Study guid answer Term Paper Example | Topics and Well Written Essays - 1000 words

Study guid answer - Term Paper Example Conservatismâ is aâ politicalâ andâ social reasoning. It elevates adherence to customary qualities, social and strict principles. This belief system safeguards state interests and open request. The primary concern is solidness. Conservatism denies any extreme changes and radicalism. Liberalismâ is aâ political reasoning. Its fundamental thoughts assume freedom and uniformity. Singular privileges of individuals are of essential significance. The development showed up during the Age of Enlightenment. It declined fromâ hereditary privilege,â state religion,â absolute government, and the Divine Right of Kings (Wikipedia). Socialismâ is a social and monetary framework. Its motivation is to understand its basic standards of social equity, freedoms, and balance. Its essential trademark is the social ownershipâ of theâ means of productionâ and co-employable administration of the economy (Wikipedia). Patriotism developed based on French Revolution. This upheaval gave radical savvy people motivation to put an accentuation on their own national identityâ and created aâ romantic viewâ ofâ culturalâ self-articulation throughâ nationhood (Wikipedia). As indicated by its scholars Friedrich Hegel, the feeling of nationality was the pivotal component which would make a nation prosperous. The terms â€Å"national state† assumes: 1. politicalâ andâ geopoliticalâ entity; 2. culturalâ andâ ethnic substance. National state is inverse to worldwide state. Expansionism: a specific nation overcomes and controls over different regions. The point is to misuse its assets. The winner constructs and keeps up its provinces. Extraordinary number of individuals moves to the vanquished region. Model: British colonization of the North America (presently the US). A settler nation tries to grow its administration over as huge region as could be expected under the circumstances. It needs to make a realm and grow its predominance far. There are no mass developments of individuals. Its sense lies in practicing control over the vanquished regions. Model:

Free Essays on Tenesee Williams

Tennessee Williams In the event that you have ever seen crafted by Tennessee Williams in front of an audience or at the theater you may ponder â€Å"what sort of individual could concoct this stuff? It appears to be excessively recognizable to him, as though he in certainty survived it.† Productions, for example, â€Å"The Glass Menagerie† which shows a useless family make you wonder if Mr. Williams had only a smidgen of understanding on the issue. The issues that went on in his family could have in truth been a colossal factor in his theater achievement and the reason for his psychological unsettling influences. In the accompanying sections I will examine Mr. Williams family life, his affection life and his celebrated honors and creations. Tennessee Williams was conceived Thomas Lanier Williams on March 26, 1911 in Columbus, Mississippi. He was a center offspring of three kids and was regularly dependent upon his folks visit contentions (Williams 10). His dad was a shoe sales rep and his mom was the girl of a pastor. Individuals accept that Tennessee utilized his own connection between his mom as motivation for the play. His mom permitted a lobotomy to be done on Tennessee’s sister, Rose, which enormously upset Williams (Rader 23). His mom didn't care for any of Rose’s companions which was the reason for a desolate youth, and in the long run a mental meltdown. He dealt with her for the vast majority of her grown-up life. He gagged to death in 1983 on a jug top in his lodging (Smith 198). Tennessee was a man of an alternate taste. He delighted in the organization of men over ladies. To lay it out simply, he was a gay. In 1947 he began to look all starry eyed at a war veteran by the name of Frank Merlot. Merlot was simply one more impact in Williams’ consistently developing turbulent life. At the point when Merlot passed on of lung malignancy, Williams went into a profound despondency that went on for a mind-blowing remainder (Rader 95). He lived in steady dread that he would go insane as his sister did before him. He combat with remedy pil... Free Essays on Tenesee Williams Free Essays on Tenesee Williams Tennessee Williams On the off chance that you have ever seen crafted by Tennessee Williams in front of an audience or at the theater you may ponder â€Å"what sort of individual could think of this stuff? It appears to be excessively natural to him, as though he in truth survived it.† Productions, for example, â€Å"The Glass Menagerie† which shows an extremely useless family make you wonder if Mr. Williams had only a smidgen of knowledge on the issue. The issues that went on in his family could have in truth been an immense factor in his theater achievement and the reason for his psychological unsettling influences. In the accompanying passages I will talk about Mr. Williams family life, his adoration life and his celebrated honors and creations. Tennessee Williams was conceived Thomas Lanier Williams on March 26, 1911 in Columbus, Mississippi. He was a center offspring of three kids and was regularly dependent upon his folks visit contentions (Williams 10). His dad was a shoe sales rep and his mom was the little girl of a priest. Individuals accept that Tennessee utilized his own connection between his mom as motivation for the play. His mom permitted a lobotomy to be done on Tennessee’s sister, Rose, which enormously upset Williams (Rader 23). His mom didn't care for any of Rose’s companions which was the reason for a desolate adolescence, and in the end a mental meltdown. He dealt with her for the majority of her grown-up life. He gagged to death in 1983 on a container top in his lodging (Smith 198). Tennessee was a man of an alternate taste. He appreciated the organization of men over ladies. To lay it out simply, he was a gay. In 1947 he began to look all starry eyed at a war veteran by the name of Frank Merlot. Merlot was simply one more impact in Williams’ regularly developing disordered life. At the point when Merlot kicked the bucket of lung malignancy, Williams went into a profound melancholy that went on for an incredible remainder (Rader 95). He lived in steady dread that he would go insane as his sister did before him. He fought with remedy pil...

Four Exciting Upcoming Art Books

Four Exciting Upcoming Art Books When in danger of a text tizzy at BEA, I retreated to the seductive arms of the art publishers’ booths. Stolen minutes with the photography books, illustrated tomes, and sleek graphicsâ€"after the glut of many thousands of words, these pictures were beyond price.  Yayoi Kusama (D.A.P./Tate). The “polka dot princess” will bubble up everywhere this July. One of Japan’s most renowned artists, Kusama collaborated with Louis Vuitton on a capsule collection, with her Technicolor dots running riot over the monogram. (Flashback to the Murakami purses, anyone?) Her first American retrospective opens in New York in July, after stops in Paris and London. And she’s outrageously bonkers. After working in New York in the 1960s, palling around with Donald Judd, Joseph Cornell, and company, she returned to Japan and checked into a mental hospital, where she’s lived for over thirty years. Yet she continues working ferociouslyâ€"all charted by this monograph. Essays and photos track her installations, hypnotic paintings, prints, protests, and dancing naked in the street. The Lost Christmas Gift (Princeton Architectural Press). You could buy this for the production values alone, but the story is absolutely mesmerizing. A parcel arrives, lost in the mail since World War II. Inside is a handmade book from a father to his little boy at home, tracing a winter adventure with photos, drawings, and delicate maps. You’ll ask yourself if the package is real. It doesn’t matter. Infra(Aperture). The cover image glows with surreal, fuchsia hills. Open the book and you’ll find that this dreamscape is the war-ravaged Democratic Republic of Congo, transformed by infrared film. Photographer Richard Mosse used a discontinued kind of military aerial-surveillance film, so that anything green flips into shades of deep rose and violet. Army uniforms blush pink; soldiers rush across fields tinted a tender lavender. It’s sure to spark debate: Does the infrared shock jaded viewers into a fresh look at the conflict? Or does it create distance, sealing the scarred fighters and civilian victims in a candy-color bubble?     Jim Henson’s Tale of Sand (Archaia). It’s Jim Henson, people. He and his writing partner Jerry Juhl worked on this live-action screenplay in the late1960s and early ’70s. Then the Muppets broke out and Henson got distracted by a certain Snuffalupagous… and decades later, his breakneck desert adventure surfaces as a graphic novel. Sign up for True Story to receive nonfiction news, new releases, and must-read forthcoming titles. Thank you for signing up! Keep an eye on your inbox.

