A True Story of Crime and Punishment Essay Example for Free

A True Story of Crime and Punishment EssayA rightful(a) story of how a man was tried, convicted, and sentenced to death, May God Have Mercy exposes the imperfections in the criminal justice system and how it led to the death of an irreproachable man. Roger Colemans face became the main story on nightly newscasts and prominent television shows such as Larry King Live, Nightline, Good Morning America, and the To daytime Show. Many authoritative, yet destructive decisions were made that ultimately resulted in an innocent mans execution at the death house in Greensville, Virginia. The police, the prosecutor, and the appraise can all be held responsible for Colemans death. However, the basis Roger Coleman was non acquitted of the murder of Wanda McCoy in the first place and thus in a position to be executed was because his original lawyers, Steve Arey and Terry Jordan, did not provide him with adequate re displayation, as required by the Constitution of the United States of A merica.Steve Arey and Terry Jordan were young, in fixd lawyers who should have never even been considered for a capital case. Judge Persin, the presiding Judge in the case, however, decided on these two gentlemen because other more experienced lawyers refused to take the case because of the huge financial sacrifice it would require. Albeit globe hypothesis that Judge Persins previous profession as a prosecutor had led him to heavily favor the prosecution, his decision stood. The two prosecutors who Arey and Jordan would be opposed by were rice paddy McGlothlin and Tom Scott. Both prosecutors had far more experience than the plea lawyers, but that didnt stop Judge Persin from appointing Arey and Jordan to the case. It was an obvious mismatch, intentional or not, and was just the beginning of numerous worrys that would arise for the defendants case.The murder of Wanda McCoy took place in Grundy, a small town in Virginia. The year was 1981, and Brad McCoy, Wandas husband, arrived home from work to find his wife dead, the patent victim of a brutal enthrall and murder. The police investigated the annoyance scene, recorded witness reports, and searched for suspects. When they identified their prime suspect, Roger Coleman, the police made the arrest. Due to the negative public opinion that had generated following the arrest, Coleman demanded that his lawyers file for a change of venue with the court. Since Grundy was such a small town, it wouldbe very difficult to pick an impartial jury to give Coleman a fair trial. Every person in the town had to have read or larnn something on the murder. The fact that the police provided supposed decisive evidence against Roger Coleman and made it public, many of Grundys residents wanted to see Coleman sentenced to death.Steve Arey had been preparing the case to present to Judge Persin, but at the last minute, he notified Terry Jordan that he would not be able to attend due to a prior engagement. Areys lack of respect for Coleman and the case in general left Terry Jordan with a crucial decisionwhether to seek a continuance or to argue the motion himself. He chose to present the case himself. The defenses decision to argue the motion was a terrible decision. non only should Jordan have sought a continuance because he was not prepared to argue the case, but neither of the defense lawyers had d unrivaled any query or made any effort to obtain evidence to support their case for a change of venue, except for a equate of newspaper clippings and a picture of the hanging-tree sign. The prosecution, on the other hand, had gotten approximately fifty affidavits from members of the town claiming that they did not have any biased feelings to the highest degree the case. As expected, Judge Persin denied the change of venue request, and effectively set the tone for Roger Colemans trial.The beginning of every trial begins with opening logical arguments, which provide the jury with a preview of the evidence they leave behind provide and what it will effectively show. A lawyers opening literary argument is probably the most important part of the entire trial, and usually puts the jurors leaning favorably towards the side with the more persuade performance. Like any other criminal case, the burden of proof lies with the prosecution. They are required to prove beyond a reasonable doubt that the defendant act the crime. Mickey McGlothlin presented an organized and persuasive opening statement that gave the jury the impression that Roger Coleman was guilty based on the significant amount of evidence against him.The defenses opening statement should have attacked the evidence that the state provided, and excessively attacked McGlothlins credibility. The defensesopening statement should have consisted of a description of the friendly relationship that existed between Roger Coleman and the McCoys. It also should have also included Colemans alibiPhilip VanDykeand the fact that VanDykes tim e card reinforces the time that he said he was with Coleman and the time that he clocked into his job. Arey and Jordan also had an opportunity to smear McGlothlins credibility by referring to evidence that he failed to mention in his opening argumentthe pry mark on the door, the broken fingernails on the victim but no scratches on Coleman, and that the magnetic core found on the victim was soil, not coal dust, which had been on Colemans clothes.The defense counsel didnt refer to any of those facts. No scientific evidence was brought up, and it failed to respond to McGlothins statement that there was evidence that Coleman had in fact admitted to committing the crime. The opening statement was a complete disappointment for Coleman. It started to raise questions inside of Coleman of whether his own defense lawyers thought he was guilty and therefore were not putting the time or effort in to prove his innocence. In either case, his defense lawyers had presented a completely short(p) o pening statement, and it left the jury with the feeling that Roger Coleman was guilty.In addition to failing to present a solid and influential opening argument, another major problem with the defense counsel was their extreme lack of preparation for the trial (their own witnesses and the states witnesses). Before the Coleman case, Terry Jordan had never tried a murder case, a rape case, any case involving blood or tomentum cerebri analysis or a criminal case of any kind that lasted more than one day (112). Being from Grundy, Jordan should have interviewed most if not all of the local witnesses, but that did not happen. He did not interview all of police officers that were investigating the crime nor did he interview Dr.McDonald, who was the first one to examine Wanda McCoys body and who estimated her time of death. He did not interview Hezzie McCoy, Dr. Oxley (the doctor who performed the autopsy), or even Elmer Gist, who was the states blood and hair expert. In fact, Jordan cross -examination of Elmer Gist was solely based on Gists report about hair comparisons and one on blood analysis. He had not read anything about blood or hair analysis, because if he had, he would have been more capable of performing an effective cross-examination of the states most crucialwitness.Terry Jordan also failed to carefully examine the physical locations that could have led to Colemans innocence and acquittal. He never actually went inside the house where the murder took place, nor did he examine the door to see if there was any evidence of forced entry. He never examined the bathhouse where Coleman said his pants got wet from, and he did not go to the mine where Roger worked. The pass that Coleman supposedly took that night was never gone over to see how long it took and to see if there was time for him to commit the crime given the stops that he made prior to the murder. Jordan did not look for other witnesses who the state had not identified, and he did not ever ask for VanDykes time card, an essential piece of evidence. No photographs were taken at any point, making everything that was presented in court non-visual. Visuals would have made the defenses case much stronger. Steve Arey had interviewed most of the same witnesses that Jordan interviewed, along with a couple other defense-alibi witnesses.The state was heavily favored in the case to begin with because of their experience in criminal cases, as opposed to the defense counsels lack of experience in such cases. As expected, Judge Persin ruled in favor of the state and Roger Coleman was sentenced to death. Many criminal cases are appealed after their conclusion, and this case was no different. The defense has thirty days to file a Notice of Appeal with the act. The defense prepared their appeal and mailed it to the Court. However, the attorney generals office told the defense that they had filed the appeal one day late and that it would not be accepted. This was another huge mistake by the d efense. Although a legal technicality should not be the cause for an innocent mans evidence to be withheld, the law specifically stated that a Notice of Appeal must be filed within thirty days of the Judge subscribe the order that rejected all of the defenses arguments. The defense had missed a crucial deadline and Roger Coleman would be punished because of it. The defense would not be able to get the Court to listen to their case again and this would eventually lead to Colemans death.The fact remains that neither Terry Jordan nor Steve Arey conducted a thorough enough investigation to really present a strong case to oppose the prosecution. Roger Coleman was never really given a fair trial, and it ultimately led to his conviction and death. His lawyers failed to use the evidence that was in stock(predicate) to get their client acquitted. Their inexperience and lack of motivation resulted in an innocent mans death. There were many opportunities for the defense counsel to question w itnesses, to seek experts opinions on the rhetorical evidence, and to insert new evidence to support Roger Colemans case, but they did not do so. Jordan and Arey should have never been appointed as Colemans counsel, and that alone made Colemans chances of acquittal polished to none. Roger Coleman was never given a fair chance, even later on in the process before he was executed, however, his defense lawyers performed well below the standards that a man on trial for his life deserves. Their terrible mistakes and decisions led to the death of an innocent man.

