Significance of International Trade to UK Businesses Assignment

Significance of International Trade to UK Businesses - Assignment Example According to the research findings acknowledging the significance of international trade UK is trying to simplify trade procedures, promoting best practices, removing trade barriers, and facilitating trade and entrepreneur in every possible manner. A dedicated department the Simpler Trade Promotion Board (SITPRO) is established to address related issues. Policies like Access to Finance are targeted to strengthen the local entrepreneurs’ financial standing in international markets. There are several positive and negative impacts associated with international trade. Entrepreneurs get the liberty of choosing cost effective resources from around the world. Specially, from the countries where cost of living is not as high as it is in the UK. This makes a lot of difference in the total operating cost of an enterprise. Stonehouse & David have discussed such an impact of international trade liberalization on UK job industry. Prudential, a renowned UK-based insurance giant saved  £16 million a year by switching their call centre to subcontinent. Beside low salaries, tax relaxations, huge subsidies and low oil prices are some other factors that may attract businesses in UK and entrepreneur may switch to cost effective markets. The overall impact of these factors may result in a shift of manufacturing units of large multinationals from developed countries to underdeveloped countries where they can operate at low costs and can find new markets for their products. Moreover, it may also result in shift of global imports and exports corridors. Great Britain is commonly perceived to be reluctant member of European Union in adopting joint policies. Social Chapter of 1992, which was adopted by UK in 1998, and common currency adoption are commonly referred to emphasize this perception. However, it implements more rigorously, what it accepts as common interest. (USITC, 2000). Britain joined European Free Trade Association (EFTA) 1960, European Economic Community in 1972 a nd EU in 1973. (Jones, 2004, p. 21). Since then EU, policies and community laws got precedence over local policies and regulations. This joint structuring of financial policies and regulations has been a great bearing on UK international trade. One simple example how EU policies can influence UK trade is that of EU free trade policy between member states. EU is operating on the basic principle of four freedoms, â€Å"free movement of goods, people, services and capital.†(Cullingworth & Vincent, 2003, p. 35). This means custom free trade between member states and a common external tariff for non-member states. The objective of these polices was to achieve a higher level of economic prosperity through elimination of trade barriers. (EUC, 2008, p. 9). Another example, where the impact of EU policies can be traced is the expansion of HSBC bank in member states. The HSBC is a large UK-based concern that is operating in several member states of EU. The

Effects of Social Media Essay Example for Free

Effects of Social Media Essay For the past decade, society has been undergoing a technological revolution in communication. The creation of the internet was the foundation for the communication practices of today. Internet use began to facilitate asynchronous messaging, which later evolved towards instantaneous communication, synchronous messaging. This communication revolution occurred rapidly and was vastly accepted by millions of people. At an extremely fast rate individuals began creating personal profiles on social networking websites. A new form of communication is identified as social networking, which includes instant-messaging, text-messaging, e-mail, and any internet facilitated form of social interaction. Associating the interaction of these social mediums as a form of interpersonal relationships may have further implications on an individual’s identified norms and values regarding social communication. The person connected via social media is perceived as participating in a social interaction, but communicating by social mediums should not be considered similar to real-life interaction. see more:social media cause and effect Although some of the mediums, now, allow for camera and internet facilitated face-to-face communication, the interaction itself is mediated through a device. There must be a clear understanding of the what is considered real-life interaction, and social medium communication. The notion computational technologies have created an alternative way of thinking is introduced by Sherry Turkle. Further, individuals have begun to alter their way of identifying their ‘self’. The multiple interfaces offered by social media allows people to create an online profile, which allows individuals to illustrate their life experiences, personal appearance, etc. The ability to construct an individuals image may cause complexities regarding ‘self’ identification. Another aspect of change may be associated with computational technologies and the effects they have on they way people process information. On the other hand, there have been positive and negative associations with social mediums effects on the development and understanding of social interactions: social media offers communicative methods in which allow for individuals to become more connected to society through the internet. This study will examine whether or not regular use of social media to communicate with others may have further implications on individual’s sense of self and sense of values he or she identifies with social interactions. This work will relate the aspects of self-identification and the effected values associated with consistent use of social mediums. There is a self-perpetuating cycle regarding the use of social media. â€Å"It is worth noting that the ungrati? ed social and habitual needs of SM use can accumulate through their own endogenous effects over time, and motivate