Effect of Bring your own Device (BYOD) on Cybersecurity

Effect of Bring your own Device (BYOD) on Cybersecurity Effect of Bring your own Device (BYOD) on Cybersecurity at workplace Introduction Several new trends in information access are impacting organizations ability to control and secure sensitive corporate data. The increase in web applications, cloud computing and Software as a Service (SaaS) offerings, and the Bring Your Own Device (BYOD) phenomenon, means that employees, business partners and customers are increasingly accessing information using a web browser on a device not owned or managed by the organization (Morrow, 2012). Bring your own device (BYOD) is process whereby when individual/ employees can use personal devices for business purposes (Privacy Right, 2013). And the D in BYOD includes more than just smartphones. It also includes employees logging into web applications such as Outlook Web Access and SharePoint, SaaS applications such as CRM systems or healthcare billing applications hosted in cloud services, from home desktop or laptop computers (Morrow, 2012). The concept of bring your own device (BYOD) is a growing trend for business IT. There are a var iety of benefits to allowing users to supply their own PCs and mobile devices, but there are also some concerns (Bradley, 2011). Several studies have also shown that BOYD is one the three biggest cybersecurity threat of 2014 (Singh, 2012). In addition, it is suggested that BYOD, or bring your own device, can no longer be thought of as a fad; it is quickly becoming the new reality. In addition, as this trend grows, all businesses are potentially at risk which can stem from both internal and external threats, including mismanagement of the device itself, external manipulation of software vulnerabilities and the deployment of poorly tested, unreliable business applications (Singh, 2012). In this study, the effect of Bring your own Device (BYOD) on Cybersecurity at workplace will be investigated. Hypothesis It might be concluded that due to using of unauthorized devices such as personal electronic device also known as Bring Your Own Device (BYOD) at workplaces causes intrusion into the company network, thereby causing data loss, stolen intellectual property to mention but few. Arriving at this hypothesis: It was not an easy task, however, following the provided information made it easier. Coming up with the hypothesis, I had to brainstorm and do enough research to come up with a schematic sketch of the variables (independent and dependent) involved in this issue. To ensure the hypothesis is an empirical statement, general phenomenon, plausible, specific, consistent and testable. In this hypothesis, the identified independent variable is the personal electronic device (BYOD) while the dependable variable is the network intrusion, thereby causing data loss, stolen intellectual property. Figure 1: Schematic sketch of identified variables Independent Variable Dependent Variable Use of Personal Electronic Device à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Network intrusion Figure 1: showing the dependable and independent variables of the hypothesis Findings Studies have shown that one of the biggest challenges for organizations when employees use their own device organizations is that corporate data is being delivered to devices that are not managed by the IT department (Morrow, 2012). This has security implications for data leakage, data theft and regulatory compliance (Morrow, 2012).in addition, the use of unmanaged devices such as BYOD causes enterprises to have less control and visibility, and fewer mitigation options than they do with managed devices (Morrow, 2012). In addition, Laptops, smartphones and tablets that connect to corporate networks significantly increase threats to sensitive data (Morrow, 2012). . Organizations should be concerned about the security state of endpoint devices and the risks to which they are exposed. Key loggers, malware and cyber-attacks have greatly increased the potential for unauthorized access to, and information theft from, endpoints. Potential unintended consequences such as data leakage and mal ware reinforce the need to enhance the security of corporate data. A malicious employee can easily steal company trade secrets, intellectual property or sensitive customer information by saving it locally or to a cloud service, sending it through accounts in Dropbox and you send it or emailing it via a personal webmail account. Organizations must control the data after its delivered to the device to prevent accidental or intentional loss by careless or malicious end users. Studies have also shown that to assess the risks of BYOD computing, everything from data contamination to user habits to the activities of criminal syndicates needs to be considered (Romer, 2014). Some of the security risks to be considered includes: Security as an afterthought: Shows that most mobile devices either lack advanced security features or have them disabled by default. Even basic features such as screen locks are turned off, and most users leave them that way (Romer, 2014). Data contamination: Shows the photos and other content share storage space along with confidential business data. This combining of data introduces new risks to the enterprise. Through carelessly configured back-ups or file copies, personal content might accidentally end up on corporate file servers. Worse, personal files that contain malware might spread to business files and from the mobile device to internal file servers and other enterprise assets (Romer, 2014). New Forms off malware: Shows that New forms of malware targeting mobile devices are on the rise. IBM predicts that mobile malware will grow 15% annually for the next few years (Romer, 2014). Hackers and criminal syndicates realize that most mobile devices are less secure than more traditional devices such as laptops (Romer, 2014). They have begun targeting mobile devices for attacks ranging from mischievous pranks to advanced persistent threats that stealthily copy internal data over many months, transmitting it to remote control centers around the world (Romer, 2014). Phishing attacks that slip past network defenses Shows that many employees routinely catch up on email and work during evenings and weekends, and when they do, they typically use smartphones or tablets (Romer, 2014). Realizing that most of these devices lack AV software and that most email and web traffic accessed remotely bypasses inspection by firewalls and gateways, attackers are now designing phishing attacks and other email exploits to be triggered during non-business hours (Romer, 2014). Lost Devices: Shows that on average, a cellphone is lost in the US every 3.5 seconds.1 Even if a lost smartphone or tablet does not contain confidential data, it still might include apps or cached credentials that make it easier for criminals to infiltrate an enterprise network (Romer, 2014). As workers begin carrying more devices, the likelihood of them losing devices only increases (Romer, 2014). Risky file sharing: shows that to ensure all their devices have the files they need, employees often try out one or more file-sharing services, including free but risky file-sharing apps that run on public clouds (Romer, 2014). Unfortunately, these services, though popular, are usually not secure enough to be trusted with enterprise data (Romer, 2014). Conclusions with recommendations Overall, this study shows that organizations should be concerned about the security state of endpoint devices and the risks to which they are exposed. In addition, key loggers, malware and cyber-attacks have greatly increased the potential for unauthorized access to, and information theft from, endpoints. Potential unintended consequences such as data leakage and malware reinforce the need to enhance the security of corporate data. In addition, to protect valuable information such as intellectual property, organizations need to make data security a top priority. To counter these sophisticated threats, organizations should employ a layered security strategy that provides necessary access to corporate information while minimizing risk and maintaining compliance (Privacy Right, 2013). When it comes to sensitive information, the focus must go beyond authorized and unauthorized users and extend data protection from storage through transport to delivery on the endpoint to prevent sensiti ve data loss (Privacy Right, 2013). Organizations also need to stop making a distinction between devices in the corporate network and devices outside of it, and focus instead on protecting their information (Privacy Right, 2013). They must compartmentalize access to sensitive information, employ better audit logging and log analysis, and deploy security solutions that are designed to support current BYOD strategies, such as those that can control the replication of data (Privacy Right, 2013). In conclusion, organizations must now readdress their corporate policies to ensure that their greatest asset information is being safeguarded on these mobile devices that are outside of their direct control (Gatewood, 2012). References Singh, Niharika. B.Y.O.D. Genie Is Out Of the Bottle Devil Or Angel Journal of Business Management Social Sciences Research (JBMSSR) ISSN No: 2319-5614 Volume 1, No.3, December 2012 Bradley, Tony. Pros and Cons of Bringing Your Own Device to Work. PCWorld. PCWorld, 21 Dec. 2011. Web. 17 Dec. 2016. Privacy Right. Bring Your Own Device (BYOD) . . . at Your Own Risk | Privacy Rights Clearinghouse. Privacy Rights Clearinghouse, 1 Sept. 2013. Web. 17 Dec. 2016. . Morrow, B.BYOD security challenges: Control and protect your most sensitive data(2012) Network Security, 2012 (12), pp. 5-8. Romer, Hormazd. Best Practices for BYOD Security. Computer Fraud Security 2014.1 (2014): 13-15. Web. 17 Dec. 2016. Gatewood, Brent. The nuts and bolts of making BYOD work. Information Management Journal, Nov.-Dec. 2012, p. 26+. Academic OneFile, Accessed 17 Dec. 2016.