The Legal Definition Of Crime

The Legal Definition Of CrimeExplain how aversion can be considered as a sociable construction and contrast this with statutory definition of makeensive natural action.Our nation, from the start, has been divided by class, race, national origin and has endured class conflicts throughout history (Zinn as cited in Welch, 2009). The purpose of this essay is to show that crime is constructed kindly instead than individually. In order to do so, I will focus on describing how crime can be viewed as a product of social construction, explaining different factors contributing to the way people perceive circumstance behaviour as criminal as well as contrasting fancy of crime being socially constructed with its effective definition. After discussing theories created by Howard Becker and Karl Marx , it will conclude that criminal behaviour and its consequences be indeed socially constructed.Reaching consensus over an fascinate term defining crime has undoubtedly been challenging for criminologists as there are no purely objective definitions all definitions are value loaded and biased to some degree (Barak, 1998, p.21). Hence, it is not an easy way to give an exact definition to something so diverse. However, the legal definition of crime suggested by Tappan (1947) is agree by many to be the most precise and clear so far. It states that Crime is an intentional act in violation of the criminal law (statutory and possibility law), committed without defence or excuse, and penalized by the state as a felony or demeanour. Although, it has too met with criticism from others who believe that it is too narrow definition (Milovanovic, D.). scarce harms defined as such(prenominal) by state are considered in Tappans theory which is also limited to those crimes legally guilty (Milovanovic, D.). It is also vital to grad that legal definition of crime not only excludes white collar crime but also fails to acknowledge cultural and historical context of law, such as on g ambling and prostitution that may be different depending on state or nation (Henry, S. 200). Essentially an act becomes a crime when it breaks the law established by the government of particular friendship. Of course what business relationships as crime varies depending on different cultures, laws and religions, although there are three main elements ascertain crime which remain consistent harm, social agreement and their reaction. The way companionship responses to the particular harmful behaviour may differ depending upon the rules of order. For example, theft conducted in UK may result in getting a warning or minor sentence, whereas in Muslim societies the same person would have his hand cut off for such an offence. Looking also from historical perspective, attitudes towards certain acts considered thusly as criminal have also changed as many of those are no time-consuming viewed as crimes. Therefore it is clear that the definition of crime has undoubtedly gone through ch anges and most probably will continue to change.The main aspect which legal definition of crime seems failing to consider is that some behaviours are considered as crimes whilst others not. This brings us to the social construction of crime, an idea created and essentially developed by society in terms of held perceptions, morals, beliefs and values of individuals living within it. These shape the way we are such as personality, character and our roles within the society. As people are measure beings, they often judge themselves and people around them. The concept of social construction sees criminal behaviour as a mutual interpersonal activity involving actors and audiences (Henry,S.2009). Therefore, the way someone is identified and located within a scope of the society has significant consequences for the way we act towards others (Becker, 1963). Societies define crime by their knowledge norms, believes and rules. Whereas rules, which govern everywhere, determine as well correct and incorrect behaviours within the society. Criminal law often mirrors a fairly extensive point that particular behaviour violates some social standards and values (murder, rubbery, etc.). However, actions considered as criminal may vary depending on different cultures, laws or religions. In short, crime is what particular society chooses it to be.Furthermore, crime is a fundamental part of deviance, theory suggested by Howard Becker. Deviance is not a quality of the act a person commits, but rather the consequence of the application by others of rules and sanctions to an offender(Becker, 1963). It is not only a result of humans actions but also depends on the audience judging particular behaviour as negative or positive. Becker argued that deviance can be defined as a kind of behaviour which differs from the normal, rule-breaking behaviour that is unacceptable in society and depends on what people see as unacceptable. In such situation where society labelled particular person as a deviant, it often results in isolation of this person who eventually finds the only way to survive through involving in criminal activity. Most importantly, crime often arises where the obvious segregation of the prolific and poor occurs. Karl Marx, on the other hand, suggested that class struggles are underlying problems in societies where the basis of power is wealth and which as a result leads to injustice and inequality. Sheptycki (2006) says that the grow of crime lie in the social structural inequalities of wealth and power. This viewpoint perceives capitalist societies as ones which choose individual interest over social welfare. Therefore, from the social constructionist point of view, crime is a behaviour defined by powerful and privileged people with authority to make laws that recognise some acts as offensive. once more, regarding Becker, powerless people, no matter how bad the damage they done could be, they are likely to be arrested and judged. People who hold more power create then some kinds of illusions that people at the lower levels of social hierarchy (measured on the basis of their income, education degree or even race)- are seen as chancy to the society. It not only creates place where people are dependent on state but also discriminates people one way or another. Government, could also be an example here. It defines what crime is by choosing to outlaw some particular act. For instance, the issue with drugs which government made illegal. Money tracking laws or tax escape valve fall into different category, which relates to government who creates crime for their own interests. This suggests that crimes are created by lawmakers who limit citizens freedom on the ground of their own moral standards.Taking into account all of the aforementioned factors, we can conclude that crime has inevitably been a product of social construction. Notwhistanding the fact that crime is a complex and diverse concept without one, accepted definition, what accounts as criminal varies depending on cultures, laws and religions which proves that crime is a product of social sonctruction. Definitions of crime are constructed by both cultural norms and values as well as power relations. In adition to that we socially shape the meanings of behaviours and their consequences.

Best Practice in Staff Training Processes

trump go forth exercise in staff cooking Processes1. INTRODUCTIONPeople experience through is a critical enabling agentive purpose that influences the potential of an judicature to achieve its objectives. Successful presidencys ensure that they disc everywhere an environment which enables the full potential of their people to be realised. They in any case ensure that they align their forget fudgement objectives with the faces objectives. educate is an important activity undertaken to ensure employees at entirely directs acquire the obligatory skills to carry out their roles leg entirelyy and to ensure the achievement of the institutions objectives. Of fundamental importance is the realization of the value that expose adds to the exercise of the brass instrument.Specifically this relates to how the organisation decides what prep is needed by its cater, how the learn is carried out, how the organisation evaluates the effectiveness of its education and culture activities and what growthes argon roll in place to improve the slant and effectiveness of education and genteelness designs.The wariness of the organisation take to k this instantwhat readying is contractdhow development should be delivered.how the culture improves the performance of the organisationStaff expecttargeted and job related genteelness (for now and the future) to garb them to couple the expectations of the organisationdefined outcomes as a result of readiness gauge assurance of home hold up materials and rescue techniquesvalue for time spent in didacticsAt the time of the writing of this paper, few organisations in the set applicationhad a quantifiable means of measuring organisational performance outcomeshad measured the topical competency of employeeshad agreed arrangements in place to envision all their lag reading of necessity.had a ball strategy for addressing staff facts of life so that supreme cost benefits atomic number 18 at tained from rearinghad a quantifiable means of assessing the on-ground outcomes of staff dressing are innovative with regard to methods of reservation genteelness sales talk more competent custom training systems and expertness available in the wider training industryhad accurate costings relating to training (salary, training address etc)Over the then(prenominal) 5 years on that point have been striking changes in the training arena. Many companies who once conducted their suffer training now recognise that training is non their lens nucleus care and utilize the services of the speedy developing training industry.This move is in keeping with the Federal Government knowledge Reform Agenda, aimed at increasing the competitiveness of Australian industry on the international market. The main outcomes from this agenda have been the development of depicted object force well-worns and associated training curriculum for a number of industry groups. exceed practice in t raining staff for car park management is take because both Federal and State Governments now require park management agencies tofocus on their core caper line key performance indicators and associated priority outcomesbe accountable for the lurch of priority outcomes and instantly expenditure accordingly feed sound wrinkle excogitationning principles to class broadcastning and budgetingevaluate alternative means of service delivery (such as outsourcing) put up the sustainable management of the natural and heathen resources of parksprovide a high standard of customer service and facilitiescontinually improve performance (both monetary performance and service delivery)have competent and effective staff.Park customers require parks agencies tomanage the natural and cultural resources of the park using the beaver practicable techniquesprovide excellent customer serviceprovide a range of recreational opportunitiesmanage financial resources effectively and efficientlyhave co mpetent and efficient staffThis paper bequeath discuss and inquiryBest practice in staff training processes for park agenciesThe use of benchmarking as a m otherfucker in establishing best practice.Relevant terms are defined asStaff training the process of developing the skills of employees Competencethe ability to deliver a service to a positively charged minimum standard2. DETERMINING BEST example IN STAFF TRAINING PROCESSES2.1 MethodologyIn 1995, ANZECC commenced the topic Benchmarking and Best Practice Programs aimed at five key areas. The (then) De bug outment of Conservation and Natural Resources, Victoria took the lead business for determining the best practice frame cultivate for staff training. The objective of the foresee was to determine stream best practice in training processes to assist agenices to develop training programs to meet their needs.The project scope coveran mental test of guidelines and procedures to guide forgeplace performancean examination of standards of performance ( cleverness standards)training and development programsstrategic framework for program developmentindustrial context (relationship of training to pay/promotion etc) realization of t to each oneing outcomes, judgement criteria and delivery standardsdelivery arrangements (in-house or external) judgement practicesrelationship to formal training structures (State or National)monitoring of training outcomes (improved performance, cost-benefit analysis etc.The project was to result in a report which could be used by member agencies of ANZECC to introduce best practice training processes and to facilitate the development of quality standards (and common competencies) for training of staff involved in the management of National park and Protected areas. The report was to a fault to total to the development of national training standards done NCRMIRG.The methodology used was toConduct initial research into training processes to produce an conquer stare instr ument.Communicate with, get word with or arrange joint meetings with member