future SM use. In other words, these needs drive SM use, but are not grati? ed by SM use, and grow larger to stimulate heavier SM use in the future. In this sense, SM use gradually cultivates greater social and habitual needs to use SM. This may help explain the increasing popularity of SM. †1 The use of social media allows people to connect with seemingly any other individual. The ability to connect with people creates satisfaction in the user’s emotional, and social needs. If these needs are meet throughout the individual’s experience than he or she will likely develop a preference for online use, which may cause further submergence into the social mediums. Face-to-face interaction, or real-life, may have caused an individual that identifies him or herself as socially inept to refer to social mediums as an attempt to find a way to connect with society. If the individual experiences positive feedback during their use of these social mediums they are more likely to associate themselves online rather than face-to-face. The unbiased acceptance in the social medium facilitates a person’s need for social connection. Anyone can connect. People can find friends by previous associations, recommendations, groups of similar interests, and they can search for people with related interests in political, educational, environmental concerns, etc. The vast expectance of social media platforms has created a society in which any person can meet their needs of social, and emotional gratifications because of the exponential possibility of finding friends with similar interests. Social media is shown to expand the boundaries of social interaction, â€Å"Research has shown that SM [Social Media] provides unprecedented convenience and ef? ciency for creating, maintaining, and strengthening social relationships. Many features of SM facilitate self-disclosure and social interactions, such as the removal of geographic boundaries and the rich interaction opportunities afforded by networks of ‘‘friends’’ and information (e. g. , Ellison, Stein? eld, Lampe, 2007; Lai Turban, 2008). † 2 The contribution social mediums have on people’s ability to communicate across the world is one of the positive associations of connectivity. Creating and maintaining social relationships is exemplified by the ability for individuals to connect with seemingly anyone: the aspect of strengthening relationships may be more associated with the ability to connect with distant friends, or partners. The ease of accessibility contributes to the repeating cycle in which online social media creates through the exponential possibilities of connections; for example, each user is a multiplying factor providing an opportunity for millions of different connections when they join social networking. As consumers participate more through social mediums, they are exemplifying to other individuals that consistent online activity is accepted, as a factor of social interaction. This factor could lead to negative uses of social media, which will be explored later. Furthermore, the use of social media as another form of face-to-face interaction may positively effect individuals, â€Å"Using Facebook and MySpace as an extension of face-to-face interaction to maintain interpersonal relationships may enable users to broaden connections that they otherwise may not have and to strengthen existing friendships. This study reinforces the capabilities of social mediums for relationships; but also, highlights the importance of correct use of electronic media. Rather than using social media as alternative form of face-to-face communication, Carlyne Kujath^ hints individuals should monitor his or her use accordingly in order to avoid crossing the boundary of electronic media becoming a negative factor in society. As Kujath suggests the proper use of electronic media is the practice as an â€Å"extension† of interpersonal communication, instead of using social media as an alternative for real-life interaction. The recommended methods of using social networking facilitate both online and offline interaction. It is important to not exclude offline interaction; although online interaction has more positive effects on individuals who participated via social networking, â€Å"The key finding of this study was the lower social anxiety observed during online interaction than during real-life interaction, particularly in subjects with high social anxiety. †4 Online communication is attributed to easier social interaction. The individual feels more comfortable interacting through social networking. The vast amount of users facilitate a wider range of groups in which individuals can interact with in order to meet their needs of gratification, emotional and social. The lower social anxiety is likely associated with the available connectivity, and the emotional and social support found through social communication. While the higher social anxiety regarding real-life interaction is related to the inability to have control over the interaction. For example, an individual in a face-to-face interaction may not know the proper norms of real-life communication, and how to respond which may cause further disconnection from â€Å"real-life†. It seems the self propelling method of social media emerges, again. Users are compelled to use social media for easier, more controllable interaction. The high social anxiety found in face-to-face communication drives users to find an alternative method to gratify their personal needs. In contrast, the lower social anxiety experienced through online interaction exemplifies the positive effects social media can have on people. Online communication seems to meet the needs of people with various desires and intentions, and also satisfies their needs of personal gratification. Social media facilitates an environment in which people feel comfortable participating within. This use of connectivity contributes to satisfying an individual’s needs, which further compels the person to continue participating. People’s