Corporal Punishment Essay - 528 Words

Using corporal punishment in schools is not benefiting our children. In fact, it may be hurting our children more than helping them, and teaching them the wrong way to deal with their problems. I feel that discipline starts at home, and should not be left for the schools to handle. Corporal punishment may do more harm than good. It quot;has no positive effects that we know ofquot; (Keeshan 67). It may stop the unruly behavior temporarily, but it does not treat the underlying causes (Keeshan 67). quot;Unruly behavior is a cry for helpquot; (Keeshan 67). These children do not want to act this way, but they have no choice. We dont know why these children act unruly. Maybe it’s because they are hungry or physically or emotionally†¦show more content†¦This is true, so why should we spank our children when they are going to receive worse punishment for things they do when they are older? It seems that we are teaching kids that if they do wrong, they’ll get nothing but a little swat and that’s all. There has to be another way to teach kids that their behavior was not appropriate. How about sending kids to their rooms? That simulates going to jail. What does spanking simulate? When these children grow up and commit more serious crimes, the y will expect the court to give them a slap on the wrist and let them off. It doesn’t work that way and they will be surprised to learn this. I feel that corporal punishment only hurts our children and teaches them violence. Parents should demand that they be the ones to decide how their child is punished and then perhaps the five hundred thousand children that are paddled at school could actually benefit from discipline. Works Cited quot;End Legal Child Abuse; Stop School Paddling.quot; USA Today. 1 Apr. 1994: 14A. Keeshan, Bob. quot;Corporal Punishment in Schools Would Not Help Children.quot; From Bob Keeshan: quot;The Time is Now.quot; The Humanist, November/December1988. Rpt. Opposing Viewpoints: America’s Children. Ed. Bruno Leone and David Bender.Show MoreRelatedCorporal Punishment1764 Words   |  8 PagesCORPORAL PUNISHMENT RESEARCH STUDY CHAPTER 4: DATA ANALYSIS, INTERPRETATION AND PRESENTATION OF FINDINGS 4.1 INTRODUCTION To interpret something is to give it a meaning., Ttherefore, data analysis is the act of organising and reducing the data to a more manageable and interpretable form (Krà ¼ger, De Vos, Fouchà © Venter, and 2005: 218). To put it more concisely, data analysis is the organisationing of raw data into more concise and intelligible data which can later be analysed (BlessRead MoreCorporal Punishment Is Not Uncommon851 Words   |  4 Pagesbeginning of recorded history, parents have used corporal punishment as a form of discipline. Bible verses such as this instructs us that spanking as a form of corrective behavior coincides with Christian ideology. In the early stages of a child’s life, before the ability to understand reasoning and explanations, corporal punishment is necessary to correct undesirable behavior and promote discipline. In recent years, this particular form of punishment has been banned in educational institutions andRead More Corporal Punishment Essay895 Words   |  4 PagesCorporal punishment is a very controversial topic that is being discussed amongst educators across the nation. Corporal punishment refers to any physical form of punishment, but in this case it refers to in schools. Currently there are many different terms used to label corporal punishment, for example, it has been called spanking, paddling, caning, lashing, popping, smacking, whipping or beating. Each term carries its own different meaning, but they all represents some form of corporal punishmentRead MoreEssay on Corporal Punishment1745 Words   |  7 PagesThe deciding factor in the future of corporal punishment is seen in the Ingraham v. Wright Supreme Court case. In 1970, James Ingraham, an eighth grade student of Drew Junior High School was one of the many beneficiaries of corporal punishment distributed by Willie Wright, the principal of the high school. The rationality behind Ingraham’s punishment was that he was slow to respond to his teacher instruc tions. As a result, his teacher sent him to the principal office where he bent over the tableRead MoreEffectiveness of Corporal Punishment1320 Words   |  5 Pagesof punishment is most efficient in eliciting avoidance behaviors. For a number of years the debate about the use and effectiveness of corporal punishment by teachers has divided educators, parents and ministry officials. As a result, researchers has tried their best to determine whether punishment or harm to a child does indeed thwart misbehavior and encourage students to follow the rules and regulations set forth by the schools. Although, Trinidad and Tobago has banned corporal punishment itRead MoreCorporal Punishment in Schools1531 Words   |  7 PagesCorporal punishment in schools Advocates of school corporal punishment argue that it provides an immediate response to indiscipline and that the student is quickly back in the classroom learning, rather than being suspended from school. Opponents believe that other disciplinary methods are equally or more effective. Some regard it as tantamount to violence or abuse. In the United States and the United Kingdom, and generally in the English-speaking world, the use by schools of corporal punishmentRead MoreIs Corporal Punishment Child Abuse?841 Words   |  4 Pagesthat corporal punishment is a part of the list of child abuse. Corporal punishment should not be considered child abuse whether in the home or in public schools, because it has long been used in society for hundreds of years and has proven to be an efficient and suitable punishment for children. Corporal Punishment- punishment of a physical nature, such as caning, flogging, or beating. (Farlex). Corporal Punishment is mainly thought of only in schools but can also include a kind of punishment inRead MoreCorporal Punishment Is A Form Of Physical Punishment1363 Words   |  6 Pages Corporal punishment is a form of physical punishment that inflicts pain on kids for their negative actions such as spanking. This topic is controversial because some people feel very strongly that they should be allowed to continue using these methods and others feel very strongly that they should not be allowed to. I feel as if this method of punishment is inhumane and should not continue to be used. The modernization of psychology has proved that hitting children will not help them learn thatRead MoreCorporal Punishment in Schools1484 Words   |  6 PagesCorporal Punishment in Schools Corporal punishment is the deliberate infliction of pain as retribution for an offence, or for the purpose of disciplining or reforming a wrongdoer, or to deter attitudes or behaviour deemed unacceptable (Miller, Vandome, amp; McBrewster, 2009). Corporal punishment can be divided into three categories, these include: judicial, domestic and school. For the purpose of this essay we will be focusing on school corporal punishment, the advantages and guidelines to followRead MoreCorporal Punishment And Its Usage986 Words   |  4 Pagesof whether or not parents and teachers should use corporal punishment in the name of discipline had caught my eye for several reasons. One of the most important reasons is that I was beaten by a wooden paddle while I was growing up. I was about 12 years of age when my teacher beats all of my classmates including me just because one of us was misbehaving. That was in Baghdad, Iraq, where teachers and parents are allowed to use corporal punishment freely wi thout any fear. Another reason is that I was

Pride And Prejudice By Jane Austen - 3080 Words

â€Å"It is a truth universally acknowledged, that a single man is in possession of a good fortune must be in want of a wife,† (Austen 1). Mr. Bennet is growing old in age and none of his five daughters are wed, and cannot leave his estate to a woman. Mrs. Bennet has made it her goal to marry each of the daughters before Mr. Bennet passes. The news of a wealthy, young gentleman, Charles Bingley, rented a manor in the neighboring village of the Bennets’ with his sister and best friend, Mr. Darcy. Jane Austen explores the themes of pride and prejudice in the novel Pride and Prejudice, when the proud Mr. Darcy meets the prejudice Elizabeth Bennet. The dislike Elizabeth and Mr. Darcy have for each other is apparent in the beginning of the novel and seems to grow for Elizabeth as she sees the amount of pride Mr. Darcy has for himself. These two undergo many complications between themselves and with others around them as the novel progresses. When Mr. Darcy falls in love wi th Elizabeth, he strives to show his worthiness for her hand in marriage. Love, happiness, and wisdom are featured in Pride and Prejudice. All five of the Bennet daughters are looking for love and happiness as their time to marry has come. The wisdom Elizabeth and Mr. Darcy possess is emphasized to the reader to show the intelligence and bravery the two can achieve alone and together. The use of characterization and dialogue bring the story to life and the characters together. Austen’s diction correlates to theShow MoreRelatedPride And Prejudice By Jane Austen Essay1724 Words   |  7 PagesThe 18th century novel, Pride and Prejudice, by Jane Austen, is a fascinating book about a young woman’s struggle with family and love. Pride and Prejudice was originally published in 1813, but, the most common version of the story, and the one used for this research, is from the version published in 1892, still by only Jane Austen, though many other authors have contributed to thi s book over time. Austen often references the class system at the time, often noting one of the multiple heroine’s struggleRead MorePride And Prejudice By Jane Austen1467 Words   |  6 Pages Pride and Prejudice by Jane Austen is a classic novel that has remained relevant even years after its release. Its themes and symbols are understandable to even the most modern of reader. One of the many themes is sisterhood, something that is focused on constantly throughout the novel. Elizabeth Bennet, the protagonist of the novel, finds many of her decisions to be based upon the actions of her sisters. Making sisterhood a main driving force. Whether they are confiding in each other for marriageRead MorePride And Prejudice By Jane Austen872 Words   |  4 PagesIn my personal cherished novel, Pride and Prejudice by Jane Austen, the worlds of two immensely divergent people display the marxist idea of the importance of social status and its affect on the people. The two main character s seem to be on opposite ends of the earth in terms of an affluent Mr. Darcy being so privileged while on the contrary, Miss Elizabeth Bennet is of a lower class. Throughout the novel, there is a fine distinction between their clashing opinions and actions that are highly influencedRead MorePride And Prejudice By Jane Austen1285 Words   |  6 PagesPride and Prejudice Analysis I.Introduction Jane Austen wrote her novels during the time period known as the Regency. The Enlightenment and the Age of Reason, a time where ideas like democracy, secularism, and the rise of developing sciences were making their way across Europe had come to an end.It was replaced with the wave of horror that was the French Revolution, a once minor revolt that escalated into a violent war, concluding with the rise of Napoleon, which whom England fought against the majorityRead MorePride And Prejudice By Jane Austen Essay1711 Words   |  7 Pageshe 18th century novel, Pride and Prejudice, by Jane Austen, is a fascinating book about a young woman’s struggle with family and love. Pride and Prejudice was originally published in 1813, but, the most common version of the story, and the one used for this research, is from the version published in 1892, still by only Jane Austen, though many other authors have contributed to this book over time. Austen often references the class system at the ti me, often noting one of the multiple heroine’s struggleRead MorePride And Prejudice By Jane Austen914 Words   |  4 Pages Bell 1 Natalie Bell Pedersen English 4 honors 29 February 2016 Pride and Prejudice Essay Jane Austen s novel, Pride and Prejudice, focuses on the social conflicts of England during the 1800s. Elizabeth Bennet and Mr. Darcy fall in love, and face social criticism. Mr. Darcy struggles with the ideology of societal expectations while falling in love with Elizabeth Bennet. After persistent self-reflection, Mr. Darcy overcomes the stereotype of whom he should marry, and marries ElizabethRead MorePride And Prejudice By Jane Austen1570 Words   |  7 PagesThe comical novel Pride and Prejudice by Jane Austen depicts the love life of women in the early 1800’s. Austen shows the hardships young women in that time period had to go threw to find their place in this world. Women were thought of as objects to the men, they were supposed to be stay at home mothers, or simple just a accessory to their partner. Women were the subordinates in life, as they still are today. Austen tells the story of how Mrs. Bennet (a mother of 5) works tirelessly to get her daughtersRead More Pride and Prejudice by Jane Austen 1104 Words   |  5 Pagesrate of over 50% from 1970-2010. However, during the eighteenth and nineteenth centuries, marriage was often one of the few choices for a woman’s occupation. Reading Pride and Prejudice by Jane Austen from the twenty-first century perspective might make some matters that are stressed in the book seem dated or trivial. As Pride and Prejudice was set sometime during the Napoleonic Wars, it is only fitting that finding a proper marriage is on the minds of many of the women in the book. Marriage and marryingRead MorePride And Prejudice By Jane Austen1732 Words   |  7 PagesIn Pride and Prejudice, the first marriage presented is that of Mr. and Mrs. Bennet. Being the parents of five daughters, the Bennet s marriage set the example for their children yet their relationship did not constitute true love, but more of mutual tolerance. Mrs. Bennet, an obnoxious women with an erratic temper, symbolizes society’s obsession with material wealth and social standing. As Jane Austen states when describing Mrs. Bennet, â€Å"The business of her Vanek 7 life was to get her daughtersRead MorePride And Prejudice By Jane Austen1384 Words   |  6 PagesNicole Voyatzis Professor W. Acres HISTORY 1401E May 26, 2015 Discussion Paper - Pride and Prejudice Pride and Prejudice written in 1813 by Jane Austen tells the story of The Bennet’s and their five unmarried daughters. The family live as part of the lower gentry in early 19th century England. With that being said, Mrs. Bennet’s primary focus in life is to ensure that all her daughters are married, preferably to wealthy men. The book begins with Mrs. Bennet seeing an opportunity for her daughters

