Ha Long Essay Example for Free

Ha Long Essay A customer buys products based on their look and the quality inside . This is an example of how tourists choose their tourist destination and I have a wonderful destination that everyone should come once time in their life Ha Long . Ha Long is one of seven nature wonders of the world. Visiting Ha Long bay, you can experience the diversity of natural views, from sandy beaches to thousand year old rocky mountains. Why should you choose Ha Long bay to visit ? The word Ha Long in Vietnamese means the dragon descends into the sea and he legend says that the island of Ha Long was created by a great dragon who lived in the mountain, it sounds very interesting. First, I will let you know about the wonderful scenery. When you come to Ha Long, you can just describe as a wow , from great father mountain to thousand year old caves, from sandy beach to diving to discover the sea . Ha Long bay will lead you from one surprise to another. Beside that, Ha Long has had a particularly significant position because of its location o​n the important communication and trade route between China, Japan and Thailand , so you can see the great combination of culture of four countries. What will you do when you come to Ha Long bay ? As I said, Ha Long is a great combination of scenary and culture , so there are so many trips that take you to experience the beauty and culture of Ha Long . You will visit Ha Long on a cruise , which is called cruise tour that will lead you visit all places in Ha Long , it looks like you are mixing with the natural , beauty of sea , mountains and caves .Come to Ha Long bay, you will have agreat opportunity to get experience about life on water , which means people live all their life on water , we call that fishing village on the sea. you can also enjoy the fresh seafood, from shrimp, fish, jelly fish to many kinds of seafood that you have never eaten and if you want to cook for yourself , you can do it . Especially , you can try a famous dish of Ha Long jelly fish noodle . I promise that Ha Long bay is a value trip that you should try , the friendly traditional of people in Ha Long , the wonderful lanscape. Imagine you are walking up in the beautiful sunshine amid the rock, islets and caves and see  the view of Ha Long bay on the top of the mountain will give you a bird-eye view on the bay. I promise that no place in the world has the wonderful view like Ha Long bay. The experience from one to another will lead you to many surprises, the culture, the landscape, cuisine of Ha Long bay . Do not procrastinate , come to Ha Long and enjoy a wonderful gift of nature.

The Sound And The Fury By Faulkner | Analysis

The Sound And The Fury By Faulkner | Analysis William Faulkners modernist novel The Sound and the Fury is a challenge for the reader and actually it is one of the books you have to read twice in order to fully understand because it has no chronology and the use of the stream of consciousness makes it more difficult to read. The stream of consciousness refers to the recording of the flow of a characters thoughts in a fragmentary, nonlinear manner. Images and impressions suggest others through an associative process that ignores distinctions between past, present and future. (Anderson 12) Broadly, The Sound and the Fury is the story of the decline and fall of the Compson family. The novel is structured in four sections, Benjys section, Quentins section, Jasons section and an objective account which is considered by some critics to be Dilseys section. Benjy, Quentin and Jason are the Compson brothers and Dilsey is their black servant. In the first three sections the stream of consciousness is employed and the story is told in flashbacks. The fourth section has an omniscient narrator who is thought to be the author himself. Each section has a different date, the first, the third and the last sections are set around Easter in April 1928 in Jefferson and the second section in June 1910 in Harvard. After a close reading of the novel, the authors concern for the use of time and the passing of time becomes obvious. The purpose of this essay is to analyze how the time motif is employed and emphasized in William Faulkners The Sound and the Fury and how are the characters affected by time. Firstly, I will show the different ways in which the author uses time in the four sections. Secondly, I will analyze how the four main characters, namely Benjy, Quentin, Jason and Dilsey perceive time, how important time and especially the past is for them and what is their attitude towards the past. Faulkner mixes past and present in his novel and often shifts the time sequence back and forth without regard for chronological order. (Roberts 11) Faulkner uses numerous time levels in Benjys section and in fact, the reader is confused by the time shifts between present and past. However, the author in most of the cases uses italics to signal the time shifts and gives clues that point to a particular episode in the story. For instance, Luster takes care of Benjy in April 1928. Although Benjys section is dated April seventh 1928, little of the events and facts that make up the story really happen that day events of the past are constantly juxtaposed with various events in the present or some other time in the past. (Roberts 36) Faulkner has a particular style of writing and he uses linear time only in the last section. In the other three sections, the sense of time is broken and there is an emphasis on the past. This points to the fact that the author is often concerned about how muc h of the past intrudes upon the present. (Roberts 36) In Quentin and Jasons sections the reader is still confronted with the recurring time motif. If in Benjys part, clock time is almost totally disregarded (Roberts 36) in Quentins narrative clocks are very important. Quentin is obsessed with clocks and the past that haunts him. In Jasons section the flashbacks are used too, but unlike the first two sections, it combines thoughts and memories, with many indicators of objective time and space reality. (P. Anderson 199) The last section is written as a third person narrative and it is focused mainly on Dilsey, the Compsons family servant. It sheds light on the events narrated in the previous sections. In order to indicate that the past and the present are both equally important for Dilsey, the author chooses to end the novel with a linear narrative making no use of the stream of consciousness technique or flashbacks. In The Sound and the Fury, each character has a different approach to time. Benjy is a 33 years old man, but with the mental age of a 3 years old child. He is incapable to speak and to distinguish between the past, the present, and the future. His section, which opens the book, is the most intriguing because he is completely oblivious of time (Roberts 36) and he perceives things only through his senses. According to Roberts, for Benjy all time blends into one sensuous experience. He makes no distinction between an event that happened only hours ago and one that occurred years ago. (36) For instance, he waits for Caddy, his sister, to return from school in 1928 even if she left home in 1910. Benjy perceives the past only by making associations Whenever something reminds Benjy of the past, his narration jumps to that past moment. With little understanding of time, Benjy narrates his memories of the past as if they are happening in the present. (Anderson 35) For the mentally disables Be njy the concept of time does not exist. He lives in a world of his own. Quentin, whose narrative is the only one not anchored in April 1928, but in June 1910 expends all his energy trying to understand time. (Roberts 36) His section begins with the memory of his fathers comments about time When the shadow of the sash appeared on the curtains it was between seven and eight oclock and then I was in time again, hearing the watch. It was Grandfathers