use of social media propels each person to connect further both online and offline, â€Å"These ? ndings indicate a signi? cant positive association between SNS [Social Networking Sites] exposure and social interaction. There is also a positive relationship between cellular-phone communication and social interaction. For every hour increase on average in SNS exposure or cell-phone communication, average face-to-face social interaction increased about 10 to 15 minutes. †5 Assuming each person’s interaction online was of positive influence people feel more comfortable with interpersonal communication. Online connection may be allowing people who feel socially inept to develop the norms and values of interpersonal interaction through practices of interaction. Surprisingly, the more online communication a person had positively effected the amount of face-to-face interaction they experienced. One might assume more time spent on social platforms causes less time for real-life interaction, but there are underlying factors of electronic media that can contribute to more face-to-face interaction. Individuals are who use online networking to communicate may use it to set up events, or communicate with friends or family to meet-up at a specific time and location. Also, individuals who use cell-phone communication, text-messaging, can synchronously converse with others in order to coordinate meeting up. The concept of deciding when a person wants to interact in real-life environments is attributed with the notion an individual can be connected or disconnected to social platforms whenever they want. Each person can decide when they want to respond to a person, or even if they want to respond. This follows the model of social networking sites: they allow for people to communicate whenever they desire through the ability to post a status. Social networks allow for each individual to determine and construct the online profiles. The people have complete control. Controlling the situation is also an aspect attributed with people’s preference for online communication in contrast to real-life. The non-mediated form of communication, face-to-face, does not allow for the people to have easy control over their interaction. For example, individuals who are speaking face-to-face may have an instance in which the opposing person does not feel comfortable causing negative associations with real-life interaction. Social media assists in giving people the opportunity to feel comfortable within their personal interaction with the electronic medium. The person has better control over the communication, and his or her emotions by the option to stop messaging, or log-out. In addition, individuals online can perform this interaction synchronously, or not: people do not have to respond immediately in any electronically mediated interactions. In example of people’s association of social media with communicative interactions, â€Å"In addition, compared to of? ine interactions, the mediated nature of SM interactions offers users a more controllable environment to strategically present themselves in their interactions (Dunne et al. 2010; Walther, Slovacek, Tidwell, 2001)†.   The concept of â€Å"presentation† alludes to the notion people can construct their online image however they desire. People felt more comfortable in the interaction in which they had the most control. They can decide when they want to communicate, which allows for them to develop a better understanding of their emotions in order to respond accordingly. Individuals are now becoming accustomed to mediated synchronous communication in which there is an expected delay between messages allowing for each person to think. Although electronic media facilitates instantaneous communication, people have begin to construct an alternative norm. People developed the concept of thoroughly thinking before responding. This identifies a shift in the values associated with social interaction pertaining to/regarding the transition individuals made from face-to-face interaction to the mediated electronic communication. The effects of this shift told by Turkle, â€Å"A seventh grader once told me that the typewriter she found in her mothers attic is cool† because you have to type each letter by itself. You have to know what you are doing in advance or it comes out a mess. The idea of thinking ahead has become exotic. †7 The transition towards mediated social interaction and the related concept of instant communication has led people to become disconnected with the ability to think as they speak, rather than before they speak. A young child is the example illustrating the effects social media has on aspects of social interaction. Further, individuals’ ability to construct their online environment is reinforced by the capability to predetermine their response: the person can even attempt to coordinate the conversation in order to direct it in their desired way. In real-life this ability to lead a conversation would show a developed understanding of social interaction, but as the child shows people no longer relate those particular values of social interaction with face-to-face communication. People redefined the values associated with real-life interaction. This change is directly attributed to the shift to using electronic media for communication. Moreover, the change in values is correlated to the substitution of social medium for face-to-face communication. Social media has further effects related to individual’s behavior. Another instance of change regarding interpersonal interaction is exemplified by how people manage themselves in real-life social environments. The immediate accessibility to social medium via electronic devices constructs a social environment allowing consistent interruptions of interpersonal communication. People have begun to use their cell-phones to text message, check social networking sites, and receive e-mails. The social world is now filled with the beeps and buzzing sounds of cell-phones, constantly.