PR Crisis Case Studies in Real Time Free Essays

Open any public relations textbook and the section on crisis management will include examples of how organisations have demonstrated â€Å"best† or â€Å"worst† practice. And, it’s not just the textbooks, as recent incidents (eg Tiger Woods or Toyota) have seen plenty of advice from PR â€Å"experts† through online and social media. But, just as with the dead tree versions, these case studies are simplistic fictions. We will write a custom essay sample on PR Crisis Case Studies in Real Time or any similar topic only for you Order Now Heroes and villains are the main narrative, with a modernist approach reinforcing a recommended crisis management strategy. There’s just one way to communicate during a crisis – regardless of the organisation, the situation, the social context or the significance of the incident. This is the Tylenol way – presented as the right approach thanks to the swift action taken by Johnson Johnson. The reality (as previously clarified at PR Conversations as a misleading myth) isn’t allowed to get in the way of the lesson. After all, it promotes a way that PR, and organisational management, can be in control and preserve reputation through a few simple steps. Every case study reinforces the mantra – Exxon Valdez is presented as the epitome of poor crisis management; too slow to respond. Likewise Coca Cola and the Belgium â€Å"mass hysteria† case. Whilst the Pepsi â€Å"needle in a can† crisis is hailed, Perrier’s benzene example is criticised. The nature of textbooks is that authors synthesise cases into easy to understand advice that students can repeat in assignments, and practitioners can recall if they ever find themselves handling a crisis. It’s a comfort blanket of how to†¦, what not to do†¦, common mistakes and miracle cures. In the social media world of 24:7 global connections, the right way is repeated – only at warp speed. Tell it fast becomes tell it before you know anything. Tell it all means let the media and its rent-a-quote experts speculate about worst case scenarios. Be open – means unlimited social media engagement (regardless of what the legal or other ramifications may be). Have the CEO (or celebrity if a personal faux pas has occurred) lead communications with mandatory appearances on chatshows, a tour of news stations, and a YouTube apology. Mea culpa – the universal panacea: â€Å"I’m sorry if†¦Ã¢â‚¬  – anyone resisting the calls is bullied until they comply. The pound of flesh must be paid. They have to apologise publicly even if what’s occurred is a matter of private relations or affects only a few people – who could be communicated with directly, where contrition would be far more sincere and genuine. Everyone is a critic – retweeting endlessly, without checking the veracity of any source. Citizen journalism enables individual examples to be retold and extrapolated, without any attempt at verification if used by journalists and treated as absolute fact by social media networks. Crisis case studies in real time seem little different to those that have been carefully crafted for retelling in the textbooks. There is little evidence of the public relations profession reflecting or considering how cases could be handled differently in a post-modernist, complex and chaotic world. A few authors, such as Dawn Gilpin and Priscilla Murphy (Crisis Communications in a Complex World), challenge the simplification of turbulent reality. Isn’t it time that their views were at least presented alongside the â€Å"only way† propaganda that is taught on PR courses and espoused in both academic and practitioner texts? And even more important – shouldn’t more of us be speaking out against those PR and media experts influencing public and client expectations with naive views based on an unrealistic belief that all crisis situations can be easily managed and controlled? Let’s have more real life PR case studies that actually reflect the real time nature of managing contemporary crises. And we all might learn something new. How to cite PR Crisis Case Studies in Real Time, Essay examples

Response to The American Scholar free essay sample

Post- Reading Response In Ralph Waldo Emerson’s 1837 address to the Phi Beta Kappa Society at Harvard, called â€Å"The American Scholar†, he makes clear his thoughts and ideas on the European cultural and cerebral influence on America. Emerson wanted to get across that American scholars needed to create their own independent American literature and academic world, separate from European history. Emerson uses tone and style to further convey his ideas to the public. The tone that seems constant throughout Emerson’s entire address is a confrontational one. Emerson is confronting the nation on its continuous grip on England and European ways. He is leaving little room for difference of opinion, instead challenging American citizens to do what they have feared most for so many years and let go of their English ties. I believe that the style used in Emerson’s speech is primarily persuasive. The entire address Emerson is attempting to persuade his audience to agree with his outlook. We will write a custom essay sample on Response to The American Scholar or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I think that his ultimate aspiration was not only to clearly state his ideas but also to help the public come to their own reasoning and opinions on the matter. Emerson’s confrontational and persuasive techniques used in his speech helped convince the nation that a crucial and valuable change had to be made. Fast-forwarding 173 years, America has successfully detached itself from Europe and we have distinguished ourselves as prominent philosophical and intellectual scholars. But is my generation threatening to reverse the clock and set us back 173 years? Our education in America has sky rocketed since 1837 but recently there has been a tremendous decline in academic and post-academic success. In an article called â€Å"Putting Our Brains on Hold,† Bob Herbert makes it clear that it is my generation to blame for this decline. According to him â€Å"America’s young people are moving in exactly the wrong direction,† and that our society is â€Å"more interested in hip-hop and Lady Gaga than educating its young. Another article we read in class was called â€Å"We’re No. 1(1)! † by Thomas L. Friedman. I’d have to say that I do agree with Friedman’s argument much more than Herbert’s. Both of these writers were ultimately hitting at the same line of reasoning but the way each approached it varied significantly.

Free Essays on Sleep Disorders

Child Sleep Disorders: Is Your Child at Risk? Recent research has proven that children just are not getting the sleep they need these days. Kids today seem to be doing poorer in school and have less attention spans. Most parents are not aware of a common problem effecting thousands of children in this country: sleep disorders. Parents often fail to follow there children’s sleeping patterns which can result in some serious side effects if that child has a sleep disorder. A study done at Tulane University in New Orleans studied about 300 first graders that preformed poorly in school. They found that 18 per cent showed signs of a sleeping problem. The percentage of children with bad grades found to have sleeping problems was six to nine times higher than found in a previous study done over all of the childhood population. (The Toronto Star). Most people believe that sleep disorders only affect adults but in reality 30% of all children have some sort of sleep disorder. (Burcum). Sleep disorders are defined as a group of syndromes characterized by disturbance in the patient’s amount of sleep, quality or timing of sleep, or in behaviors or physiological conditions associated with sleep. To qualify for a diagnosis of sleep disorder, the condition must be a persistent problem, cause the patient significant emotional distress, and interfere with his or her social or occupational functioning. (Frey p265). Some sleep disorders can effect children of all ages. The sleep disorder that children are subject to often depends on their age and development. Sleep disorders change most frequent in the middle-school years. Children often experience more anxiety at this time. (Burcum). The source of the certain sleep disorder cannot normally be pin pointed in every case. Many factors come in to play when dealing with the cause of a sleep disruption. Parental characteristics, personality, psychosocial influences, education, parentin... Free Essays on Sleep Disorders Free Essays on Sleep Disorders Child Sleep Disorders: Is Your Child at Risk? Recent research has proven that children just are not getting the sleep they need these days. Kids today seem to be doing poorer in school and have less attention spans. Most parents are not aware of a common problem effecting thousands of children in this country: sleep disorders. Parents often fail to follow there children’s sleeping patterns which can result in some serious side effects if that child has a sleep disorder. A study done at Tulane University in New Orleans studied about 300 first graders that preformed poorly in school. They found that 18 per cent showed signs of a sleeping problem. The percentage of children with bad grades found to have sleeping problems was six to nine times higher than found in a previous study done over all of the childhood population. (The Toronto Star). Most people believe that sleep disorders only affect adults but in reality 30% of all children have some sort of sleep disorder. (Burcum). Sleep disorders are defined as a group of syndromes characterized by disturbance in the patient’s amount of sleep, quality or timing of sleep, or in behaviors or physiological conditions associated with sleep. To qualify for a diagnosis of sleep disorder, the condition must be a persistent problem, cause the patient significant emotional distress, and interfere with his or her social or occupational functioning. (Frey p265). Some sleep disorders can effect children of all ages. The sleep disorder that children are subject to often depends on their age and development. Sleep disorders change most frequent in the middle-school years. Children often experience more anxiety at this time. (Burcum). The source of the certain sleep disorder cannot normally be pin pointed in every case. Many factors come in to play when dealing with the cause of a sleep disruption. Parental characteristics, personality, psychosocial influences, education, parentin...