and when Father gave it to me he said I give you the mausoleum of all hope and desire; its rather excruciatingly apt that you will use it to gain the reducto absurdum of all human experience which can fit your individual needs no better than it fitted his or his fathers. I give it to you not that you may remember time, but that you might forget it now and then for a moment and not spend all your breath trying to conquer it. Because no battle is ever won he said. (Faulkner 89) Throughout his entire narrative he feels haunted by the past and he tries to escape from time. (Roberts 25) In a desperate try to free himself from time he breaks his watch, but it ironically continues to tick proving him that whatever he does the passing of time is unstoppable I went to the dresser and took up the watch, with the face still down. I tapped the crystal on the corner of the dresser and caught the fragments of glass in my hand and put them into the ashtray and twisted the hands off and put them in the tray. The watch ticked on. I turned the face up, the blank dial with little wheels clicking and click ing behind it, not knowing any better. (Faulkner 91) At the end of his section, Quentin committs suicide in the final attempt to escape the clicking of the clock and symbolically time. His last gesture is not made with regret, but rather with joy and a sense of freedom a quarter hour yet. And then Ill not be. The peacefullest words. The peacefullest words. (Faulkner 142) Jasons section precedes Benjys section and it is set in 6 April 1928. According to Roberts he completely denies the past; he functions only in the present. (27) Unlike Quentin, he thinks that the present is more important. However, there are moments when the past signifies something to him. For example, the moments when he remembers that he lost a position in a bank because of his sister Caddy. He is in contrast with Quentin because he does not care about his familys reputation and history therefore the past. Time is important to him, but he is the man of the present at last I found a pad on a Saint Louis bank. And of course shed pick this one time to look at it close. Well, it would have to do. I couldnt waste any more time now. (Faulkner 201) The last section is dated 8 April 1928 and it is narrated in the third person. Dilsey is the main character of this section and the only one who brings the past and the present into a proper balance. (Roberts 24) She is the only one that acknowledges the boundaries between past and present a cabinet clock ticked, then with a preliminary sound as if it had cleared its throat, struck five times. Eight oclock, Dilsey said. She ceased and tilted her head upward, listening. (Faulkner 264) She is both aware of the past and the present. She witnessed both the prosperous past of the Compson family and its fall in the present I seed the beginning, en now I sees de endin. (Faulkner 284) Dilsey is not afraid of the passing of time and she does not regard the past as a menace for her present or even for her future. In conclusion, the aim of this essay has been to analyze how William Faulkner employed the time motif and what impact has time upon the characters in his novel The Sound and the Fury. The analysis of the four sections revealed that in the first three time is not linear and there are always time shifts between the past and the present. Thus, chronology of events is totally disregarded in the first three sections and the stream of consciousness technique and flashbacks are used. On the other hand, in the last section time is linear with focus mainly on the present of the story that is April 1928. The characters Benjy, Quentin, Jason, and Dilsey are all affected by time and especially by the past but some more and others less. Benjy is unaware of the concepts of time and past and he lives in a continuous present. For Quentin the past is very important and he puts the present on a second plan. In contrast with him is his other brother, Jason, who sees the present important and gives no i mportance to the past. Unlike Quentin and Jason, Dilsey is focused both on the past and on the present.

Importance of Motivation to Learn

Importance of Motivation to Learn Area of Study: Training Development Motivation to Learn Affects the Relationship between Management’s Role in Training Programs and Job Performance Chapter 1 Introduction Introduction Background of the study (management’s role in training programs based on literature) (discuss training program eg def, traditional, contemporary, significance) (3 pages) The term management is defined as a group of people such as executives and other managers who are primarily responsible for making decisions in the organization. In a non-profit term, management might refer to all or any of the activities of the board, executive director and/ or program directors. Another common traditional view of management is getting things done through other people. Apart from the traditional view, the role of management is to support the employee’s performance and productivity through training and development. In the contemporary view, human resource practitioners suggests that management needs to focus more on leadership skills such as establishing vision and goals, communicating the vision and goals, and guiding others to accomplish them. They also assert that leadership must be more facilitative, participative and empower in how visions and goals are established and carried out (McNamara, 2007). According to the Mintzberg’s Managerial Roles theory, management roles in the organization include interpersonal roles, informational roles and decisional roles. Management role as a leader responsible for the motivation of subordinates and provide training to the employees (Coulter and Robbins, 2005). Traditional autocratic organization with its hierarchical management systems that forces performance out of its employees is outmoded. The modern management encourages the practice of empowerment by letting workers make decisions and inspiring people to boost productivity (Allen, 1998). Nowadays, employee’s performance and productivity are enhanced through motivation and intensive training program. Effective training is a crucial developmental opportunities in attracting and promoting commitment among talented employees (Noe, 2003, cited in Buyens Wouters, 2004). Training programs is defined as a planned learning event in a systematic fashion that focuses on the work environment. From this point of view, the training process can be defined as the systematic acquisition of skills, rules, concepts, or attitudes that result in improved performance in the work environment. There has been a considerable research into the effectiveness of training (Baldwin Ford, 1988). A study conducted by Guerrero and Barraud-Didier (2004) found a significant link between training and organizational performance. (cited in Tzafrir, 2006). There has been a major revolution in the world of training and development starting in the 1980s. Traditional vocational training is no longer effective and it is replaced by competence-based training. The concept of competence includes the element of observable knowledge, skills and understanding to ensure effective performance (Brookes, 1995). When it comes to training, managers play a critical role before and after an employee sign up for a training course (Gittlen, 2001). Several researchers (e. g. Tsui, Pearce, Porter, and Tripoli , 1997) found training was associated with higher levels of employee affective commitment. Managers’ level of involvement in reviewing the training coursework could make a huge difference for the company’s return on its training investment and training transfer. The manager’s role in training includes proactively identifying the strengths and weaknesses of employees, identify suitable training program, design suitable training coursework, develop training benchmarks and evaluate and communicate