Skills of Tourism graduates Essay Example for Free

Skills of Tourism graduates Essay The primary objective of this study is to determine the employability skills of Tourism graduates from the year 2005 to 2009 of University of Perpetual Help System Dalta Molino such as Communication Skills, Human Relation Skills, Technical Skills, Management Skills, Research Skills and Leadership Skills. The study is anchored in the theory of Gazier as cited by Weinert who stated that employability is supply and demand. The Descriptive research design was utilized to analyze and delineate the current work abilities of the BST graduates. Descriptive and inferential statistics were used to determine if significant difference exist in the employability skills of Tourism graduates in relation to their year of graduation. The study revealed that there were significant differences in the employability skills of the Tourism graduates when they are grouped according to year graduated. The differences among the batches can be accounted from the variable factors and circumstances during the period of their study. Hence, from the results, the institution can improve the quality of teaching by bringing students outside the classroom setting, hiring faculty who are equipped with background and experience in the tourism industry and related jobs, and the University should extend utmost effort to provide facilities of the tourism college Introduction The University of Perpetual Help System DALTA (UPHSD) – Molino Campus, College of International and Hospitality Management is committed to providing quality education by offering a wide range of theoretical, practical knowledge and skills through various aspects of hospitality management which is necessary to every student in becoming competent individuals of society. The college offers study programs such as Bachelor of Science major in Hotel and Restaurant Management (BSHRM), Associate in Hotel and Restaurant Management (ASHRM) and Bachelor of Science in Tourism (BST). The Bachelor of Science in Tourism is a discipline that provides a wide array of experiences that leads to the understanding of history, customs, traditions, values and culture of different places both here and abroad. Further, the BS Tourism program includes a course on Tour guiding, Foreign language, Tourist destination marketing, Thesis writing, Tourism Planning and Development, Personal Development and Public Relation, Cruise management, Travel Agency Management and Operation, Principles of Tourism with Tourism Laws, Philippine Tourism: Geography and Culture, World Tourism: Geography and Culture, Principles of Management, Front Office Management, and Convention and Recreation Management. These are the courses being taught to the students to gain the employability skills of tou rism such as the Communication skill, Human relation skill, Tour guiding skill, Management Skill, Research Skill and Leadership skill. Student capabilities as used in this study refer to abilities learned in the four corners of the classroom preparing graduates for employment as they step out of the portals of their alma mater. Such skills result in better employability of graduates. According to Hind and Moss (2011), employability is a person’s capability to gain and maintain employment. Further, it depends on the knowledge, skills and abilities possessed by the latter. Employability of graduates therefore depends on the trainings they attended from first year to their graduation. According to Walker (2006), tourism as career is a dynamic, evolving and consumer – driven force it is also the world’s largest industry or collection of industries. When all its interrelated components are placed under one umbrella: tourism, travel, lodging, conventions, expositions, meetings, events; restaurants, managed services: assembly, destination and event management, and recreation. Walker also said that tourism plays a foundational role in framing the various services that hospitality companies perform. In the past five years, the UPHSD – Molino has produced number of graduates that have eventually joined tourism industry works in the tourism industry. Their work is crucial in creating appreciation of the beauty of the world; therefore, these graduates need certain skills and knowledge in order to be considered assets to tourism establishments and maintain employability. The study provides documentary analysis about the employability skills of Bachelor of Science in Tourism graduates batch 2005 – 2009 of UPHSD- Molino Campus to meet the demands of the industry of the new century. Further, responses from graduates concerning various issues related to teaching and learning were also considered. Such information is essential to assist the University in planning and determining factors linked to student learning, curriculum design, and improvement of services provided by UPHSD. Therefore the researchers opted to conduct a study about the employability skills of Bachelor of Science in Tourism graduates batch 2005 – 2009 of UPHSD- Molino Campus. Specifically it aims to determine the capabilities, knowledge, and