Japanese Green Tea

Japanese Green Tea Japanese tea is getting popular these days. This page helps you to learn how to pronounce the names of various Japanese teas. Ocha - Japanese tea in general Although cha means tea, it is usually called o-cha. O is a prefix of respect. Learn more about how to use o in Japanese words. How to Order Japanese Tea Ocha o kudasai. 㠁ŠèÅ' ¶Ã£â€šâ€™Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬â€š) Ocha, onegaishimasu. 㠁ŠèÅ' ¶Ã£â‚¬ Ã£ Å Ã© ¡ËœÃ£ â€žÃ£ â€"㠁 ¾Ã£ â„¢Ã£â‚¬â€š This is how to order Japanese tea at Japanese restaurant. Both kudasai and onegaishimasu are used when making a request for items. Learn more about kudasai and onegaishimasu. The Japanese tea is complementary at most restaurants in Japan. Japanese Tea Pronunciation Here are the names of common Japanese teas. Click the links to hear the pronunciation. You might find it sounds monotone. This is because Japanese has a pitch accent unlike a stress accent in English. Matcha æŠ ¹Ã¨Å' ¶ Gyokuro 玉éÅ" ² Sencha ç…ŽèÅ' ¶ Bancha ç• ªÃ¨Å' ¶ Houjicha 㠁 »Ã£ â€ Ã£ ËœÃ¨Å' ¶ Genmaicha 玄ç ± ³Ã¨Å' ¶) Learn about each type of Japanese tea. Learn the pronunciation of other Japanese beverages. Trivia About Japanese Tea There is a matcha flavored Kit Kat, which is a limited version only available in Kyoto. Starbucks in Japan have a Matcha Latte just like the ones in North America. They also carry Sakura Steamed Milk and Sakura Frappuccino as spring specials. Sakura means cherry blossom.I find it is very Japanese to see Sakura Beverages on the menu. They remind me of Sakura-yu which is a tea-like drink made by steeping a salt-preserved cherry blossom in hot water. It is often served at weddings and other auspicious occasions. Bottled green tea (unsweetened) is a popular drink in Japan. You can easily find it in vending machines or convenience stores. Ochazuke is a simple dish which is basically Japanese tea poured over rice with savory toppings. Cha-soba is buckwheat noodles flavored with green tea powder. Matcha is also commonly used for sweets, such as cookies, cakes, chocolate, ice cream, Japanese sweets and so on. The Shizuoka prefecture has the largest production of green tea and it is considered the best tea in Japan.

Peotry Review Essay Example | Topics and Well Written Essays - 1250 words

Peotry Review - Essay Example The poet recalls the time the runner won a race, gaining him the public’s admiration, "Man and boy stood cheering by; And home we brought you shoulder-high". The poet relates this happy time to the present, where "Shoulder-high we bring you home; And set you at your threshold down". With this couplet â€Å"he compares the race to the funeral procession. The honor of being held high was endowed the first time for victory, and the last time for homage. The "threshold" represents the grave of the athlete, his doorway into the life after death. The reader is forced to consider the inevitability of death. He asks himself that whether the athlete is to be envied for dying so soon after his achievements, rather than being pitied for his premature death. Housman portrays the premature death of the runner as something desirable. â€Å"Smart lad, to slip betimes away† The poets tone is satirical as he congratulates the runner on his death. Later on the mood becomes forlorn with â€Å"Eyes the shady night has shut†¦Ã¢â‚¬ ¦Ã¢â‚¬  In essence the poem can be seen as either providing solace to those left behind by the runner’s death, by dwelling on the fact that in death the runner has achieved a different kind of immortality. An immortality in which his glory is preserved and not overtaken by better achievements of athletes later on. Or it can be seen as a lament by the friends and co-achievers of the runner who were left behind to age and see their glories fade and their â€Å"laurels† wither. Housman has used simple two syllable words which convey complex meanings. His lyrics express a Romantic pessimism in a spare, simple style. The form of the poem is a couplet, for two lines work as a unit. An example would be: "The time you won the town the race/ We chaired you through the marketplace/ Man and boy stood cheering by/And home we brought you shoulder-high." Metaphors are in abundance such as "roses,""garland,"and "laurel†, representing the short

Write an essay on the book 'The Lost Orchard' by Patrick Deeley and

Write an on the book 'The Lost Orchard' by Patrick Deeley and say why you would recommend it for use in the school classroom - Essay Example The students will be told about the time limit to read the text in the class. At the second stage of this activity, after the given time, the students of Part A in each group, will tell the students of Part B in their own groups, the first half of the story and then the students of Part B will tell the last half of the story to Part A in their own groups. Students will be given fixed time for this part of the activity too. In the end, at the third stage of this activity, the teacher will ask one of the students from each group to tell the story in his/her own words. The group, from which a member will tell the entire story correctly, will win. In this way, the reading of this book could be made interesting and exciting. The teacher will divide the students in groups of 5 or 6. Each group will be assigned the task of reading one particular chapter of the book. There will be a time limit for this reading. After the given time, the teacher will give each group the mingled up cut pieces of the summary of each chapter. Each group will be given the mingled up summary of the chapter, which was assigned to it to read. All the groups will be required to arrange the strips of the summary in sequence to make a complete story. At the end, all the groups will read the summary of the assigned chapter, arranged in sequence, aloud. Under the guidance of their teacher, the students may research on where the goldmines or coalmines have been discovered in the world and how has this discovery affected the inhabitants of the related areas. Students may conduct interviews on the issues of their own school. After interviewing, they may write down the notes mentioning the suggestions for improvement to present them to the administrator of their school. Students can write the character sketches of the main characters of the book i.e. Paul, Magpie, Raymie, etc. It could be guided writing, where the