the outcome of training to the upper management and subordinates (Gittlen, 2001). Managers need to be personally involved in the training of their employees, since the nature and quality of the training directly relates to their effectiveness on the job. Research has been revealed the importance of environmental factor such as management’s role when predicting individual attitudes and behaviours. Supportive management’s roles in training program may contribute to the positive individual attitudes and boost work performance. Employees are left without support, encouragement and motivation when the management is not involved in the training program. This is the problem that most of the organization faces today. Without management support, the training often fails to transfer to improve the trainee’s attitudes and performance (Coates, 2007). Although management plays a significant role in training, the effectiveness of training is estimated to be low because there is little application of training results in actual work practices (Broad Newstrom, 1992; Baldwin Ford, 1988). Further understanding of the relationships between managerial communication and employee’s attitudes and behaviours would be extremely valuable for organizations (Wilkins, 1989). Roberts and O’Reilly (1979, p. 42) propose the need for specificity in investigating communication in organizations by stating that â€Å"theories relevant to communication in organizations cannot be developed until facets of organizational communication are specified and some of their correlates identified†. (as cited in Goris, 2007). In Australia many companies are currently addressing the issue of reward and recognition for employees as part of quality and continuous improvement programs, but there remain no general guidelines or descriptions of such programmes which are readily available (London and Higgot, 1997). Informal rewards such as non-monetary recognition is increasing today as an employee’s motivators. Informal rewards are given less research attention in the management literature and practice (Nelson, 2002). Traditional rewards such as compensation and promotion are becoming less effective to motivate employees to achieve high performance and commitment (Nelson, 2002). As Drucker points out: â€Å"Economic incentives are becoming rights rather than rewards†. Merit raises are usually introduced as rewards for good performance and in no time it will become a right rather than rewards. Merit raises are always introduced as rewards for exceptional performance. In no time at all they become a right. To deny a merit raise or to grant only a small one becomes punishment. The increasing demand for material rewards is rapidly destroying their usefulness as incentives and managerial tools†. Thus, this situation might destroy employees’ learning motivation and transfer of training. Motivation to learn is also one the critical determinant in the training effectiveness (Mathieu et al., 1993; Mathieu and Martineau, 1997; Tannenbaum and Yukl, 1992, as cited in Tsai Tai, 2003). Some past studies suggested motivation to learn played a more determinant role than other individual factors in regard to training performance (Tai, 2006; Cheng Ho, 2001). Post training motivation is also linked to the employee’s behavioural change (Noe, 1986, cited in Shoobridge, n. a.). Noe (1986) assumed that motivation affects trainee’s enthusiasm for training (energising), the direction of participants to learn and master training (directing), and the use of knowledge and skills on the job (maintenance) (cited in Nijman et al., 2006). Goldstein and Ford (2002) propose that trainee factors like readiness and motivation to learn along with work characteristics such as opportunity to practice, organizational climate and supervisor support should be investigated in developing effective training program (as cited in Shoobridge, n. a). Those points emphasize the need for additional research about the role of motivation to learn in the relationship between management’s role and individual attitudes and behaviours. Further research should be conducted to identify and remove the major impediments that prevent the effectiveness of training program. The importance of this study is to elaborate and integrate some of the key factors that can influence the effectiveness of training transfer. This study is also intended to extend previous researches that linked management’s role and individual attitudes and performance. Background of management’s role in training programs in the studied organisation The past 10 years have witnessed the increasing of research literature in the field of training and development. The training literature is characterised by a multidisciplinary (organisational psychology, business and management literatures) approach to training design, practice, research and evaluation (Shoobridge, n.a.). Most of past researches highlight the significant developments in training methodology, evaluation, theory (Salas and Canon-Bowers, 2001) and focused solely on the training instructional methods (Noe, 1986) (cited in Shoobridge, n. a.). Early empirical research studying the effects of individual’s factors (eg trainee ability, personality, and motivation) and work environment on transfer of training is very few (Baldwin and Ford, 1988). Further, past researches focus in defining training program and what it is designed to achieve (Salas, 2001) instead of focusing on the influences of work environment. In the past, training is perceived as an independent event (Salas and Canon-Bowers, 2001; Goldstein, 2002, cited in Shoobridge, n. a.). Traditional training focused on the trainer (Berge et al., 2002). Trainers are expected to demonstrate the link between training and organizational outcomes (Church Waclawski, 2001; Hesketh, 1999), to evaluate training (Warr, Allan Birdi, 1999), and to justify organizational investment in training programs (Baldwin Ford, 1988; Salas Canon-Bowers, 2001; Warr et al, 1999, cited in Shoobridge, n. a.). Gill (1995) analyzed traditional program-driven training and found the role of the training department is to conduct the need analysis and set the goals which are defined as learning outcomes. Recent studies (direct effects model) The fall of the Berlin wall and the opening of the communist bloc to Western capitalism increased the pace of globalization (Berge et al., 2002). Training and development reacted to the reality of globalization with an increased use of system approaches (McLagan, 1996). In recent years, training is perceived as having a strategic focus, as an event that occurs within organizational framework, custom designed to overcome employee’s deficiencies and to meet organizational outcomes (Salas, 2001; Goldstein, 2002). Line managers have the responsibility to conduct needs analysis. The goals of the training programs are defined as business results, are based on performance, and are linked to strategic goals. Organization realized that well-designed training instruction is no longer guarantee performance. Training instruction is just one of many solutions to performance improvement (Berge et al., 2002). Recently, more research has been done to explain individual, attitudinal, and environmental impacts on the transfer process and outcomes where some of them have shown high value relatively (Cheng Ho, 2001). Recent studies also have focused to concerns over the â€Å"transfer of training problem† (Salas, 2001). Researchers have investigated various factors that might influence transfer of knowledge, skills and attitudes. Several researchers proposed both individual and organizational contextual factors as antecedents of learning and transfer of learning (Baldwin Ford, 1988; Colquitt et al., 2000; Mathieu Martineau, 1997). Empirical studies supported the relationship between management roles (e. g. support, communication, training assignment) and transfer of training (e. g job