Buffer Overflow Attacks And Types Computer Science Essay

Buffer Overflow Attacks And Types Computer Science Essay Abstract Buffer Overflows are one of the main reasons for problems in a computer system. Statistics in this report have shown that the number of attacks in the past 20 years is increasing drastically and it is buffer overflow which is also rated the most occurring attack. This paper basically provides the various prevention techniques for Buffer Overflow attacks, like Canaries, DEP and ASLR, and more which have been deployed and are working well to a certain extent. Introduction It is the job of the compiler to check for errors or vulnerabilities in the code. In C, the compiler is not so very efficient to detect these logical errors. The simplest form of a buffer overflow attack would be as follows:- char buf1[5]; char buf2[10]=A1B2C3D4E5; strcpy(buf1,buf2); The above 3 lines of code are compiled without any error by the C compiler as there are no syntactical errors. But logically we are copying a string of 10 chars into a buffer which can hold only 5 chars. This might be a small typing error on the programmers side, but results in an attack which can overwrite the data which might have been stored in the memory location next to the space allocated for buf1. This is Buffer Overflow. Its types are explained in the section below. Buffer Overflow Attacks types. Buffer Overflow Attack as defined by Kramer (2000) occurs when a program or a process tries to force more data into a buffer than it is actually intended to hold. The simplest examples to explain this is the program above, but in laymans terms, let us assume 2 jugs, one with a capacity of 2 litres and another of 1 litre. If you try to empty the 2litres of water into the jug which can hold only 1 litre, you spill 1 litre of water. This attack can have many consequences on a system like incorrect results, security breach or even a system crash. Posey (2005) explains the different types of Buffer Overflow attacks. There are basically two kinds of buffer overflow attacks: 1. Heap-based attacks and 2. Stack-based attacks. In Heap-based attack the attacker floods the memory space which is actually reserved for the program. This attacks is not exactly easy as it feels, hence the number of attacks with respect to the heap are very rare. In Stack-based attack, the attacker takes advantage of the stack, a part of the memory reserved for the program to store data or addresses. The attacker then partially crashes the stack and forces the program execution to start from a return address of a malicious program address which is actually written by the attacker. Statistics Fig 1. Buffer Overflow Statistics Statistics from the National Vulnerability Database(2011) show the occurrence of Buffer overflow attacks. It ranges from 1989 to 2011. The graph is declining in the last 3-4 years, but experts say that there is a possibility that it may rise again. Prevention Techniques Some host based mechanisms to prevent Buffer Overflow Attacks are mentioned below: Detection Elimination: Kuperman(2005) says detection and elimination of the vulnerable code is necessary before someone takes advantage of that code. In this technique there are ways in which software searches for some specific type of code. This is known as Source Code Auditing. Vernon (2003) in his WhitePaper has mentioned techniques and ways how it is done. Kuperman has also mentioned about a group, OpenBSD Group, a group which audits the source code free of cost for a BSD based Operating System. The time taken for analysis is large and the expertise of the volunteers determine their efficiency. Complier Modifications: A technique to avoid buffer overflow attack is to modify the way the data is stored in the memory. StackGuard is a type of a complier which can be used to add gaps in the memory in between, these gaps are known as Canaries. It works in the following way: whenever a function gets a return call, it reads the canary on the stack and check for any modification. If it finds the canary is modified it understands it is under attack. (Kuperman, 2005). Another Complier, ProPolice uses pointers to address memory locations. ProPolice is also an enhancement concept of StackGuard. Frantzen Shuey (2001) in their article have mentioned about StackGhost. StackGhost is a unique technique which was developed by Sun Microsystems. It detects the change in return pointers without actually affecting the program. It effect on the throughput is also negligible. This made attackers much more difficult to do a buffer overflow. Array Bounds Checking: Cowan et