The Catering Skills of Uphsd

Chapter 1 THE PROBLEM AND REVIEW OF RELATED LITERATURE AND STUDIES Introduction â€Å"Catering is the cottage industry of New York. All a caterer needs is a Cuisine art, some pots and pans and a couple of food magazines to start out. They get jobs, though they don't necessarily get repeats. † –Donald Bruce White; New York’s best known caterer. Finding and choosing a catering service is one of the most important aspects of planning the perfect event. The most challenging part of creating an event is the food. If you think serving food to a group of people only requires good culinary skills, you are sadly mistaken.Being able to cook is just the tip of the iceberg. A lot more goes into serving food to guests. And if the turnout is predicted to be large, then it is best advisable to steer clear of working on the food by you, and hire professionals for the job. This is where catering comes in. A good catering service will not only provide you with a delicious menu, bu t will also help setting up the meal area, serve guests efficiently and take care of any related faux pas. Caterers not only serve as waiters/waitresses, they also assist as bartenders.A professional caterer knows what menu to be set for a particular event, the volume of food required, the serving process (what comes after what), makes sure that the food looks good when served, and also explains the meal effectively to the guests, if required. Arranging the table correctly is also something a catering service takes care of. The type of cutlery necessary, the arrangement of bowls, plates and glasses and the folds of a napkin; all these intricacies are taken care of by them. The event or the occasion is of utmost relevance when lanning the food. If it is wedding, champagne, caviar and wedding cakes are a must. The cake should be confirmed by the couple regarding size, flavor, and decoration. A corporate gathering for example a business luncheon party would generally have a larger vari ety of liquor: wine, whiskey, and rum. It is also intelligent to keep a few mocktails for the non-drinkers. When deciding on the menu, it is best to have the quintessential starter-entre-dessert series. If you want to make it more elaborate, go for the six or eight course meals, accordingly.Most people prefer wine as the form of alcohol while eating. But it is very important to be aware of which wine (white or red) can complement the kind of meat that is being served for the meal. Also, remember, white wine is served chilled, while red wine is best kept at room temperature. The glasses for both are different as well. It is best to keep the dessert light, with a few varieties. Since not everyone has a sweet tooth, instead of sticking only souffles and ice cream, you can also serve fresh cream with fruit salad.For every course in the meal, the cutlery is different. Therefore, the waters should be alert about the time of change. If it is a buffet, then the plate should be replaced imme diately when the guest leaves the table for the next course or helping. Also remember to have water on the table at all times. It is a very basic item, yet mandatory. The most important thing for the people who are serving to remember is to keep their own emotions in check. Be pleasant to the guest come what may. And to make these events perfect you must have the perfect staff.Knowing the skills of BS. HRM students of the University of Perpetual Help System DALTA in catering will help provide us students, parents, faculty and the university a background of what kind of students the university is producing. Will they be an asset someday, have they learned and will their skills help them land a job in connection with their course. Catering as a major subject in HRM needs further studying when it comes to the skills of the students. Potentials in catering service are one asset to be the best known caterer. Background of the StudyThe history of catering and fine cooking trades dates bac k in the 4th millennium BC. It all started in China but the culture of grand eating and drinking was already important during the prosperous years in old Egypt. However, the catering trade only emerged from the commonly practiced hospitality, which was always free, when the first real hostels and inns were built in ancient Greece. The development in ancient Greece continued in the Roman Empire. At first, the accommodations for Roman soldiers were found along the military roads and trading routes, which were eventually opened to all travelers.During the Middle Ages in Europe, the first signs of the rebirth of the catering trade were seen in monasteries which covered mainly the needs of the many Christian pilgrims going to Rome. Caravan series served the same purpose in the Orient and started there around 600 AD. During Charlemagne's time, the catering trade developed and spread throughout the entire Europe because transport and trade required secure accommodation. The catering trade had been greatly influenced by the church in the later part of the Middle Ages.Additionally, the newly established bourgeoisies, the flourishing trade, the natural economy being replaced with money, and the intensification of transport all contributed to the popularity of catering industry. The catering industry was widely spread in Germany from 14th to 15th century and this had drawn the attention of legislators. The first â€Å"beer inspection† licenses were paid by the Augsburg Elector in 1530. It was also in the same year that the â€Å"Reformation gutter Polizey† law was enacted and this replaced many regional regulations.After the law was enacted, different rules for hostels and inns were issued and this led to the regulation of the serving of drinks, beer mugs sizes, and the quality and purity of beer, even the quantity and kind of dishes were brought up in the â€Å"Zehrordnung† regulation. As time passed by, guild hostels and houses developed. The term â€Å"Seefahrts- und Schifferhauser† was first heard in the seaside towns during the Hanse era. As another area of expertise, post guesthouses and rathskeller restaurants emerged, and until now, they can still be found as establishments termed as â€Å"Gasthofzur Post† or â€Å"Ratskeller†.The improvement of transport, technical innovations, population increase, and sudden rise in the trade of travel and tourism gave gastronomy a quick shift which made it a very important factor for national economy. Today companies like Crave Catering Melbourne offer a range of culinary options which have a proud history of tradition, tweaked and prodded to manifest current trends. All that can be said is; â€Å"enjoy your food with the knowledge that it has developed over time†. -David J Kahan (Crave Catering Melbourne)The Hospitality industry and the restaurant sector is an industry that is continuingly growing. These industries employ a lot of people in many different ways. And which cause large portion of people to eat out of their home. Because of these the average skills of the people when it comes to food preparation is decreasing. Due to these social changes in the society catering opportunities and organization rises. â€Å"Whatever position you choose to work within, in the catering profession there are a few attributes that are considered important for all job roles.You'll first have to be physically fit with a good level of stamina. This is because many catering jobs involve working in hot, busy, pressurized kitchens where you have to be constantly thinking on your feet. The ability to multi-task and communicate well are also imperative, with organizational skills being of the utmost importance. Catering offers great opportunities for career development. To work within this profession you'll obviously need a passion for food, but also have the dedication and motivation to work long and sometimes unsociable hours. † -acareerchange Catering might seem like the right career move as