performance). For example, in two early studies made by Rouiller Goldstein (1993) and Tracey et al. (1995), they found that management trainees in supportive workplace were more likely to demonstrate trained behaviours compared to trainees in non-supportive workplace. A thorough review of training prog literature – mediating model State the nature of the problem that motivates you to further explore Consistent with Noe’s (1986) observation, previous research on transfer of training has focused primarily on issues concerning training design. Most of the research is done specifically the appropriateness of various instructional methods. The issues of environmental characteristics such as the transfer climate (managerial support, managerial communication, and managerial rewards) have received less research attention. Despite recognition of the importance of environmental factors, empirical research examining the impact of these factors is very limited (Baldwin Ford, 1988). Thus, the lack of research on work environment motivates the researcher to conduct this line of research. Furthermore, Ripley stressed â€Å"A review of eleven best-selling introductory HRM textbooks from Australia, New Zealand, and the United States indicates that, generally, there is a heavy focus on individual factors and a lack of significant emphasis on the importance of work environment factors in effective training† (Ripley (n. d.), â€Å"Introduction† section, para. 1). The work environment characteristic such as the role of management in training is less emphasized. Work environment impacts individual behaviours in training transfer. Moreover, human resource practitioner and training designer have given less attention to the impact of work environment in training design and implementation. As Ripley (n. d.) states â€Å"Impact of work environment factors is generally not taken into account in discussions of how training programs should be designed and implemented† (Ripley (n. d.), â€Å"Abstract† section, para. 1). It means the issue of work environment characteristics is neglected. He suggested that work environment issues should be taken into account when designing and implementing training program. Thus, this issue motivates the researcher to conduct a research base on work environment factors. In addition, most organization suffers from â€Å"training transfer problem†. Trainees have high motivation to learn following the training. However, the motivation fades away as they return to the workplace. Knowledge, skills and attitudes that they had learned from a training program could not be reinforce in the job. As Allan (2003) states â€Å"My experience with surveys that I have conducted is that the initial enthusiasm quickly wanes once the trainees return to the reality of their workplace† (â€Å"Introduction† section, para. 7). In Australia, companies spend up to five billion dollars in training and development but only 20 percent of expenditure actually giving benefits to the companies (Allan, 2003). While in the United States, it is estimated that organizations spend up to USD 100 billion on training and development annually. However, not more than 10 per cent of the spending results in transfer to the job (Baldwin Ford, 1988). The findings suggest that training transfer problem is a global issue that should be addressed. Noe (1986) suggested that motivation to learn and attitudes are malleable individual difference factors that play a critical role in achieving training effectiveness. Although there is an existence of preliminary support for the relationship between contextual factors and learning outcome (Tracey et al., 1995) and between work environment and training motivation (Tracey et al., 2001), researchers suggests further exploration of the role of motivation in the relationship between contextual or environment factors and various training outcomes. Tracey et al. (2001, pp. 20-21) state: â€Å"Future research should examine the impact of training motivation on other types and levels of effectiveness criteria.† Thus, this research is not only replicate previous studies but also responds to the calls from other researchers to further explore the roles of motivation to learn in the relationship between work environment (management’s role) and employee’s attitudes and performance. Objective of the study 1.4.1 General Objective The general objective of this research is to examine the effect of motivation to learn in the relationship between management’s roles and individual attitudes and behaviours. 1.4.2 Specific Objectives To determine the effect of motivation to learn in the relationship between managerial support and individual job performance To determine the effect of motivation to learn in the relationship between managerial communication and job performance To determine the effect of motivation to learn in the relationship between managerial recognition and job performance Research framework Provide theoretical evidence before drawing a conceptual schema (3 pages) Managerial Support/recognition Job Performance Motivation to Learn/transfer Managerial Communication Assignment method Research hypothesis Provide empirical evidence to support each hypothesis (at least 1 case study/survey for 1 hypothesis) H1: Motivation to learn affects the relationship between managerial support and job performance H2: Motivation to learn affects the relationship between managerial communication and job performance H3: Motivation to learn affects the relationship between managerial recognition and job performance Definitions of term Conceptual definitions of term – language/organisation/hr perspective 1.7.1 Managerial support Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"support† as â€Å"help or encouragement given to somebody or something especially in a difficult situation†. In human resource perspective, managerial support is defined as immediate supervisor provides and facilitates the transfer of employee’s knowledge, skills and attitudes. It is the extent to which supervisors behave in a way that is optimises employees’ use on the job of the knowledge, skills and attitudes gained in training (Nijman, 2004). Managerial support can be in a form of verbal and non verbal cues. Verbal and non verbal cues include encouragement to attend, goal-setting activities, reinforcement activities, and modelling of behaviours (Baumgartel, Reynolds Pathan 1984; Huczynski Lewis, 1980; Maddox, 1987). Operational Definition In this study, managerial support is defined as immediate supervisor gives encouragement to the subordinates to attend training program, goal-setting activities prior and after training program, reinforcement activities to encourage trainees apply newly acquired knowledge, skills and attitudes from training to the actual workplace, and modelling of behaviours as a non verbal cues to encourage trainees to apply knowledge, skills and attitudes. 1.7.2 Managerial communication Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"communication† as an act â€Å"to make one’s ideas, feelings clear to others; to exchange information, news, ideas, etc with somebody†. Communication is both an observable and a changeable supervisory behaviour (Wilkins, 1989). In organization context, Katz and Kahn (1978) provide a comprehensive categorization of the types of communication which take place from supervisor to subordinate. The five types of communication are job instruction, job rationale, procedures and practices, feedback, and indoctrination of goals. The relationship between supervisory communication and subordinate performance and satisfaction among professionals.doc Operational Definition In this study, managerial communication is defined as immediate supervisor communicate the information about the specific training program to subordinates, discussion of what is expected to be learn in the training program, and provides constructive performance feedback to the trainees. 