Effect of Motivation on Employee Training Effectiveness

Effect of Motivation on Employee Training Effectiveness Training is an integral part of workforce development and creation of new competencies within the workforce to ensure that the organization keeps up with the changing needs of the times. Training is related to performance in two ways. Effective training has a direct impact on the performance output and any gap in an individuals performance can sometimes be filled with training. For employees, lack of training also causes a lack of self-satisfaction and productivity. Training is seen as a major cost center in most organizations in India even though its necessity is widely accepted. This negative view can mostly be attributed because of the apparent lack of direct linkage between training and the bottom-line of the company. In todays world, where the HR department needs to justify its expenses, especially in the wake of recession and lay-offs, it is essential that the trainings rendered are of optimum efficiency in achieving the set target and also that it be done at the least possible cost. Hence it is important to understand whether the methods of training employed are yielding the desired results or alternatively if the same results can be attained in more cost effective ways. One major factor influencing the training effectiveness is training motivation, as we have explained in the literature review below. But the attitude of employees towards formal training is another factor which will decide whether it is justified to spend so much money on formal training modules if the same end result can be obtained by informal on the job training if it is preferred by the employees. Hence we explore the links between these constructs. Theoretical Review and Hypothesis: Training Attitude: Development activities like training are significantly affected by attitudes and perceptual variables (Noe and Wilk, 1993).Eagly Chaiken (1998) defined attitude as the psychological tendency to evaluate an entity with a certain degree of favor or disfavor. These attitudes are good predictors of behavior (Ajzen, 1991).We can extend this line of reason to say that a person with a positive attitude to certain entity will show favorable behavioral response towards it and a person with a negative attitude to it will show an unfavorable behavioral response. Training attitude applies the definition of attitude to training. A persons attitude towards training is a measure or reflection of his or her attitude towards the formal process of knowledge and skill acquisition. Thus we can say that training attitude is indirectly a measure of liking an individual has for the formal process of training as opposed to say learning something on-the-job informally. It logically follows that those who ha ve a positive attitude towards training will be more likely to attend the training programs willingly and gain from it as compared to someone who has a negative attitude towards training which is to say, that training attitude determines the motivation with which a person attends training programs, especially in an organizational scenario where training programs are mandatory. Also this very attitude can be linked to how much learning happens in the training. The scale for measuring the training attitude construct was developed by Anupama Narayan and Debra Steele Johnson (2007) for their research. This was a 20 item scale addressing participants evaluation of 2 issues: How relevant and useful they perceived training programs to be. How much they desired to practice acquired skills on job. This scale with 7 point likert type response pattern had a high level of internal consistency (alpha =0.92) However some items were redundant and for the purpose of this research were omitted. The resulting 9 item scale was again tested for internal consistency and displayed a Cronbachs Alpha= 0.91 which is fairly high. The response to the 7 point likert scale was interpreted as a summated score which indicated the degree of positive attitude towards training among the respondents. Training Motivation: Quinones (1997) aptly described motivation to be an individuals choice to dedicate more energy to one set of behavior over others. In the training context, Blanchard Thacker (2004) explain motivation as an inspiration which is directed by trainees personal needs and decision processes they use to satisfy those needs. Or, as Colquitt (2007) puts it , training motivation is the persistence and intensity of learning -directed behavior in the context of training. Training motivation is affected by a diverse set of internal and external factors as suggested by various research papers. Work environment, organizational climate, supervisory support etc are a few of the external factors researched upon whereas the internal factors hypothesized to affect training motivation include self efficacy, personal mental ability and personality (Colquitt et al, 2000). One of the most popular theories to explain motivation is the expectancy theory of how people are motivated by the results of their behavior (Bandura, 1997). We can also view Vrooms expectancy theory as a theoretical framework for examining training motivation. Vrooms model suggests that expectation of an act being followed by a certain outcome often shapes the motivation for doing that act. To extend this to the context of training motivation, if a trainee expects that the effort he puts into attending training programs will yield valued outcomes to him then he will be motivated to attend the same. Hence this research attempts to understand the valence -instrumentality link associated with training. We measure what the trainee values and whether he perceives those things to be outcome of training programs. A 14 item scale, with 7 items each for valence and instrumentality of factors associated with training, was adapted from the research paper by Phyllis Tharenou (2001).The factors of valence included in the scale are Reaching career goals, Pay increase, Job security, Change to workplace, Promotion or advancement, Opportunities for different career paths, Supervisor praise. The responses for these questions were taken on a 7 point likert scale and scores were summated to arrive at the level of training motivation of the respondent. A higher score symbolizes that the respondent values the inherent factors highly and also perceives that training will help him achieve the same. Training Effectiveness: Training effectiveness is essentially a measure of how effective the training imparted was. Many researchers including Ford (1997), Noe (1986), and Tannenbaum (1992) have recognized training effectiveness as a crucial issue for organizations. Employee performance and productivity can be measurably improved if trainings are effective and organizations will be able to avoid wasteful spending on ineffective trainings. Most organizations would want to have a good return on their training investment. According to London (1989) and Noe (1999) training interventions in organizations are going to increase hence the training effectiveness is going to be an important feature in the organizations. Kirkpatricks (1976) four level approach is one of the most extensively used methods for evaluating training effectiveness (Alliger Janak, 1989). This four level approach measures training effectiveness vis-Ã  -vis the trainees reactions to a training program, the extent to which trainees can execute desired behaviors related to the training, the acquisition of skills and knowledge by the trainee and resulting change in the job behaviors of the trainee. It has been a common assumption among researchers that these 4 levels linked in a linear fashion hierarchically. Hamblin (1947) illustrated the cause and effect chain as training leading to reactions which in turn leads to learning and that leads to change in job behavior. But this empirical evidence for this proposed link has been inconclusive. This led Alliger Janak (1989) to conduct a Meta analysis and conclude that the four factors are not necessarily linearly linked. There are several factors like training motivation attitude, context of training and other influences which attenuate the link between trainees reaction and other criterion measures. A four item shortened version of the Kirkpatrick scale was used for measuring the training effectiveness. The measured effectiveness was the perceived effectiveness of the last im parted training program. Sample items in the scale included questions like Did I enjoy the course. The response was obtained on a 7 point likert scale varying from strongly disagree to strongly agree and the summated score of each item response was used as the measure of the training effectiveness and higher the score higher was the perceived effectiveness of the training. Training Attitude and Training Motivation: Individuals disposition or attitude towards formal training programs has been shown to have a direct influence on his training motivation (Ford Noe, 1987). Training attitude also displays his motivation to learn (Tannenbaum Yukl, 1992) and his motivation to attend training (Facteau et al, 1995) as distinct from training motivation. What the above mentioned research suggests is that there is a logical and empirical link between a person liking a training program and being motivated to attend the same. However the extant literature mentions this relationship in a very general and broad format. We would like to hypothesis a more specific relationship. Going back to our definition of training motivation , we have said that it is the perceived valence the trainee associates with certain outcomes and how instrumental he feels attending a training is in order to acquire them .We listed these outcomes as career development, superior praise, promotion or development, pay increase , job secu rity etc. Research suggests that there is very strong link between training attitude and training motivation .Carlson et al.(2000) found a high correlation between training attitude scores and training motivation scores in their research.Now most employees may find that there is a perceived strong connection between attending trainings and achieving these outcomes and hence may attend trainings when they are mandatory rather than volunteer for it. But otherwise, based on his experience he might feel that training programs are a waste of time over all and he learns more on his job. Especially in the context of Indian manufacturing industry where trainings are mandatory, employees might not be predisposed to attending trainings, but will attend them anyways due to perceived benefits. Hence in this research we are testing whether having a positive attitude towards training increases the individuals training motivation and how much is it correlated. Hence, Training Attitude of an individual positively impacts his Training Motivation: Training Motivation and Training Effectiveness: Based on our understanding of motivation, an individual is more likely to expend more energy for a task he is motivated to do and hence is more probable to do that task more effectively than other tasks. Extending this logic forward if a person is motivated to attend training then he is more likely to enjoy the training, learn most from it and apply it on to his job. In other words the effectiveness of the training imparted will be high if the trainees entering the training program are highly motivated for the same. In the organizational context it is imperative that different individuals enter the training with different levels of motivation. These differences in the level of motivation may be an outcome of various factors like personal characteristics and work environments. After studying these effects, Salas et al.1(1992) hypothesized that individuals motivated to do well in training will be the ones who end up learning the content of the program better than their lesser motivated counterparts. Training effectiveness is measured in terms of 4 parameters derived from the Kirkpatricks model. These parameters are namely, Learning, Behavior, Reaction and Applications of skills. Several studies put forth empirical support indicating a link between trainees motivation and learning (Rails Klien, 1991; Clark 1990; Hicks Klimoski 1987; Baldwin et al., 1991).The attention levels and openness to new ideas is increased by pre-training motivation. Hence theoretically trainees who are more motivated should be more ready or primed to learn and apply their learnings. Also a person motivated to attend the training will be more likely to enjoy it thus displaying a positive reaction. Whereas a person who is unmotivated to attend training will not learn much from the training even if he ends up enjoying the experience (Mathieu et al., 1992). Consequently we also hypothesize a direct relation between how much the trainee learns and how much he is motivated about the training to how much of the learned skills he will apply in his job. Thus training motivation can be hypothesized to bring about change in behavior of the trainee as well. Based on the above reasoning we state out second hypothesis as, Training motivation positively impacts training effectiveness Training Attitude and Training Effectiveness. Hicks and Klimoski (1987) attempted to study the effect of choice of attending the training program with effectiveness of the training program. They hypothesized that if trainee had a choice of attending a training program then he will be more satisfied by it than otherwise. Ryman and Biersner (1975) also studied the effect of choice on training outcome. They found that giving a choice to attend the training program resulted in lesser dropouts from the program and greater training success. In a slight variation of this experiment, Baldwin, Magjuka and Lober (1991) reported that when trainees received their top choice from the available training programs they reported higher pre training motivation and. They also learned more as compared to other trainees who did not get their top pick. Tannebaum et al. (1992) showed by way of their research that individuals who nominate themselves for training actually attach a greater instrumentality to the program and report higher training motivat ion than others. This in turn leads to greater training effectiveness. The same was researched upon and confirmed by Gormley, Collins et al. (2009) on their study on Medical students undergoing E-learning programs. In our research we would like to extend the above findings to the context of training attitude. Training attitude can be seen as the pre disposition of the individual towards attending training. If the individual has a positive attitude towards training then he will choose to attend the same whereas if he has a negative attitude towards training he will not attend it or attend it grudgingly if forced to the same. Hence incorporating Tannenbaums findings, we can say that people who attend training against their choice will not undergo an optimally effective training. Hence we hypothesize that only people who choose to attend the training by way of their positive attitude towards it will be more motivated about the training and hence consequently the training imparted to them will be effective. No previous research has aimed to study this mediating effect of training motivation on the relationship between Training attitude and training effectiveness and this is the gap we propose to fi ll by means of our research. We hypothesize that Training effectiveness is impacted by Training Attitude of the individual via the mediating variable of training motivation. Training attitude positively affects training effectiveness. Training Motivation acts as the mediating variable on the relationship between Training Attitude and Training Effectiveness. Moderating Effect of Prior Work Experience: Goldstein (2002) stated in his research that training transfer happens more effectively if tasks in the training environment are congruent with those in the actual work environment. Typically the young Indian professional fresh out of college will prefer the formal training programs as he is not exposed to any other way of learning. However as we have talked about training attitude it is important to study the effect of previous trainings on the individuals attitude. Employees who have undergone much training and have worked for enough years in the organization may have seen other methods of learning their job or skill apart from formal training programs to form different attitudes about training than those who have very little work experience. Learning On -the-job takes place within the workplace while the employee is doing actual work in the actual work environment under normal working conditions. This is important because it ensures that skills taught in such informal training can be readily transferred to the job (Kleiner Read, 1996). Work based learning focuses on reviewing and learning from experience and is cantered on learning from action rather than simply developing competencies (Dymock Gerber, 2002). Since the employee is trained in normal working condition, there is a high sense of relevance and validity to the employee (Clifford Thorpe, 2007) and is a tool to increase the productivity (Jain, 1999). Learning on the job happens on an individual level and the greatest advantage of this is that it enables each participant to determine the speed with which learning can proceed, at the same time providing a high level of feedback and trainee involvement (Kleiner Read, 1996). Other advantages are that the employee is being productive during training, and thus the associated costs may be less (Kleiner Read, 1996); this training may be given to more people than it is possible at a training institution (Jain,1999). Thus we can see that on the job learning may be perceived to be more effective than formal trainings by employees with greater years of work experience behind them. This could also possibly affect their attitude towards formal training programs and its utility. Hence the effect of training attitude on training effectiveness may be moderated by the prior work experience of the individual. We hypothesize that more is the prior work experience of an individual the more likely he has understood how to perform on his job and how to acquire skills on the job and hence the more it is likely that he will not have a favourable attitude towards formal training programs. Thereby the effectiveness of training programs on such individuals will be subdued. Thus, in this research we will aim to study the moderating effect of Prior work experience on the relationship between Training Attitude and Training Effectiveness. The prior work experience of individual has a negative moderating effect on the relationship between Training Attitude and Training Effectiveness. We would also like to study whether the Mediating Effect of Training Motivation on the relationship between Training attitude and Training effectiveness is valid for different groups of people with varied work experience. For this purpose we propose to study the said relationship by dividing the data set into groups of people with differing work experience. According to our theoretical study we expect to observe a more significant mediated relationship between training attitude and effectiveness for people with lower work experience than those with higher work experience. For people with lower work experience the relationship between training attitude and training effectiveness mediated by training motivation is more significant. Methods: Sample: Around 200 participants from various manufacturing organizations were contacted in person and via e-mail and the questionnaire was administered. Out of the 200 people contacted 122 (61%) people chose to participate. Most of the participants were chosen from the technical background who have undergone some sort of training at their work place. To maintain anonymity the questionnaire did not contain any identifiers. The researchers themselves administered the questionnaire and they themselves collected the responses. Measures: All the scale used to measure the various constructs were measured using a 7 point Likert scale ranging from 1(Very Strongly Disagree, Very Strongly Unlikely) to 7(Very Strongly Agree, Very Strongly Likely). Training Attitude: Training attitude was measured using a 9 item scale developed by Anupama Narayanan and Debra Steele-Johnson (2007). A sample item is I enjoy participating in training programs offered at work. Training Motivation: Training motivation was measured using a 14 item scale developed by Phyllis Tharenou (2001) which was adopted from Noe and Wilk (1993) 17 item scale. This scale was based on the valence instrumentality expectancy theory and had 7 items each for valence and instrumentality. A sample item for instrumentality is How likely you will obtain a pay increase from KSA from TD. A sample item for valence is How important is obtaining pay increase to you. Training Effectiveness: The training effectiveness was measured through a 4 item scale. This scale was a shortened version of the Kirkpatricks scale and was developed by Alan Chapman. The training effectiveness was measured on different parameters namely reaction, learning, behavior and productivity. Prior Work experience: The prior work experience was measured using a single question to the participants asking them of the number of years of prior years of work experience. Analysis: The study was intended to find the mediation effect of training motivation between training attitude and training effectiveness. The procedure followed to study the mediation effect was adopted from the study by Baron and Kenny (1986). Further the researchers also studied the moderation effect of years of prior work experience on the direct relation between training attitude and training effectiveness. This was done through a 2 model approach using the standardized multiplied values for training attitude and years of prior work experience. All the analysis was done using SPSS software. Further the entire sample of respondents was divided into 2 classes based on the work experience, one having work experience more than the median and one having less than the median. The median value was ignored and the mediation analysis was carried out using the Baron and Kenny model (1986). Results: The means, standard deviations and correlations .All the variables were found to be significantly correlated with each another. It can be easily seen from the table 1 that the correlation among all the variables is very high. To test the internal consistency of the scales measuring the constructs, the Cronbachs Alpha Coefficient was calculated and it was found that all the scales were reliable as the Cronbachs Coefficient was greater than 0.7. The results of the measures of internal consistency. Again it can be seen that the Cronbachs Alpha Coefficient is very high indicating that the internal consistency of the scales is very high. Mean, Standard Deviation and Correlations: Measures of internal consistency Cronbachs Alpha Coefficient: In this research we have primarily hypothesized the relationship between training attitude and training effectiveness with training motivation as the mediating variable. Apart from the mediation effect, the moderation effect of number of years of prior work experience on the direct effect of training attitude on training effectiveness has been studied. The results of the mediation effect of training motivation on the relationship between training attitude and training effectiveness. The mediation effect was studied using the 4 step Baron and Kenny model of regression analysis. In the first step, the independent variable training attitude was shown to affect the outcome variable i.e. training effectiveness significantly. In the next step, the independent variable was shown to affect the mediator variable i.e. training motivation significantly. In the third step, the mediator variable was shown to have a significant effect on the dependent variable. These steps showed that the relation between training attitude and training effectiveness was mediated by training motivation. In the 4th step, the mediation effect was calculated through a regression analysis in which the mediator and the independent variable were the predictors and the criterion variable was the dependent variable. Regression results to study mediation effect: The mediation is significant and the mediation effect was calculated to be 0.923 standard deviations. Also in the fourth step, since the effect of training attitude on training effectiveness becomes insignificant we can safely infer that full mediation is present. The step I shows the regression results when training effectiveness was taken as the criterion variable and the training attitude was taken as the independent variable. From this step we saw that training attitude was significantly related to the training effectiveness. Here the value of R2 was found to be 0.796 with F = 468.143 at p The step II shows the regression results when training motivation was taken as the dependent variable with training attitude as the predictor variable. In this step it was seen that training attitude was significantly related to training effectiveness. The R2 value was found to be 0.883 with F = 904.66 at p The step III shows the regression results when training effectiveness was taken as the dependent variable with training motivation being the predictor variable. In this step it was found that the training motivation is significantly related to training effectiveness. The R2 value was found to be 0.909 at p The step IV shows the regression results when training effectiveness was taken as the criterion variable with both training motivation and training attitude as the predictor variables. From this step we could conclude that training motivation was significantly related to training effectiveness and also we see that training attitude loses the significance of its effect that it had on training effectiveness in step I. The R2 value was found to be 0.909 at p The above 4 steps show that the mediation effect of training motivation between training attitude and training effectiveness is a full mediation effect as the independent, variable training attitude, becomes insignificantly related to the criterion variable (Baron and Kenny, 1986). The steps I, II and III are used to test the first 3 hypothesis. In step I it was shown that training attitude was significantly related to training effectiveness hence H3 is accepted. Similarly in the step II it was shown that training attitude was significantly related to training motivation and hence H1 is accepted. In the third step, it was found that training motivation was significantly related to training effectiveness and hence H2 is accepted. Training attitude was significantly related to training effectiveness in the first step and to training motivation in the second step but it was non-significantly related to training effectiveness in the fourth step. From this we could infer that training motivation fully mediates the relation between training attitude and training effectiveness. Thus H4 is supported. The Sobels test was used to just verify the mediation effect. The test showed that the mediation effect is statistically significant (Mediation effect = 0.923; Z-score = 8.68; p In addition to the above mediation analysis, we also tried to understand the role of work experience on the mediation analysis. Hence 2 more mediation analysis were carried out in which the entire data set was broken down in 2 sets, one with respondents having 2 or more years of work experience, second with respondents having less than 2 years of work experience. This was so done because the median work experience of the sample studied was 2 yrs. Impact of years of work experience on the mediating role of training motivation on training effectiveness was studied. First we take the case of respondents having less than 2 years of work experience. The same steps as stated above according to the Baron and Kenny Model were repeated and the results. Regression results to study mediation effect on respondents with work experience of less than 2 years: Again as we can see that training motivation fully mediates the relation between the training attitude and training effectiveness. In the first step we used training effectiveness as the criterion variable with training attitude as the predictor variable. The relation was found to be significant and positively related with R2 = 0.468; p In the next step, training motivation taken as the criterion variable and training attitude was taken as the independent variable. This relation was again found significant and positively related with R2 = 0.639; p In the third step, training motivation was now taken as the predictor variable and training effectiveness was taken as the dependent variable. It was found that this relation was significant with R2 = 0.660; p In the last step, both training attitude and training motivation were taken as the predictor variables and training effectiveness was taken as the dependent variable. In this step, the relation between training attitude on training effectiveness became insignificant hence it was proved that training motivation fully mediates the relation between training attitude and training effectiveness. The mediated effect was found to be 0.592 and the overall mediation was found to be significant using the Sobels test. Using the Sobels Test the Z score was found to be 4.7498. Thus showing that the mediation effect of training motivation on the relation between training attitude and training effectiveness is significant. Another mediation analysis was done to test the mediation effect of training motivation on the relation between training attitude and training effectiveness for respondents having more than 2 years of work experience. This was again a 4 step analysis as per the Baron and Kenny model and the results. As we can see in the table 5, in the first step it was found that training attitude significantly affect training effectiveness. In the second step it was found that training attitude significantly affects training motivation. In the third step, it was found that training motivation significantly affects training effectiveness. And in the fourth it was found that training motivation significantly affects effectiveness but impact of training attitude on effectiveness becomes insignificant. This showed that training motivation mediates the relation between attitude and effectiveness. Regression results to study mediation effect on respondents with work experience of more than 2 years: From the fourth step we can see that training motivation mediates the relation between training attitude and training effectiveness fully. The overall significance of the mediation was checked using the Sobels test. Effect of Motivation on Employee Training Effectiveness Effect of Motivation on Employee Training Effectiveness Training is an integral part of workforce development and creation of new competencies within the workforce to ensure that the organization keeps up with the changing needs of the times. Training is related to performance in two ways. Effective training has a direct impact on the performance output and any gap in an individuals performance can sometimes be filled with training. For employees, lack of training also causes a lack of self-satisfaction and productivity. Training is seen as a major cost center in most organizations in India even though its necessity is widely accepted. This negative view can mostly be attributed because of the apparent lack of direct linkage between training and the bottom-line of the company. In todays world, where the HR department needs to justify its expenses, especially in the wake of recession and lay-offs, it is essential that the trainings rendered are of optimum efficiency in achieving the set target and also that it be done at the least possible cost. Hence it is important to understand whether the methods of training employed are yielding the desired results or alternatively if the same results can be attained in more cost effective ways. One major factor influencing the training effectiveness is training motivation, as we have explained in the literature review below. But the attitude of employees towards formal training is another factor which will decide whether it is justified to spend so much money on formal training modules if the same end result can be obtained by informal on the job training if it is preferred by the employees. Hence we explore the links between these constructs. Theoretical Review and Hypothesis: Training Attitude: Development activities like training are significantly affected by attitudes and perceptual variables (Noe and Wilk, 1993).Eagly Chaiken (1998) defined attitude as the psychological tendency to evaluate an entity with a certain degree of favor or disfavor. These attitudes are good predictors of behavior (Ajzen, 1991).We can extend this line of reason to say that a person with a positive attitude to certain entity will show favorable behavioral response towards it and a person with a negative attitude to it will show an unfavorable behavioral response. Training attitude applies the definition of attitude to training. A persons attitude towards training is a measure or reflection of his or her attitude towards the formal process of knowledge and skill acquisition. Thus we can say that training attitude is indirectly a measure of liking an individual has for the formal process of training as opposed to say learning something on-the-job informally. It logically follows that those who ha ve a positive attitude towards training will be more likely to attend the training programs willingly and gain from it as compared to someone who has a negative attitude towards training which is to say, that training attitude determines the motivation with which a person attends training programs, especially in an organizational scenario where training programs are mandatory. Also this very attitude can be linked to how much learning happens in the training. The scale for measuring the training attitude construct was developed by Anupama Narayan and Debra Steele Johnson (2007) for their research. This was a 20 item scale addressing participants evaluation of 2 issues: How relevant and useful they perceived training programs to be. How much they desired to practice acquired skills on job. This scale with 7 point likert type response pattern had a high level of internal consistency (alpha =0.92) However some items were redundant and for the purpose of this research were omitted. The resulting 9 item scale was again tested for internal consistency and displayed a Cronbachs Alpha= 0.91 which is fairly high. The response to the 7 point likert scale was interpreted as a summated score which indicated the degree of positive attitude towards training among the respondents. Training Motivation: Quinones (1997) aptly described motivation to be an individuals choice to dedicate more energy to one set of behavior over others. In the training context, Blanchard Thacker (2004) explain motivation as an inspiration which is directed by trainees personal needs and decision processes they use to satisfy those needs. Or, as Colquitt (2007) puts it , training motivation is the persistence and intensity of learning -directed behavior in the context of training. Training motivation is affected by a diverse set of internal and external factors as suggested by various research papers. Work environment, organizational climate, supervisory support etc are a few of the external factors researched upon whereas the internal factors hypothesized to affect training motivation include self efficacy, personal mental ability and personality (Colquitt et al, 2000). One of the most popular theories to explain motivation is the expectancy theory of how people are motivated by the results of their behavior (Bandura, 1997). We can also view Vrooms expectancy theory as a theoretical framework for examining training motivation. Vrooms model suggests that expectation of an act being followed by a certain outcome often shapes the motivation for doing that act. To extend this to the context of training motivation, if a trainee expects that the effort he puts into attending training programs will yield valued outcomes to him then he will be motivated to attend the same. Hence this research attempts to understand the valence -instrumentality link associated with training. We measure what the trainee values and whether he perceives those things to be outcome of training programs. A 14 item scale, with 7 items each for valence and instrumentality of factors associated with training, was adapted from the research paper by Phyllis Tharenou (2001).The factors of valence included in the scale are Reaching career goals, Pay increase, Job security, Change to workplace, Promotion or advancement, Opportunities for different career paths, Supervisor praise. The responses for these questions were taken on a 7 point likert scale and scores were summated to arrive at the level of training motivation of the respondent. A higher score symbolizes that the respondent values the inherent factors highly and also perceives that training will help him achieve the same. Training Effectiveness: Training effectiveness is essentially a measure of how effective the training imparted was. Many researchers including Ford (1997), Noe (1986), and Tannenbaum (1992) have recognized training effectiveness as a crucial issue for organizations. Employee performance and productivity can be measurably improved if trainings are effective and organizations will be able to avoid wasteful spending on ineffective trainings. Most organizations would want to have a good return on their training investment. According to London (1989) and Noe (1999) training interventions in organizations are going to increase hence the training effectiveness is going to be an important feature in the organizations. Kirkpatricks (1976) four level approach is one of the most extensively used methods for evaluating training effectiveness (Alliger Janak, 1989). This four level approach measures training effectiveness vis-Ã  -vis the trainees reactions to a training program, the extent to which trainees can execute desired behaviors related to the training, the acquisition of skills and knowledge by the trainee and resulting change in the job behaviors of the trainee. It has been a common assumption among researchers that these 4 levels linked in a linear fashion hierarchically. Hamblin (1947) illustrated the cause and effect chain as training leading to reactions which in turn leads to learning and that leads to change in job behavior. But this empirical evidence for this proposed link has been inconclusive. This led Alliger Janak (1989) to conduct a Meta analysis and conclude that the four factors are not necessarily linearly linked. There are several factors like training motivation attitude, context of training and other influences which attenuate the link between trainees reaction and other criterion measures. A four item shortened version of the Kirkpatrick scale was used for measuring the training effectiveness. The measured effectiveness was the perceived effectiveness of the last im parted training program. Sample items in the scale included questions like Did I enjoy the course. The response was obtained on a 7 point likert scale varying from strongly disagree to strongly agree and the summated score of each item response was used as the measure of the training effectiveness and higher the score higher was the perceived effectiveness of the training. Training Attitude and Training Motivation: Individuals disposition or attitude towards formal training programs has been shown to have a direct influence on his training motivation (Ford Noe, 1987). Training attitude also displays his motivation to learn (Tannenbaum Yukl, 1992) and his motivation to attend training (Facteau et al, 1995) as distinct from training motivation. What the above mentioned research suggests is that there is a logical and empirical link between a person liking a training program and being motivated to attend the same. However the extant literature mentions this relationship in a very general and broad format. We would like to hypothesis a more specific relationship. Going back to our definition of training motivation , we have said that it is the perceived valence the trainee associates with certain outcomes and how instrumental he feels attending a training is in order to acquire them .We listed these outcomes as career development, superior praise, promotion or development, pay increase , job secu rity etc. Research suggests that there is very strong link between training attitude and training motivation .Carlson et al.(2000) found a high correlation between training attitude scores and training motivation scores in their research.Now most employees may find that there is a perceived strong connection between attending trainings and achieving these outcomes and hence may attend trainings when they are mandatory rather than volunteer for it. But otherwise, based on his experience he might feel that training programs are a waste of time over all and he learns more on his job. Especially in the context of Indian manufacturing industry where trainings are mandatory, employees might not be predisposed to attending trainings, but will attend them anyways due to perceived benefits. Hence in this research we are testing whether having a positive attitude towards training increases the individuals training motivation and how much is it correlated. Hence, Training Attitude of an individual positively impacts his Training Motivation: Training Motivation and Training Effectiveness: Based on our understanding of motivation, an individual is more likely to expend more energy for a task he is motivated to do and hence is more probable to do that task more effectively than other tasks. Extending this logic forward if a person is motivated to attend training then he is more likely to enjoy the training, learn most from it and apply it on to his job. In other words the effectiveness of the training imparted will be high if the trainees entering the training program are highly motivated for the same. In the organizational context it is imperative that different individuals enter the training with different levels of motivation. These differences in the level of motivation may be an outcome of various factors like personal characteristics and work environments. After studying these effects, Salas et al.1(1992) hypothesized that individuals motivated to do well in training will be the ones who end up learning the content of the program better than their lesser motivated counterparts. Training effectiveness is measured in terms of 4 parameters derived from the Kirkpatricks model. These parameters are namely, Learning, Behavior, Reaction and Applications of skills. Several studies put forth empirical support indicating a link between trainees motivation and learning (Rails Klien, 1991; Clark 1990; Hicks Klimoski 1987; Baldwin et al., 1991).The attention levels and openness to new ideas is increased by pre-training motivation. Hence theoretically trainees who are more motivated should be more ready or primed to learn and apply their learnings. Also a person motivated to attend the training will be more likely to enjoy it thus displaying a positive reaction. Whereas a person who is unmotivated to attend training will not learn much from the training even if he ends up enjoying the experience (Mathieu et al., 1992). Consequently we also hypothesize a direct relation between how much the trainee learns and how much he is motivated about the training to how much of the learned skills he will apply in his job. Thus training motivation can be hypothesized to bring about change in behavior of the trainee as well. Based on the above reasoning we state out second hypothesis as, Training motivation positively impacts training effectiveness Training Attitude and Training Effectiveness. Hicks and Klimoski (1987) attempted to study the effect of choice of attending the training program with effectiveness of the training program. They hypothesized that if trainee had a choice of attending a training program then he will be more satisfied by it than otherwise. Ryman and Biersner (1975) also studied the effect of choice on training outcome. They found that giving a choice to attend the training program resulted in lesser dropouts from the program and greater training success. In a slight variation of this experiment, Baldwin, Magjuka and Lober (1991) reported that when trainees received their top choice from the available training programs they reported higher pre training motivation and. They also learned more as compared to other trainees who did not get their top pick. Tannebaum et al. (1992) showed by way of their research that individuals who nominate themselves for training actually attach a greater instrumentality to the program and report higher training motivat ion than others. This in turn leads to greater training effectiveness. The same was researched upon and confirmed by Gormley, Collins et al. (2009) on their study on Medical students undergoing E-learning programs. In our research we would like to extend the above findings to the context of training attitude. Training attitude can be seen as the pre disposition of the individual towards attending training. If the individual has a positive attitude towards training then he will choose to attend the same whereas if he has a negative attitude towards training he will not attend it or attend it grudgingly if forced to the same. Hence incorporating Tannenbaums findings, we can say that people who attend training against their choice will not undergo an optimally effective training. Hence we hypothesize that only people who choose to attend the training by way of their positive attitude towards it will be more motivated about the training and hence consequently the training imparted to them will be effective. No previous research has aimed to study this mediating effect of training motivation on the relationship between Training attitude and training effectiveness and this is the gap we propose to fi ll by means of