you're lying in bed envisioning how you could've done a better job with your friend's holiday buffet than she did. But there's a lot more to running a catering business than meets the eye. Not only do you have to be a skilled chef, a mover of delicate and perishable items, a master planner, food preparation, food service, cleanup and a savvy entrepreneur all at the same time, but you have to do it looking as cool and stress-free as possible with a smile on your face. Review of Related Literature and Studies SKILL MATRIX AND COMPETENCY MAPPINGThe theme of this project is â€Å"Training Need Analysis† one of its objective is to find out the skill competency levels of the employees of Textron India Pvt. Ltd. In here, the skill matrix which was developed in consultation with the team leaders and rated by all the members of the team. While the competency map was developed and rated with the help of the skill matrix. They defined Sk ill matrix as the most basic terms defines the skills and skill levels of each employee, as per his/her perception and also as per the supervisor/team leader/manager’s perception.While competency mapping deals with a pre-defined set of competencies calledLominger. Competencies which it relates and links to the skill matrix ratings, so as to find out how good the employees are. in relation with my study they wanted to find out the complete list of the skills that the organization as a whole possesses i. e. the skills inventory of the organization, the skill levels of each individual employee,The employees who are capable of training other employees and the skills that they specialize in. Prepared by JOJAN V. JOSE 09DM050 During the academic year 2009-2010 Under the guidance of D r.MANOSI CHAUDHURI (Project Mentor), Hospitality Management Skills: An Educational and Workplace Comparative Analysis This study utilized secondary data to formulate a comparison of hospitality curricu lar design as it is viewed by industry. The two studies used for this research project were conducted in a longitudinal format. The two studies asked industry recruiters at a university sponsored career event to indicate where key hospitality skills are best learned. The comparative findings profiled that specific skills are best learned in the work place while a smaller skill set was needed from Hospitality Education.The skills found to be most important which are taught in the educational setting were compared to the hospitality courses at the University of Wisconsin-Stout with the purpose of identifying any potential gaps in skills. A model was used which allows courses to be compared to the skill sets industry deems as important. It is helpful literature since its primary objective is to identify the skills of its respondents. â€Å"Identification of skills† is a common ground for the current research topic both study determines the skills of the respondents.The methods u se in this study can be adapted to the current research study. prepared by: Daniel Wood A Research Report Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree in Training & Development Approved for Completion of 4 Credits TRHRD-735 Field Problem in Training & Development by: Professor Robert Davies, Research Advisor The Graduate College University of Wisconsin-Stout, Copyright Food Caterers Association of the Philippines 2003. All Rights Reserved. 10 Baler St. San FranciscoDel Monte, Quezon City.A group called Food Caterers Association of the Philippines is a professional that is determined to focus on giving quality catering service. Its Goals are to encourage growth among its members by promoting networking, interchange of ideas and continuing education, keep abreast of the latest local and international trends in food preparation and event management by networking with local and international resource personnel, gain recognition both locally and i nternationally via trade fairs and exhibits, define industry standards by generating guidelines for the accreditation of local aterers. I sited it because it is about catering, it also highlights the skills of the caterers with regard to having quality service they have the core values which is unity, teamwork, professionalism, excellence (particularly in the culinary arts), creativity, taste. Founding out about this association will give our research strong information and background of what standing does our caterers in our country produces and the quality of catering service we provide. This association stands for the catering industry in the Philippines as a whole.And through this, we will be more enlightened of what is the skills needed in this association and if the B. S. HRM students qualified to pass their association. Catering skills setting the scene The Catering Skill Setting the Scene concentrates on the main practical skills needed to cater an event or run a restaurant. It can be an invaluable resource for those who want to enter the catering industry. It can also be a useful guide for those who wants to improve their skills in catering. It gives insights and tips on how you can effectively prepare an event.Having read about this, will give our research insights on the proper ways in learning the skills of a certain caterer when inside the work place. It will give our research information on the skill needed to be called a good caterer server for it sets information on the proper skill development, skills needed and acquired of a catering server. reading about this article pave way to new insights of the importance of skill in the catering server for this skill will provide good service to any event the caterer is in. Produced by: Video Education Australasia, Commissioning Editor: Christine Henderson, Executive Producer: Mark McAuliffe.Catering Management an Integrated Approach, Authors: MohiniSethi and SurjeetMalhan, the New Age International Pub lisher. This book provides information on the catering management, the division of labor in the catering industry, functions and a lot more about catering management. In this book skill is very important in every person assigned in every department. It gives information on what evaluation process is to be given in every staff like Staff appraisal, appraisal of work conditions and procedures, food product evaluation and more. And also in this book it shows that in the catering industry there are lots of works that are to be done.Where every employee are assigned in the position best fit in their skill in catering like catering manager, supervisor in the kitchen, head cook, waiters and storekeepers. This book best fit our research for it talks about the division of labor of every employee where evaluation of skills is very important. The evaluation of skills in this book shows the importance of skills in the catering industry. It shows methods on how to evaluate skills and why the cat ering has to be evaluated. Skills Upgrading New Policy Perspective OECD ORGANIZATION Director: Sergio Arzeni.It is indicated in this book that the most affected sector in skill gap is the communication, hotels and catering. It talks about the low skill equilibria where it is stated there that in UK majority of the managers and workers were low skilled and produces low quality goods and services. And because of these they had to improve all the skill of their workers and for their workers improvement they require all of them to undergo proper training. One of the tools used is the skills strategy white paper it proposes to improve choice for employers, better information, improve management training and development and improve support.The book will lead us to thinking that skill is not merely acquired. It has to undergo certain processes for it to be best qualified in a certain job. Reading about the articles and studies of this book has brought changes in our understanding of our re search. It cleared questions which will help us expound our research. It says something