al(2000) have explained each time an operation needs to be performed on an array, we can do the boundary checking. If boundary is reached it wont allow writing into the array, thus avoiding the buffer overflow. Similarly we can write a code to check the size of each buffer when writing. If the destination buffer is bigger than the other which is to be copied, then its ok or dont allow it. This technique although might work, but is very costly to implement as it will delay the actual process. Non-Executable Stack: Fritsch (2009) explains marking of the stack as Non-Executable can help stopping Buffer Overflow. But this in turn also stops genuine programs from executing directly from the stack. Sanders (2009) had also mentioned the same technique. The article mentioned that Microsoft had included a security feature in its new service pack for Windows XP (it was Win XP SP2). This was known as DEP (Data Execution Prevention). DEP is of 2 types: Hardware and Software. In Hardware DEP some parts of the memory were marked as Non-Executable by the processor. But again this was a bit tricky as not all processors supported Hardware DEP. Software DEP on the other hand watches the exception thrown by program and checks whether they actually belong to the program. Address Space Layout Randomization: Wagle (2003) has mentioned that earlier the attacker used to insert a large number of nop instructions, to work around the memory location. ASLR randomly allocates memory locations to the code and data, thus making it difficult for the attacker to find the instructions. Proof Carrying Code (PCC): Necula (1997) says PCC is a technique which checks the properties of the program, and the code and also checks its security policy and determines whether it should allow it to execute it or not. SmashGuard: Kuperman(2005) has explained this technique uses a modification of the normal call ret instructions. Whenever a call instruction is encountered along with the actual entry of the return address on the stack another entry on the data stack within the processor. Then when it encounters the ret instruction it matches both the return addresses. If it matches it goes ahead with the execution else if a match is not found then it terminates the program. Also no changes are made to the data. This is a technique which works well with Brute Force Attack. Split Stack: Kuperman (2005) has explained that Split Stack or Secure Address Return Stack (SAS) is a proposed technique to prevent buffer overflow attack. In this technique two software stacks are used, one for control information and another for data information. Hence even if an attacker gains access to the data stack, he cannot affect the control stack. Although it might need to read and write from 2 stacks it is worth the time. Write Correct Code: Cowan et al (2000) writes, the best way to avoid any kind of attack if to write good and correct code. It is a humans tendency to write and forget the code, but that same code can be checked by someone else as well. The above mentioned prevention techniques are only few of them which are available; there are many techniques available for prevention against Buffer Overflow Attacks and various other attacks. Risks Fritsch (2009) in another article has explained the way to bypass ASLR protection. He explains there exists a flaw in the random number generation for ASLR. He explains it is not so very difficult to predict the randomization address. Writing a program which will try and brute force the memory location till it finds the correct one breaks the ASLR protection. Symantec Architect Mr. Whitehouse (2007) had mentioned the problem of ASLR in Windows Vista. Research by Mr. Bojinov (2011) shows pre-linking can help in implementing ASLR on Android phones. He has introduced retouching which is similar in design to prelinking. Also crash stack analysis is introduced which uses crash reports on the local device to prevent brute-force attacks. Conclusion This report includes what exactly are buffer overflow attacks, the defenses mechanisms which can be build up to prevent against them. Buffer Overflow attacks are on the top when discussing about penetration issues or buffer related vulnerability issues. Earlier it were only professionals amateurs who were trying buffer overflow attacks, but now the situation has changed, a small keyword search Buffer Overflow Attack Programs returns results with detailed tutorials and description to perform it. Also the National Vulnerability Database shows that Buffer Overflow attacks have reduced in the past 3 years, but no one knows when situations might change.