skills possessed by graduates in finding and maintaining work. The study is anchored in the theory of Gazier as cited by Weinert (2001). According to Gazier, employability attempts to influence the â€Å"supply† side of the labo r market, that is, the workers and their productive capacities and performance, while the â€Å"demand† side is made up of the companies’ requirement. This theory of Gazier as cited by Weinert (2001) guided the researchers in the research because it gives an idea that employability is supply and demand where in the University produces supply to the Tourism industry yet the â€Å"product†; graduates should meet the demand of the Tourism industry. The researchers believe that to be able to market the graduates, the supply must possess communication skills, human relation, tour guiding skills, management skills, research skills and leadership skills. These skills are crucial to meet the demand of the industry to further promote employability. IMPROVEMENT EMPLOYABILITY SKILLS Figure 1. Conceptual Framework Figure 1 shows that employability is dependent variable from graduates’ skills and the improvement of the university in terms of Curriculum design, services offered by the University and hiring faculty. In relation to the study, the graduates should focus on enhancing both students’ skills and their facilities to have a high employment opportunity. To determine the target respondents for the study, the researchers used the list of graduates. The researchers analyzed the aforesaid skills using Mean, Percentage, ANOVA and Frequency Distribution to determine if significant differences exist in the employability skills of Tourism graduates in relation to their civil status, gender, and year of graduation. The study focused on the BS Tourism Graduates of University of Perpetual Help System DALTA- Molino Campus from year 2005-2009. The respondents were only 25 graduates of tourism from 2005-2009 1. Descriptive Research 2. Researcher –made Questionnaire 3. Statistical Treatment * Frequency * Percentage * Mean * ANOVA Improvements of: -Curriculum Design -Services offered by the University -Hiring Faculty 1. Profile of the Respondents * Civil Status * Gender * Year Graduated * Employment Status * Employed * Unemployed * Nature of Work * Airline * Travel Agency * Cruise ship * Front Office (Hotel) * Hospitality Related Jobs ( Tourism Officer, Casino, Event Organizing) * Others 2. Skills * Communication Skills * Human Relation Skills * Technical Skills * Management Skills * Research Skills * Leadership Skills INPUTProcess OUTPUT Figure 2 Operational Framework Figure 2 above shows that the study will use the demographic profile of the respondents in terms of civil status, gender, nature of work, year of graduation, employment status, and employability skills of the graduate of BST from 2005 – 2009. Such data will be the inputs for the study. A questionnaire developed by the researchers will be used as research instrument. Statistical treatment in the form of frequency distribution, percentage, mean, and ANOVA will be applied to process and interpret the collected data. The inputs and process described above will assist the University in planning and determining factors linked to students learning, curriculum design, and improvement of services provided by UPHSD. This study aims to determine the employability skills of Bachelor of Science in Tourism graduates batch 2005 – 2009 of UPHSD- Molino Campus. METHODS The study covered the Graduates of BS-Tourism Students of batch 2005 – 2009 from University of Perpetual Help System – DALTA Molino Campus as respondents of study which is compose of 25 students. To collect/gather the names of the graduates as well as their contact numbers and addresses to get the total population needed for the study, the researchers sought permission from the office of Student Personnel Service. Purposive sampling technique was used to select the respondent. The researchers used a descriptive quantitative design for this research After the researchers gathered the list needed for the research, they distributed and administered the questionnaires to the respondents through social networking sites such as Facebook, Twitter, and email and researchers also reached them with their contact numbers. Further, the researchers also conducted field work (i.e., home visits) to reach the graduate and completed the data gathering for the period of 5 months. Data we re tabulated after the retrieval and brought to a statistician for statistical treatment, after which the researchers interpreted the result to give recommendation. There are more female graduates of tourism. The dominance of female students in the Tourism programme in this study is in line with a previous study on study motivations in Korea, Taiwan, and China (Kim, et al., 2007), indicating the popularity of hospitality and tourism Management among female students in Asian countries. 