about the importance of skills and what are the advantages and disadvantages of not having the skills required in a job and of what great effect will it cause the establishment you are working. Which we think relates and discusses more of our research.Professional Chef 2 level Diploma, authors: Gary Hunter, Terry Tinton, Patrick Carrey and Steven Walpole. Qualifications when it comes to skills are very important in catering and it was explained very well in this book. Competence in every work must always be applied by every caterer for skills to be properly applied. It says here that a lot of trainings will pave way for the best caterer which we thought of as a group. Reading about this book will open up topics which will give sights on the importance of training in a caterer for it to acquire the best skill needed which fits very well in further more understanding our research.It introduces lear ning’s which we think is new to us. Applying what we’ve read from this book to our research will clarify some points that are not yet clarified to us. And through this book identifying the skills needed of a caterer is clearly identified and again tells about the importance of skills in the catering industry. Revised Hospitality and Catering Assessment Strategy and the New Technical Certificates August 2009 FAQs by City Guilds. A lot of information about the catering assessment and skills are mentioned here. It shows details about the newly revised hospitality and catering strategy assessment and certificates to be endowed.Reading about this article gave us again insights on the importance of skills in the catering industry. It shows the very importance of skills before granting the said certificate. it widen our views on the importance of our research regarding the catering skills of B. S. HRM students. Running through our research this article will prove of how vital skills are when it comes to the catering industry. Skills and Work Catering and Hospitality (The Basic Skills Agency Developing Effective Practice). We included this in our research because this gives the very detailed information on the skills needed in the catering service.It talks about the everyday catering task such as: acting on verbal instructions from chef or supervisor, making and receiving telephone calls, discussing work plans, following recipes, preparing food, reading temperature and time charts, taking notice of safety and hygiene signs, operating kitchen equipment according toinstructions, filling in records of stock, receiving and checking deliveries, completing accident book or hygiene records, weighing dry ingredients, measuring liquids, mixing and dividing food, setting temperature of ovens, timing cooking, writing orders, making notes.It also mentioned the most important skills needed in catering service which is the listening skills, Reading skills, Writing ski lls, Number skills, Communication skills needed to work in catering and hospitality, Numeracy skills needed to work in catering and hospitality. Theoretical and Conceptual Framework This research will use the skill matrix or the competency framework. Skill Matrix also known as Competency framework consists of a list of skills, and a grading system, with a definition of what it means to be at particular level for a given  skill.It is a way to capture or identify the skills required for a particular job. Both of these fall under skills management. â€Å"Skills management  is the practice of understanding, developing and deploying people and their  skills. Well-implemented skills management should identify the skills that job roles require, the skills of individual employees, and any gap between the two. † -Wikipedia CATERING SKILL MATRIX | | | | |A.Communication Skills in Catering and Hospitality | | | |Skills addressed | | | |through: | | | Reading and understanding str aightforward written andgraphical information, e. g. recipes, | | | |orders, safety signsand notices, labels, instructions on equipment | | | |Completing forms and records, writing notes,e. . orders, stock lists, hygiene records, | | | |accidentreport book, telephone and other messages | | | | Speaking and listening — talking face-to-face and onthe telephone with individuals and | | | |groups, e. g. colleagues, managers, suppliers, inspectors | | | | | | |B.Non-essential Skills and Experience | | |Can assist with the food preparation and service in other areas of the kitchen | | | |Can assist in setting up and serving catering functions | | | | | | |C.Essential Skills and Experience | | |Being reliable, responsible, dependable, and fulfilling obligations | | | |Can accept criticism and dealing calmly and effectively with high stress situations | | | |Must be able to work in a cooperative manner with Chefs and kitchen staff | | | |Has knowledge of principles and processes fo r providing customer service.This includes | | | |customer needs assessment, meeting quality standards of service, and evaluation of customer| | | |satisfaction | | | | | | |D.Position Responsibilities | | |Can greet, smile, make eye contact, and make customers feel welcome | | | |Can maintain tables and services area in clean and neat manner | | | |Can respond to customer concerns in a professional manner | | | |Has a commitment to the service values and ethics of the client company | | | |Can make sure that the foods are been prepared and are presented according to the | | | |establishment’s standards. Maintain the standards for correct proportioning and | | | |presentation | | | |Can coordinate the delivery of food and service items, to guests in pleasant and timely | | | |manner | | | |Can follow all safety rules and actively prevent accidents | |Research Paradigm Our research paradigm shows a pattern which will serve as a guide when making decisions in carrying out our r esearch. For our input, we included the student’s profile which is the age, gender and academic grades in catering. We also included the skills of a catering server. This will remind us of our limitations, what our research will only cover. For our process we use the questionnaire analysis for further understanding of our research and provide facts of what will be others point of view with the catering skills of UPHSD 4th year B. S. HRM students, will they be effective as a catering server or not. Statement of the ProblemGiven the above mentioned skills that a qualified good caterer must possess, this study will give light on the said matter, focusing primarily on the skills of B. S. HRM students who took catering subject. Hence the central question is: â€Å"Do the 4th year B. S. HRM students have the important skills required to qualify as a good catering server? † Specific problem: 1. What is the profile of the students in B. S. HRM 4TH YEAR? 1. age 2. gender 3. aca demic grades in catering subject 2. What are the catering skills of B. S. HRM students? 