agencies of ANZECC toapply the surveyobserve training initiatives and processCommunicate with or visit external organisations with a render of innovation in delivering training programsPrepare a best practice report in consultation with participating agenciesThere were several project limitations. The project brief did non overwhelm a comparing of the content of training programs(as this has already been done by the Natural and Cultural Resources guidance Industry deferred payment Group in its Curriculum Review) but instead mandatory the examination of staff training processes from a strategic viewpoint. The project leaders time was bound to approximately one week and the report was bound to key points.Figure 1 Location of interviewsLocationOrganisationAdelaide sec Australian department of milieu and Natural ResourcesSydneyNew South Wales National Parks and Wildlife ServiceMelbourneTasmanian Depa rtment of Environment and Land Management, Victorian Department of Conservation and Natural Resources (name at the time of interview), Australian portion up political science Council address surveyQueensland Department of Environment and Heritage, ACT Department of Urban Services Parks and Conservation.2.2 Best Practice in Staff Training ProcessesInitial research was conducted into findings of previous benchmarking projects on staff training and into current concepts of best practice in staff training. It revealed that intimately organisations measure and assess training inputs quite a than training outputs (or how the training was conducted rather than the benefit gained with training). No park agencies and very few other organisations maintain thorough accounting records of staff training and are able to conduct a comprehensive cost benefit analysis of training effectiveness (although somewhat agencies have conducted a cost-benefit analysis of unmarried courses. equal ben efit analysis is undertaken in the tertiary education sector but the process used is not valid for measuring staff training in organisations for whom training is not core business.3.1.1 Organisations vision, mission and key performance indicators.The organisations vision, mission and key performance indicators are determined and programs to meet these objectives are planned. The period over which these apply varies with individual organisations. A common factor is that they are reviewed annually as a part of the business/budget prep process.As the performance of staff is a major influence on organisational performance, it is important that the training process is closely coupled with the business planning process.3.1.2 Identification of infallible competencies for program delivery The organisations key performance indicators (or critical success factors) touch on a standard against which the performance of the organisation is measured. Programs to meet these standards are devel oped.The organisation must have access to specific competencies to effectively deliver the ask programs and these are determined. Routine competencies required by individual staff are included.Looking ahead to the pertinacious term achievement of the organisations vision and mission, competencies required to deliver anticipated work programs in the future are also determine3.1.3 Identification of current competence of workforceHaving determined the competencies required to meet its objectives, the organisation then determines the competencies that exist within its workforce. These are obtained through cardinal means through an analysis of the current performance of staff (annual performance review) and through the identification of the current skill levels staff.Current performance of staffMost organisations now have a performance review process through which the current performance of staff is assessed. Individual staff and workgroups are now required to deliver defined outcom es. Achievement of passable outcomes usually (but not always) indicates a satisfactory level of competence in the task. The non-achievement of outcomes may be attributed to a number of factors. Lack of competence is one factor (amongst others) which may have caused poor performance.A usual part of the performance review process is the identification (by the staff member or their supervisor) of competencies yet to be attained and a plan for their attainment.Assessment of current competence.For the organisation to effectively manage the deployment of their human resources, it is necessary to assess the current competencies held by staff. Stored on a selective information base, this information is then readily available for use when assigning tasks.The best means of maintaining this data base is to utilize the type of system recommended through the National Training Reform Agenda, where competencies are defined, staff assessed against these and the information is recorded on a data baseAssessment of current competence is nevertheless effective if the defined competencies have a standard of performance against which the capabilities of the staff can be assessed. This type of legal opinion is standard based where the subjectivity of the assessment process is knock downd. The process must be well managed and the data base kept current.The maintenance and use of such a data base has two purposes. If the current competence of staff is ascertained prior to delivery of programs, the likelihood of poor performance in program delivery, as a result of leave out of competence, is reduced. In addition, the assigning of staff to tasks for which they are not competent may have legal ramifications (for example, occupational Health and Safety breaches) at a later on stage.3.1.4 Identification of competency bed cover.Once the competencies held by the workforce are determined, they are measured against those required by the organisation.A gap is determine between the r equired competencies of the organisation and the living competencies of its workforce. Traditionally this was considered to be the organisations training needs. Nowadays a wider range of options for closing this gap are considered.3.1.5 Plan for bridging competency gap The organisation identifies the means by which it intends to obtain the competencies identify by the gap between the required organisational competencies and those held in the existing workforce. This is usually called a workforce management plan.Options for obtaining the required competencies include outsourcing, job redesign or redistribution, recordment or the training and development of existing staff. Factors influencing the picking of the appropriate option are the cost-benefit analysis, current management constraints and the current Government direction with regard to workforce management.The organisation also needs to look beyond the current budget/business planning hertz to the long term achievement of it s vision and mission. It needs to plan to have the necessary competencies (either within or outside the current workforce) for the delivery of future programs (succession planning). This information is invaluable to staff when making personal development/career choices3.1.6 Organisations training needsThe organisations training needs are derived from the above process. They are the required competencies of the organisation, not held by the current staff, for which the training of current staff has been determined as the best means of obtaining them.Training needs are place and priorities determined as a part of the organisations normal business planning process and as such are reviewed annually.3.2 dodging FOR RESOURCING THE TRAININGFor the organisations training needs to be met efficiently and effectively, there needs to be a clear strategy which addresses the allocation of resources to provide the training. This strategy indicates the level of commitment of the organisation to meet its training needs. Without this mastery and a commitment from senior management, the issue of resourcing often arises to become the major impediment to the organisation satisfactorily meeting its training needs.Training resources can be categorised into financial resources, physical resources and human resources.3.2.1 Financing the trainingDetermining who pays for the training development and delivery is important and clarification of this issue up-front will reduce the incidence of later issues arising.When preparing business plans/budgets, the responsibility for the delivery of the organisations programs is allocated to a particular part of the organisation. This part of the organisation should also ensure that the required training for the delivery of the organisations program is determined and funding for training allocated appropriately.The continuing debate within a number of the ANZECC agencies relating to incorporate versus technical training can be firm by the ac tion of this model. Where the training need is one identify by an individual or their supervisor, and it relates to a terrestrial part of the persons job, then the funding for training should be strengthened into the budget for that job.Where the training need is identified by management and is one which is aimed to impart a change across the organisation, such as the need to train people succeeding(a) the introduction of new technology or a cultural change, then the funding for training should be built into the budget for introducing the change.Budget issues can arise when corporate change training programs are imposed without making the appropriate funding arrangements.3.2.2 Physical resources Physical resources required for training include the training materials (curriculum, lesson plans, videos, self paced packages etc) and the physical environment for the delivery of formal training.It must be recognised that training is not the core business of intimately organisations an d substantial investment in the development of training materials and training facilities is not considered a immaterial investment.Fortunately, in recent years, training has become an realised growth industry of its own. In most situations it is now not necessary for the organisation to invest in the development of training material or training facilities as there is a wide range of resources available through organisations for whom training IS core business. These include other like organisations, TAFE colleges, universities, local schools, local companionship training organisations and the increasing number of registered and non-registered private training providers and consultants.The best way of obtaining the necessary physical resources (materials, facilities etc) for training is to obtain them on a needs basis. By integrating the organisations training requirements with those of the wider training community, training becomes more efficient and duplication of effort is redu ced.3.2.3 Human resourcesBest practice organisations have a culture of constant learning and are clear about the level of staff involvement expected in the training process. Rather than being the responsibility of a designated training department, training is everybodys responsibility.A primary motivator for individuals to accept this responsibility is need. Through the competency assessment, the individual has identified a need for training in the routine aspects of their work and is more likely to accept the responsibility for organising or participating in training to meet that need.For corporate change training, the individuals need has not been identified and it should be remembered that that person is therefore less likely to be motivated to organise or go into in the required training. In this case it is kafkaesque to expect staff to drive their own involvement.Best practice organisations establish a culture where the individual is responsible to a large extent for identif ying their own training needs and organising/enrolling in the appropriate training. Such a culture requires the pay of a germane(predicate) system.The embodiment of learning organisation culture does not negate the need for training roles and responsibilities to be clear defined. For the organisations training needs to be accurately identified and the training resources available in the wider training industry to be effectively integrated, an appropriate training specialist or specialist team is required to manage training.The training specialist/team will be able to provide staff with adequate systems and information for them to be able to integrate training with the organisations business planning/budget development process identify their own training needs and those of their staff access a range of relevant training options develop individual training plans based on identified training needs and career aspirations.3.3 DEVELOPMENT AND DELIVERY OF THE TRAININGBest practice for t he development and delivery of training has been well documented. The model below has widespread use throughout the training industry and is used by the National Training Reform Agenda.3.3.1 Training needs The identification of training needs was identified in Section 3.1. Training needs are identified in terms that are behavioral (measurable or quantifiable). Cultural change objectives are also quantified so that their achievement can be measured.3.3.2 Modular