1.7.3 Managerial Recognition Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"informal† as â€Å"not official or not following established procedures†. The word â€Å"recognition† is defined as the act â€Å"to show official appreciation for somebody’s ability or achievements, for example by giving them an award†. Thus, informal recognition means to show appreciation to somebody through unofficial procedures. In organization, recognition is used to show the company appreciates employees’ efforts, their unique gifts and contributions (Gentry, 2007). Tracey describes recognition as â€Å"intangible, non-monetary acknowledgement of outstanding performance in the form of praise, accolades, commendations, appreciations and tributes. It may be formal or informal†. (Gentry, 2007). Operational Definition In this study, managerial recognition refers to manager provides an informal recognition when the trainees are able to practice the newly acquired knowledge, skills and attitudes to the workplace. Informal recognition program by the manager is communicated to all employees before, during and after the training program to motivate the employees. Recognition are such as the manager congratulates subordinate who are able to do a good job, manager writes a personal notes for good performance, manager publicly recognizes employees for good performance, and manager hold a morale-building meeting to celebrate successes. Motivation to Learn Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"motivation† as â€Å"the interest of somebody† or to cause somebody to want to do something. â€Å"Learn† means â€Å"to gain knowledge or skill by study, experience or being taught†. Motivation is typically defined as â€Å"variability in behaviour not attributable to stable individual differences or strong situational coercion† (QuinËÅ"ones, 1997, pp. 182-3). Therefore, it is likely that trainees cannot obtain the full benefits of training without considering training motivation (Tai, 2006). Motivation to learn also influences the willingness of an employee to attend the training (Maurer and Tarulli, 1994; Noe and Wilk, 1993) and affects a trainee’s decision to exert energy toward the training program (Ryman and Biersner, 1975). Operational Definition Motivation to learn is defined as a trainee has a desire and willingness to learn the content of the training program. An employee with high motivation to learn is likely to be able to learn the content of the training program and transfer the knowledge, skills, and attitudes to the workplace. Motivation to Transfer Motivation to transfer can be seen as the trainee’s desire to use what she or he has learned on returning to work. Short and long term training transfer.pdf Job performance Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"job† as â€Å"a particular piece of work or task†. â€Å"Performance† is â€Å"an action or achievement, considered in relation to how successful it is†. Therefore, job performance is an achievement in the context of profession. In organizational context, job performance is associated with transfer of training. Trainees’ who are able to apply the content of the training to the workplace is likely to perform well. Operational Definition Job performance in this study means the training outcome and the ability of the trainee to apply newly acquired knowledge, skills and attitudes upon returning to the workplace. Significance of the study Significant to theory/body of knowledge Another significance of the study is to provide a better understanding of the factors which would affect the transfer of training. This study could enhance our understanding of the problems underlying the transfer of training. A better understanding about the influence of motivation to learn and management’s role on individual behaviours could lead to improvement and enhancement in training program. Thus, it could promote transfer of training that leads to improvement in job performance. Further, this study could support the relevant theories that support the relationship between management’s role, motivation to learn and individual behaviours. Besides that, the empirical findings of this study could support the previous researches. In fact, most of the theories and researches were developed and made in the context of western countries. More research should be made locally to determine whether or not the theories and findings can be applied in the context of our country. Significant to research methodology Additionally, this study has a significant impact to the research methodology. Empirical findings from literature review, survey questionnaires and in-depth interview could increase the validity and reliability of the study. With increased validity and reliability, errors can be minimized in the data collection procedure. This study could serve as a guideline for future researchers that try to extend in this line of research. Significant to practitioners This study also could assist organizations in designing the appropriate management’s role to maximizing the effectiveness of training transfer. The outcome of the study may serve as guidelines to human resource practitioners to develop a work environment that could motivate workers to improve their attitudes and performance. This study also aims to provide empirical evidence to all human resource practitioners about the effects of motivation to learn in the relationship between management’s role and employee’s attitudes. Besides, this study would ensure the human resource practitioner, training designer, as well as co-worker to realize the importance of management’s role in contributing to the effectiveness of training. The trainer and designer of the training program can improve and identify the weaknesses of the present and future training program with the better understanding of management’s role factors that influence the transfer of training. Research methodology procedure 1.10 References (APA/Havard Style) Chapter 2 Literature Review 2.0 Introduction Chapter 2 covers the literature review about the relevant theories and some of the past empirical researches that have been done on this research line. These theories and past researches will be used to explain about the relationship of the managerial roles, motivation to learn and job performance. 2.1 Conceptual Framework Support (morale and material) Job Performance Communication Feedback/discussion Training Motivation Job Commitment Training Assignment (Mandatory/ Voluntary) Mentoring (formal/informal)(individual/group) Commitment/satisfaction/ethics 2.2 Training Program Defined Early definition of training program is a planned learning experience which is designed to improve an individual’s knowledge, skills and behaviours (Campbell et al., 1970). In later years, training program is defined as a planned effort made by organization to facilitate an employee’s learning of specific knowledge, skills and attitudes to be successful in their job (Goldstein, 1992). Potential factor affect training.pdf 2.3 Role of Training Program Purpose, approaches, significance impact on org and employees A strategic approach to training†¦..training program measurement.pdf Purpose of Training Program The purpose of a training program in organizations is to facilitate employees to learn, grow and cope with the issues that are important to them. Training program also help employees to gain knowledge, skills and attitudes to improve job performance and organization’s effectiveness (Tai, 2006; Treven, 2003; Ibrahim Mamat, 2001). Training involves the changing of employees’ interaction with their co-workers and supervisors (Treven, 2003). Most of training program in organization is developed and provided by trainers, managers, and in-house training consultants. It can also be outsourced to external training providers (Ibrahim Mamat, 2001). Green (1999) argue the main purpose of training is to foster the organization’s common culture, enhance employees’ commitment