3. What is the relationship of the profiles of the respondents to the catering skills? Hypothesis There is no relationship between the profile of the respondents and their catering skills. Significance of the StudyThe study will determine the catering skills of B. S. HRM students of the UPHSD Las Pinas. Being the first research to focus in this area, it provided broad explanation of the catering skills of B. S. HRM students and gave key information on the prevailing views of the students. The study can be a basis for other research work in catering. The research can also serve as guidelines for the faculty of the college of International Hospitality Management teaching catering subject, to further improve their teaching skills and methods. Since the goal was to let the students see the benefit of learning all the skills in catering. These study will also determine the skills of B. S.HRM students who have taken catering subject to serve as a basis for the faculty evaluation of how the students learned catering subject effectively, what needs to be improve and to find the most effective way on how the students will learn in there catering subject. The study also determines which is more skilled if it is the Male or Female UPHSD students and find solution to a problem with regards to the student’s hands on skills in providing good catering service like food preparation, food service, cleanup and creativity. Also other colleges of IHM can also adopt this research and apply the framework of the study in order to have an assessment of their own catering subjects. Scope and Delimitation The primary objective of the study is to determine the caterings skills of B. S. HRM students of UPHSD Las Pinas and if those skills fit the qualifications needed to be good catering server.This study considers every aspect of students’ academic performances with the catering subject, which is the laboratory and lecture classes. The study will focus on 4th year HRM students of UPHSD for the school year2012. These are purposively chosen because it will be more feasible for the researcher to acquire desired information. Definition of Terms Catering – This industry comprises establishments primarily engaged in providing single event-based food services. These establishments generally have equipment and vehicles to transport meals and snacks to events and/or prepare food at an off-premise site. Banquet halls with catering staff are included in this industry.Examples of events catered by establishments in this industry are graduation parties, wedding receptions, business or retirement luncheons, and trade shows. Skill – An ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or job functions involving ideas (cognitive skills), things (technical skills), and/or people (i nterpersonal skills). Caterer – ( caterers plural ) Caterers are people or companies that provide food and drink for a place such as an office or for special occasions such as weddings and parties. Server – a  person  who  serves. 2. something  that  serves   or  is  used  in  serving,  Ã‚  as  a  salver. 3. broad fork, spoon, or spatual for dishing out and serving individual portions of food, as vegetables, cake, or pie. 4. Ecclesiastival- an attendant on the priest of Mass, who arranges the altar, makes the responses, etc. Chapter 2 METHODOLOGY Research Design This study will employ a descriptive method of research. A descriptive study from the word itself descriptive, it describes a certain phenomenon or an event. In this case the researchers will describe the variables such as skills and students’ profile. This study will describe weather this variables contribute to the overall catering service quality of 4TH year B. S. HRM student s of UPHSD. Population Sampling The sampling technique used in this study is the Purposive sampling.Purposive samplingis a sampling method that focuses on particular characteristics of a population that are of interest, which will best enable us to answer our research questions. We choose this type of sampling technique because of many different reasons. We have a large number of students in 4th year HRM at UPHSD who is done taking the catering subject; unfortunately almost half of the populations of fourth year students are irregular students and still taking up there hotel and restaurant practicum which results to a few number of HRM students present at UPHSD. With this reasons we have come up with the decision of using the purposive sampling technique.To get the feedback/responses of those who already underwent the laboratory/practicum, so even though they are not anymore 4th year students, their answers will be substantial to the results of this survey. Respondents/ Participants / Subjects of the study The research population only included fourth year B. S. HRM students of UPHSD Las Pinas and those who graduated at UPHSD Las Pinas who has taken all the major subjects in HRM with lecture and laboratory classes. Students from all the courses will be the research population. That includes a passing grade in all the subjects taken and must be officially enrolled this semester. Research InstrumentThe instrument that we have come up with is based on the skills we have gathered from our researched skills and after we have researched for the appropriate tool that will fit to the requirements of this study the researchers consulted with the professors, who are considered experts of the field, for additional necessary information to be included in the research tool used. Gathering of Data The research used the survey method in the form of questionnaires as a primary means obtaining the students’ perception on the skills of B. S. HRM in catering. The questionna ires were anchored to know the students’ awareness to the catering skills of B. S. HRM students weather they are qualified as a good catering server or not. Statistical Treatment The following statistical tools would be used for the analysis of data gathered by the researcher: 1.Relative frequency is used to express a number of the population or sample having the same trait or characteristic as a percentage of the population size or sample size. The relative frequency is computed using the following formula: [pic] wheref is the frequency and n is the sample size. Relative frequencies would be used in summarizing in frequency distribution tables the profile of respondents. 2. Mean/Arithmetic mean is obtained by adding the observed values and dividing by the number of observed values. The mean is calculated using the following formula: [pic] Where x is the observed value and n is the sample size. The mean would be used to calculate the average numerical response of respondent f or each item in the survey questionnaire. 3.Standard deviation indicates the variation among the observed values and their dispersion from the mean. The standard deviation may be computed using the following formula: [pic] wherex is the observed value and n is the sample size. The standard deviation would be used to determine the dispersion of the respondents’ responses for each item of the survey questionnaire from the mean. 4. The following table would be used in Chapter 3 for the verbal interpretation of means and adjectival description for the catering skills of respondents. Verbal Interpretation of Means for Catering Skills |Mean |Level of Competency | |1. 00 – 1. 0 |Poor | |1. 51 – 2. 50 |Fair | |2. 51 – 3. 50 |Good | |3. 51 – 4. 50 |Very Good | |4. 51 – 5. 00 |Excellent | 5. The chi-square test would be used for tests of relationship between the catering skills and the profile of respondents, namely, age, gender, and grade in catering subject. The value of the chi-square statistic is computed using the following formula: [pic] hereO is the observed frequency and E is the expected frequency computed by the following formula: [pic] whereRt is the row total, Ct is the column total, and Gt is the grand total. Chapter 3 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter is the presentation of the data that the researchers were able to collect from their respondents. These data were hereby summarized and presented in tabular form to provide answers to the questions posed by the researchers as indicated in their statement of the problem of which the main focus of the researchers is primarily the skills of B. S. HRM students who took catering subject. 3. 1 PROFILE OF RESPONDENTSThe researchers considered three profile of their respondents, namely, age, gender, and grade in their catering subject. The profile of respondents are summarized in the following tables below beginning with the age of respondents. T ABLE 1 DISTRIBUTION OF RESPONDENTS BY AGE |Age (Years) |Frequency |Percentage (%) | |16 – 20 |89 |89. 0 | |21 – 25 |11 |11. 0 | |Total |100 |100. 