training frameworkFor each identified competency there is a training module which will train staff in the necessary skills and familiarity to be able to meet the standard cocksure for that competency.A module judicial admission (the written specification of training outcomes, assessment methods and delivery modes) exists for each module to ensure that it is delivered to a prescribed minimum standard. module specifications are on a regular basis reviewed to ensure that they match the training requirements of the relevant competency standard.The training is accredited, where possible, by a State or National training authority. Accreditation provides quality assurance for content, delivery and assessment. The employee gains formal recognition and other benefits for the training completed.Training delivery is through appropriate providers. If the training delivery is to be contracted out then the training specification is included as a contract specification. Providers are regularly evaluated for effectiveness and cost efficiency of delivery.3.3.3 Flexible delivery arrangementsThe training is located as close to the workplace in order to reduce the amount of time spent in travel and off the job. It is delivered in conditions as close as possible to the normal work situation to ensure relevance of the training to the job.The more limber modes of delivery, such as distance learning packages (self paced), open learning schemes and computer based training packages are used. The different learning styles a nd speeds of individuals are catered for.The relevance of the content and delivery standards are monitored against the module specification. auction pitch is by instructors who are trained as trainers and are also experienced in the subject matter.3.3.4 Assessment of learning outcomesAssessment of the individuals achievement of the learning outcomes (as prescribed in the specification) is conducted during and following the learning process. Assessment is criterion based and is applied entirely by those who are competent in its use and who are definitive by the organisation to conduct assessments.3.4 APPLICATION AND military rank OF TRAININGThe trainee is given the opportunity to practice using the new skills on the job under watch by the supervisor or an appropriate mentor. The complexness of the work situation where the new skills are to be applied is managed so that the application progresses from the simple to the complex. Problems in the application of the new competencies a re addressed at an early stage.A final assessment of the application of the new competencies occurs during the performance review phase of program delivery where the delivery of the required job outcomes, to the required standard, is assessed.Where work does not meet the agreed standards, the reason for this shortfall is sought. If lack of competence is the reason, the extent of training required to become competent is determined and the person either referred to further practice under the guidance of a supervisor or mentor or the workforce management planning process revisited.5. CHARACTERISTICS OF ORGANISATIONS WHO PRACTICE BEST PRACTICE IN TRAINING PROCESSESOrganisations who are leaders in training have the following characteristicsSenior management understanding of and support for the role training plays in the boilers suit business context.A vision, mission and key performance indicators.A formal link between training and the business planning process (priorities, funding and responsibility).A training specialist employed to integrate organisational training requirements with the services provided by the external training industry.Defined competency standards and assessment system.A workforce management strategy which addresses how to bridge the competency gap.Use a modular preliminary to meet specific training needs (eg National Training Framework).Use flexible delivery methods and measure learning outcomes at the end of the training.Appraise application of competencies on-the-job (performance appraisal system).Evaluate the benefit training provides to both the individual and to the organisation.CASE STUDIESThe following are case studies of the application of best practice in training processes and have been selected from a range of qualified case studies.CASE STUDY 1DEPARTMENT OF ENVIRONMENT AND NATURAL RESOURCES, SOUTH AUSTRALIA PERFORMANCE circumspection PROGRAMThe Department of Environment and Natural Resources, South Australia has introduced a Performance Management Program for all Departmental employees as a part of its overall framework for organisational change.The Performance Management Program aims for persisting corporate performance improvement through the following processThe individuals Performance Management Program is in a flash linked to the Departments broad strategic goals, the Groups (Division) objectives and the District/Branchs action plans. Performance is assessed at each level on delivery of outcomes.Within the Performance Management Plans, responsibility for delivery of outcomes and for determining and acquiring work skills is clearly defined and documentedLine managers are required tohelp staff to identify the skill and companionship required to do their job effectivelysupport staff to establish and meet their individual/team development planIndividuals are responsible foridentifying the skills, knowledge and support they need to do their job effectivelywork out an individual/team development plan that is linked to performancereview the plan regularly.Assessment of training outcomes is based on delivery of required job outcomes. Funding for training is program based.CASE STUDY 2 bailiwick lay SERVICE (DEPARTMENT OF NATURAL RESOURCES AND ENVIRONMENT), VICTORIA COMPETENCY survey AND DETERMINATION OF TRAINING PRIORITIES FOR ROUTINE TRAININGThe National Parks Service (Department of Natural Resources and Environment, Victoria) has developed a framework to deal with the routine training of all staff.In the absence of a set of relevant National competency standards, a comprehensive set of in-house competency standards have been developed covering all aspects of work within the Service. The standards were developed from existing Departmental procedural documents which prescribed the standard of most work within the service. They also related to existing relevant National competency standards such as those from the Tourism and Hospitality industry, the Public Administration sector and the Fire industry.The competency standards were aligned with the Departments Performance and Remuneration Management (PaRM) system and with the Australian Standards Framework. Where possible, the standard referred to an existing NPS or NR+E procedure or guideline.All staff were surveyed against the standards selecting those that applied to their job and career aspirations and then, in happenstance with colleagues and supervisor, compared their current performance with that required by the standards. The end result of the process was an individual training plan listing a range of developmental activities the person was required to take responsibility for plus a list of training needs requiring external facilitation (ie courses).The results of the survey were entered on a spreadsheet and, in consultation with management, priorities for training determined for each park, local areas and the State.CASE STUDY 3AUSTRALIAN FIRE AUTHORITIES COUNCIL NATIONAL FIREFIGHTING COMPETENCY ST ANDARDS AND TRAINING COURSESThe developments of the Australian Fire Authorities Council (AFAC) have, since 1992, been at the forefront of training developments resulting from the National Training Reform Agenda.AFAC has developed a comprehensive set of generic competency standards which apply to all work conducted within the fire agencies of Australia, including metropolitan, rural volunteer and land management agencies such as the member agencies of ANZECC.The competency standards are arranged in six levels ranging from recruit level to executive level and align with levels 2 to 7 of the Australian Standards Framework.Individual agencies determine the excerption of competency standards which apply to their personnel, recognising that the needs of individuals within each organisation vary according to their geographic location and job requirements.Aligned with five levels of the competency standards are five Nationally accredited courses ranging from Certificate II to Advanced Dipl oma levels. The courses can be delivered in their entirety or by individual modules, of which there are over 200.Training can only be delivered by registered providers and each fire agency either gained registration, formed a partnership with a TAFE college or arranged to contract in an appropriate provider. Instructors must have completed an instructor module or equivalent and have met the requirements of the relevant module.Recognising that the outcomes of training, rather than the input, are most important, a comprehensive National assessor program was established to ensure that assessment practices both within and across agencies were comparable.The assessment process includes Recognition of Prior Learning or RPL where a person who can demonstrate current expertise in the content of a module may be granted credit for that module.One of the most significant parts of the program is the development of distance learning packages for a range of modules. These packages mean that the t raining can be delivered in the workplace without added cost for travel, accommodation and time lost from work.The courses were developed with a substantial consultation process and are regularly reviewed for relevance.The development of the competency standards, accredited courses and the distance packages bring significant benefits to the fire industry. Firefighters from a range of agencies are now closer to using similar lyric and techniques and their qualifications are portable across agencies. The material is flexible in design and is intended to be used on a needs basis by individual fire agencies.CASE STUDY 4DEPARTMENT OF PARKS, WILDLIFE AND HERITAGE, TASMANIA PARK RANGER CBT PILOT PROJECTThe Department of Parks, Wildlife and Heritage in Tasmania has been involved in the development of a competency-based course of training for park rangers. The project was conducted by the Department of Industrial Relations and TrainBest Practice in Staff Training ProcessesBest Practice in Staff Training Processes1. INTRODUCTIONPeople performance is a critical enabling factor that influences the potential of an organisation to achieve its objectives. Successful organisations ensure that they maintain an environment which enables the full potential of their people to be realised. They also ensure that they align their staff management objectives with the organisations objectives.Training is an important activity undertaken to ensure employees at all levels have the necessary skills to carry out their roles effectively and to ensure the achievement of the organisations objectives. Of fundamental importance is the identification of the value that training adds to the performance of the organisation.Specifically this relates to how the organisation decides what training is needed by its staff, how the training is carried out, how the organisation evaluates the effectiveness of its education and training activities and what processes are put in place to improve the deliver y and effectiveness of education and training programs.The management of the organisation want to knowwhat training is requiredhow training should be delivered.how the training improves the performance of the organisationStaff expecttargeted and job related training (for now and the future) to equip them to meet the expectations of the organisationdefined outcomes as a result of trainingquality assurance of training materials and delivery techniquesvalue for time spent in trainingAt the time of the writing of this paper, few organisations in the parks industryhad a quantifiable means of measuring organisational performance outcomeshad measured the current competence of employeeshad agreed arrangements in place to meet all their staff training needs.had a formal strategy for addressing staff training so that maximum cost benefits are attained from traininghad a quantifiable means of assessing the on-ground outcomes of staff trainingare innovative with regard to methods of making trai ning delivery more efficientuse training systems and expertise available in the wider training industryhad accurate costings relating to training (salary, training delivery etc)Over the past 5 years there have been dramatic changes in the training arena. Many companies who once conducted their own training now recognise that training is not their core business and utilize the services of the fast developing training industry.This move is in keeping with the Federal Government Training Reform Agenda, aimed at increasing the competitiveness of Australian industry on the international market. The main outcomes from this agenda have been the development of National competency standards and associated training curriculum for a number of industry groups.Best practice in training staff for park management is required