and attract good quality workers instead of just simply improving employees’ skills. Potential factor affect training.pdf. Training system should be in line with ongoing organizational process while training programs should be in in line with organizational strategic goals (Chen et al., 2007). Potential factor affect training.pdf. Training Delivery Methods Training is delivered in various methods depending on needs analysis. Managers will choose a method based on training objective (DeSimone, Werner Harris, 2002; Ibrahim, 1993). It is important to consider employees’ current level of expertise before managers choose a training method (DeSimone, Werner Harris, 2002). Training methods can be classified into three broad categories such as on-the-job training, classroom training (Robbins Coulter, 2005; Treven, 2003; Ibrahim Mamat, 2001) and self-paced training (DeSimone et al., 2002). On-the-job training (OJT) is the most common training conducted in the workplace (DeSimone, Werner Harris, 2002). Trainees are required to perform the task right after a brief introduction to the task (Robbins Coulter, 2005). OJT have advantages than classroom training because trainees have the opportunity to practice work task (DeSimone, Werner Harris, 2002). Moreover, OJT reduces cost because organization doesn’t have to provide training equipment or trainer (DeSimone, Werner Harris, 2002) and OJT have the ability of integrating job cycle method (Ibrahim Mamat, 2001). Job rotation is defined as a formal and planned training program which allocates employees to perform various jobs in different departments. Trainees are usually supervised by the department supervisor. Job rotation is usually implemented to train employees about the different functional areas, career objectives and interests, (Treven, 2003) International training:training of managers for asgnment abroad.pdf. and getting exposure to variety of tasks (Coulter Robbins, 2005). Job rotation requires trainees to learn more by observing and practicing new skills rather than receiving instruction (DeSimone, Werner Harris, 2002). Coaching is defined as informal and unplanned training and development activities provided by supervisors and peers (Harris, 1997). International training:training of managers for asgnment abroad.pdf. Trainees are working together with senior and experienced workers who provide information and support (Coulter Robbins,†¦.). Coaching should be viewed as supplement rather than substitute to formal training program (Treven, 2003) International training:training of managers for asgnment abroad.pdf. Classroom training method is defined as â€Å"those conducted outside of normal work-setting† (DeSimone, Werner Harris, 2002). Lecture method is the most common classroom training technique. In lecture, an expert in particular subject matter will convey information to the large audience. (DeSimone, Werner Harris, 2002). Lecture is aims to provide understanding to trainees rather than to upgrade skills or change attitudes (Ibrahim Mamat, 2001). Burke and Day (1986) suggest lecture training resulted in positive learning either conducted alone or combination with other methods. Earley (1987) found role playing and lecture methods are equally effective to develop skills among trainees. (as cited in DeSimone, Werner Harris, 2002 ) Experimental methods consist of role play, case studies, and business games and simulations. The most popular experimental training method is role play. A case study is a training method that aims to

Old Testament Connections from Grapes of Wrath :: essays research papers

John Steinbeck makes many Biblical allusions in his book The Grapes of Wrath. Many of these connections are on a small layer, perhaps applying to only one individual. Jim Casy, the Christ figure, is one example of an allusion from the New Testament. However, the whole book can be seen as a Biblical allusion to the story of the Exodus and the life of Moses. Not only does the story of the fictional Joad family relate to the Exodus, but the story of the Okies and the great migration that took place during the Dust Bowl in the 1930’s. This compelling story of the migrants can be divided into three parts: the oppression, the exodus, and the Promised Land. The chronicle of the Exodus begins with the Hebrews being enslaved to the Egyptians. Because of this, God sent ten plagues to Egypt. After the tenth plague, the pharaoh agreed to let the Hebrews become free and their journey across the desert is known as the Exodus. Thus the modern word exodus refers to any mass migration or departure of a large group of people. The excursion of the migrant workers can be described as a modern day exodus (compared to time-period of the Biblical story). Like the Hebrews, the Joad family and the rest of the migrants end up fleeing from their oppressors, which happens to be the banks. The period of time when the Okies use Route 66 as a way to move cross-country is the true exodus of the story, as it is a migration of a people. The migrants reaching California can be compared to the Hebrews finally reaching the Promised Land of Israel. Not only does the book relate to the movement of the Israelites, but also to the legendary man who lead them: Moses. Christians, Jews, and Muslims consider Moses a great prophet. One reference to Moses comes when Uncle John puts Rose of Sharon’s baby in the river. This is much like the life of Moses, when he is sent down the Nile River as a child.

Free Hamlet Essays: Complex Hamlet :: GCSE English Literature Coursework

Complex Hamlet There are many factors that lead Hamlet into putting himself in a difficult position. There are many incidents where it’s not Hamlet’s poor attitude that gets him in trouble, but his great ambition to uncover the truth. Once Hamlet discovers that Rosencrantz and Guildenstern are spying on him, he never lets them out of his sight. Hamlet suspects that his mother, Gertrude, was an accomplice for the murder of his father. Polonius was slain by Hamlet who had mistaken him for Claudius. His pretense of madness drove Ophelia to her death. All of these incidents show that its Hamlet’s great ambition to uncover the truth that gets himself in difficult positions. Hamlet would not show mercy even when confronted by his best friends from his childhood. Rosencrantz and Guildenstern were sent by the King and Queen to spy on Hamlet to discover the reason for his disturbing behavior. Hamlet isn’t fooled by their sudden arrival and gives them a chance to show their loyalty to him by admitting they were sent by the king. "That you must teach me. But let me conjure you by the.... be even and direct with me whether you were sent for or no." (II-ii.274-278) Hamlet is aware of Rosencrantz and Guildenstern’s alliance with the king. He sends them to England, replacing the letter that they carried with a forgery of the king’s seal stating that the bearers of the letter should be killed. He felt no guilt or remorse for the sudden loss of his two best friends. "They are not near my conscience; their defeat does by their own insinuation grow." (V-ii.58-59) Hamlet’s curiosity caused him to not only suspect his mother, but also kill poor Polonius. He believed Gertrude was an accomplice in the murder of his father.Hamlet has violent outbursts towards his mother. His anger increased as Gertrude misinterpreted the situation. She believed that she was in danger of being assaulted and therefore cries out for help. Hamlet, who was full of rage, runs his dagger through the arras and kills Polonius, mistaking him for Claudius. "O me, what hast tho done/Nay, I know not. Is it the king?" (III-iv.27-28) Hamlet's passion was furiously aroused, and his words to his mother grew increasingly bitter and sharp. His words acted like daggers that shattered Gertrude's peace of mind. "Nay, but to live in the rank sweat of an enseamed bed, stewed in corruption, honeying and making love over the nasty sty.