0 |From the table above, it can be seen that majority of the respondents belong to the first age group, 16 years to 20 years. Specifically, there are 89 respondents, representing 89% of the sample of 100 respondents, whose ages are between 16 years and 20 years. There are 11 respondents, representing 11% of the sample of 100 respondents, with ages between 21 years and 25 years. The distribution of respondents according to their gender is summarized and presented in the following table below. TABLE 2 DISTRIBUTION OF RESPONDENTS BY GENDER |Gender |Frequency |Percentage (%) | |MALE |27 |27. | |FEMALE |73 |73. 0 | |Total |100 |100. 0 | From the table above, it can be seen that majority of the respondents are female. Specifically, there are 73 female respondents, representing 73% of the sample of 100 respondents. There are 27 male respondents, representing 27% of the sample of 100 respondents. The distribution of respondents according to their grade in catering subject is summarized and presented in the following table below. TABLE 3DISTRIBUTION OF RESPONDENTS BY GRADE |Grade |Frequency |Percentage (%) | |2. 75 – 2. 00 |39 |39. 0 | |3. 00 |40 |40. 0 | |5. 00 |21 |21. 0 | |Total |100 |100. 0 |From the table above, it can be seen that most of the respondents have grade of 3. 0 in their catering subject. Specifically, there are 40 respondents, representing 40% of the sample of 100 respondents, whose grades in their catering subject are 3. 0. This is followed very closely by 39 respondents, representing 39% of the sample of 100 respondents, whose grades in their catering subject are between 2. 75 and 2. 00. 3. 2 CATERING SKILLS OF RESPONDENTS The different catering skills are listed down in the following tables below as well the level of competence of respondents in each of the skills. The catering skills of respondents are presented according to the age, gender, and grade of respondents in their catering subject.Then, the catering skills of respondents are presented without regard to their profile. TABLE 4 CATERING SKILLS OF RESPONDENTS BY AGE |Catering Skills |Age (Years) | | |16 – 20 |21 – 25 | | |Mean |SD |Level of |Mean |SD |Level of | | | | |Competence | | |Competence | |Students could manage to record the |4. 60 |0. 58 |Excellent |4. 27 |0. 7 |Very Good | |quantities and weights needed, the | | | | | | | |temperature needs to set in cooking and | | | | | | | |etc. , and the time needs to target either| | | | | | | |in cooking, rendering service, or in a | | | | | | | |work. | | | | | | | |Students can greet, smile and make the |4. 43 |0. 60 |Very Good |4. 73 |0. 7 |Excellent | |customers feel welcome | | | | | | | |Students can respond to the customer’s |4. 34 |0. 56 |Very Good |4. 09 |0. 83 |Very Good | |concerns in a professional manner | | | | | | | |Students can follow all the safety rules |4. 30 |0. 53 |Very Good |4. 55 |0. 69 |Excellent | |and actively can prevent accidents. | | | | | | | |Students can stay calm under pressure |4. 37 |0. 63 |Very Good |4. 55 |0. 2 |Excellent | |and can cope with several tasks at once | | | | | | | |Students uses his/her creativity and |4. 38 |0. 61 |Very Good |4. 45 |0. 52 |Very Good | |imagination to make food look good | | | | | | | |Students good communicator, organizer and|4. 40 |0. 63 |Very Good |4. 00 |0. 89 |Very Good | |manager | | | | | | | |Students reliable, responsible, |4. 54 |0. 62 |Excellent |3. 91 |0. 4 |Very Good | |dependable and fulfilling obligations | | | | | | | |Students reading and understanding straightforward |4. 45 |0. 58 |Very Good |4. 73 |0. 47 |Excellent | |written and graphical information, e. g recipes, orders, | | | | | | | |safely signs and notices, labels, instructions on | | | | | | | |equipment | | | | | | | |Students completing forms and records, writi ng notes, |4. 33 |0. 69 |Very Good |4. 18 |0. 40 |Very Good | |e. g. rders, stock lists, hygiene records, accident | | | | | | | |report book, telephone and other messages | | | | | | | |Students speaking and listening – talking face-to-face |4. 38 |0. 57 |Very Good |4. 18 |0. 87 |Very Good | |and on the telephone with individuals and groups, e. g, | | | | | | | |colleagues, managers, suppliers, inspectors | | | | | | | |Students can assist with the food preparation and service|4. 31 |0. 65 |Very Good |4. 50 |0. 71 |Very Good | |in other areas of the kitchen | | | | | | | |Students can assist in setting up and serving catering |4. 40 |0. 62 |Very Good |4. 36 |0. 1 |Very Good | |functions | | | | | | | |Students can accept criticism and dealing calmly and |4. 35 |0. 66 |Very Good |4. 55 |0. 69 |Excellent | |effectively with high stress situations | | | | | | | |Students must be able to work in a cooperative manner |4. 38 |0. 57 |Very Good |4. 45 |0. 69 |Very Good | |with Chefs and kitchen staff | | | | | | | |Students have knowledge of principles and processes for |4. 37 |0. 63 |Very Good |3. 91 |0. 70 |Very Good | |providing customer service.This includes customer needs | | | | | | | |assessment, meeting quality standards of service, and | | | | | | | |evaluation of customer satisfaction | | | | | | | |Students can maintain tables and services area in clean |4. 37 |0. 61 |Very Good |4. 64 |0. 50 |Excellent | |and neat manner | | | | | | | |Students as a commitment to the service values and ethics|4. 35 |0. 66 |Very Good |4. 09 |0. 94 |Very Good | |of the client company | | | | | | | |Students can make sure that the foods are been prepared |4. 36 |0. 59 |Very Good |4. 45 |0. 2 |Very Good | |and are presented according to the establishment’s | | | | | | | |standards. Maintain the standards for correct | | | | | | | |proportioning and presentation | | | | | | | |Students can coordinate the delivery of food and service |4. 31 |0. 65 |Very Good |4. 45 |0. 52 |Very Good | |items, to guests in pleasant and timely manner. | | | | | | | |Students can follow all safety rules and actively prevent |4. 38 |0. 55 |Very Good |4. 45 |0. 2 |Very Good | |accidents | | | | | | | |OVERALL |4. 39 |0. 07 |Very Good |4. 36 |0. 25 |Very Good | From the table next page it can be seen that among the respondents with age between 16 years and 20 years, the item â€Å"Students could manage to record the quantities and weights needed, the temperature needs to set in cooking and etc. , and the time needs to target either in cooking, rendering service, or in a work† has the highest average of 4. 60 which means that the level of competence of the respondents with respect to this particular catering skill is â€Å"Excellent. †On the other hand, among the respondents with ages between 16 years and 20 years the item â€Å"Students can follow all the safety rules and actively can prevent accidents† has the lowest average of 4. 30 which mea ns that the level of competence of the respondents with respect to this particular catering skill is â€Å"Very Good. † Generally, with an overall average of 4. 39 the catering skills of respondents aged between 16 years and 20 years is â€Å"Very Good. † From the same table it can be seen that among the respondents with age between 21 years and 25 years, the items â€Å"Students can greet, smile and make the customers feel welcome† and â€Å"Students reading and understanding straightforward written and graphical information, e. g recipes, orders, safely signs and notices, labels, instructions on equipment† have the same highest average of 4. 3 which means that the level of competence of the respondents with respect to these particular catering skills is â€Å"Excellent. † On the other hand, among the respondents with ages between 21 years and 25 years the item â€Å"Students have knowledge of principles and processes for providing customer servi ce. This includes customer needs assessment, meeting quality standards of service, and evaluation of customer satisfaction† has the lowest average of 3. 91 which means that the level of competence of the respondents with respect to this particular catering skill is â€Å"Very Good. † Generally, with an overall average of 4. 36 the catering skills of respondents aged between 21 years and 25 years is also â€Å"Very Good. † TABLE 5 CATERING SKILLS OF RESPONDENTS BY GENDER Catering Skills |Gender | | |Male |Female | | |Mean |SD |Level of Competence|Mean |SD |Level of Competence| |Students could manage to record the |4. 44 |0. 75 |Very Good |4. 60 |0. 49 |Excellent | |quantities and weights needed, the | | | | | | | |temperature needs to set in cooking and etc. | | | | | | | |and the time needs to target either in | | | | | | | |cooking, rendering service, or in a work. | | | | | | | |Students can greet, smile and make the |4. 30 |0. 61 |Very Good |4. 52 |0. 58 |Exce llent | |customers feel welcome | | | | | | | |Students can respond to the customer’s |4. 33 |0. 55 |Very Good |4. 30 |0. 2 |Very Good | |concerns in a professional manner | | | | | | | |Students can follow all the safety rules and |4. 33 |0. 58 |Very Good |4. 33 |0. 58 |Very Good | |actively can prevent accidents. | | | | | | | |Students can stay calm under pressure and |4. 22 |0. 64 |Very Good |4. 45 |0. 60 |Very Good | |can cope with several tasks at once | | | | | | | |Students uses his/her creativity and |4. 26 |0. 59 |Very Good |4. 44 |0. 0 |Very Good | |imagination to make food look good | | | | | | | |Students good communicator, organizer and |4. 22 |0. 70 |Very Good |4. 41 |0. 66 |Very Good | |manager | | | | | | | |Students reliable, responsible, dependable |4. 41 |0. 75 |Very Good |4. 49 |0. 60 |Very Good | |and fulfilling obligations | | | | | | | |Students reading and understanding |4. 37 |0. 6 |Very Good |4. 52 |0. 58 |Excellent | |straightforward written and gr aphical | | | | | | | |information, e. g recipes, orders, safely | | | | | | | |signs and notices, labels, instructions on | | | | | | | |equipment | | | | | | | |Students completing forms and records, |4. 11 |0. 70 |Very Good |4. 38 |0. 4 |Very Good | |writing notes, e. g. orders, stock lists, | | | | | | | |hygiene records, accident report book, | | | | | | | |telephone and other messages | | | | | | | |Students speaking and listening – talking |4. 37 |0. 56 |Very Good |4. 36 |0. 63 |Very Good | |face-to-face and on the telephone with | | | | | | | |individuals and groups, e. , colleagues, | | | | | | | |managers, suppliers, inspectors | | | | | | | |Students can assist with the food preparation|4. 15 |0. 60 |Very Good |4. 40 |0. 66 |Very Good | |and service in other areas of the kitchen | | | | | | | |Students can assist in setting up and serving|4. 22 |0. 64 |Very Good |4. 47 |0. 63 |Very Good | |catering functions | | | | | | | |Students can accept criticism and dealing |4. 30 |0. 61 |Very Good |4. 40 |0. 8 |Very Good | |calmly and effectively with high stress | | | | | | | |situations | | | | | | | |Students must be able to work in a |4. 41 |0. 57 |Very Good |4. 38 |0. 59 |Very Good | |cooperative manner with Chefs and kitchen | | | | | | | |staff | | | | | | | |Students have knowledge of principles and processes for |4. 19 |0. 62 |Very Good |4. 37 |0. 66 |Very Good | |providing customer service.This includes customer needs | | | | | | | |assessment, meeting quality standards of service, and | | | | | | | |evaluation of customer satisfaction | | | | | | | |Students can maintain tables and services area in clean and |4. 11 |0. 58 |Very Good |4. 51 |0. 58 |Excellent | |neat manner | | | | | | | |Students as a commitment to the service values and ethics of |4. 30 |0. 72 |Very Good |4. 33 |0. 71 |Very Good | |the client company | | | | | | | |Students can make sure that the foods are been prepared and |4. 44 |0. 58 |Very Good |4. 34 |0. 3 |Very Good | |are presented according to the establishment’s standards. | | | | | | | |Maintain the standards for correct proportioning and | | | | | | | |presentation | | | | | | | |Students can coordinate the delivery of food and service |4. 07 |0. 62 |Very Good |4. 42 |0. 62 |Very Good | |items, to guests in pleasant and timely manner. | | | | | | | |Students can follow all safety rules and actively prevent |4. 48 |0. 51 |Very Good |4. 36 |0. 1 |Very Good | |accidents | | | | | | | |OVERALL |4. 29 |0. 12 |Very Good |4. 42 |0. 08 |Very Good | From the table next page it can be seen that among the male respondents, the item â€Å"Students can follow all safety rules and actively prevent accidents† has the highest average of 4. 48 which means that the level of competence of male respondents with respect to this particular catering skill is â€Å"Very Good. † On the other hand, among the male respondents the item â€Å"Students can coordinate the delivery of food and serv ice items, to guests in pleasant and timely manner† has the lowest average of 4. 7 which means that the level of competence of male respondents with respect to this particular catering skill is â€Å"Very Good. † Generally, with an overall average of 4. 29 the catering skills of male respondents are â€Å"Very Good. † From the same table it can be seen that among the female respondents, the item â€Å"Students could manage to record the quantities and weights needed, the temperature needs to set in cooking and etc. , and the time needs to target either in cooking, rendering service, or in a work† have the same highest average of 4. 60 which means that the level of competence of female respondents with respect to this particular catering skill is â€Å"Excellent. †On the other hand, among the female respondents the item â€Å"Students can respond to the customer’s concerns in a professional manner† has the lowest average of 4. 30 which means that the level of competence of female respondents with respect to this particular catering skill is â€Å"Very Good. † Generally, with an overall average of 4. 42 the catering skills of female respondents are â€Å"Very Good. † TABLE 6 CATERING SKILLS OF RESPONDENTS BY GRADE IN CATERING SUBJECT |Catering Skills |Grade | | |2. 75 – 2. 00 |3. 0 | | | |Mean |SD |Level of Competence | |Students could manage to record the quantities and weights needed, the temperature needs to |4. 56 |0. 57 |Excellent | |set in cooking and etc. , and the time needs to target either in cooking, rendering service, | | | | |or in a work. | | | | |Students can greet, smile and make the customers feel welcome |4. 46 |0. 59 |Very Good | |Students can respond to the customer’s concerns in a professional manner |4. 31 |0. 60 |Very Good | |Students can follow all the safety rules and actively can prevent accidents. |4. 33 |0. 5 |Very Good | |Students can stay calm under pressu re and can cope with several tasks at once |4. 39 |0. 62 |Very Good | |Students uses his/her creativity and imagination to make food look good |4. 39 |0. 60 |Very Good | |Students good communicator, organizer and manager |4. 36 |0. 67 |Very Good | |Students reliable, responsible, dependable and fulfilling obligations |4. 47 |0. 64 |Very Good | |Students reading and understanding straightforward written and graphical information, e. g |4. 48 |0. 8 |Very Good | |recipes, orders, safely signs and notices, labels, instructions on equipment | | | | |Students completing forms and records, writing notes, e. g. orders, stock lists, hygiene |4. 31 |0. 66 |Very Good | |records, accident report book, telephone and other messages | | | | |Students speaking and listening – talking face-to-face and on the telephone with individuals|4. 36 |0. 61 |Very Good | |and groups, e. g, colleagues, managers, suppliers, inspectors | | | | |Students can assist with the food preparation and service in o ther areas of the kitchen |4. 33 |0. 5 |Very Good | |Students can assist in setting up and serving catering functions |4. 40 |0. 64 |Very Good | |Students can accept criticism and dealing calmly and effectively with high stress |4. 37 |0. 66 |Very Good | |situations | | | | |Students must be able to work in a cooperative manner with Chefs and kitchen staff |4. 39 |0. 58 |Very Good | |Students has knowledge of principles and processes for providing customer service. This |4. 32 |0. 5 |Very Good | |includes customer needs assessment, meeting quality standards of service, and evaluation of | | | | |customer satisfaction | | | | |Students can maintain tables and services area in clean and neat manner |4. 