Remembers what they DO, what they experience with their hands or bodies (movement and touch). =; Enjoys using tools or lessons which involve active/practical participation. =; Can remember how to do things after they've done them once (motor memory). => Have good motor coordination. Traits => Remembers what they DO very well. => Remembers best through getting physically involved in whatever is being learnt. > Enjoys acting out a situation relevant to the study topic. => Enjoys making and creating. => Enjoys the opportunities to build and physically handle learning materials. => Will take notes to keep busy but will not often use them. => Enjoys using computers. => Physically expresses interest and enthusiasm by getting active and excited. => Has trouble staying still or in one place for a long time. => Enjoys hands-on activities. => Tends to want to fiddle with small objects while listening or working. => Tends to want to eat snacks while studying. The verbal (linguistic) learning style – Word Smart Linguistic learners find it easy to express themselves, both in writing and verbally. They love reading and writing. They like playing on the meaning or sound of words, such as in tongue twisters, rhymes, limericks and the like. They know the meaning of many words, and regularly make an effort to find the meaning of new words. They use the words, as well as phrases that the other person have picked up recently, when talking to others. The logical (mathematical) learning style – Logic Smart Logical learners like using their brain for logical and mathematical reasoning. They can recognize patterns easily, as well as connections between seemingly meaningless content. They can classify and group information to help so that they can learn or understand it. The logical learners work well with numbers and can perform complex calculations. They remember the basics of trigonometry and algebra, and can do moderately complex calculations in their head. They typically work through problems and issues in a systematic way, and like to create procedures for future use. They are happy setting numerical targets and budgets, and track their progress towards these. They like creating agendas, itineraries, and to-do lists, and typically number and rank them before putting them into action. These learners ask lots of questions and like to do experiments. The social (interpersonal) learning style – People smart If one has a strong social style, he communicates well with people, both verbally and non-verbally. People listen to these learners or come to them for advice, and they are sensitive to their motivations, feelings or moods. They listen well and understand other’s views and may enjoy mentoring or counseling others. The social learners typically prefer learning in groups or classes, or like to spend much one-on-one time with a teacher or an instructor. They heighten their learning by bouncing their thoughts off other people and listening to how they respond. They prefer to work through issues, ideas and problems with a group. They thoroughly enjoy working with a â€Å"clicking† or synergistic group of people. The people smart prefer to stay around after class and talk with others. They prefer social activities, rather than doing their own thing. They typically like games that involve other people, such as card games and board games. The same applies to team sports such as football or soccer, basketball, baseball, volleyball, baseball and hockey. These social learners are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation. They use both verbal (e. g. speaking) and non-verbal language (e. g. eye contact, body language) to open communication channels with others. The solitary (intrapersonal) learning style – Self Smart Solitary learners are more private, introspective and independent. They can concentrate well, focusing their thoughts and feelings on their current topic. They are aware of their own thinking, and may analyze the different ways they think and feel. They spend time on self-analysis, and often reflect on past events and the way they approached them. They take time to ponder and assess their own accomplishments or challenges. They keep a journal, diary or personal log to record their personal thoughts and events. The self smart like to spend time alone and have a personal hobby. They prefer traveling or holidaying in remote or places, away from crowds. They feel that they know themself and think independently. They may have attended self-development workshops, read self-help books or used other methods to develop a deeper understanding of themself. These solitary learners prefer to work on problems by retreating to somewhere quiet and working through possible solutions. They may sometimes spend too much time trying to solve a problem that they could more easily solve by talking to someone. They feel a deep sense of dissatisfaction if they don’t know their current direction in life. Inshort the self smart have the ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. As per the multiple intelligence theory these learning styles provide absolutely pivotal and inescapable indication as to people's preferred learning styles, as well as their behavioural and working styles, and their atural strengths. The types of intelligence that a person possesses (Gardner suggests most of us are strong in three types) indicates not only a persons capabilities, but also the manner or method in which they prefer to learn and develop their strengths – and also to develop their weaknesses. The pressure of possible failure and being forced to act and think unnaturally, have a significant negative influence on learning effectiveness. Happy relaxed people learn more readily than unhappy stressful people. Develop people through their strengths and we not only