because both Federal and State Governments now require park management agencies tofocus on their core businessidentify key performance indicators and associated priority outco mesbe accountable for the delivery of priority outcomes and direct expenditure accordinglyapply sound business planning principles to program planning and budgetingevaluate alternative means of service delivery (such as outsourcing)enhance the sustainable management of the natural and cultural resources of parksprovide a high standard of customer service and facilitiescontinually improve performance (both financial performance and service delivery)have competent and effective staff.Park customers require parks agencies tomanage the natural and cultural resources of the park using the best possible techniquesprovide excellent customer serviceprovide a range of recreational opportunitiesmanage financial resources effectively and efficientlyhave competent and efficient staffThis paper will discuss and exploreBest practice in staff training processes for park agenciesThe use of benchmarking as a tool in establishing best practice.Relevant terms are defined asStaff training the process o f developing the skills of employees Competencethe ability to deliver a service to a prescribed minimum standard2. DETERMINING BEST PRACTICE IN STAFF TRAINING PROCESSES2.1 MethodologyIn 1995, ANZECC commenced the National Benchmarking and Best Practice Programs aimed at five key areas. The (then) Department of Conservation and Natural Resources, Victoria took the lead responsibility for determining the best practice framework for staff training. The objective of the project was to determine current best practice in training processes to assist agenices to develop training programs to meet their needs.The project scope coveredan examination of guidelines and procedures to guide workplace performancean examination of standards of performance (competency standards)training and development programsstrategic framework for program developmentindustrial context (relationship of training to pay/promotion etc)identification of learning outcomes, assessment criteria and delivery standardsdeli very arrangements (in-house or external)assessment practicesrelationship to formal training structures (State or National)monitoring of training outcomes (improved performance, cost-benefit analysis etc.The project was to result in a report which could be used by member agencies of ANZECC to introduce best practice training processes and to facilitate the development of quality standards (and common competencies) for training of staff involved in the management of National Parks and Protected areas. The report was also to contribute to the development of national training standards through NCRMIRG.The methodology used was toConduct initial research into training processes to produce an appropriate survey instrument.Communicate with, visit with or arrange joint meetings with member agencies of ANZECC toapply the surveyobserve training initiatives and processCommunicate with or visit external organisations with a record of innovation in delivering training programsPrepare a best pract ice report in consultation with participating agenciesThere were several project limitations. The project brief did not include a comparison of the content of training programs(as this has already been done by the Natural and Cultural Resources Management Industry Reference Group in its Curriculum Review) but rather required the examination of staff training processes from a strategic viewpoint. The project leaders time was limited to approximately one week and the report was limited to key points.Figure 1 Location of interviewsLocationOrganisationAdelaideSouth Australian Department of Environment and Natural ResourcesSydneyNew South Wales National Parks and Wildlife ServiceMelbourneTasmanian Department of Environment and Land Management, Victorian Department of Conservation and Natural Resources (name at the time of interview), Australian Fire Authorities CouncilPhone surveyQueensland Department of Environment and Heritage, ACT Department of Urban Services Parks and Conservation.2 .2 Best Practice in Staff Training ProcessesInitial research was conducted into findings of previous benchmarking projects on staff training and into current concepts of best practice in staff training. It revealed that most organisations measure and assess training inputs rather than training outputs (or how the training was conducted rather than the benefit gained through training). No park agencies and very few other organisations maintain thorough accounting records of staff training and are able to conduct a comprehensive cost benefit analysis of training effectiveness (although some agencies have conducted a cost-benefit analysis of individual courses. Cost benefit analysis is undertaken in the tertiary education sector but the process used is not valid for measuring staff training in organisations for whom training is not core business.3.1.1 Organisations vision, mission and key performance indicators.The organisations vision, mission and key performance indicators are determ ined and programs to meet these objectives are planned. The period over which these apply varies with individual organisations. A common factor is that they are reviewed annually as a part of the business/budget planning process.As the performance of staff is a major influence on organisational performance, it is important that the training process is closely linked with the business planning process.3.1.2 Identification of required competencies for program delivery The organisations key performance indicators (or critical success factors) set a standard against which the performance of the organisation is measured. Programs to meet these standards are developed.The organisation must have access to specific competencies to effectively deliver the required programs and these are determined. Routine competencies required by individual staff are included.Looking ahead to the long term achievement of the organisations vision and mission, competencies required to deliver anticipated work programs in the future are also identified3.1.3 Identification of current competence of workforceHaving determined the competencies required to meet its objectives, the organisation then determines the competencies that exist within its workforce. These are obtained through two means through an analysis of the current performance of staff (annual performance review) and through the identification of the current skill levels staff.Current performance of staffMost organisations now have a performance review process through which the current performance of staff is assessed. Individual staff and workgroups are now required to deliver defined outcomes. Achievement of satisfactory outcomes usually (but not always) indicates a satisfactory level of competence in the task. The non-achievement of outcomes may be attributed to a number of factors. Lack of competence is one factor (amongst others) which may have caused poor performance.A usual part of the performance review process is the i dentification (by the staff member or their supervisor) of competencies yet to be attained and a plan for their attainment.Assessment of current competence.For the organisation to effectively manage the deployment of their human resources, it is necessary to assess the current competencies held by staff. Stored on a data base, this information is then readily available for use when assigning tasks.The best means of maintaining this data base is to utilize the type of system recommended through the National Training Reform Agenda, where competencies are defined, staff assessed against these and the information is recorded on a data baseAssessment of current competence is only effective if the defined competencies have a standard of performance against which the capabilities of the staff can be assessed. This type of assessment is criterion based where the subjectivity of the assessment process is reduced. The process must be well managed and the data base kept current.The maintenance and use of such a data base has two purposes. If the current competence of staff is ascertained prior to delivery of programs, the likelihood of poor performance in program delivery, as a result of lack of competence, is reduced. In addition, the assigning of staff to tasks for which they are not competent may have legal ramifications (for example, Occupational Health and Safety breaches) at a later stage.3.1.4 Identification of competency gap.Once the competencies held by the workforce are determined, they are measured against those required by the organisation.A gap is identified between the required competencies of the organisation and the existing competencies of its workforce. Traditionally this was considered to be the organisations training needs. Nowadays a wider range of options for closing this gap are considered.3.1.5 Plan for bridging competency gap The organisation identifies the means by which it intends to obtain the competencies identified by the gap between the req uired organisational competencies and those held in the existing workforce. This is usually called a workforce management plan.Options for obtaining the required competencies include outsourcing, job redesign or redistribution, recruitment or the training and development of existing staff. Factors influencing the selection of the appropriate option are the cost-benefit analysis, current management constraints and the current Government direction with regard to workforce management.The organisation also needs to look beyond the current budget/business planning cycle to the long term achievement of its vision and mission. It needs to plan to have the necessary competencies (either within or outside the current workforce) for the delivery of future programs (succession planning). This information is invaluable to staff when making personal development/career choices3.1.6 Organisations training needsThe organisations training needs are derived from the above process. They are the requir ed competencies of the organisation, not held by the current staff, for which the training of current staff has been determined as the best means of obtaining them.Training needs are identified and priorities determined as a part of the organisations normal business planning process and as such are reviewed annually.3.2 STRATEGY FOR RESOURCING THE TRAININGFor the organisations training needs to be met efficiently and effectively, there needs to be a clear strategy which addresses the allocation of resources to provide the training. This strategy indicates the level of commitment of the organisation to meet its training needs. Without this statement and a commitment from senior management, the issue of resourcing often arises to become the major impediment to the organisation satisfactorily meeting its training needs.Training resources can be categorised into financial resources, physical resources and human resources.3.2.1 Financing the trainingDetermining who pays for the training development and delivery is important and clarification of this issue up-front will reduce the incidence of later issues arising.When preparing business plans/budgets, the responsibility for the delivery of the organisations programs is allocated to a particular part of the organisation. This part of the organisation should also ensure that the required training for the delivery of the organisations program is determined and funding for training allocated appropriately.The continuing debate within a number of the ANZECC agencies relating to corporate versus technical training can be resolved by the application of this model. Where the training need is one identified by an individual or their supervisor, and it relates to a routine part of the persons job, then the funding for training should be built into the budget for that job.Where the training need is identified by management and is one which is aimed to impart a change across the organisation, such as the need to train people f ollowing the introduction of new technology or a cultural change, then the funding for training should be built into the budget for introducing the change.Budget issues can arise when corporate change training programs are imposed without making the appropriate funding arrangements.3.2.2 Physical resources Physical resources required for training include the training materials (curriculum, lesson plans, videos, self paced packages etc) and the physical environment for the delivery of formal training.It must be recognised that training is not the core business of most organisations and substantial investment in the development of training materials and training facilities is not considered a wise investment.Fortunately, in recent years, training has become an established growth industry of its own. In most situations it is now not necessary for the organisation to invest in the development of training material or training facilities as there is a wide range of resources available thr ough organisations for whom training IS core business. These include other like organisations, TAFE colleges, universities, local schools, local