40 |0. 60 |Very Good | |Students as a commitment to the service values and ethics of the client company |4. 32 |0. 71 |Very Good | |Students can make sure that the foods are been prepared and are presented according to the |4. 37 |0. 61 |Very Good | |establishment’s standards. M aintain the standards for correct proportioning and presentation| | | | |Students can coordinate the delivery of food and service items, to guests in pleasant and |4. 33 |0. 64 |Very Good | |timely manner. | | | |Students can follow all safety rules and actively prevent accidents |4. 39 |0. 58 |Very Good | |OVERALL |4. 38 |0. 06 |Very Good | From the table above it can be seen that the item â€Å"Students could manage to record the quantities and weights needed, the temperature needs to set in cooking and etc. , and the time needs to target either in cooking, rendering service, or in a work† has the highest average of 4. 56 which means that the level of competence of respondents with grades in catering subject of 5. 00 and with respect to this particular catering skill is â€Å"Excellent. †On the other hand, the items â€Å"Students can respond to the customer’s concerns in a professional manner† and â€Å"Students completing forms and records, writing notes, e. g. orders, stock lists, hygiene records, accident report book, telephone and other messages† have the same lowest average of 4. 31 which means that the level of competence of respondents with respect to these particular catering skill are â€Å"Very Good. † Generally, with an overall average of 4. 38 the respondents with grades in catering subject of 5 . 00 claim that their catering skills are â€Å"Very Good. † The following table below summarizes and presents the catering skills of respondents by age in terms of their level of competence. TABLE 8 CATERING SKILLS OF RESPONDENTS BY AGE: SUMMARY Age (Years) |Catering Skills | | |Good |Very Good |Excellent | | |Frequency |Percentage |Frequency |Percentage |Frequency |Percentage | |16 – 20 |2 |100. 00 |52 |86. 67 |35 |92. 11 | |21 – 25 |0 |0. 00 |8 |13. 33 |3 |7. 89 | |Total |2 |100. 00 |60 |100. 00 |38 |100. 00 | From the table above that majority of the respondents with ages between 16 yea rs and 20 years have â€Å"Very Good† catering skills.Specifically, 52 respondents with ages between 16 years and 20 years, representing 86. 67% of the total of 60 respondents with â€Å"Very Good† catering skills, have â€Å"Very Good† catering skills. From the same table above that most of the respondents with ages between 21 years and 25 years have also â€Å"Very Good† catering skills. Specifically, 8 respondents with ages between 21 years and 25 years, representing 13. 33% of the total of 60 respondents with â€Å"Very Good† catering skills, have â€Å"Very Good† catering skills. The following table below summarizes and presents the catering skills of respondents by gender in terms of their level of competence. TABLE 9 CATERING SKILLS OF RESPONDENTS BY GENDER: SUMMARY Gender |Catering Skills

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Portrayed in this movie, there are 2 control systems working against our motivations to deviateRead MoreSociology and Deviance: in a Society of Saints Crime Will Be Found Discuss2142 Words   |  9 Pagescultures since the beginning of time. There are many historical and modern perspectives, which help draw conclusions on the study of deviance and social control, two concepts that go hand in hand. In discussing the connection between social control and deviance, it will reveal why Durkheim’s notion, that in a ‘society of saints’, crime will be found, is very true. Deviance is a word that has instinctively bad connotations around it, to know someone that is deviant is to know someone who has acted in

Budget Cuts and Teacher Planning Time

Teacher planning and preparation is a key part of effective teaching. This is an area that often faces cuts when dealing with issues like increasing the number of periods in a day, reducing the number of days each week that students come to school, or putting schools on double schedules. It almost appears that there is a lack of concern over the importance of planning time. In school districts across the nation, many teachers already get too little time to accomplish too many tasks before any cuts are made. Educational policymakers fail to see why more than a few minutes of before-class preparation is necessary. The general lack of concern for teacher preparation time is probably due to misconceptions about what goes on during class and planning periods. Educational policymakers, who were in high school 20 to 30 years ago, remember a classroom that no longer exists, one with students quietly reading while the English teacher grades essays and one with students checking each others math papers while abiding by the honor system. A Teachers Changing Role Today, instruction is more active with an increased focus on problem solving and teamwork. The teachers role has transformed into one of facilitating learning as opposed to presenting knowledge. Further, teachers are no longer able to grade papers while students read textbooks. In some school districts, teachers can no longer allow students to check each others papers due to parents complaints. In addition, because so many of todays students are unwilling to work without getting credit, the number of papers per student has increased dramatically. Thus, papers that were once graded during class now proliferate into rapidly growing piles which must be dealt with after class. The amount of work to be graded is also impacted by class size. Given a teaching load of five classes of 35 students, a one-hour writing assignment requires almost nine hours of grading if the teacher averages three minutes each. Even grading assignments that take only one minute may be difficult to manage since just under 3 hours would be needed to grade one per student, and other tasks must also be accomplished during the planning period. Another likely cause of widespread disregard for planning time is that the teachers planning activities vary from day to day making it difficult to explain what they do, and why the time is insufficient. To clarify this point, I have provided five unremarkable planning period examples. What the Sample Planning Periods Show These real-life examples show that a large percentage of the teachers preparation time is dedicated to paperwork and conferencing. During the sample week of planning activities, it would be impossible to grade even one class set of essays during the allotted planning time. Thus, a teacher who gives writing assignments to five classes of 35 students and who works efficiently during her five 60 minute planning periods, will be unable to give timely feedback to students unless a substantial amount of work is brought home. Teachers have traditionally been expected to bring work home because the job cannot be done any other way. In fact, early in U. S. history, teachers were not allowed to marry because of the time their families would require. But nowadays, teachers do marry, and they do have children. Because many teachers also have second jobs, they no longer have the option of working an extra 20 to 30 hours grading papers. Negative Effects of Reducing Planning Time By scheduling too little planning time, policymakers cause students to receive fewer writing assignments and more machine graded tests. Although several effective teaching strategies have evolved that decrease the paper load, such as peer evaluation with rubrics and cooperative learning, students must eventually get teachers feedback. Many teachers lesson plans are made with primary consideration given to how much grading the assignment will require. For this reason, insufficient planning time makes attaining higher standards less likely and deprives students of quality education.