1.2 Civil Status; Almost all of the respondents are still single, which implies that if not for personal reasons, the quality and the demand of their current job kept them unmarried. In a book entitled â€Å"Introduction to Hospitality Operations† by Walker 2009, the WTO (World Tourism Association) has declared that tourism industry work is very demanding; it is a 24hour-a day, 7-day-week, 52-week-a-year economic driver. 1.3 Year Graduated Most of the respondents are graduates of Batch 2008-2009. Respondents that graduated earlier from the UPHSD-Molino are less accessible than those who graduated recently, which can be attributed to the demands or location of their jobs as those who have graduated earlier tend be more established in their jobs. 1.4 Employment Status? Most of the respondents are already employed. This indicates the high employability of the graduates of UPHSD-Molino. The program BS Tourism offered by the UPHSD- Molino provides many opportunities for graduates to work in various professions in different sectors such as restaurants, resorts, air and cruise lines, theme parks, and casinos. 1.5 Nature of Work It can be gleaned from the table 1.5 that 88% are employed in work aligned with their course. This indicates that he graduates are generally qualified to jobs aligned or closely aligned with their course, while the 8% are employed to other industry such as in business sector. The remaining 4% is a respondent who resigned from her work, which was inclined to tourism industry, and now focusing on her family. As stated above, the tourism program provides many opportunities for employment, which includes land, air and sea-based work. CONCLUSION AND RECOMMENDATIONS College of International and Hospitality Management is committed to providing quality education by offering a wide range of theoretical and practical knowledge and skills through various aspects of hospitality management which is necessary to every student in becoming competent individuals of society. The above discussion has evaluated the skills of tourism students who graduated from the UPHSD -Molino, particularly, their technical, managerial, research, leadership, human relation, and communication skills. The null hypothesis, in which the researchers assumed no significant difference in the employability skills of the respondents, was rejected. The graduates of each batch rated themselves differently on various skills because of the different situations and factors that affected them during their study. According to the summary of data on different employability skills of tourism graduates, the researchers found significant differences in the employability skills of the respondents. In their analysis, the researchers gleaned that Tourism graduates have strong potential for employment as they have acquired the necessary tourism skills. Along with the Tourism skills, the institution can improve the quality of teaching by bringing students outside the classroom setting such as seminars, hotel and airline familiarizations, tour guiding competition and other tourism-related activities for them to fully experience and understand their field. Because the researchers believe that learning never stops in the four walls of the classroom itself instead they need to be exposed. Hiring faculty who are equipped with background and experience in the tourism industry and related jobs, such as those employed in tourism bureaus in government or tourism-related businesses, and those who have experience in organizing events/programs and activities. Certificates of accreditation from the DOT and other organizations such as TESDA on tour guiding, travel management, and so on would help instructors in molding and developing students as better tourism industry professionals with high employability. Faculty with tourism industry experience can share more of their familiarity with the industry that is not purely textbook-dependent. In terms of technical skills, revealed as a weakness among the graduates, the University should extend utmost effort to provide facilities of the tourism college such as ticketing office with systems of Fidelio, Abacus, and Amadeus. Offer different language course in every year for them to be globally competitive. REFERENCES Claire Rees, Peter Forbes and Bianca Kubler Student Employability Profiles: A Guide for Higher Education Practitioners Communication Skills http://www.communicationskills.com.in/definition-of-communication- skills.htm Final pre – proof draft of Harvey, L., 2001, â€Å"Defining and Measuring Employability†, Quality in Higher Education 7 (2), pp. 97 – 110 Lamberton and Minor (2010)http://wiki.answer.com/Q/whatishumanrelations Lomax, R.G. (2007) Statistical Concepts: A Second Course ISBN Management Skills www. buzzle.com/articles/management-skill Planet Philippines by Pepper Marcelo (March 30, 2011)After College, Now What? Planet Philippines Leandro Milan (January 23, 2010) Migration: Oversupply of Unemployable Graduates The Higher Education Academy Graduate Impact, Student Employability and Academic Integrity University of Glasgow: Employer’s Perception of the Employability Skills of New Graduates www. kent.ac.uk/careers/docs/graduate-employability-skills%202011.pdf Weinert, P., Baukens, M., et. Al (2001) Employability: From Theory and Practice, Transaction