stimulate their development – we also make them happy (because everyone enjoys working in their strength areas) – and we also grow their confidence and lift their belief (because they see they are doing well, and they get told they are doing well too). Developing a person's strengths will increase their response to the learning experience, which helps them to develop their weaknesses as well as their strengths The different intelligences – in Gardner's context are not a measure or reflection of emotion type. Intelligences are emotionally neutral. No type of intelligence is in itself an expression of happiness or sadness; nor an expression of feeling good or bad. In the same way, the multiple intelligences are morally neutral too. No type of intelligence is intrinsically right or wrong. In other words intelligences are amoral, that is, neither moral nor immoral – irrespective of a person's blend of intelligences Intelligences are separate to the good or bad purposes to which people apply whatever intelligences they possess and use. Intelligences are not in themselves good or bad. People possess a set of intelligences – not just one type and level of intelligence. The primary driver of Gardner's thinking is the fact, or assertion, that intelligence is not a single scalable aspect of a person's style and capability. Historically, and amazingly a perception that still persists among many people and institutions and systems today, intelligence was/is thought to be measurable on a single scale: a person could be judged – supposedly – to have a high or low or average intelligence; or a person would be considered ‘intelligent or ‘unintelligent'. Gardener has demonstrated that this notion is ridiculous. Intelligence is a mixture of several abilities (Gardner explains seven intelligences, and alludes to others) that are all of great value in life. But nobody's good at them all. In life we need people who collectively are good at different things. A well-balanced world, and well-balanced organisations and teams, are necessarily comprised of people who possess different mixtures of intelligences. This gives the group a fuller collective capability than a group of identically able specialists. By the same token a person who struggles with language and numbers might easily be an excellent sportsman, or musician, or artist. Many very successful business-people were judged to be failures at school. They were of course judged according to a very narrow definition of what constitutes intelligence. Each one of us has a unique and different mix of intelligence types, and commonly the people with the least ‘conventional' intelligence actually possess enormous talent – often under-valued, unknown and under-developed. Gardner pointed out that managing people and organising a unique mixture of intelligence types is a hugely challenging affair. Gardner said that one should not judge and develop people (especially children, young people, and people at the beginnings of their careers) according to an arbitrary and narrow definition of intelligence. We must instead rediscover and promote the vast range of capabilities that have a value in life and organisations, and then set about valuing people for who they are, what they can be, and helping them to grow and fulfill their potential. The seven intelligences are a bloody good first step towards valuing and developing people in a more compassionate and constructive way. One of the most remarkable features of the theory of multiple intelligences is how it provides seven different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. The theory of multiple intelligences has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the pportunity to develop through courses, hobbies, or other programs of self-development. The seven intelligences are measurable, we know what they are, what they mean, and we can evidence or illustrate them. However the potential additional human capabilities, perceptions and attunements, are highly subjective and complex, and arguably contain many overlapping aspects. Criticisms: The theory has been widely criticized in the psycho logy and educational theory communities. The most common criticisms are, ? Gardner's theory is based on his own intuition rather than empirical data and that the intelligences are just other names for talents or personality types. ?Intellectual relativism: People have differing abilities within these types of intelligences. Albert Einstein and a person who is good at mathematics both display logical-mathematical intelligence, but at no point does the theory say that all people with the logical-mathematical intelligence are equally intelligent. Despite these criticisms, the theory has enjoyed a great deal of popularity amongst educators over the past twenty years. Multiple Intelligence theory served as a base for the development of the questionnaire on learning syles. The Questionnaire is divided into three parts namely, ‘Personal variables’, ‘Training programs’, and ‘Learning Styles’. Based on the details elicited an Inventory of learning styles is made. Deciding on the learning styles will provide for the proper development of the training content. This content when matched with the learning preference of the target it will contribute to the success of the training program. Furthermore tips for Trainers is also given. Learning styles are simply different approaches or ways of learning. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Through identifying the learning style, one will be able to capitalize on his strengths and improve the self-advocacy skills. The need to retrain during the career has increased over the past 20 years. As economies and job roles change faster and faster, the ability to learn well, adapt to change and stay mentally healthy has an increasing importance n the future employment & livelihood. Most employees have elements of more than one learning style. It may be useful for the employees to think about their strongest style and weakest style to identify how they learn. By thinking about their preferred style, they can try and apply this to learning new things. If they are able to use their natural style, they may find learning much easier and quicker. Knowing the learning style may help the employees to develop coping strategies to compensate for the weaknesses and capitalise on strengths. It can no longer be assumed that all employees will achieve by being taught the same way, and consequently new teaching practices are required. The interchange between tutee and tutor plays a vital role in the dynamics of a session. Because of this, it is very important that the tutor uses appropriate and varied tutoring techniques. BIBLIOGRAPHY BOOKS ?A. K. Sah, Systems Approach to Training and Development,Sultan Chand And Sons , Reprint 1992, pp 135-145. ?Ahwathappa. K. , Human Resource Management and personnel Management,Edition 2002,pp 408-421. Anthony Landale, Training and Development-A complete handbook, John Wiley & Sons Ltd, First edition-2004, pp 47,48,67-72. ?C. R. Kothari, Research Methodology ,New age International Publishers, Reprint edition 2006, pp 2 -3, 258-270. ?E. D. Setty, A Practical handbook on Training, Himalaya Publishing House,First edition-2003, pp 42-56,171-180. ?John Braton,Gold Human Resource Management, MacMillan, Edition 1994,pp 666-678. ?Martyn Soloman, A Handbook for Training Strategy, Mohit Publications, First edition-2001, pp 32-38. ?P. L. Rao, HRD Through in-house Training, TATA Mc. GrawHill, First edition-1995,pp 163-174. ?Sumathi Reddy, Training and Development Trends and experience, Himalaya publishing House, First edition-2003, pp 123-138. ?T. V. Rao, Readings in HRD, Mohit Publications, Fourth edition-2003, pp 142-149. ?Udai Pareek, Training Instrument in HRD and OD, New Age International Publishers, Second edition-2003,pp 351-354. ?Vijaya Kumari kaushik, S. R. Sharma, Education and Human Resource development, Sultan Chand and Sons, Reprint-2004,pp 284-297. ?Wendell L. French, Human resource development, Houghton Mittlin Company Boston, New Jersey, 1990, pp 326-331. JOURNALS Colleen Aalsburg Wiessner, Tim Hatcher, Diane Chapman, Julia Storberg-Walker,† Creating new learning at professional conferences: an innovative approach to conference learning, knowledge construction and programme evaluation†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 367 – 383. ?David McGuire, Thomas N. Garavan, David O'Donne ll,Sudhir K. Saha, Maria Cseh,â€Å"Managers' personal values as predictors of importance attached to training and development: a cross-country exploratory study†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 335 – 350 Steven Eric Krauss, Khaw Ai Guat , † An exploration of factors influencing workplace learning†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 417 – 426 ? Yahn-Shir Chen, Bao-Guang Chang, Chia-Chi Lee ,†The association between continuing professional education and financial performance of firms†, The International Journal of Human Resource Management, Volume 19, Issue 9 September 2008 , pages 1720 – 1737. WEBSITES ?MargaretC. Lohman,http://books. google. co. n/books? id=FueGlAOAM9IC&pg=PA118&lpg=PA118&dq=factors+affecting+learning+styles&source=bl&ots=FJHLBiCAdd&sig=PAggcKGlja0C1NN3YYZSo1sB_o8&hl=en&sa=X&oi=book_result&resnum=7&ct=result#PPA1 19,M1 ? Bethany R. Hartshorn, Dante R. Hill, and Dominique F. Keaton , http://www. learning -styles-online. com/inventory/ ? Colin P West and Tait D Shanafelt, http://www. dominican. edu/query/ncur /display_ncur . php? id=3159 ? French W. L , http://www3. interscience. wiley. com/journal/119534767 ? Paulet &

New Class ( Room ) War Teacher Versus Technology By...

The overabundance of stimuli that comes from technology negatively affects the traditional classroom atmosphere and should be done away with. In the article â€Å"New Class(room) War: Teacher versus Technology† by Samuel G. Freedman, Freedman brings up the touchy subject of technology in the classroom setting and how numerous students and professors differ in their views concerning the use of technology. Within the article, Freedman talks about the uprising of students addressing the validity of the professor’s strike against the use of technology in the classroom. To call attention to the importance of the debated issue, the author opens with a shocking narrative about a professor hearing a phone ring during a class and then destroying the cellphone by, unabashedly, smashing it with a hammer (Freedman par. 2). This dramatic demonstration appalled the students and allowed Professor Ali Nazemi the opportunity to show the students how adamant he was about the policy agai nst phones in class and what lengths he would go to adhere to the policy. The author goes on to explain that the elder generation sees technology as a way to communicate and gather useful information. In contrast, the younger generation views technology as a way of endless entertainment and self-gratification (Freedman par 11). The reader sees the two opposing views collide in the classroom with the professors beginning to feel as if they must entertain the students in order to gain their attention, but theShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesAutotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam WineburgRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOrganizational Behavior This page intentionally left blank Organizational Behavior EDITION 15 Stephen P. Robbins —San Diego State University Timothy A. Judge —University of Notre Dame i3iEi35Bj! Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services: