Research Articles Base

Open Table (online restaurant reservations)

Open Table               Open table is the leading supplier of reservation, table management and guest management software for restaurants. It also operates the most popular restaurant reservations website – . With more than 6,500restaurant customers throughout the United States, Canada, the United Kingdom, Hong-Kong, Japan and Mexico, the OpenTable hardware and software system replaces pen-and-paper at the host stand. It automates the process of taking reservations and managing tables, while allowing restaurants to build robust diner databases for superior guest recognition and targeted e-mail marketing. Open Table is a reservation system that can be accessed by customers online. It does not only involve online booking but can also be used to organize the restaurant’s reservations, plan seating for the evening, keep track of the number of customers served at a given time, and also to keep track of the customers likes, dislikes, anniversaries, birthdays, seating preferences and others. Unlike some booking sites, Open Table offers reservation service for free (, 2004). Uses of Open Table Software 1. Reservation Management             Using the open table software, reservations can be easily modified while viewing guest histories. It can also be useful in capturing phone numbers, email and mailing addresses. Open Table allows management blocking and VIP pre-assignments. It can also reduce no-shows with enhanced customer tracking. Reservations are taken from the restaurant’s website or OpenTable 24 hours every day (). 2. Table Management             The Open Table software maximizes seat utilization with walk-in and waitlist functionality. It also allows instant covers tracking in order to have a more efficient kitchen and server management. The Open Table software increase table turns by tracking party status. It also stores multiple reservation sheets for holidays and special events. The software allows the recording and viewing of shift notes for each day (). 3. Guest Management             The software allows the identification of regulars and VIPs, track customer preferences to meet and anticipate special requests, view customer reservation histories at-a-glance and track special occasions such as guest birthdays and anniversaries (). 4. Marketing Management             Open table software aids in conducting powerful email marketing campaigns to increase repeat business, printing mailing labels to reach select target audiences and tracking and rewarding concierge business (). 5. Increase Control             Using the Top Table software, reservations can be managed from the back-office or any other location simultaneously. Controlling multiple restaurants from key centralized locations is possible through Open Table and share guest data across sister restaurants ().   Future Uses             The Online Restaurant Reservation Systems will develop into an integrated Global Restaurant Reservation System. The interactive system will be characterized especially by the straightforward menu navigation, extensive information about the respective restaurants and an easy-to-use modern user interface. Restaurants will be able to display its interiors online using demonstrative graphics and the guests can choose his table using the internet. Menus and wine lists can be already be viewed on the Internet, set meals ordered in advance, events planned and, of course, smoking and non-smoking tables can be selected. The guests will also be able to invite friends or business partners with an individually designed eCard or send it as recommendation. Restaurant reservations will be more attractive through the addition of different entertaining features such as cooking shows for everyone who loves to cook and world-class chefs giving away some of their gourmet secrets and an encyclopedia for all wine connoisseurs and a recipe database with photos which can be uploaded by the user himself. Speech Recognition Telephone Reservations             In the Future, the online restaurant reservations will integrate a speech recognition solution that will offer the customers new ways of creating, changing and monitoring the reservations they made with a restaurant. This new software will give everyone particularly, busy travelers who are always on the go to make reservations anytime, anywhere using a mobile phone or telephone. The speech recognition technology makes reservations easier. The customers will be given a personal ID or the phone number of the customer can be used in order for the system to retrieve the details about the customer who is making a reservation. The system will search for available seats taking note of the customer’s preferences. Choosing a seat, making requests and making reservations will be easily accomplished through the system. The system will be able to recognize different accents and it will include different booking options. The system will also be able to recognize different languages using a bilingual speech recognition interface.                               Bibliography:             Credit:ivythesis.typepad.com

Open Table (online restaurant reservations)

Open Table Open table is the leading supplier of reservation, table management and guest management software for restauran...

Galadriel: Learning Lifes Truths

Maime Trotter’s Home as Gilly’s Refuge: the Role of family in the Development of a Person’s Character   A home that is run by the obese and amiable Maime Trotter is a very thematically significant setting that made the novel more poignant. It is where Gilly developed her personality and perspectives in relation to people and life in general. Also, it is where she encountered ‘real’ people who are indirectly similar to her. The struggles of the people who are inside that house are perpendicularly connected with the lessons she would learn all throughout. In general, a home is where a child primarily develops his/her character. As similar to the novel, Maime Trotter’s house was the setting for Gilly’s character metamorphosis. This is the place wherein Gilly changes her perception of people, of loving and of family. For Gilly, she hates the world because of her preconceived supposition that the world and the people around will not be fond of her. However, everything gradually changes when Gilly realized that the place where she was into was the venue for her rollercoaster ride that will lead to the most important lessons that she will learn. The house of Maime Trotter opened the eyes of Gilly on the realities of life. She found a family in this place. Traditionally, family being the basic unit of every given society is the most influential component of social institution. Family counts because it is where people start – it shapes us, nurtures us, and quite possibly exasperates us more than any other group we know. Families are complex systems – basic, nuclear or expanded, and transnational in nature. They can provide some of the most challenging situations we ever face. It is also believed that a family is the core avenue and an essential channel for learning process that will be the basis of such attitude and behavior pattern of an individual and how he responds to certain changes in the society (Anderson 4; Bryceson and Vuorela 3; Rueter and Runner 73). It is here where everything begins. In Maime Trotter’s home, she found a family that paved way to other changes that happened all throughout her being. When Gilly stayed in Maime Trotter’s house, she felt that she is loved. For love is powerful, Maime Trotter’s manifestation of love within the four corners of the house moved Gilly from her antagonist to protagonist point of view. Loving is the major emotional characteristic of human. Humans love because of affection, relation, and reason. The expression of love is regardless of how a person shows it. Loving is sacrificing, giving and remains unconditional. The strength of loving lies on the belief of someone on how much she/he loves a person. People love because they feel it. When Gilly felt the love of Maime Trotter, she tried to resists it. But since love is powerful, she was helpless. She was flashed towards the repatriating effects of the world’s most wonderful emotion. People just need to be true to the desires of the heart in congruence to the mind in order to experience real love. The novel proved the aphorism – “love moves every thing in its own mysterious ways”. The strength of giving love as experienced by Gilly in Maime Trotter’s home is certain. It lies to the intention of the heart and mind. Clear and honest motives are best expressed by the actions of the heart like Maime Trotter. On the aspect of receiving love, the love we give is the love we receive. In the house of Maime Trotter, Gilly found a refuge – a place where she longs to be with accepted, loved, and evolved for the good.   Reflection             The Great Gilly Hopkins entered my perennial being. The novel was very striking on my part as I empathize with the situation and feelings of Gilly. The retaliation and other negative behaviors of Gilly are expected to a child who longs for a parental attention or a ‘real’ family. I am a part of a ‘broken’ family as my parents divorced before my second birthday. Like Gilly who was abandoned by her mother, I was kind of ‘abandoned’ by my father. My biological father – Sam, only showed up to visit three times before my seventh birthday. He never called or wrote at all. All my childhood years, I hoped, dreamed and prayed that he would come back and be a dad to me. I am certain that this is also the aspiration of Gilly – for her mother to get her and be a mom to her. For a parent neither a mother nor father is an indestructible link to an individual’s existence. There is something missing when anyone of them is not directly involved to your life. Then, my mom remarried when I was seven years old. My stepfather was everything a father should be and more to both me and my sister. I can compare him to Maime Trotter – a more than willing person who can sustain all the things that Gilly need. Even though there is no genetic relationship with me and my stepfather, l felt that he loved me and accepted me. Maime Trotter was so kind to Gilly. She is actually like my stepfather who gave unconditional affection to me and my sister. Indeed, the novel as well as the experiences of Gilly in particular affected my views on life and living. There are some things that will never be the same again. Like Gilly, I was open to try everything in order to get noticed. When I was young, I cannot appreciate things for I was clouded by the thought that only my father can make things worth appreciating. I tended to ignore better things and people around me. I always try to resist. Then, my biological father – Sam resurfaced when I was 12 and attempted to gain full custody of me and my sister because the DA went after him for child support. It was then that I learned that at times, he was less than two hours away from us and did not bother to call. He made me feel like I was worth less than 50 cents – about the price of a phone call. With this thought, I was really hurt. But then again, I can no longer bring things back on the ways they are used to be. All I can do is to face the reality and truth. As for Gilly, she can no longer bring back her mother’s presence. All she has inside her is the pain of letting go. As for me, I let my father go as he died the night before Father’s Day of this year for being an alcoholic. All throughout the novel, I can relate to the emotional dilemmas, rational debates, physical and mental apprehensions, as well as the overall meaning of life on the eyes of Gilly. My Dad (stepfather) made me feel as if I was/am priceless like Maime Trotter to Gilly. With this novel, I learned that there is no use holding back to past that will restraint me to move forward. All I can do is to move ahead as life goes on no matter what. My personal experience made me more inclined and empathic to the novel. Some circumstances like personal judgment and the old selfish knowledge influences and hinders me. However, I believe that people change. And eventually, my beliefs will be change to better ones as I experience “realties in life” and reach my maturity and potentialities within myself. This is important to me as a person because it may help me to accept people’s exceptional characteristics and use it to build better and more harmonious relationship with them. Lastly, family and love is equivalent. However, there are things that cannot be controlled. Gilly helped me look at the word and at myself in new ways. Now, I would like to celebrate my coming years with greater understanding and explore things with the virtues evident to the changed ‘Gilly’ within me.     Credit:ivythesis.typepad.com

Galadriel: Learning Lifes Truths

Maime Trotter’s Home as Gilly’s Refuge: the Role of family in the Development of a Person’s Character A home that is run by the obese ...

Sample Hong Kong was truly great place to visit as it provide Essay

Hong Kong was truly great place to visit as it provides better way to relax and relieve stress of life and have fun at the same time learning new things that broaden our horizons. During my Hong Kong visit, I have learned three important values that I can and will apply in my daily life. First, learning the value of friendship, that friendship is one good source of inspiration when you are traveling as for me when I visited Hong Kong, the people are very warm and friendly. Like for example, during my visit to Hong Kong’s Ocean Park, the staff and management of the adventures from the place was so nice to me, telling me wonderful stories of how creative animals are like the dolphins, they taught how to feed dolphins right and from there, I found friendship in them. I agree that no man is an island, so therefore, every time I go on vacation or a trip, I will always take in me the value of friendship despite the fact that we have certain cultural difference, it never hinder me to embrace friendship during my trip in Asia’s most renowned night market – Hong Kong city. Thus, another indication for valuing friendship was that during my trip to Hong Kong Disneyland, I can see many family and friends around taking pictures from one character to another as in my case, my good friend is with me and we took picture together with the famous character, Mickey Mouse. Learning that in life, the value of friendship is unique and that it can make your journeys full of fun, joy and laugher as you savor each moment just like myself, I took each moment special knowing that friends are just around giving their support and most captivating smiles. Also, I even found special friendship with the dolphins at the Ocean Park, these charming creatures are friendly and will entertain friends nicely.                 The second lesson that I learned from my visit to Hong Kong is that I found the value of handwork and patience as the people in Hong Kong are working hard just to earn money even during nighttime. How people value their work despite problems is amazing and that the patience of persuading customers was really cool. The value of handwork and patience in everything is really important, I feel that every individual should value their work and be patient enough for some adjustments that goes with it, after all life is not that easy to live everyday, we have to patient in reaching our dreams and if it does come true then, it must be accompanied with right attitude and handwork. The other example I can share relating to the values mentioned was that during my Hong Kong visit, I have observed that the busy streets of the city during nighttime are really exerting handwork in selling goods to people especially to the visitors of the place as one incidence was that when one person is singing love songs from one corner of the busy streets just to give happiness on the people walking and if the people would make song requests, they have to give certain amount to the person singing the song. Noticing, that handwork was everywhere the place and the patience it served to those nighttime vendors on the streets. I have learn to have patience in the things I do in life that will be of happiness and to others and that during my visit to Hong Kong, I take in me that handwork is really a factor to achieve success and be contented of my life no matter what it brings me and wherever my faith leads me, I am learning life over and over again.                  Lastly, learning the respect for culture and nationalism was evident as my visit to Hong Kong provided certain imaginative avenue of my creative imagination because of the beautiful theme in becoming witness to Hong Kong’s unique spirit and candid beauty. Strolling around its busy streets and making gazes to many fascinating lights, I learn that every place deserves full respect for valuing the culture and nationalism that embodies the country, the feeling that I can be proud too of my country’s culture and its events and learning that every culture has its amazing worth that are found in such aspects of human life and how people recognize a good and healthy lifestyle Furthermore, applying the nationalistic value also in my beloved hometown is what capture me most, after my trip in Hong Kong, I can really say that I am so blessed to be in my own land, united with its nature and environment, free to move and that everyday I can feel that I am safe and secure wherever I go and also realize the value of calmness and serenity of soul. The places I had been in Hong Kong were really nice places and are one of the factors for me to say, Oh! I’m in-love with my country’s unique spirit because Hong Kong helped me realized it. Credit:ivythesis.typepad.com

Sample Hong Kong was truly great place to visit as it provide Essay

Hong Kong was truly great place to visit as it provides better way to relax and relieve stress of life and have fun at the same time lear...

Thesis Chapter 3 and Survey Questionnaire on An evaluation study on adverse impacts on the financial tsunami taken place in 2008 on the performance of the Bank Industry in Hong Kong in terms of profitability ratio,liquidity ratio,efficiency ratio and ROCE

Chapter 3 Methods and Procedure 	  	3.1 Chapter Overview 	This chapter 	shall discuss the research methods available for the study and what is 	applicable for it to use. Likewise, the chapter shall present how the 	research will be implemented and how to come up with pertinent findings. 	            	Moreover, this methodology part of the research underwent into several 	stages. In the research design, the researcher collected secondary data i.e. 	from financial ratios of Hong Kong Banks found on www.hkex.com.hk and 	http://www.hkab.org.hk and formulated and developed the survey 	questionnaire. In this stage, these instruments were subjected to approval 	and validation. During the data collection, the researcher collated and 	summarized the data obtained from these sources. The researcher then 	analyzed these data and from these, the researcher came up with findings and 	recommendations that shall be presented in the next chapters. 	  	 	3.2 Method of 	Research Used 	            This 	study will be utilizing the descriptive type of methodology. In this method, 	the possibility of making the study cheap and quick becomes apparent. Aside 	from this, it could also suggest unanticipated hypotheses. Nevertheless, it 	would be very hard to rule out alternative explanations and especially infer 	causations. To illustrate the descriptive type of research, Creswell (1994) 	guided the researcher when he stated: “Descriptive method of research is 	to gather information about the present existing condition.”  	 	            The purpose of 	employing this method is to describe the nature of a situation, as it exists 	at the time of the study and to explore the cause/s of particular phenomena. 	The researcher opted to use this kind of research considering the desire of 	the researcher to obtain first hand data from the respondents so as to 	formulate rational and sound conclusions and recommendations for the study. 	To come up with pertinent findings and to provide credible recommendations, 	this study utilized two sources of research: primary and secondary.  Primary 	research data were obtained through this new research study. Interviews were 	conducted. Basically, for this research design, the researcher will gather 	data, collate published studies from different local and foreign 	universities and articles from business journals; financial ratios from 	 	www.hkex.com.hk and http://www.hkab.org.hk 	and make an evaluation of the collected documentary and verbal material.  	Afterwards, the researcher will summaries all the information, make a 	conclusion based on the hypotheses posited and provide insightful 	recommendations on the dealing with the current status of banking businesses 	in Hong Kong in response to Financial Tsunami of 2008. 	  	3.3 Data Collection 	Data shall be collected from 	multiple sources, allowing for a number of different perspectives to be 	taken into consideration in the development of the recommendations. 	 The data sources 	that will be examined include: 	·         	a review of the 	appropriate research literature. This include examining recent studies 	related to Hong Kong Bank industry, Asian financial crisis and current 	financial tsunami of 2008; <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> 		responses of the 		respondents in the survey questionnaire. The survey shall focus on 		bank’s performance as perceived by their clients considering the 		emergence of recent financial tsunami. </li> </ul> 	·         	And 	profitability ratio, 	liquidity ratio, efficiency ratio, and ROCE 	of five major banks 	such as Hong Kong and Shanghai Banking Corporation (HSBC), Standard 	Chartered Bank (Hong Kong), Citibank (Hong Kong), Hang Seng Bank and Bank of 	China from www.hkex.com.hk and 	http://www.hkab.org.hk.    3.3.1 Sample 	and Sampling Technique             The 	respondents of the study came from the individuals in five major banks such 	as Hong Kong and Shanghai Banking Corporation (HSBC), Standard Chartered 	Bank (Hong Kong), Citibank (Hong Kong), Hang Seng Bank and Bank of China. 	These subjects are comprises of clients/customers of the selected banks.  	Due to time constraint and also, for the convenience of the researcher, only 	ten (10) respondents for each banks were considered for the study since the 	whole population is not available.  Basically, the use of Slovin’s formula 	was imposed in the study to pick up the respondents, mainly because the 	availability of the respondents was considered.             This 	part of the study is important because the most important data needed to 	fulfill the objectives of this study will only be supplied by the 	respondents from the individuals that are involved in these banks.   	 	 	3.3.2 Respondents of the Study 	 	 	The general population for this study is composed 50 individuals from 	different Bank business in Hong Kong which understands the current status of 	their organizations. 	Basically, Guilford, J.P. and 	B. Fruchter (1973), initiated that it is advisable to use the Slovin’s 	formula in choosing sample sizes. Thus, the sample size (10) of the 	population in this paper was determined by Slovin’s formula. The formula of 	Slovin (1960) is given as follows: 	 Where:       n = a 	sample size        	N= population size 	e= desired margin of error 	(percent allowance for non-precision                      because of the use 	of the sample instead of the population).  	  	To determine the determine the 	views of the bank’s customers in Hong Kong, the researcher prepares a 	measurement scale for the response that is reflected in the questionnaires 	that is asked by the researcher. Each of this has a corresponding equivalent 	weight. This Linker scale is used to measure the weight of the responses 	elicited by the researcher. It is ranged from 1 to 0. 	 	Range                                                  Interpretation                         4.50 	– 5.00                                          Strongly Agree 	3.50 – 4.49   	                                       Agree 	2.50 – 3.49  	                                        Uncertain 	1.50 – 	2.49                                          Disagree            	 	0.00 – 	1.49                                          Strongly Disagree 	  	3.4 Data 	Analysis 	            When 	the entire interview responses and information from www.hkex.com.hk and 	 	http://www.hkab.org.hk have been collected, the researcher used 	statistics to analyze all the ratios; and was assisted by the SPSS in coming 	up with the statistical analysis for this study. For the interview, an 	evaluation was drawn in order to identify factors pertaining to the 	financial status of the banks with regards to Financial Tsunami of 2008. 	Moreover, this research will utilize the several statistics in order to 	determine the differences and compare the past and previous performance of 	banks in Hong Kong in terms of profitability ratio, liquidity ratio, 	efficiency ratio and ROCE. 	As stated above, the 	researcher will be assisted by the Statistical Package for the Social 	Sciences (SPSS) in coming up with the statistical analysis for this study. 	SPSS is one of the most widely available and powerful statistical software 	packages that covers a broad range of statistical procedures, which allows a 	researcher to summaries data (e.g., compute means and standard deviations), 	determine whether there are significant differences between groups (e.g., 	t-tests, analysis of variance), examine relationships among variables (e.g., 	correlation, multiple regression), and graph results (e.g., bar charts, line 	graphs) (Einstein and Abernethy, 2000).  And from the ratios collated, the 	researcher will be using the paired-sample t-test.   3.4.1 Paired 	Sample T-test             	Basically, Creswell (1994) stated that the paired sample t-test is the most 	commonly used method to evaluate the differences in means between two 	samples. For example, the t-test can be used to test for a difference in the 	past performance of a certain firm (i.e. financial ratios in 2007 and 2008). 	Theoretically, the t-test can be used even if the sample sizes are very 	small, as long as the variables are normally distributed within each group 	and the variation of scores in the two groups is not reliably different 	Creswell (1994). And since we were be dealing of financial ratios in which 	the numbers are fixed then paired sample t-test would be appropriate. As 	mentioned before, the normality assumption can be evaluated by looking at 	the distribution of the data (via histograms) or by performing a normality 	test. The equality of variances assumption can be verified with the 	F 	test, or you can use 	the more robust Levene’s test Creswell (1994). If these conditions are not 	met, then you can evaluate the differences in means between two groups using 	one of the nonparametric alternatives to the t- test. Actually, the 	researcher opted to use paired sample t-test analysis to determine the 	difference between the past and current performance among banks in order to 	identify if the financial tsunami of 2008 created an impact to them.             In 	addition, the p-level reported with a t-test represents the probability of 	error involved in accepting our research hypothesis about the existence of a 	difference Creswell (1994). Technically speaking, this is the probability of 	error associated with rejecting the hypothesis of no difference between the 	two categories of observations (corresponding to the groups) in the 	population when, in fact, the hypothesis is true.             As 	pointed out by Creswell (1994), that if the difference is in the predicted 	direction, you can consider only one half (one “tail”) of the probability 	distribution and thus divide the standard p-level reported with a t-test (a 	“two-tailed” probability) by two. However, the report should always 	standard, two-tailed t-test probability. Apparently, when testing for a 	relationship between two variables, sometimes there is a 3rd variable, which 	we are not interested in at the moment, which influences the results. 	 	So, the null hypothesis (Ho: x 	and y are independent), can also be written as: 				Ho: mD= 				0, where mD = population mean of difference scores 				df = N – 1, where 				N = the number of pairs of participants 	Then, using the standard 	“template” suggested by Creswell (1994) for our inference test, we have:   3.5 	Limitations             When 	interpreting the results of this research, several issues should be kept in 	mind. First, ratings in this study will be made for developmental purposes 	only. Another issue pertains to the conditions under which ratings were 	obtained in the study and their potential effects on the subsequent ratings. 	The subjects’ participation in the study was voluntary, indicating that they 	were actively seeking feedback about the banks financial performance in 	response to Financial Tsunami of 2008. We do not know how these respondents 	perceived the current status of their respective banks, nor do we know how 	or if the views of subjects who participate voluntarily differs from the 	performance respondents who do not. Both of these issues appear to be 	worthwhile topics for future research. Despite these potential limitations, 	we believe there are several features of this study that enhance its 	contribution to the literature.             	After the respondents answered in the interview, the researchers then asked 	them to cite the parts of the questions that need improvement. The 	researcher even asked for suggestions and corrections from the respondents 	to ensure that the interview-questionnaire is effective.   3.6 Summary             In 	summary, the researcher will have taken four major phases to complete the 	study. 	  Phase 1: 	Problem Identification for Research 	 	            In the first phase, the researcher identifies the specific focus 	of the problem to be researched. This involves reviewing existing theory, 	research, and practices from professional literature. This process helps me 	integrate theoretical perspectives and empirical findings with my own 	understanding of the problem, and discern the aspect of the problem the 	researcher want to research and learn more about. 	  Phase 2: 	Administration of the Instrument             	After reviewing literature, the researcher formulates questions for the 	interview and makes a set of guide questionnaires for the interview. These 	are then presented to the advisor for validation purposes. After this the 	researcher will initiate a process of building collaborations with the 	individuals who will participate in the study.     Phase 3: 	Data Collection and Analysis             In 	the third phase, the researcher will collect and analyze data for the 	purposes of identifying critical cultural/contextual variables specific to 	their setting particularly in banking setting. These data will enable me to 	achieve a specific understanding of the problem.   Phase 4: 	Data Synthesis and Generation of Recommendations             In 	the fourth phase, the researcher will synthesize findings from the previous 	phases and relevant previous research. The focus of this stage is to 	synthesize these data to modify existing hypotheses and account for 	different factors, as well as generating recommendations based on new 	understandings. During this phase, research-based, culture-specific 	recommendations for action will be generated. 	 	  	 	References: 	Creswell, JW 1994, Research 	design. Qualitative and quantitative approaches. Thousand Oaks, 	California: Sage. 	  	Einstein, G & Abernethy, K 	2000, Statistical Package for the Social Sciences (SPSS Version 10.0). 	Greenville, South Carolina: Furman University. 	  	Guilford, JP & Fruchter B 	1973, Fundamental Statistics in Psychology and Education, 5th 	Edition. New York: Mc Graw-Hill <http://erc.msh.org/quality/ittools/itstkan.cfm> 	 	  	  	  	  	Questionnaire 	  	  	The researcher is conducting a 	study on the adverse impacts of the recent financial tsunami taken place in 	2008 on the performance of the “Bank Industry”. To enable the researcher to 	make the necessary conclusions and recommendations for this study, it would 	be very much appreciated if you answer all the items in the questionnaire. 	            Information given 	will be treated in strictest confidence. 	 	                                                                                    	    	Thank you. 	 	Part I.  	Demographic Data 	  	Direction: Please fill up in 	all the necessary information about yourself.  Don’t leave any item 	unanswered. 	  	a.      	Name: 	___________________________________________ 	b.      	Age:  ________ 	c.       	Gender: 	Male ( )                 Female ( ) 	d.      	Civil Status: 	Single ( )                	Married ( )      Separated (  )              Widow/Widower  ( ) 	  	  	e.      	Educational Attainment 	Elementary  ( )      High School  ( )            College ( )       Graduate  	( ) 	f.        	Name of your 	Bank:_____________________________________________ 	g.      	Interview Number ____________ 	h.      	Interview Date ____________ 	  	Part II.  	Problems and Solutions 	Directions:  	List down your concerns and suggestions regarding the impact of the 	recent financial tsunami taken 	place in 2008 on the performance of your Bank in terms of profitability 	ratio, liquidity ratio, efficiency ratio, and ROCE. 	  <li class="MsoNormal" style="color: black; text-align: justify; text-justify: inter-ideograph"> 		With regards to the recent 		Financial Tsunami, do you have any problems to the services of your 		current bank? If yes, what are these? </li> 	  	a.  	______________________________________________________________ 	b.  	______________________________________________________________ 	c.  	______________________________________________________________ 	  <li class="MsoNormal" style="color: black; text-align: justify; text-justify: inter-ideograph"> 		What solutions would you 		suggest to solve these problems you’ve mentioned? </li> 	  	a.  	______________________________________________________________ 	b.  	______________________________________________________________ 	c.  	______________________________________________________________ 	  	  	Part III. Survey 	Questions 	Rate the following statements using a 	modified Likert scale with the following interpretations: Strongly Agree-5; 	Agree- 4; Neutral- 3; Disagree- 2; Strongly Disagree- 1. 	    1.             With regards to the recent Financial Tsunami, my current bank is still performing expressively.   2.             My bank is performing better compared to their performance in previous years.   3.             I believe that my current bank was continuously growing in spite of the recent Financial Tsunami.   4.             In my opinion, my bank had more customers compared to the number of customers last 2007.   5.             The recent financial tsunami has no significant impact to the services offered of my bank.   6.             I am very satisfied with the current services of my bank.   7.             I am very confident that my savings with this bank is safe.   8.             There are no signs of bankruptcy in my current bank even though there is global financial crisis.   9.             I believe that my current bank will continue to grow for the next five years.   10.         The bank industry in Hong Kong is not affected by the recent financial tsunami.          5          4              3              2              1           5          4              3              2              1           5          4              3              2              1           5          4              3              2              1           5          4              3              2              1                      5          4              3              2              1         5          4              3              2              1           5          4              3              2              1           5          4              3              2              1           5          4              3          2          1 Credit:ivythesis.typepad.com

Thesis Chapter 3 and Survey Questionnaire on An evaluation study on adverse impacts on the financial tsunami taken place in 2008 on the performance of the Bank Industry in Hong Kong in terms of profitability ratio,liquidity ratio,efficiency ratio and ROCE

Chapter 3 Methods and Procedure 3.1 Chapter Overview This chapter shall discuss the research methods availabl...

A Case Study of Bank PHB Plc_The Effect of Motivation on Employee Performance

The Effect of Motivation on Employee Performance (a case study of Bank PHB Plc)   Banking industry in Nigeria started in 1892 by the expatriates and later in 1945 it was handed down to the Nigerians and African bank owners. Ever since, bank failures have been observed in this sector, where there have been no enough liquid assets to meet the clients’ demands.  In the same token, banking sector has been not efficient and effective financial system along with any enough financial mechanisms for further investments.  Over all, banking sector has been no organized real assets in order to operate effectively the banking industry. As a result, the Central Bank of Nigeria (CBN) had revoked the licenses of Bank PHB among other banks for not showing serious commitments to meeting the recapitalization deadline set some months ago.  The Nigerian Stock Exchange believes that Nigerian banking sector has to cooperate with   the ongoing long-term development and stabilization policies being put in place by the Security Exchange Commission (SEC) in order to bring the Nigerian capital market to world class standard.  In view thereof, the new NSE boss thereby putting his effort to promote business discipline, integrity reform, innovation and motivation in the banking sector in Nigeria. This banking condition now in Nigeria is a result from the failure and weak employee management system; as well as the poor capital base of the Nigeria banking sector.  The questionable financial stability and economic development in Nigeria has been an endless issue until now in the banking sector.  The Central Bank of Nigeria (CBN) recently made a reform to be able to consolidate the banking sector by increasing N25 billion minimum capital bases that resulted too many closure of many banks in the country; as well as changed their manner of operation and contribution to the Nigeria’s economy.  The effect of the consolidation on numerous banks and Nigeria economy led to the modification of structure of the banking sector; as ell as it was able to increase the efficiency and reliability of the banks and provide great opportunities for numerous financial institutions.  This type of financial reform is one of the ways to improve or enhance the financial stability and sustainable development among banks.  In the same manner, it promotes efficiency in the banking industry; so as it helps to motivate bank employees to do better on their jobs. (http://arinzehope.hubpages.com/hub/impact-of-bank-consolidation) Furthermore, the re-orientation and re-positioning of banking industry in Nigeria helps the country and majority of the employees in the banking sector to attain effective and efficient performance and productivity.    The significant improvement made also gave positive impact to the functioning of the financial institutions and for the growth and achievement of main objectives in order to enhance and sustain economic and social importance of the bank employees, clients, government institutions and even private enterprises.  Therefore, banking reforms really helps along with the global dynamic constraint and international business emergence.  Consequently, the financial landscape for Bank PHB PLC is really in need for reorganization to be able to improve the employee competitiveness as well as the bank competitiveness in the banking industry.  By doing this, the bank will have the chance to play an essential role in the economic development and in financial investments of many business enterprises in the country. In addition to that, bank consolidation was seen as one of the ways to reform the banking sector. Bank consolidation is said to be the process of increasing the sizes of bank that could cause potential increase in bank returns through revenue and cost efficiency gains. Correspondingly, the current bank consolidation is a boost to many enterprises to follow the success achieved by the Central Bank of Nigeria through the revamp of the manufacturing sector.  In the past, banking facilities were only in the range of 25 to 30 percent interest rate. But nowadays, it is totally different with an increase of 15 percent.  The CBN is more confident now that the banking sector these days is heading forward to a better direction.  The consolidation of banks opened many doors to financial assistance to many businesses. At the same time, revenues will tremendously increase due to repay of loans.  Also, businesses today have the chance to advertise their business in the media and even have an opportunity to   hire more employees.  In the final note, the Nigerian government aims to participate the Nigerians in the oil industry.  And, consolidation will help Nigerian economy to help many banks to take part in the oil and gas sector.  This will make banking industry    stronger and promote stability and effectiveness in doing business. (http://www.cowryasset.com/uploads/reports/NIGERIAN%20BANKING%20REPORT.pdf) References: http://arinzehope.hubpages.com/hub/impact-of-bank-consolidation http://www.cowryasset.com/uploads/reports/NIGERIAN%20BANKING%20REPORT.pdf       Credit:ivythesis.typepad.com

A Case Study of Bank PHB Plc_The Effect of Motivation on Employee Performance

The Effect of Motivation on Employee Performance (a case study of Bank PHB Plc) Banking industry in Nigeria started in 1892 by the ...

Curriculum Development

Currently, the United States has been regarded as a land of milk and honey among migrant individuals seeking for employment in the said country. This phenomenon made the country a location where a fusion of diverse cultures, nationality, and customs. Furthermore, an ensuing result particularly in the education sector has also been given. The population of both public and private schools are now crowded with a significantly diverse  studentry. This calls for the institution of a multicultural curriculum. At the end of the year 2000, children of color comprised one-third of all students enrolled in public schools and it is projected that by the year 2020 this figure will increase to 40% (Cushner, McClelland, & Stafford, 1996). Although the increasing diversity among populations of children reflects a significant change, diversity is not limited to racial composition. Changing family composition, socioeconomic status, ethnicity, religion, and varied abilities of children have an effect on society’s expectation of what should be included in the school experience (Garibaldi, 1992). Acknowledgment of these changing demographics has resulted in a great deal of attention focused on how to best prepare preservice teachers for entrance into the diverse classroom. The majority of prospective teachers are from backgrounds with limited exposure to diversity. In fact, 95% of elementary school teachers are middle-class, Caucasian females (Zimpher & Ashburn, 1989). To be successful in a diverse classroom, teachers must become culturally sensitive. Teachers are working with increasingly diverse populations of children from a variety of racial, cultural, ethnic, linguistic, economic backgrounds, and diverse family types with varying customs, traditions, and histories (Hill, Carjuzaa, Aramburo, & Baca, 1993). The culture of teachers will vary from the children they teach. Teacher education programs are often challenged to transform the teachers’ culturally isolated background in order to become culturally sensitive to students with whom they are not acquainted with their students’ backgrounds or communities. Additionally, teachers may have preconceived ideas about teaching diverse populations based on their unique socialization process and their previous experiences. These processes influence attitudes and beliefs. The perceived obstacles for teaching a diverse curriculum are imbedded in these beliefs and attitudes. Interestingly, as the population of children is becoming more diverse, teachers entering the profession continue to reflect majority culture (Villegas, 1991). Therefore, the culture of teachers will contrast from the culture of the students they teach. This realization is important because what teachers say, perceive, believe, and think can support or thwart students (Nel, 1992). Beliefs influence how teachers may teach (Kagan, 1992) and how they understand multiculturalism (Sleeter, 1992). This poses a problem as teachers entering the workforce are of the majority whereas the population of students is becoming increasingly more diverse. Because there is greater likelihood that teachers will be working with students whose cultural backgrounds differ greatly from their own (Dilworth, 1992; Fox & Gay, 1995), it is of great importance that teachers become aware of individual cultural perspectives and that they have an opportunity to reflect on various forms of diversity. In some cases multiculturalism is defined in terms of process, that is, ways in which teachers and students interact in the process of teaching, learning, and living together in schools. In other cases multiculturalism seems to be a product–a curriculum to be learned with new forms of knowledge to be achieved and evaluated. A third approach seems to define greater multiculturalism in terms of presage criteria, such as: (a) things we can know about a school before setting foot in it; (b) the ethnic background of the teachers, students, and administrators; (c) the curriculum materials in use; (d) the number of languages used in the school program; (e) the nature of parent involvement in decision-making; and (f) the criteria used for determining students’ achievement. (Post, 1994) These approaches are not always mutually exclusive. (Zeichner, 1993) Advocates frequently use more than one way of viewing greater multiculturalism. The problem is that there is seldom a conscious recognition that one or more ways are being used simultaneously since there is rarely any connection between the problems being addressed and the objectives being advocated. Following are the major ways in which reformers seem to be using multiculturalism in their various, frequently conflicting, advocacies. Multiculturalism is regarded primarily as a new form of content and goal. In this approach the emphasis is not on “what” curriculum is to be taught but on “how” it will be taught. A strength of this approach is that connecting students’ background of experiences with the school curriculum makes the lives of teachers and students working together all day easier, and more pleasant and meaningful. A weakness of this approach is that it assumes existing curriculum to be essentially adequate and focuses on how to motivate students to connect with it. Strength of this approach is that it recognizes that students are taught by the formal and informal school curriculum. A weakness of this approach is that it requires changing everything about a school since, in one way or another, everything sends multicultural messages of one kind or another to the students. Typically, multiculturalism seems to have become the purview of social scientists and educators. In this approach scientists, environmentalists, and members of societies worldwide provide new content regarding what constitutes multicultural content. Strength of this approach is that students may expand their multicultural concerns to the international level and to physical sciences. A weakness of this approach may be that issues can appear to be resolved with scientific data when many of the underlying concerns are actually value differences among culture groups. Another criticism is that it would be better to focus students on cleaning up the water and air in their local communities rather than dissipating their interests and energies on worldwide concerns.  Nevertheless, the need for an imposition of values education in schools particularly in the level of K-12 is proposed. Nonetheless, a strict adherence on multicultural values is needed in order to fully imbue the principles of the curriculum to the diverse student population. Cultural diversity is therefore one of the most pressing influence in the development of a curriculum. Positive cultural diversity means that societal groups coexist harmoniously, secure in their distinctive social, ethnic, religious, and gender patterns. They feel equal in their accessibility to the resources of a nation, including civil rights and political power. (Perry and Fraser, 1993) Cultural diversity implies that all separate groups abide by a set of societal norms that stress tolerance for group differences and endorse the belief that interests of no one group can be placed before the welfare of collective groups. Such an ideal view of cultural diversity suggests that society is stratified horizontally, with each group potentially sharing in each level of that community’s economic, social, and political hierarchies. Not all members of a particular group will experience such mobility, but multicultural practices ensure that each group has the opportunity to do so. Negative cultural diversity means that separate groups regard each other suspiciously, resulting in competition for economic, social, and political power. This view also implies that groups are unequal, that some groups are dominant and more powerful than others, and that one or a small number of groups decide what is proper for all groups. In this view of diversity, society is likely to be organized vertically with traditional social groups occupying different levels in the society’s economic, social, and political hierarchies. One group, for example, will tend to perform one set of occupational roles and to exist predominantly in one social-status level, guarding its position jealously and resenting the attempts of other groups to become upwardly mobile (Solomon, 1985). Strategies for imbuing this phenomenon in the curriculum must take into account that formal education historically has tended to reinforce the societal values of the powerful and privileged. Although numerous educational reform movements since the 1960s have sought to move the curriculum toward a more multi-cultural center of balance, the sad truth is that many of the negative values have remained and have sometimes become even further ingrained through what stylistically has been labeled “the hidden curriculum” (Bonwell & Eison, 1991). The need of a solid values education of students is reflected in various works. It is widely accepted among educators and researchers involved with community service programs that reflection is an important factor in promoting students’ personal and sociomoral development (Billig, 2000; Waterman, 1997). The standard interpretation of the benefits of reflection is that academic goals are promoted through the acts of oral and written reflection, and that personal development is enhanced by drawing students’ attention to the types of personal changes taking place and linking actions and effects. However, if the fields of community service and service learning are to develop a body of “best practice” knowledge, the relationship between theory, research, and practice must be strengthened. One topic in need of attention is a more precise specification of varieties of student reflection within community service settings, and the relationship between the characteristics and quality of such reflection and students’ personal and sociomoral development. A useful and insightful theoretical perspective on how community service experiences promote personal and sociomoral development has been presented (Yates & Youniss, 1996; Youniss & Yates, 1997). Building on the work of Erikson (1968), they suggest that adolescents struggle to understand themselves in relation to society. In the process of searching for an identity, adolescents attempt to identify with values and ideologies that transcend the immediate concerns of self and instead have historical continuity. Community service offers an opportunity for adolescents to form an identity with links to mature social membership. On a related work, the Building Decision Skills (BDS) curriculum (Born & Mirk, 1997), the structured ethical reflection that was integrated into the community service program, consists of ten lessons designed to help middle school and high school students develop an awareness of the need for sound ethics and to teach them a method of reasoning about ethical dilemmas. After activities designed to define the shared (core) values of the students and their community, the curriculum shifts students’ focus from reasoning about right-versus-wrong dilemmas to reasoning about right-versus-right situations. It is the latter focus that is at the heart of the curriculum. Four right-versus-right decision paradigms are presented and students participate in identifying how these conflicts play out in ethical dilemmas: truth versus loyalty, self versus community, short term versus long term, and justice versus mercy. Once students are able to utilize the decision paradigms to analyze ethical dilemmas, three decision principles are presented: ends-based thinking (utilitarianism), rule-based thinking (Kant’s categorical imperative), and care-based thinking (Golden Rule). Students then practice the curriculum’s decision-making techniques by applying them to hypothetical dilemmas, as well as real-world dilemmas that the students or teacher might broach in class. The proposed curriculum is geared towards accomplishing a mission of teaching values education through enhancing the sociomoral development of the students while adhering to a multicultural perspective. This curriculum shall encompass all subjects of social sciences. The curriculum shall adhere to the definition of Banks (1988) stating that the racial, ethnic, and gender variety that comprises American society is regularly and normally reflected in the materials, references, assumptions, words, and actions of the school’s work and life. Such a curriculum assumes that Americans come from all races and ethnic groups, and men and women of all races and groups have helped build this country. Today all are a vital part of society, playing a wide variety of roles. A non-sexist curriculum is one in which proper and fair recognition of the achievements and potential of women as well as men in American life and history is given as a regular and normal part of the schoolwork. Such a curriculum is one in which ethnic, racial, and gender stereotyping in school activities, work, and materials is identified and countered. In implementing a multicultural curriculum for imbuing sociomoral growth as well as values education, it involves several objectives. Its objectives could be as broad as enhancing multiethnic and multicultural understandings, building healthy human relationships and serf-concepts, improving the multicultural climate of schools, and implementing new curricula, which introduce and develop feelings of multicultural awareness and appreciation. Moreover, its thrusts could also be composed of specific objectives such as to create a non-threatening atmosphere for learning that will help students explore creative activities and succeed in school; help students become more culturally literate through; providing an atmosphere of equal opportunity for all students; foster appreciation of cultural diversity and developing positive attitudes toward people from other cultures and backgrounds; break down psycho-social factors which tend to isolate students or induce them to seek companionship only from others who share their backgrounds and cultural interests; and promote values education through social awareness particularly by engaging in service learning options. The initial stages of the plan are conducted in one semester of an academic year. The first month of the semester shall be dedicated to the training of the faculty in facilitating the curriculum. The ensuing months will be used as a trial period to measure the effectiveness of the proposed curriculum. Moreover, the plan would only be tested for the social studies classes of the school. These subjects shall be converted into an atmosphere where the students are able to apply what they have learned in their respective classrooms to the real world. This shall be through what will be labeled as service learning options. This way social awareness as well as values education would be inculcated to the students. After the trial period, if it provided positive results, the curriculum revision shall commence. Planners, over an extended period of time, will be involved in planning educational efforts that encompass classes, courses, or total educational programs. Numerous specialists have written much about how to evaluate educational programs. Models for evaluation are presented in textbooks with varying degrees of complexity. Some of the major concepts recommended by evaluation specialists can be found in several of the evaluation models, as authors pose similarities and differences. Specified objectives are contained in some models; in contrast, goal-free assessment is offered in others. The evaluation of the implementation of the curriculum by the faculty shall be based on the CIPP model developed by Stufflebeam (1983). The acronym CIPP was derived from Context Evaluation (C), Input (I), Process Evaluation (P), and Product Evaluation (P). The CIPP approach is based on the view that the most important purpose of evaluation is not to prove but to improve. The CIPP model has an essential dimension for assessing educational programs because it includes both process and product evaluation. But the model, as conceptualized by Stufflebeam, has an additional ingredient or component that further enhances its capability, and that is the inclusion of context evaluation. Context evaluation is designed to identify the strengths and the weaknesses in an educational setting as related to the instructional program. By determining the context, goals become more meaningful and the discrepancy between desired outcomes and the reality in which the educational program is taking place can be observed. If a program is being conducted in an area with full family support, conditions will be much different than for the same program offered in a setting in which there is a high level of broken homes and limited family support. The contextual difference can be a major factor. Finally, context evaluation records are an excellent means by which to defend the efficiency of one’s goals and priorities. Input evaluation was designed to provide assistance in the consideration of various alternatives in the context. Needs and environmental circumstances have a relationship to the selection of alternatives, which can better be understood with the support of input evaluation. Moreover, process evaluation can provide an ongoing check to help managers determine if the plan is being followed. It is, in this respect, a management function. The process evaluation should be designed to provide feedback so that managers will know if the project is progressing according to schedule and, if not, why. If a schedule is not being maintained, a manager can possibly allocate additional resources and make related schedule adjustments, as suggested through the process evaluation. In addition, the product evaluation is, as the term implies, an assessment to determine if the objectives specified for a class, course, or educational program have been reached. The focus can be on an individual student or group of students in product evaluation. Product evaluation can be viewed as short-term, exit measures or as follow-up studies. The issue of cost-effectiveness is a final consideration when viewing the comprehensive structure for educational program evaluation. The allocation of prime resources (time, staff, space, information, materials) may be viewed from a number of perspectives and with various levels of intensity. Actually, in many situations, little or no consideration is given to the determination of cost effectiveness of a class, course, or educational program. In order to minimize this aspect, the criteria of Worthen and Sanders should be used as a benchmark. These conditions include internal validity, external validity, reliability, objectivity, relevance, importance, scope, credibility, timeliness, persuasiveness, and efficiency. Staffing costs generally are not too difficult to identify. A complex issue frequently surfaces when a staff member spends only a part of his or her time in a given effort. A determination must then be made concerning what percentage of a full-time equivalent (FTE) is involved. Based on that estimate of the percentage of FTE involved, a figure for salary and benefits can be determined. Organizational considerations can enter into costing out a program. If an existing organizational structure will suffice and no changes are required, an assumption may be made that no added cost is involved. If, however, an organizational change is involved, the cost determination may become complex and difficult to define. When evaluating projects in an educational agency that are not in the instructional realm, Management by Objectives (MBO) has proven to be a most satisfactory approach. Through the use of the operational planning model and consideration of the measurable outcomes that have been identified, the next step–the identification of preliminary criteria for evaluation–can be reached. Each specified outcome should be accompanied by one or more criteria to assess when that outcome is reached and to make a determination about the effectiveness of the results. Evaluation procedures and concepts can be adopted and modified to measure the effectiveness of a building project as contrasted to a new reading program implemented in the primary grades of a school. The degree of emphasis on measuring satisfactory results for accountability purposes may be different for a building project than the emphasis on improving the process of constructing a building. In other words, an instructional program evaluation effort may be directed primarily at program improvement, while in some management efforts, such as a building project, an effort to demonstrate accountability may receive more emphasis.   Reference: Banks, J. (1988). Multicultural education: Theory and practice. Boston: Allyn and Bacon.   Banks, J.A., & Banks, C.A.M. (Eds.). (1995). Handbook of research on multicultural education. New York: Simon and Schuster.   Billig, S. H. (2000). Research on K-12 school-based service-learning: The evidence builds. Phi Delta Kappan, 81(9), 658-664.   Bonwell, C. & Eison, J. (1991). Active learning: Creating excitement in the classroom. Washington, D.C.: ASHE-ERIC.   Born, P., & Mirk, P. (1997). Building decision skills (2nd ed.). Camden, ME: Institute for Global Ethics.   Cushner, K., McClelland, A. & Safford, P. (1996). Human diversity in education: An integrative approach (2nd ed.). New York: McGraw-Hill.   Dilworth, M. (1992). Diversity in teacher education. San Francisco, CA: Jossey-Bass.   Erikson, E. H. (1968). Identity: Youth and crisis. New York: W. W. Norton.   Garibaldi, A. (1992). Preparing teachers for culturally diverse classrooms. In Dilworth (Ed.),Diversit3, in teacher education: New expectations (pp. 23-39). San Francisco: Jossey-Bass.   Hill, R., Carjuzaa, J., Aramburo, D., & Baca, L. (1993). Culturally and linguistically diverse teachers in special education: Repairing and redesigning the leaky pipeline. Teacher Education and Special Education, 16(3), 258-269.   Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Re. view of Educational Research, 62(2), 129-169.   Nel, J. (1992). The empowerment of minority students: Implications of Cummin’s model for teacher education. Action in Teacher Education, 14(3), 38-45.   Perry, T., & Fraser, J. W. ( 1993 ). “Reconstructing schools as multicultural democracies”. Rethinking Schools, 7(3), 16-31.   Sleeter, C. E. (1992). Multicultural education: Five years. The Education Digest, 53-57.   Solomon, I. (1985). Minority status, pluralistic education, and the Asian-American, Education 106, 88-93.   Stufflebeam, Daniel L. (1983) “The CIPP Model for Program Evaluation.” In Evaluation Models, ed. George F. Madaus, Michael S. Scrivens, and Daniel L. Stufflebeam. Boston: Kluwer-Nijhoff.   Villegas, A. M. (1991). Culturally responsive pedagogy for the 1990s and beyond. Princeton, NJ: Educational Testing Services.   Waterman, A. S. (1997). An overview of service-learning and the role of research and evaluation in service-learning programs. In A. S. Waterman (Ed.), Service-learning: Applications from the research (pp. 1-11). Mahwah, NJ: Lawrence   Yates, M., & Youniss, M. (1996). A developmental perspective on community service in adolescence. Social Development, 5(1), 85-111.   Youniss, J., & Yates, M. (1997). Community service and social responsibility. Chicago: University of Chicago Press.   Zeichner, K. M. ( 1993 ). Educating teachers for cultural diversity. East Lansing: Michigan State University, National Center for Research for Teacher Learning.   Zimpher, N. L. & Ashburn, E. A. (1989). The RATE project: A profile of teacher education students. Journal of Teacher Education, 40(6), 27-31.   Credit:ivythesis.typepad.com

Curriculum Development

Currently, the United States has been regarded as a land of milk and honey among migrant individuals seeking for employment in the said co...