The Revolution In Physics: Planck, Einstein, And Heisenberg Declare War

The Revolution In Physics: Planck, Einstein, And Heisenberg Declare War On Newton The following page focuses on the Revolution in Physics, specifically the scientific works of Max Planck, Albert Einstein, and Werner Heisenberg, all of which took place in the early twentieth century. In this page I will attempt to answer the following question, "How did the Revolution in Physics transform the way that humans viewed themselves and nature from 1715 to the present day?" To effectively answer this question I will cover three main points. I will start off by briefly describing the scientific beliefs that dominated European society in the years between 1715 and the Revolution in Physics. Next, I am going to explain the epoch making works of Max Planck, Albert Einstein, and Werner Heisenberg that were highly responsible for initiating this new era of scientific thinking. Lastly, I will focus in on how humans viewed themselves and nature differently after the Revolution in Physics. The ideas of classical physics, which started with Copernicus and ended with Newton’s laws on motion and gravity, were widely accepted by European society in the years leading up to the Revolution in Physics. The beliefs of classical physics rested on five cornerstones. The first cornerstone was the existence of absolute space and the second cornerstone was the existence of absolute time. "In the Newtonian system bits of matter moved in absolute space and time"(Baumer 460). Of these two cornerstones, space was considered to be more important because it was immutable and because every change in the motion of matter indisputably involved a change in space as well. In contrast, change did occur in time, but unlike space, time did not itsel... ...t that the Revolution had on society. I also feel that even though this page is limited in scope it does a great deal to answer the overall project question focusing on how humans perception of nature has changed from 1715 to the present day. This page does this by directly showing the effects that the Revolution in Physics had on society. Many of these effects can still be readily seen today. Some examples are the decline in society's overall belief in God and people's fear of science technology, which is apparent in issues such as human cloning and genetic engineering. Work Cited Baumer, Franklin L. Modern European Thought. New York: Macmillan, 1977. The American Institute Of Physics, AIP Emilo Segre Visual Archives, http:www.aip.org/history/esva/index.html Washburn, Phil. Philosophical Dilemmas: Building A World view. New York: Oxford UP, 1997.

KSAO or Knowledge, Abilities, Skills, and Other Characteristics Essay

What does KSAO stand for with respect to training? Give one example for each letter in your explanation for the job of Professor of Human Resource Management. (Points : 35) KSAO or Knowledge, Abilities, Skills, and Other Characteristics (KSAO) tests are metrics used either during training or hiring processes to evaluate applicants and trainees. The KSAO will typically measure several areas of competency and will use a weighted metric for analysis. The following examples are what one might see in the explanation of the job of Professor of Human Resource Management. Knowledge- A degree of a PhD or higher in Human Resource Management would be a requirement in this area. Knowledge in a KSAO is typically measured in degrees of higher education and experience in the field in question. Skills- Typically, skills are measured by performance of competency tests. For instance, a Professor would need leadership skills and test could be devised that would test the leadership of the candidate. There are a variety of skills that may need to be tested for this position and each type of training would need to be customized for the competency in question, e.g., leadership, organization, management, etc†¦ Abilities- This area of the KSAO is typically measured by performance and the measure of one’s ability. The measure of competency will be based on answers derived from a position analysis questionnaire and or a management position description questionnaire (MPDQ). The position analysis questionnaire (PAQ) is organized into six areas of competency based on the job analysis formula for management positions in human resources: (1) information input (2) mental processes (3) work output (physical activities and tools) (4) relationships with others (5) job context (the physical and social environment) (6) other job characteristics (such as pace and structure) (PAQ, 2013) Using these metrics provide a clear view of the person’s abilities as required by the field of Professor of Human Resource Management. The concern with using KSAO in this manner is that competency modeling must be focused on the means of accomplishing tasks and duties rather than on what is accomplished or specific ways in which tasks or duties are accomplished  (Bernardin, 2007). For this reason there must be a high level of consensus concerning the definition of competencies