our research. We hypothesize that Training effectiveness is impacted by Training Attitude of the individual via the mediating variable of training motivation. Training attitude positively affects training effectiveness. Training Motivation acts as the mediating variable on the relationship between Training Attitude and Training Effectiveness. Moderating Effect of Prior Work Experience: Goldstein (2002) stated in his research that training transfer happens more effectively if tasks in the training environment are congruent with those in the actual work environment. Typically the young Indian professional fresh out of college will prefer the formal training programs as he is not exposed to any other way of learning. However as we have talked about training attitude it is important to study the effect of previous trainings on the individuals attitude. Employees who have undergone much training and have worked for enough years in the organization may have seen other methods of learning their job or skill apart from formal training programs to form different attitudes about training than those who have very little work experience. Learning On -the-job takes place within the workplace while the employee is doing actual work in the actual work environment under normal working conditions. This is important because it ensures that skills taught in such informal training can be readily transferred to the job (Kleiner Read, 1996). Work based learning focuses on reviewing and learning from experience and is cantered on learning from action rather than simply developing competencies (Dymock Gerber, 2002). Since the employee is trained in normal working condition, there is a high sense of relevance and validity to the employee (Clifford Thorpe, 2007) and is a tool to increase the productivity (Jain, 1999). Learning on the job happens on an individual level and the greatest advantage of this is that it enables each participant to determine the speed with which learning can proceed, at the same time providing a high level of feedback and trainee involvement (Kleiner Read, 1996). Other advantages are that the employee is being productive during training, and thus the associated costs may be less (Kleiner Read, 1996); this training may be given to more people than it is possible at a training institution (Jain,1999). Thus we can see that on the job learning may be perceived to be more effective than formal trainings by employees with greater years of work experience behind them. This could also possibly affect their attitude towards formal training programs and its utility. Hence the effect of training attitude on training effectiveness may be moderated by the prior work experience of the individual. We hypothesize that more is the prior work experience of an individual the more likely he has understood how to perform on his job and how to acquire skills on the job and hence the more it is likely that he will not have a favourable attitude towards formal training programs. Thereby the effectiveness of training programs on such individuals will be subdued. Thus, in this research we will aim to study the moderating effect of Prior work experience on the relationship between Training Attitude and Training Effectiveness. The prior work experience of individual has a negative moderating effect on the relationship between Training Attitude and Training Effectiveness. We would also like to study whether the Mediating Effect of Training Motivation on the relationship between Training attitude and Training effectiveness is valid for different groups of people with varied work experience. For this purpose we propose to study the said relationship by dividing the data set into groups of people with differing work experience. According to our theoretical study we expect to observe a more significant mediated relationship between training attitude and effectiveness for people with lower work experience than those with higher work experience. For people with lower work experience the relationship between training attitude and training effectiveness mediated by training motivation is more significant. Methods: Sample: Around 200 participants from various manufacturing organizations were contacted in person and via e-mail and the questionnaire was administered. Out of the 200 people contacted 122 (61%) people chose to participate. Most of the participants were chosen from the technical background who have undergone some sort of training at their work place. To maintain anonymity the questionnaire did not contain any identifiers. The researchers themselves administered the questionnaire and they themselves collected the responses. Measures: All the scale used to measure the various constructs were measured using a 7 point Likert scale ranging from 1(Very Strongly Disagree, Very Strongly Unlikely) to 7(Very Strongly Agree, Very Strongly Likely). Training Attitude: Training attitude was measured using a 9 item scale developed by Anupama Narayanan and Debra Steele-Johnson (2007). A sample item is I enjoy participating in training programs offered at work. Training Motivation: Training motivation was measured using a 14 item scale developed by Phyllis Tharenou (2001) which was adopted from Noe and Wilk (1993) 17 item scale. This scale was based on the valence instrumentality expectancy theory and had 7 items each for valence and instrumentality. A sample item for instrumentality is How likely you will obtain a pay increase from KSA from TD. A sample item for valence is How important is obtaining pay increase to you. Training Effectiveness: The training effectiveness was measured through a 4 item scale. This scale was a shortened version of the Kirkpatricks scale and was developed by Alan Chapman. The training effectiveness was measured on different parameters namely reaction, learning, behavior and productivity. Prior Work experience: The prior work experience was measured using a single question to the participants asking them of the number of years of prior years of work experience. Analysis: The study was intended to find the mediation effect of training motivation between training attitude and training effectiveness. The procedure followed to study the mediation effect was adopted from the study by Baron and Kenny (1986). Further the researchers also studied the moderation effect of years of prior work experience on the direct relation between training attitude and training effectiveness. This was done through a 2 model approach using the standardized multiplied values for training attitude and years of prior work experience. All the analysis was done using SPSS software. Further the entire sample of respondents was divided into 2 classes based on the work experience, one having work experience more than the median and one having less than the median. The median value was ignored and the mediation analysis was carried out using the Baron and Kenny model (1986). Results: The means, standard deviations and correlations .All the variables were found to be significantly correlated with each another. It can be easily seen from the table 1 that the correlation among all the variables is very high. To test the internal consistency of the scales measuring the constructs, the Cronbachs Alpha Coefficient was calculated and it was found that all the scales were reliable as the Cronbachs Coefficient was greater than 0.7. The results of the measures of internal consistency. Again it can be seen that the Cronbachs Alpha Coefficient is very high indicating that the internal consistency of the scales is very high. Mean, Standard Deviation and Correlations: Measures of internal consistency Cronbachs Alpha Coefficient: In this research we have primarily hypothesized the relationship between training attitude and training effectiveness with training motivation as the mediating variable. Apart from the mediation effect, the moderation effect of number of years of prior work experience on the direct effect of training attitude on training effectiveness has been studied. The results of the mediation effect of training motivation on the relationship between training attitude and training effectiveness. The mediation effect was studied using the 4 step Baron and Kenny model of regression analysis. In the first step, the independent variable training attitude was shown to affect the outcome variable i.e. training effectiveness significantly. In the next step, the independent variable was shown to affect the mediator variable i.e. training motivation significantly. In the third step, the mediator variable was shown to have a significant effect on the dependent variable. These steps showed that the relation between training attitude and training effectiveness was mediated by training motivation. In the 4th step, the mediation effect was calculated through a regression analysis in which the mediator and the independent variable were the predictors and the criterion variable was the dependent variable. Regression results to study mediation effect: The mediation is significant and the mediation effect was calculated to be 0.923 standard deviations. Also in the fourth step, since the effect of training attitude on training effectiveness becomes insignificant we can safely infer that full mediation is present. The step I shows the regression results when training effectiveness was taken as the criterion variable and the training attitude was taken as the independent variable. From this step we saw that training attitude was significantly related to the training effectiveness. Here the value of R2 was found to be 0.796 with F = 468.143 at p The step II shows the regression results when training motivation was taken as the dependent variable with training attitude as the predictor variable. In this step it was seen that training attitude was significantly related to training effectiveness. The R2 value was found to be 0.883 with F = 904.66 at p The step III shows the regression results when training effectiveness was taken as the dependent variable with training motivation being the predictor variable. In this step it was found that the training motivation is significantly related to training effectiveness. The R2 value was found to be 0.909 at p The step IV shows the regression results when training effectiveness was taken as the criterion variable with both training motivation and training attitude as the predictor variables. From this step we could conclude that training motivation was significantly related to training effectiveness and also we see that training attitude loses the significance of its effect that it had on training effectiveness in step I. The R2 value was found to be 0.909 at p The above 4 steps show that the mediation effect of training motivation between training attitude and training effectiveness is a full mediation effect as the independent, variable training attitude, becomes insignificantly related to the criterion variable (Baron and Kenny, 1986). The steps I, II and III are used to test the first 3 hypothesis. In step I it was shown that training attitude was significantly related to training effectiveness hence H3 is accepted. Similarly in the step II it was shown that training attitude was significantly related to training motivation and hence H1 is accepted. In the third step, it was found that training motivation was significantly related to training effectiveness and hence H2 is accepted. Training attitude was significantly related to training effectiveness in the first step and to training motivation in the second step but it was non-significantly related to training effectiveness in the fourth step. From this we could infer that training motivation fully mediates the relation between training attitude and training effectiveness. Thus H4 is supported. The Sobels test was used to just verify the mediation effect. The test showed that the mediation effect is statistically significant (Mediation effect = 0.923; Z-score = 8.68; p In addition to the above mediation analysis, we also tried to understand the role of work experience on the mediation analysis. Hence 2 more mediation analysis were carried out in which the entire data set was broken down in 2 sets, one with respondents having 2 or more years of work experience, second with respondents having less than 2 years of work experience. This was so done because the median work experience of the sample studied was 2 yrs. Impact of years of work experience on the mediating role of training motivation on training effectiveness was studied. First we take the case of respondents having less than 2 years of work experience. The same steps as stated above according to the Baron and Kenny Model were repeated and the results. Regression results to study mediation effect on respondents with work experience of less than 2 years: Again as we can see that training motivation fully mediates the relation between the training attitude and training effectiveness. In the first step we used training effectiveness as the criterion variable with training attitude as the predictor variable. The relation was found to be significant and positively related with R2 = 0.468; p In the next step, training motivation taken as the criterion variable and training attitude was taken as the independent variable. This relation was again found significant and positively related with R2 = 0.639; p In the third step, training motivation was now taken as the predictor variable and training effectiveness was taken as the dependent variable. It was found that this relation was significant with R2 = 0.660; p In the last step, both training attitude and training motivation were taken as the predictor variables and training effectiveness was taken as the dependent variable. In this step, the relation between training attitude on training effectiveness became insignificant hence it was proved that training motivation fully mediates the relation between training attitude and training effectiveness. The mediated effect was found to be 0.592 and the overall mediation was found to be significant using the Sobels test. Using the Sobels Test the Z score was found to be 4.7498. Thus showing that the mediation effect of training motivation on the relation between training attitude and training effectiveness is significant. Another mediation analysis was done to test the mediation effect of training motivation on the relation between training attitude and training effectiveness for respondents having more than 2 years of work experience. This was again a 4 step analysis as per the Baron and Kenny model and the results. As we can see in the table 5, in the first step it was found that training attitude significantly affect training effectiveness. In the second step it was found that training attitude significantly affects training motivation. In the third step, it was found that training motivation significantly affects training effectiveness. And in the fourth it was found that training motivation significantly affects effectiveness but impact of training attitude on effectiveness becomes insignificant. This showed that training motivation mediates the relation between attitude and effectiveness. Regression results to study mediation effect on respondents with work experience of more than 2 years: From the fourth step we can see that training motivation mediates the relation between training attitude and training effectiveness fully. The overall significance of the mediation was checked using the Sobels test.