community training organisations and the increasing number of registered and non-registered private training providers and consultants.The best way of obtaining the necessary physical resources (materials, facilities etc) for training is to obtain them on a needs basis. By integrating the organisations training requirements with those of the wider training community, training becomes more efficient and duplication of effort is reduced.3.2.3 Human resourcesBest practice organisations have a culture of continuous learning and are clear about the level of staff involvement expected in the training process. Rather than being the responsibility of a designated training department, training is everybodys responsibility.A primary motivator for individuals to accept this responsibility is need. Through the competency assessment, the individual has identified a need for training in the routine aspects of their work and is more likely to accept the responsibility for organising or participating in training to meet that need.For corporate change training, the individuals need has not been identified and it should be remembered that that person is therefore less likely to be motivated to organise or participate in the required training. In this case it is unrealistic to expect staff to drive their own involvement.Best practice organisations establish a culture where the individual is responsible to a large extent for identifying their own training needs and organising/enrolling in the appropriate training. Such a culture requires the support of a relevant system.The embodiment of learning organisation culture does not negate the need for training roles and responsibilities to be clearly defined. For the organisations training needs to be accurately identified and the training resources available in the wider training industry to be effectively integrated, an appropriate training specialist or specialist team is required to manage training.The training specialist/team will be able to provide staff with adequate systems and information for them to be able to integrate training with the organisations business planning/budget development process identify their own training needs and those of their staff access a range of relevant training options develop individual training plans based on identified training needs and career aspirations.3.3 DEVELOPMENT AND DELIVERY OF THE TRAININGBest practice for the development and delivery of training has been well documented. The model below has widespread use throughout the training industry and is used by the National Training Reform Agenda.3.3.1 Training needs The identification of training needs was identified in Section 3.1. Training needs are identified in terms that are behavioural (measurable or quantifiable). Cultural change objectives are also quantified so that t heir achievement can be measured.3.3.2 Modular training frameworkFor each identified competency there is a training module which will train staff in the necessary skills and knowledge to be able to meet the standard prescribed for that competency.A module specification (the written specification of training outcomes, assessment methods and delivery modes) exists for each module to ensure that it is delivered to a prescribed minimum standard. Module specifications are regularly reviewed to ensure that they match the training requirements of the relevant competency standard.The training is accredited, where possible, by a State or National training authority. Accreditation provides quality assurance for content, delivery and assessment. The employee gains formal recognition and other benefits for the training completed.Training delivery is through appropriate providers. If the training delivery is to be contracted out then the training specification is included as a contract specifica tion. Providers are regularly evaluated for effectiveness and cost efficiency of delivery.3.3.3 Flexible delivery arrangementsThe training is located as close to the workplace in order to reduce the amount of time spent in travel and off the job. It is delivered in conditions as close as possible to the normal work situation to ensure relevance of the training to the job.The more flexible modes of delivery, such as distance learning packages (self paced), open learning schemes and computer based training packages are used. The different learning styles and speeds of individuals are catered for.The relevance of the content and delivery standards are monitored against the module specification.Delivery is by instructors who are trained as trainers and are also experienced in the subject matter.3.3.4 Assessment of learning outcomesAssessment of the individuals achievement of the learning outcomes (as prescribed in the specification) is conducted during and following the learning process . Assessment is criterion based and is applied only by those who are competent in its use and who are authorised by the organisation to conduct assessments.3.4 APPLICATION AND EVALUATION OF TRAININGThe trainee is given the opportunity to practice using the new skills on the job under supervision by the supervisor or an appropriate mentor. The complexity of the work situation where the new skills are to be applied is managed so that the application progresses from the simple to the complex. Problems in the application of the new competencies are addressed at an early stage.A final assessment of the application of the new competencies occurs during the performance review phase of program delivery where the delivery of the required job outcomes, to the required standard, is assessed.Where work does not meet the agreed standards, the reason for this shortfall is sought. If lack of competence is the reason, the extent of training required to become competent is determined and the person either referred to further practice under the guidance of a supervisor or mentor or the workforce management planning process revisited.5. CHARACTERISTICS OF ORGANISATIONS WHO PRACTICE BEST PRACTICE IN TRAINING PROCESSESOrganisations who are leaders in training have the following characteristicsSenior management understanding of and support for the role training plays in the overall business context.A vision, mission and key performance indicators.A formal link between training and the business planning process (priorities, funding and responsibility).A training specialist employed to integrate organisational training requirements with the services provided by the external training industry.Defined competency standards and assessment system.A workforce management strategy which addresses how to bridge the competency gap.Use a modular approach to meet specific training needs (eg National Training Framework).Use flexible delivery methods and measure learning outcomes at the end of the training.Appraise application of competencies on-the-job (performance appraisal system).Evaluate the benefit training provides to both the individual and to the organisation.CASE STUDIESThe following are case studies of the application of best practice in training processes and have been selected from a range of suitable case studies.CASE STUDY 1DEPARTMENT OF ENVIRONMENT AND NATURAL RESOURCES, SOUTH AUSTRALIA PERFORMANCE MANAGEMENT PROGRAMThe Department of Environment and Natural Resources, South Australia has introduced a Performance Management Program for all Departmental employees as a part of its overall framework for organisational change.The Performance Management Program aims for continuous corporate performance improvement through the following processThe individuals Performance Management Program is directly linked to the Departments broad strategic goals, the Groups (Division) objectives and the District/Branchs action plans. Performance is assessed at each level on deli very of outcomes.Within the Performance Management Plans, responsibility for delivery of outcomes and for determining and acquiring work skills is clearly defined and documentedLine managers are required tohelp staff to identify the skill and knowledge required to do their job effectivelysupport staff to establish and meet their individual/team development planIndividuals are responsible foridentifying the skills, knowledge and support they need to do their job effectivelywork out an individual/team development plan that is linked to performancereview the plan regularly.Assessment of training outcomes is based on delivery of required job outcomes. Funding for training is program based.CASE STUDY 2NATIONAL PARKS SERVICE (DEPARTMENT OF NATURAL RESOURCES AND ENVIRONMENT), VICTORIA COMPETENCY SURVEY AND DETERMINATION OF TRAINING PRIORITIES FOR ROUTINE TRAININGThe National Parks Service (Department of Natural Resources and Environment, Victoria) has developed a framework to deal with th e routine training of all staff.In the absence of a set of relevant National competency standards, a comprehensive set of in-house competency standards have been developed covering all aspects of work within the Service. The standards were developed from existing Departmental procedural documents which prescribed the standard of most work within the service. They also related to existing relevant National competency standards such as those from the Tourism and Hospitality industry, the Public Administration sector and the Fire industry.The competency standards were aligned with the Departments Performance and Remuneration Management (PaRM) system and with the Australian Standards Framework. Where possible, the standard referred to an existing NPS or NR+E procedure or guideline.All staff were surveyed against the standards selecting those that applied to their job and career aspirations and then, in conjunction with colleagues and supervisor, compared their current performance with that required by the standards. The end result of the process was an individual training plan listing a range of developmental activities the person was required to take responsibility for plus a list of training needs requiring external facilitation (ie courses).The results of the survey were entered on a spreadsheet and, in consultation with management, priorities for training determined for each park, local areas and the State.CASE STUDY 3AUSTRALIAN FIRE AUTHORITIES COUNCIL NATIONAL FIREFIGHTING COMPETENCY STANDARDS AND TRAINING COURSESThe developments of the Australian Fire Authorities Council (AFAC) have, since 1992, been at the forefront of training developments resulting from the National Training Reform Agenda.AFAC has developed a comprehensive set of generic competency standards which apply to all work conducted within the fire agencies of Australia, including metropolitan, rural volunteer and land management agencies such as the member agencies of ANZECC.The competency st andards are arranged in six levels ranging from recruit level to executive level and align with levels 2 to 7 of the Australian Standards Framework.Individual agencies determine the selection of competency standards which apply to their personnel, recognising that the needs of individuals within each organisation vary according to their geographic location and job requirements.Aligned with five levels of the competency standards are five Nationally accredited courses ranging from Certificate II to Advanced Diploma levels. The courses can be delivered in their entirety or by individual modules, of which there are over 200.Training can only be delivered by registered providers and each fire agency either gained registration, formed a partnership with a TAFE college or arranged to contract in an appropriate provider. Instructors must have completed an instructor module or equivalent and have met the requirements of the relevant module.Recognising that the outcomes of training, rather t han the input, are most important, a comprehensive National assessor program was established to ensure that assessment practices both within and across agencies were comparable.The assessment process includes Recognition of Prior Learning or RPL where a person who can demonstrate current expertise in the content of a module may be granted credit for that module.One of the most significant parts of the program is the development of distance learning packages for a range of modules. These packages mean that the training can be delivered in the workplace without added costs for travel, accommodation and time lost from work.The courses were developed with a substantial consultation process and are regularly reviewed for relevance.The development of the competency standards, accredited courses and the distance packages bring significant benefits to the fire industry. Firefighters from a range of agencies are now closer to using similar language and techniques and their qualifications are portable across agencies. The material is flexible in design and is intended to be used on a needs basis by individual fire agencies.CASE STUDY 4DEPARTMENT OF PARKS, WILDLIFE AND HERITAGE, TASMANIA PARK RANGER CBT PILOT PROJECTThe Department of Parks, Wildlife and Heritage in Tasmania has been involved in the development of a competency-based course of training for park rangers. The project was conducted by the Department of Industrial Relations and Train