Forensic Scientist Research Paper Essay

Definition of a Forensic Scientist There is a definition for a forensic scientist. According to Career Information Center, there is a definition for forensic scientist, â€Å"forensic scientists gather and evaluate evidence from victims, vehicles, and scenes of crimes.† â€Å"Their findings may help to convict or prove the innocence of a person accused of a crime.† Nearly all forensic scientists work for federal, state, or local law enforcement (Engineering. 126). Entry Requirements There are entry requirements to become a forensic scientist. According to Career Information Center, to be a forensic scientist, one needs at least a bachelor’s degree in physical or natural science. However, most crime labs prefer employees that have a master’s or doctorate’s degree in forensics (Engineering. 126). Working Conditions Forensic scientists work varied hours. According to Career Information Center, forensic scientist work a five day, forty hour work week. However, they are on call 24-7 and may be expected to answer late night calls. In some cases, overtime is forced on employees (Engineering. 127). Forensic scientists work in varied environments. They spend most of their time in clean labs (Engineering. 127). They may also work outdoors in all weather conditions including snow, rain and heat (Echaore-McDavid 61). Forensic scientists have to stand, bend, kneel, and crouch in awkward positions (Echaore-McDavid 61). Forensic scientists have to observe unpleasant sights such as blood and corpses (Engineering. 127). Also, there are some risks with working with weapons (Engineering. 127). In addition, forensic scientists are exposed to noxious fumes and poisons (Engineering. 127). Generally, forensic scientists work with lab partners and other branches of law enforcement such as, policemen, FBI, and judges (Engineering. 127). Pay and Benefits Forensic Scientist’s pay varies. According to Career Information Center, their earnings vary depending on experience and education. Entry level pay for a forensic scientist with a bachelor’s degree in 2005 was about $30,000 a year. The median salary was about $40,000. Experienced forensic scientists with a master’s degree earn around $70,000. Different types of forensic scientists earn different salaries. For example, a technician will make around $40,000 a year, but a forensic pathologist can earn up to $200,000 a year. Also, large crime labs use specialists, scientists who do one specific duty well. These specialists often make more money than others (Engineering. 127). Forensic Scientists get benefits. According to Career Information Center, forensic scientists get sick days and vacation days. The amount of days depends on the crime lab they work at. They are also offered medical insurance. Again, this varies with the crime lab. Forensic scientists are also offered pension plans (Engineering. 127). Advancement Forensic scientists have opportunity for advancement. Most start out as trainees where they learn how to do their job. Then, they are given more freedom and assume the duties of the other forensic scientists. A few people may be promoted to senior forensic scientist or manager of the crime lab (Echaore-McDavid 60). Typically, positions open up when other forensic scientists are promoted, retire, or if the lab expands (Engineering. 127). Also, forensic scientists may train new employees for a bonus (Engineering. 127). Outlook Forensic scientists have a very positive outlook. Jobs in forensic science are expected t raise by twenty percent in ten years, well above the national average (U.S. Dept. n.p.) Growth in the field of forensic science is tied to crime rates, high crime rates means a large amount of jobs (Engineering. 127). According to the Occupational Outlook Handbook, new technologies speed up the growth of jobs in forensic science. Furthermore, there were 12,800 jobs held by forensic scientists in 2008. The projected employment for 2018 is 15,300 jobs (U.S. Dept. n.p.). JOB DUTIES OF A FORENSIC SCIENTIST Second, there are personal qualities that are required to be a forensic scientist. There are job duties that all forensic scientists share. Also, there are job duties for different types of forensic scientists. Personal Qualities There are personal qualities that are necessary to have to be a forensic scientist. According to Law Enforcement, Security, and Protective Services, Forensic scientists must have communication skills, teamwork skills, writing skills, problem solving skills, and self management skills. Forensic scientists must also be observant, objective, detail oriented, meticulous, ethical, honest, dependable, and courteous. In addition, computer skills are recommended (Echaore-McDavid 60). General Job Duties There are some job duties that all forensic scientists share. All forensic scientists gather, evaluate, and analyze evidence and data from victims, vehicles, and crime scenes (Engineering. 126). Forensic scientists’ findings are used in court cases (Engineering. 126). They may have to train lower level or new employees (Echaore-McDavid 63). All forensic scientists may be called out to crime scenes (Echaore-McDavid 63). Technicians Forensic technicians have specific job duties. According to Law Enforcement, Security, and Protective Services, they gather physical evidence, such as bullets, weapons, and tissues from crime scenes. Technicians must also talk and coordinate with police officers at the crime scene. They note, sketch, and photograph every piece of evidence. Then the technicians send the evidence to the crime lab for further investigating. Technicians also submit accurate and well detailed reports and documentation for court cases. Technicians also maintain and use photography equipment as well as develop film (Echaore-McDavid 60-1). Latent Prints Examiner Prints Examiners have specific job duties as well. According to Law Enforcement, Security, and Protective Services, prints examiners analyze all latent prints including fingerprints, palm prints, footprints, and tire tracks. They use chemicals and plasters to lift prints from scenes of crimes. They take photographs of the prints and convert them to 3D images on a computer. Prints examiners compare these prints with known suspects, victims, and others. Examiners will write reports of their findings and may testify in court (Echaore-McDavid 63). Forensic Chemist Forensic chemists also have specific job duties. According to Law Enforcement, Security, and Protective Services, chemists use chemical analysis to examine physical evidence. They also perform tests to determine the contents of an unknown substance. Chemists make reports and may testify in court (Echaore-McDavid 65). Trace Evidence Examiner Trace evidence examiners have specific job duties as well. According to Law Enforcement, Security, and Protective Services, trace evidence examiners examine hair, tissues, saliva, blood, fluids, plastics, metals, and explosives. They work in crime labs alongside chemists and print examiners. They also develop new and better methods for examining evidence (Echaore-McDavid 65). Firearms and Toolmark Examiners Firearms and toolmark examiners have specific job duties. According to Law Enforcement, Security, and Protective Services, they handle two pieces of evidence: firearms and tools. They determine if firearms or tools were used in a crime. They make identical matches between guns and bullets, and tools and toolmarks. Firearms and toolmark examiners also determine paths of bullets and recreate crime scenes (Echaore-McDavid 69). Questioned Documents Examiner Questioned documents examiners have their own job duties. According to Law Enforcement, Security, and Protective Services, documents examiners analyze checks, currency, vouchers, contracts, certificates, wills, notes and letters. They check if documents and signatures are real or counterfeit. They determine if changes have been made to a document and determine what words were erased or crossed out. Document examiners also identify different types of inks and papers (Echaore-McDavid 71). Polygraph Examiner Polygraph examiners have specific job duties too. According to Law Enforcement, Security, and Protective Services, polygraph examiners administer polygraph tests to suspects and analyze the results. Polygraphs measure pulse, blood pressure, breathing, and perspiration during questioning. Polygraph examiners write their own questions and give them to suspects (Echaore-McDavid 76). Forensic Pathologist Forensic pathologists have specific job duties. According to Law Enforcement, Security, and Protective Services, forensic pathologists primarily perform autopsies. They answer the time of death, whether a death was caused by suicide or homicide, and cause of death. Pathologists may also have to identify bodies. They are also called out to crime scene to examine bodies before they are moved. Forensic pathologists sometimes meet with families of the deceased (Echaore-McDavid 73). ADVANTAGES AND DISADVANTAGES Third, there are advantages to having a career as a forensic scientist. There are also disadvantages. Advantages Forensic scientists have advantages for their occupation. With enough education, most forensic scientists make around $70,000 a year (Engineering. 