Was The Atomic Bomb Used To Stop Soviet Expansion? :: American America History

Was The Atomic Bomb Used To Stop Soviet Expansion? There has been a long- standing debate on why the atomic bomb was used to defeat Japan. The threat of Russian advancement in Europe and in Asia was enough to worry the top officials in the United States and British governments. Wherever Russia would go, they would conquer that area for themselves. The imminent invasion of mainland Japan and the allied casualties that came with it were also a factor in the decision to drop the bomb. If the allied forces had invaded mainland Japan, many lives on both sides would have been lost, probably more than there lost in the bombing of Hiroshima and Nagasaki put together. The tactics that the allies had used up to this point cost hundreds of thousands of lives on both sides. This was when the Japanese only had maybe two or three thousand men on an island; whereas on the mainland millions of people would fight until their death to protect their country. Can you imagine if the Americans invaded mainland Japan, where they had not only soldiers to fight against but also the citizens of Japan? Massive destruction, immense loss of life, and the prolonging of the war until late 1946, would result to invading on foot instead of using the bomb. Revenge also played a role in the decision to bomb Japan. The Japanese were not following the Geneva Convention in regards to treatment of prisoners of war. This document says that prisoners are not to be put through torture of physical or psychological nature. The Japanese refused to comply that and would decapitate American prisoners, or shove bamboo shoots under their fingernails. The American government also wanted revenge for the surprise attack on Pearl Harbor. The Russia territorial expansion definitely played a factor in the dropping of the bomb. The Soviet Union had already taken Poland and many other countries during the war. The Soviets were helping the Chinese with the war against Japan and would later get the railroads in China and Manchuria when Japan completely surrendered. The Americans did not want Russia to get involved in the war against Japan.

Macbeth: Kingship

In Shakespeare’s time a King was considered to be god’s representative on earth. He was looked upon as equal to god. Shakespeare’s ideas towards kingship can be seen throughout the play. He shows that a king should be chosen by divine right and shows the character and attributes of what is takes to be a good king. The character of the king was also a matter of importance. If the king was just and good, the state thrived. If the king was unjust, cruel and self motivated, then the state suffered.In Macbeth we see how the kingship, with its potential for good or evil, is a major theme of the play. Macbeth is seen as a hero in the eyes of all, a man worth and significance the saviour of his country, noble and brave: â€Å"Brave Macbeth†, â€Å"Valour’s Minion†. In his first appearance, King Duncan performs two of the basic duties of a king: punishing the bad and rewarding the good. Upon learning of the treachery of Cawdor and the heroism of Macbe th, he says, â€Å"No more that thane of Cawdor shall deceive / Our bosom interest: go pronounce his present death, / And with his former title greet Macbeth†.The phrase â€Å"bosom interest† means â€Å"vital interests,† but â€Å"bosom† suggests that a relationship of love should exist between a king and his subject. Cawdor, for his treason, is sentenced to death, but Macbeth and Banquo are rewarded for their loyalty. Macbeth is rewarded with the title of the Thane of Cawdor and is showered with the praise and promise of future glory. Therefore, there is much potential for good. The play provides us with a definition of the qualities required for kingship. In the course of his conversation with Macduff, Malcolm lists the ‘king-becoming graces’.Duncan is the lawful king of Scotland, and is portrayed as virtous, strong and just. At the start of the play he has defeated his enemies. Duncan’s murder is greeted with dismay and horror beca use it is attack against God and an attack on the whole notion of order. It is an act of extreme evil and this is reflected in the disorder that results in nature. The world itself is shaken and thrown into confusion by such an evil deed. A good king has been more cruelly murdered: â€Å"most sacrilegious murder†.Desperate and helpless, Macduff arrives in England to see Malcolm, the legitimate successor to Duncan's throne. Malcolm is almost an embodiment of all the positive qualities of kings. He, along with his brother, immediately decides to rely on themselves to preserve their dynasty by leaving Scotland despite the obvious and inevitable suspicion that it raises and their own bereavement. They handle the situation with wisdom and courage, all for the sake of their kingdom. When Malcolm meets Macduff we see more of his wisdom. He adopts the personality of a man who is â€Å"not fit to govern and not even to live.† Malcolm makes sure to not jeopardise his own life an d the welfare of Scotland by â€Å"testing† Macduff. Malcolm, unlike Macbeth, is able to tell appearance from reality in his superiority as king. Macbeth’s reigns regenerates into the bloody tyranny. In order to silence his conscience and ensure his safety, he has Banquo murdered. â€Å"There’s not a one of them but in his house / I keep a servant fee’d†. he seeks information from the instruments of darkness and has Lady Macduff and her children slaughtered to satisfy his blood-lust.The whole state convulses in pain- â€Å"It weeps, its beeps, and each day a gash is added to her wounds†. The main aspects highlighted by Malcolm that are absolutely incompatible with a decent king are lying, voluptuousness and greed. He plans to â€Å"cut the nobles of their land, desire his jewels and this other's house†¦ your wives, your daughters, your matrons and your maids may not fulfil the cistern of my lust. † Satisfied with Macduff's reacti on Malcolm opens up: â€Å"All I am is thyne and mine country to command† and admits that he is not ridden with vices are he pretended.We find out Shakespeare's vision of king-becoming graces: â€Å"Justice, Verity, Temp'rance, Stableness, Bounty, Perseverance, Mercy, Lowliness, Devotion, Patience, Courage, Fortitude† The return of the rightful king is marked by the delight of the army. Nature reacts positively when Malcolm returns. Macbeth, on the contrary, is full of bravado and feels invincible one minute and then left thinking about â€Å"all our yesterdays have lighted fools the way to dusty death†¦ a poor player that struts and frets his hours upon the stage† as Scotland, Lady Macbeth and his soul are all deteriorating around him.In conclusion, the theme of kingship is well developed in the play, with illustrations of the difference between a noble king and a noble man turned incompetent tyrant and the principles behind kingship. The stability of the state depends on the king. The virtuous king rules over a strong and contented state. True kings like Duncan, Malcolm and Edward are associated with â€Å"renown and grace† because they rule by the grace of God and possess king-becoming graces. On the other hand, Macbeth, the usurper, destroys order and plunges his country into chaos unleashing fear, murder and evil.