for the Professor of Human Resource Management. This can be a problematic area for measuring competencies because there is a great deal of crossover between the competencies necessary to perform a job and the particular traits or characteristics of the applicant (Bernardin, 2007). For this reason, KSAO must remain focused on the occupation. References Bernardin, H.J. Human Resource Management, Fourth Edition, McGraw Hill, 2007 PAQ. (2013). job analysis questionnaire. Retrieved from http://www.paq.com/index.cfm?FuseAction=Bulletins.Job-Analysis-Questionnaire 2. (TCOs 2, 8). Explain the basic steps to conducting a person analysis and how a person analysis is used in a needs assessment. Do a very basic person analysis on either yourself or on your professor, based on the job you or he or she is currently employed in (and your common knowledge). (Points : 40) The process for a person analysis involves examining the factors that influence performance and learning. These factors are inclusive of the person’s characteristics: knowledge, skill, ability, and attitudes. These characteristics are typically measured through KSAO or Knowledge, Abilities, Skills, and Other Characteristics tests. These tests measure the basic skills that a person needs to perform their occupation. The KSAO works cohesively with the needs assessment. The basic steps involved in a person analysis include Input- the information or instructions that relate what employees need to know in order to perform their jobs. This area also includes the resources available to employees that help them perform their jobs. For example, my job with the government requires that I understand customer service policies which are outlined clearly in my service handbook. However, I often lack the ability to answer enough customer service questions due to the lack of information provided for answering certain questions. Output- this area refers to the job’s performance standards. At my job, we are expected to answer questions for customers and not to place them on hold for extended periods of time. All calls are measured by the standard of hold times which is expected to be less than 45 seconds. However, this metric is often failed by employees due to lack of information provided to service operators. Consequences- This area refers to the types  of incentives that employees receive for performing well and also what they will not receive. For instance, at my job when callers are placed on hold for longer than 45 seconds, this action diminishes the ability of workers to receive bonuses at the end of the year. Feedback- This area refers to the ongoing information that employees receive in the performance of their jobs. At my job, we receive feed back, letting us know that we exceeded the standards for call wait times or if we have not met this standard. Feedback also goes back to the management in that they become aware of the situations. Through the steps in this analysis a need assessment can be constructed. In my situation, since I am not lacking in specific skills tested in the KSAO then I am in need of other tools to perform my job more efficiently. In this instance, there is a need for a greater access to information in order to meet the standards of the job. 3. (TCOs 3, 8). First, provide the meaning of the acronym SMART with respect to training goals. Then, consider these four training objectives. Rewrite them as two SMART training goals. a) The use of the software and documentation for better management tools to utilize with the system. b) The trainee will be able to explain the flow of data to other systems and begin to understand the administrative time spent on corrections. c) A better understanding by the trainees of the deadlines and the expectations involved in those deadlines. d) The trainee will learn some effective time management shortcuts and will understand the guidelines in using those shortcuts. (Points : 40) Using SMART (Specific, Measurable, Agreed to, Realistic an d Time phased) as the basis for training goals, a training program is designed to create training outcomes in which the goals are specific or focused (not too broad), measurable (comparable with standards set), agreed to (all members of the organization including the trainee recognize the importance of the training), realistic (the standards for measuring training are achievable), and time phased (training has a beginning and end which provides that the trainee has accomplished the training.) The SMART method can be seen in the following examples: A) The use of the software and documentation for better management tools to utilize with the system. SMART (specific): Trainees need to learn to use the computer software in order to provide more accurate information for decision making. SMART (time phased) The training for this computer learning will begin in April and end in June.  b) The trainee will be able to explain the flow of data to other systems and begin to understand the administrative time spent on corrections. SMART (Measurable) trainees will complete a skills assessment at the end