Pump And Hydraulic Fluid Engineering Essay

Pump And Hydraulic Fluid Engineering EssayIntroductionThis assignment main(prenominal)ly talks about the hydraulic corpse in an aircraft. The hydraulic frame in an aircraft is use for operating various services such as set down cant, tramp brakes and power f wake controls etc. Each system has its own hydraulic circuit within the system. These independent circuits are connected to the common draw and return lines of the hydraulic power circuit. A complete power hydraulic system consists of the followingA power or delivery circuit,A repress of service circuits,Emergency circuits.Below is the diagram of basic hydraulic systemhttp//www.ustudy.in/sites/default/files/images/hydraulic-system.gif line TwoPumpPump provides pressurise hydraulic suave to the system by comprising the smooth which comes from the reservoir. Pump back tooth pressurise the unsound up to 5000 psi. depends on different heart and souls.Pressure Reducing ValveThe Pressure Reducing valve reduces the syste m output storm to a squash suitable for operating a specific system or component.Pressure Relief ValveWhenever there is excessive pull in the system the wedge relief valve reliefs the extra shove.ReservoirThe function of reservoir in the hydraulic system is to store the hydraulic fluid and delivers the hydraulic fluid to the fondness which then gives the pressurise fluid to the system. The reservoir also pressurise the fluid up to 40psi in disposition to not get cavitation. getThe function of Motor is to help in engaging the pump and also help in plumping the system.StrainerStrainer is a filter. It filters out the dirt before the fluid goes to the pump. There are high and low pressures strainers, normally the high pressure strainer are after the pump and low pressure are before the pump.Task ThreeB767hydraulicS SYSTEMSINTRODUCTIONThis airplane has three independent hydraulics systems which are left wing Hydraulic systemThis hydraulics system powers theFlight controlsLeft sid e locomotive engine Thrust reversalIt consists ofReservoir,Engine Driven pump, andElectric labor determined pumpRight Hydraulic systemThis system is alike(p) to Left hydraulic system and it consists of equalReservoir,Engine driven pump, andElectric motor driven pumpThis system powers theFlight controls,Right side engine Thrust reversal,Normal brakes, andPitch enhancementCentre hydraulics systemThe system consists ofReservoir,Two Electric motor driven pumps,An Air driven contend pump, andRAT (Ram Air Turbine) pumpIt powers theFlight controls,Nose wheel steering,Flaps and slats,Alternate brakes,Landing gear,Hydraulic driven generator, andTail dislocateSo essentially the hydraulic system of this aircraft powers theFlight controls,Leading edge slats,Trailing edge flaps,Landing gear,Wheel brakes,Nose wheel steering,Autopilot servos,Thrust reversals, andTail skidFlight control system components are distributed so that any hydraulic system can provide commensurate airplane control lability. All hydraulic reservoirs supplies fluid to pumps and these pumps pressurized the system and the reservoirs are pressurized by bleed air system.Below figure shows three independent system what they consist of and to what they power. It also display there switches in the cockpit.HYDRAULIC SYSTEM SCHEMATICSFLUID SUPPLYHydraulic fluid is supplied to each pump from a reservoir. Reservoirs are pressurized from bleed air system.There is fluid bar measured device in all the reservoirs which provides information on EICAS status display. When RF illuminates on the EICAS status page then the reservoirs requires refilling prior to dispatch. reasonable only when airplane is on ground with twain engines shutdown or after landing with flaps up during taxi-in. As shown in figure down the stairsThe QTY (1) light illuminates and the EICAS advisory subject e.g. L HYD QTY displays which means that left side reservoir fluid quantity is low. SYS PRESS (2) illuminates when the system pressu re is less.ENGINE drive PUMPThe primary hydraulic system pump is engine driven pump. As there are deuce engines on this aircraft it has two engines driven pump left and right. It runs with the engine and pressurized the system.When the pump output pressure is low the primary pump PRESS light illuminates on the hydraulic overhead panel and a warning display on the EICAS e.g. (if it is right side) R HYD PRIM PUMP. When the pump temperature is high OVHT light illuminates on the hydraulic overhead panel and again a warning display on the EICAS e.g. (if its left side) L PRIM HYD OVHTELECTRIC MOTOR DRIVEN PRIMARY PUMPThe two centre electric motor driven primary pumps are identical to the left and right systems electric motor driven pumps. The C2 pump may be load shed mechanically to reduce electrical loads. As you can see the figure above it has also the same PRESS low pressure and over heat OVHT warnings on hydraulic overhead panel. The associated EICAS messages for low output pressure C HYD PRIM 1 or C HYD PRIM 2 and for over heat C HYD 1 OVHT or C HYD 2 OVHT.ELECTRIC MOTOR DRIVEN DEMAND PUMPAn electric motor driven pack pump provides an extra hydraulic power either on demand or continuously for periods of high system demand. The demand pump also provides a backup hydraulic power source for the engine driven primary pumps.To reduce electrical load, the electric demand pump is inhibited on the ground during engine start of either engine, when only one electrical generator is operating. The demand pump PRESS and SYS PRESS lights illuminates when starting engines on the ground. As shown in the figure at a lower place the overhead hydraulic panel with warnings. The warnings will also display on the EICAS e.g. R HYD DEM PUMP.AIR DRIVEN DEMAND PUMPAn air driven demand pump also provides additional hydraulic power either on demand or continuously for periods of high system demand. This pump provides the backup hydraulic power for electric motor driven primary pumps. As shown in picture above it shows the warnings on the hydraulic panel PRESS when its low pressure and OVHT when the pump come over heat. The warning can also be seen in EICAS.RAT (RAM AIR TURBINE) PUMPThis pump is used in collar conditions it provides hydraulic power to the flight control portion of the centre hydraulic system. The RAT provides satisfactory hydraulic power at the speed above one hundred thirty knots. In flight, the RAT deploys automatically when both engine fails. The RAT is inhibited from auto deployment on the ground.The RAT can be deployed manually by energy the RAT switch. The UNLKD light illuminates and the EICAS advisory message RAT UNLOCKED displays when the RAT is not stowed and locked. Once the RAT is producing the pressure the PRESS lights illuminates. The SYS PRESS light lighted if RAT is only the source of centre system pressure. Once the RAT is deployed then it cannot be stowed in flight.SYSTEM PRESSURE INDICATIONSThe SYS PRESS lights illuminates and the EICAS caution message e.g. ( for left hydraulic system) L HYD SYS PRESS when the left side hydraulic system pressure is low same for the right side and centre system.HYDRAULIC DRIVEN GENERATORHydraulic driven generator is automatically powered by the centre system when electrical power is lost from both main AC buses. The centre air demand pump then operates continuously to ensure sufficient hydraulic pressure to drive the generator.HYDRAULIC PANEL transcription Pressure (SYS PRESS) LightsIlluminated (amber) system pressure is low.Reservoir Low Quantity (QTY) LightsIlluminated (amber) reservoir quantity is low.Left/Right Engine (L/R ENG) thugital Pump SwitchesON the engine driven hydraulic pump pressurized when engine rotates.OFF (ON not visible) the engine driven hydraulic pump is turned murder and depressurized.Pump Pressure Lights (PRESS) Illuminated amber Pump output pressure is low.Pump Overheat (OVHT) LightsIlluminated amber pump temperature is high.Centre 1/ 2 Electric (C1/2 ELEC) Primary Pump SwitchesON the electric motor driven pump pressurized the centre hydraulic system.OFF the electric motor driven pump is turned rack up and is not pressurizing the system.Left/Right Electric and Centre Air ( L/R ELEC and C AIR) Demand Pump SelectorsON continuous operationAUTOLeft/Right electric pumps operate when engine pump pressure is low.Centre air demand pump operates when both centre electric pump pressure is low.Centre AIR demand pump operates when heavy load items are selected.OFF Pumps are turned offLANDING tiltIntroductionThe airplane has two main landing gear and single nose gear. The nose gear is a steerable with two wheel unit. Each main gear has four wheels in tandem pairs.Hydraulic power for retraction, addition, and steering is supplied by the centre hydraulic system. An alternative extension system is also provided.Below is the schematic of the landing gear systemAir Ground Sensing SystemThe air ground percept system receive s air ground logic signals from tilt sensors located on each main landing gear. These signals are used to configure the airplane system to the leave air or ground status.A nose air ground system receives signals from nose gear strut compression sensors. These signals are for controlling perish warning and portions of the caution and warning system.LANDING GEAR UNDER NORMAL OPERATIONThe landing gears are normally controlled by the landing gear lever.On the ground, the lever is held in DN position by an automatic lever lock controlled by the main gear tilt sensor.The lever lock can manually overridden by pushing and holding the landing gear lever LOCK OVRD switch. In flight, the lever lock is automatically released by the air ground sensing of main gear tilt sensor.Landing pitch RetractionWhen the landing gear lever is positioned to UP, the tilted landing gear begins to retract. The landing gear doors control surface and the gear retract to up position. Automatic wheel braking oc curs during gear retraction. The landing gear lever is placed in the OFF position to depressurize the landing gear system.Landing Gear ExtensionWhen the landing gear level is propeld to DN, the landing gear door opens, the gear are unlocked, and the GEAR and DOORS light illuminates.The gears are hydraulically powered to the down and lock position. The down locks are powered to the lock position, all hydraulically actuated gear door close, and the main gear trucks hydraulically tilt to the flight position.When all gears are down and locked, the gear down light illuminates and the GEAR and DOOR light extinguish.Landing Gear Alternative ExtensionThe alternative landing gear extension system uses an electric motor to trip the locking mechanism for each gear. Selecting DN on the ALTN GEAR EXTEND switch releases all the door and gear up locks, the landing gear then free fall to the down and locked position.TASK FOUR health SAFETY REGULATIONIntroductionThe Workplace (Health, Safety and W elfare) Regulations 1992 cover a wide range of basic health, safety and welfare issues and apply to most studys (with the excommunication of those fitplaces involving construction work on construction sites, those in or on a ship, or those below ground at a mine). They are revise by the Quarries Regulations 1999, the Health and Safety (Miscellaneous Amendments) Regulations 2002, the Work at Height Regulations 2005, and the Construction (Design and Management) Regulations 2007.These Regulations aim to ensure that workplaces meet the health, safety and welfare needs of all members of a workforce, including people with disabilities. Several of the Regulations require things to be suitable.Followings are the Health and safety regulations which should be followed in the working placeHEALTHVentilationWorkplaces need to be adequately ventilated. Fresh, clean air should be drawn from a source outside the workplace, uncontaminated by discharges from flues, chimneys or other assist outle ts, and be circulated through the workrooms. Ventilation should also remove and dilute warm, humid air and provide air movement which gives a sense of freshness without causing a draught. If the workplace contains process or heating equipment or other sources of dust, fumes or vapours, more fresh air will be needed to provide adequate ventilation. Windows or other openings may provide sufficient ventilation but, where needed, mechanical ventilation systems should be provided and regularly obligeed.Temperatures in indoor workplacesEnvironmental factors (such as humidity and sources of heat in the workplace) combine with personalisedised factors (such as the clothing a worker is wearing and how physically demanding their work is) to influence what is called someones thermal comfort. Individual personal preference makes it difficult to specify a thermal environment which satisfies everyone. For workplaces where the activity is mainly sedentary, for example offices, the temperature should normally be at least 16 C. If work involves physical effort it should be at least 13 C (unless other laws require lower temperatures).Work in hot or coolness environmentThis includes risk to workers health from working in either a hot or cold environment needs to consider both personal and environmental factors. Personal factors include body activity, the amount