Character Education and Me Essay

After reviewing all of the materials for the course, I am convinced that character education is something that must have a presence in schools. Students of all grade levels can benefit from learning how to become civilized members of society. I agree with Lickona (1992) as far as the family being the first and foremost teacher of morals. As adults, we continue to reflect on our morals and virtues with hope of continually improving ourselves, especially when we become parents. I as well as many other new parents ran out to get a parenting manual to assist me in raising my children the best I could. Character education should be incorporated into the lessons daily in context. As the School Family video showed us, it should not be done through bribing, rewarding and punishing students without a lesson involved. After the school adopted the Conscious Discipline program, it appears that they have students use their words to talk out their issues with one another. I feel this has a better impact on the students in the long run. They will be better able to handle conflict in the future because of the lessons their teachers have helped them to understand. Kohn (1997) explained the side of character education with which most teachers are familiar. He explains, much like the Fern Creek video states, that students are most frequently drilled and rewarded through the character education programs. I do not necessarily agree that the values should be taught out of context. As a language teacher, I can tell you first hand that rote memorization does not show understanding of a concept. In addition, any person who has raised a preschooler can tell you that one of the first questions a child asks is â€Å"Why? † Children do not learn from simply being corrected or told what to do. They learn when they can explain why something is the way it is. Good character is completely developed by knowing ones morals and wanting to abide by the virtues by which we all live. If more parents were sensitive to the information that Lickona discussed in the Raising Good Children video, schools would have an easier time with character education. I agree that parents and schools need to form a partnership. Parents typically do not line their children up and drill right or wrong. They teach their children virtues in context. If my son steals his brother’s toys and a fight breaks out, I am not likely to say â€Å"that’s not right! † and end the conversation there. Young children are more likely to stop the bad behavior if they know why it was wrong or hurtful. I would explain to my son, â€Å"It hurts your brother’s feelings when you take his toys. Do you like your feelings hurt? Please ask him next time. † Incorporating the â€Å"do unto others† ideal does not make an impact unless the child can relate directly to the situation. I have noticed the times I had forgotten the explanation of why to stop; my son would repeat the misbehavior a short time later. Many of the virtues I have learned have come from my mother and my grandmother, since they were around me the most as a child. Through gentle reminders from these women I learned a set of standards to live by, my virtues. By knowing this information and using the good moral judgment that my family taught me, I have developed my character. Some children come to our classrooms without the opportunity to learn the way I did. Therefore, I need to be sensitive to their needs and help them to focus on how to change their behaviors. By treating students fairly and with compassion on a consistent basis, hopefully I can encourage students to intrinsically want to have good character.