126). They can also earn sick and vacation days (Engineering. 126). They get medical insurance (Engineering. 126). Finally, forensic science is a fast growing field. Its growth is above the national average (U.S. Dept. n.p.). Disadvantages There are also disadvantages in the field of forensic science. The occupation is very high stress. Forensic scientists may witness gruesome sights (Engineering. 126). They also put themselves at risk by working with weapons and chemicals (Engineering. 126). Also, forensic scientists are on call 24-7 and may be forced into working overtime (Echaore-McDavid 60). In addition, it takes about six years to earn a good degree, master’s degree, in forensic science (Engineering. 126). EDUCATION Fourth, there are entry requirements to get into Michigan State University. In addition, Michigan State offers a great program to study forensic science. Entry Requirements The main entry requirement for Michigan Stat is to have a better application than the other applicants. According to Peterson’s Four Year Colleges, the average high school GPA of those admitted to MSU is 3.61. Ninety-seven percent of students had an ACT score over eighteen and nine percent had a score of thirty. Seventy-six percent of students scored over 500 in reading on the SAT’s, eighty-five percent scored over 500 in math, and seventy-three percent scored over 500 in writing. Nine percent of students scored over 700 in reading, fourteen percent scored over 700 in math, and five percent scored over 700 in writing. Only seventy-three percent of applicants are admitted into Michigan State University (Peterson’s. 473). Those admitted into MSU are required to pay tuition. According to Peterson’s Four Year Colleges, on average, state residents are charged about $7,665 per year. Out of state residents are charged around $20,310. Part-time students who live in state are charged $235 per credit hour. Out of state part-time students are charged $656 per credit hour. Some financial aid is provided by MSU if necessary (Peterson’s. 473). Michigan State University Michigan State is a great college to study to study forensic science. MSU was founded in 1885 (Peterson’s. 473). The school has offered a forensic science program since 1946 (â€Å"School.† n.p.). MSU is a coed school (Peterson’s 473). The campus is 5,192 acres and has relatively easy access to Detroit and Lansing (Peterson’s. 473). Michigan State has a great college atmosphere. According to Peterson’s Four Year Colleges, fifty-four percent of students are women and forty-six percent are men. There are students studying at MSU from fifty-four states and territories. There are also students from one hundred different countries. The student faculty ration at MSU is 17:1 (Peterson’s. 473). MSU has a great athletic program. According to Peterson’s Four Year Colleges, all sports available at Michigan State are Division I except for football. MSU offers men’s football, men’s and women’s basketball, men’s and women’s track, men’s baseball, women’s softball, and men’s and women’s cheerleading. MSU also offers many intramural sports (Peterson’s. 473). Michigan State University offers many clubs to its students. MSU has a drama club, marching band, choral group, radio and television club, newspaper club, and national fraternities and sororities (Peterson’s. 473). MSU provides prime housing. On campus residency is required for a student’s freshman year (Peterson’s. 473). Coed dorms are available as well as women only dorms and disabled students dorms (Peterson’s. 473). Michigan State offers services to students. According to Peterson’s Four Year Colleges, there is a health clinic available to MSU students, psychiatric counseling, and legal services. There is also a woman’s center. MSU provides twenty four hour emergency response and transportation services. Also, self defense workshops are available (Peterson’s. 473). MSU offers top rate classes and degrees in forensic science. According to â€Å"School of Criminal Justice,† the Master’s Degree in Forensic Science is provided by the Michigan State School of Criminal Justice. Applicants for the degree must have at least a 3.0 to apply. One must also have a degree in a lesser or related field such as physical or natural science (â€Å"School.† n.p.). MSU offers a degree in forensic chemistry. To earn a degree, one must take the following classes: Advanced Analytical Chemistry II, Survey in Forensic Science, Forensic Chemistry and Microscopic Evidence, Scanning Electron Microscopy/X-Ray Analysis, and Forensic Serology (â€Å"School.† n.p.). INTERESTS AND NEEDS Furthermore, forensic science does fit my needs. It pays a decent amount of money and will give me a comfortable lifestyle. Forensic Science involves a lot of science and chemistry, which I love to do. Also, forensic scientists help people by assisting in the justice process, which I think is very rewarding. CLOSING In conclusion, forensic science is a very challenging career. If a person is interested in becoming a forensic science, it is going to take a lot more than just a love of the TV show CSI.

International Law Case Brief Essay

Facts: George Christian Hanna (23 years old) is a stateless person trying to find a country for refuge. In 1954 the United Nations addressed the problem of â€Å"stateless† persons to solve the problem when one seeks refuge within a country; however, Canada is not a signatory. Spending most of his life as a ship-bound passenger, Hanna does not have a homeland. Hanna applied for refuge from The â€Å"Gudveig† a Norwegian motor-ship in which he was treated as a â€Å"stowaway† and imprisoned for more than 16 months. During these 16 months aboard the ship, Hanna made at least three trips to Canada. Hanna found himself in Canada looking for immigration status after being released by the act of habeus corpus. Immigration was not given and an order of deportation was handed down. The order was appealed on the basis that the order is defective, incomplete, and impossible to interpretation or enforcement and beyond the authority of the immigration officer. Issue: Is the deportation order made by the immigration officer (acting as a special inquiry officer) legal and made within the means of his power? Decision: The deportation order would force Hanna to be imprisoned aboard The â€Å"Gudveig† for an indeterminate amount of time. The circumstances that this deportation order created are not acceptable and the order was found to be illegal and Hanna was to be released from detention. Reasoning: The deportation order included four directives. Directive No. 2 thru No. 4 was discredited by the court and No. 1 was the only directive considered and it went as follows: that Hanna be deported to the place whence he came to Canada. The court found that this meant many different things and that it was not possible to find where Hanna came from before he stepped into Canada. The fact remains that Hanna is a â€Å"stateless person† and there is no mutual agreement on where he is actually from. The court was not  satisfied with the affidavit of the immigration officer which fixed his birthplace as Djibouti in French Somaliland. Also the court was not satisfied with the Norwegian lawyers claims that he is an Egyptian who was born in Alexandria. Other interpretations such as the port in which this journey began in Eritrea and the port which Hanna came to Canada from in Beirut, Lebanon did not satisfy the court because even is the Lebanese authorities agreed Hanna stowed away from their port, they country is quite foreign to him. The court noted that it had referenced other authorities cited by counsel where deportation orders were made without all the facts being present. None of those orders though were comparable to the Hanna case, because this deportation order was not to deport to a country but back into detention aboard a ship. The immigration officer delegated to the owners of The â€Å"Gudveig† the responsibility for interpreting the deportation order, which brings the court to believe that he himself (immigration officer) does not know what the order means. This fact alone is enough for the court to reason that the order is illegal. The judgment was found in the favour of Hanna because the deportation order was impossible to interpret and enforce.