and type of clothing, and duration of exposure. Environmental factors include ambient temperature and radiant heat and if the work is outside, sunlight, wind velocity and the presence of rain or snow.LightingLighting should be sufficient to enable people to work and move about safely. Lighting and light fittings should not create any hazard. Automatic emergency lighting, powered by an independent source, should be provided where sudden loss of light would create a risk.Cleanliness and waste tangibleEvery workplace and the furniture, furnishings and fittings should be kept clean and it should be possible to keep th e surfaces of floors, walls and ceilings clean. Cleaning and the removal of waste should be carried out as necessary by an effective method. Waste should be stored in suitable receptacles.Room dimensions and spaceWorkrooms should have enough free space to allow people to move about with ease.Workstations and seatingWorkstations should be suitable for the people using them and for the work they do. People should be able to leave workstations swiftly in an emergency. If work can or must be done sitting, seats which are suitable for the people using them and for the work they do should be provided. Seating should give adequate support for the lower back, and footrests should be provided for workers who cannot place their feet flat on the floor.SAFETYMaintenanceThe workplace, and certain equipment, devices and systems should be maintained in efficient working order (efficient for health, safety and welfare). Such maintenance is required for mechanical ventilation systems equipment and d evices which would cause a risk to health, safety or welfare if a fault occurred and equipment and devices think to prevent or reduce hazard.The condition of the buildings needs to be monitored to ensure that they have appropriate stability and solidity for their use. This includes risks from the normal running of the work process (e.g. vibration, floor loadings) and foreseeable risks (e.g. fire in a cylinder store).FloorThe surfaces should not have holes or be uneven or slippery, and should be kept free of obstructions and from any article or substance which may cause a person to slip, trip or fall. Criteria for defects such as subsidence, unevenness, pot holes, hookup of surface water, cracks and ruts should be determined and set, and maintenance systems developed to undertake repair when these limits are exceeded.WindowsOpen able windows, skylights and ventilators should be capable of being opened, closed or adjusted Safely and, when open, should not pose any undue risk to anyo ne.FATIGUE TESTING MACHINEFatigue testing machine test and determines the efficacious working life of a component which is subjected to repeated load. Fatigue testing machine applies pre-defined loads or alternating loads to the sample component and records dig life indicated by the number of cycles required to product failure.Health Safety IssueFollowings are the health and safety issues with fatigue testing machineAs Fatigue-testing machines produce heavy vibration so it requires a strong foundation.Safety guidelines provided by the metal fatigue-testing equipment manufacturers should be followed before starting a fatigue test. square-toed controls and accessories should be installed for fatigue-testing machine to prevent accidents.Task FiveMaintenance Procedure for Landing GearLanding Gear is the most rugged part of an aircraft and should be maintain properly in order not have accidents.In order to increase the life span and minimising the accidents regularly inception should be do for inspecting the landing gear because of the force hitting the runway upon landing stresses the entire system no matter how gentle the landing is.Following is the procedure to maintain the landing gearPlace the aircraft on jacks in the approved manner as detailed in the manufacturers maintenance manual.Interconnect a manual pump (complete with a one gallon reservoir and a 3000 p.s.i. pressure gauge) into the system at the service tee fitting. This fitting is located downstream of the pump check valve.Deactivate the pump and motor by disconnecting the plug on the pressure switch.Disconnect the pressure relief valve and the thermal relief valve from the system and cap off the lines.Disconnect the accumulator from the system and cap off the line.Pressurise the system to 3000 p.s.i.When the pressure reaches 3000 p.s.i., the system must remain within 50 p.s.i. of this pressure for one fleck without additional pumping.Reconnect the THERMAL relief valve and pressurise the system until the valve opens. The cracking pressure of the valve should be 2200 + or 50 p.s.i.*With the gear doors disconnected, select gear up and retract using the hand pump. Take the gear up slowly and check the flex lines for clearance and signs of chafing.When the gear reaches the up position, increase the pressure to 3000 p.s.i. The system must again remain within 50 p.s.i. of this pressure for one minute.Pull the 5 amp L/G control breaker, reconnect the pressure switch plug and reset the 5 amp breaker. Extend the gear with the normal system.Reconnect the pressure relief valve and pressurise the system until the valve opens. The cracking pressure for this valve is the same as the thermal relief valve, 2200 + or 50 p.s.i.*Disconnect manual pump from service tee and cap tee.Check emergency nitrogen feeding bottle is charged to 1500 p.s.i.With gear in down position and system pressurised, open manual nitrogen valve in the cockpit and check for leaks in the midst of the valve and th e actuators. Maximum leakage rate, 50 p.s.i. in ten minutes.Close the manual nitrogen valve and bleed off the pressure in the emergency system by loosening the line at the bleed valve in the nose wheel well. Prior to re-connecting the line, check that the bleed valve is open. Blow air gently into the bleed valve fitting and check the top of the valve for a flow of air.Charge the accumulator to 1250 p.s.i. Re-connect to the system.Recharge the emergency nitrogen bottle to 1500 p.s.i.http//www.business.com/images/divider.gifTasksYesNoJack is placed on right positionAircraft is put on jack according to maintenance manualConnect manual pump into the system at service tee fitting. Fill it to one gallon reservoir with 3000 psi.Pump De-activatedPressure relief valve and thermal valve dis-connectedAccumulator dis-connectedPressurise till 3000 psiSystem remain at 50 psi for a minuteThermal relief valve re-connected and system pressurise until the valve opensGear doors dis-connectedGear up se lectedRetract using the hand pump and check the flex lines for clearance and signs of chafing.On the gear reaches the up position, increase the pressure to 3000 p.s.i. The system must again remain within 50 p.s.i. of this pressure for one minute.System remained within 50 p.s.i. for one minute.5 amp L/G control breaker pulled.Pressure switch plug reconnected and reset the 5 amp breaker resetGear extended with the normal system.Pressure relief valve reconnected and pressurise the system until the valve opensManual Pump dis-connectedEmergence Bottle checkLeakage check between the valve actuatorEmergency system checkEmergency Bottler recharge to 1500 psi.

Social and Economic Equality of African Americans in America Essay

Social and Economic Equality of African Americans in America The struggle for social and economic equality of foul people in America has been long and slow. It is sometimes amazing that any progress has been made in the racial equality arena at all every tentative step forward seems to be diluted by losses elsewhere. For every Stacey Koons that is convicted, there seems to be a Texaco executive waiting to send Blacks back to the past. byout the struggle for equal rights, there have been courageous Black leadership at the forefront of each(prenominal) discrete movement. From proterozoic activists such as Frederick Douglass, Booker T. majuscule, and W.E.B. DuBois, to 1960s civil rights leaders and radicals such as Martin Luther King, Malcolm X, and the Black Panthers, the progress that has been made toward full equality has resulted from the visionary leaders of these brave individuals. This does not imply, however, that there has ever been widespread agreement within the Black community on strategy or that the actions of prominent Black leaders have met with strong support from those who would benefit from these actions. This report will examine the influence of two early era Black activists Booker T. Washington and W.E.B. DuBois. Through an analysis of the ideological differences between these two men, the writer will argue that, although they disagreed over the direction of the struggle for equality, the differences between these two men actually compound the status of Black Americans in the struggle for racial equality. We will look specifically at the events leading to and surrounding the Atlanta Compromise in 1895. In order to understand the differences in the philosophies of Washington and Dubois, it is useful to know something about their backgrounds. Booker T. Washington, born a slave in 1856 in Franklin County, Virginia, could be draw as a pragmatist. He was only able to attend school three months out of the year, with the remaining nine months spent working in coal mines. He developed the idea of Blacks becoming skilled tradesmen as a useful stepping-stone toward respect by the white majority and eventual full equality. Washington worked his way through Hampton Institute and helped found the Tuskeegee Institute, a trade school for blacks. His essential strategy for the advancement of American Blacks was for them to achieve enha... ...ecame more mainstream, it became increasingly conservative, and this did not please DuBois, who left the organization in 1934. He returned later but was eventually shunned by Black leadership both inside and outside of the NAACP, especially after he voiced admiration for the USSR. In the political climate of the late 1940s and 1950s, any hint of a pro-communist attitude--black or white--was unwelcome in any group with a national political agenda. We can see, then, that neither Washingtons strategy of appeasement nor DuBoiss plan for an elite Black intelligentsia was to become alone succes sful in elevating American Blacks to a position of equality. However, perhaps it was more than the leadership of any one Black man that encouraged African Americans to affect a full measure of social and economic equality. Perhaps the fact that there was a public dialogue in itself did more to encourage Black equality than the philosophy of any one prominent Black man. After all, concepts such as equality are exactly that concepts. As such, it up to each of us to decide how we see ourselves in relation to others superior or inferior, equal or not equal, the choice is ultimately our own.

Can Computers Think? :: essays papers

Can Computers Think?In order to answer this perplexity thinking must first be defined. Thinking is something that most scientists still dont have a concrete definition of. The human reason is a very complex entity and we still dont completely understand what happens when ideas are processed. Scientists know that the brain is comprised of neurons that send signals to each other just the actual details are still not known. Bearing this in mind it is very hard to say whether or not something is thinking without a clear definition. The best I can do is to offer my own definition of thinking. I say thinking involves taking in information, making decisions, and cosmos able to learn. Given this definition, it is my opinion that computers can think. Computers can take in information, make decisions, and they are beginning to learn. Comparing, ordering, remembering, storing, duplicating, choosing, These are all actions that require some thought process. Computers can do all these things, and while comparing a 1 against a 2 may not seem like a salient deal, it does require a thought process. The computer must know the value of what is comparing, then use judgment to decide which one is bigger, and which one is smaller. And computers can do much more than compare two numbers. They can compare letters, words, phrases, and more. To see computers thinking you can simply go to an internet search engine, such as yahoo.com. Yahoo accepts information when you type in your search criteria. For example, lets say you want to search for information on artificial learning. You type in artificial intelligence into the text box and Yahoo takes that text and compares it to the text of millions of pages located in its database. It locates the pages that contain information that matches your search and displays those pages in order according to the surrounding(prenominal) match. Yahoo has just done many things that involve thinking. It has compared your search crite ria with the contents of millions of web pages. Yahoo has ranked these comparisons according to the closest match, and it has ordered these pages according to rank. Comparing, ordering, and be all require thinking. And these are all tasks that the computer is able to do. This may not seem like very complex thinking, but never the little these simple tasks do require thinking.