Fordism essays

Fordism essays Discuss the major components of the new capitalism that emerges during the 1920s: the alliance between state and industrial capital, Taylorism, and Fordism. How do these affect workers? In 1920, America was fresh out of World War 1 and carrying a boisterous attitude. From the War, Americans realized that industry meant power in the overall scheme of the world. By 1920, a new capitalism was known in industry. The major components of this new capitalism were: an alliance between state and industrial capital, Taylorism, and Fordism. These components, as well as how they affect workers will be discussed in this essay. After the war, workers began returning to factories to assume their old positions. What they found were owners of large corporations gaining more and more control over employees. Owners were proposing to crush the striking power of the working class in turn for higher wages, and increased benefits. These higher wages led to a new capitalism which is as Greene describes (Greene, 1998:111), a new era of harmony between capital and labor. At the start of 1920, industry was the largest contributor to the GMP, 200 companies contributed to over half of this countrys wealth. During the war, it was industry that swayed the outcome as factories shifted their attention to producing ships and weapons. The time immediately following the war was also focused on improving the army and navy to become second to none, which meant an increase in the governments industrial interest. One way to ensure that the government could help industry was to help intervene in strikes that had become widespread throughout factories. Owners were finding that the government was a useful ally in the ending of strikes. Most strikes were solved in court cases, and cases that went as high as the Supreme Court were now being decided in favor of owners, as well as provid...

Caffeine Science Fair Projects

Caffeine Science Fair Projects Caffeine is a naturally occurring stimulant that is found in many foods, beverages, and drugs. You can explore the effects of caffeine with your science fair project. How does caffeine affect your pulse rate or body temperature or respiration (breathing) rate? You can test the effect of a cup of coffee, caffeine pill, cola, or energy drink.How does caffeine affect your typing speed? typing accuracy?Does caffeine really increase the effectiveness of other pain relievers?What effect does the presence of caffeine have on other organisms, such as daphnia, zebrafish embryo development, fruit fly activity or behavior or mutation rate, etc.Does watering a plant with water containing caffeine have an effect on the plant? Does watering seeds with caffeinated water affect germination?Does the method of preparing coffee (or tea) affect the total amount of caffeine in the beverage? If so, which method results in a beverage with the most/least caffeine? More Science Fair Project Ideas

Dissussion Questions Essay Example | Topics and Well Written Essays - 500 words

Dissussion Questions - Essay Example Mrs. Smith, by simply stating that she does not want to die may have revoked her DNR order. Her daughter may be the person in charge of the patient’s treatment and CPR decisions. If she is, then it is her right to determine what needs to be done in such a situation. The potential area of liability for the nurse is if she goes against the DNR order in place. Only a senior doctor, and no other person, can determine the right to CPR on the patient. This is keeping in mind that CPR only works to revive a patient temporarily, but may not determine the patient’s condition afterwards. The facility may face a lawsuit from the custodian, and that is the daughter, if they do not honor the conditions of the DNR order. Nobody may be in apposition to sue the nurse if she follows the DNR order. However, if the nurse decides to perform CPR, she may be doing so on her own accord and her actions may not reflect the actions of the facility. An individual can revoke a DNR by simply making their wishes known to doctors and nurses (Westrick & Dempski, 2008). DNR orders are ethically appropriate and are recognized in many quarters, for example religious and legal quarters. When a patient wants to leave a health care facility against medical advice, they might be exposing themselves to more problems. They run the risk of receiving inadequate medical treatment. This may ultimately lead to readmission in the health facility one left. There is an ethical issue that surrounds medical practitioners when it comes to leaving against medical advice. Doctors are torn between respecting the patient’s wishes, and acting with consideration to what is best for the patient (Pozgar, 2013). Some issues must be discussed before the patient leaves. This is done usually to avoid any potential lawsuits in the future. One of the issues that need addressing may be forms filled by patients who leave AMA. Under difficult circumstances, the