of the training which will reflect their ability to explain the flow of data to other systems. SMART (Realistic) The process of implementation will be ongoing even after training is completed this will help develop the understanding of the administrative time spent on corrections c) A better understanding by the trainees of the deadlines and the expectations involved in those deadlines . SMART (Measurable) Trainees will need to take an assessment that shows they have developed and understanding of the deadline process. (Agreed to) This test will also measure the trainees understanding of the importance of meeting deadlines through this process. d) The trainee will learn some effective time management shortcuts and will understand the guidelines in using those shortcuts. SMART (Specific) Trainees will need to learn effective time management skills and the 12 shortcuts and guidelines for using those shortcuts. SMART (Measurable) Each trainee will be tested at the end of their training and will need to show that they can utilize these shortcuts within the guidelines stated. 4. (TCO 4, 5, 6) You are a training manager for a midsized corporation. You are working on a training proposal for your HR director when you get a call from the manager of the accounting department. He states that he needs training done for his team, which will assist it in learning the newest version of the Peachtree accounting software. He mentions that his boss, the CFO, told him to put together a proposal for training that incl uded a way to measure transfer of training. He is panicked and says, â€Å"First of all, I don’t know what transfer of training is, and second, how can I measure it?† What will you tell him? (Points : 40) I would explain to the manager that Transfer of training is a concept which is defined as the use of knowledge or abilities that were acquired in one area being useful in other areas of problem solving or occupation. For instance, trainees who are learning the new software from Peachtree will also be able to learn other aspects of accounting during this process. These skills are directly transferrable to other occupations within the accounting department. In order to measure transfer of training, job descriptions will need to be assessed for overlaps in skills and knowledge requirements. For instance, some working in payroll will undoubtedly need to  understand tax requirements which are transferrable to jobs working in tax areas. Once the overlaps are found training can be assessed to see how much knowledge is transferrable between jobs. This information can be used to strategically design training programs that maximize time and cost. 5. (TCO 7) Explain one similarity and one difference between training and performance management and between training and succession planning. Does training have a part of either performance management or succession planning? If so, give one example each. If not, explain why not. (Points : 40) Succession planning, performance management, and training are all similarly related in that they are proactive in their efforts to create a pool of highly qualified and talented personnel. Training attempts to increase the ability of personnel while performance management governs what is needed from training in order to bolster the ability of personnel to perform their jobs, e.g., compensation, knowledge, resources, etc†¦ Succession planning uses performance management and training assessments in order to determine which employees will be the best fit for taking over management positions. However, there is a difference between these management systems in that they are focused on accomplishing independent goals. Training seeks to make employees better at their jobs while performance management measures their ability to assess where changes might be needed. Succession planning is goal oriented in finding the best candidates for future positions but not in the process of training or measuring them in their current positions. For example: training a customer service representative is focused on making the representative the best that he or she can be in that position. The performance of the customer service representative is measure through metrics to determine if the individual is performing adequately and if not what areas are deficient. This metric can be used to make a needs assessment and determine what the person needs to perform better, i.e., more training. The succession planning will use data from training metrics and from performance management in order to determine if the person is the right candidate for a customer supervisor position.

3 Steps to Create an Online Course From Your Book

3 Steps to Create an Online Course From Your Book 3 Steps to Create an Online Course From Your Book Authors don’t just make money from books. Often, the majority of their income comes from what is behind the books. Recently my friend Gregory was four weeks out from publishing his first book. He had spent the better part of a year writing and preparing to launch his book. Just a few weeks out from the launch he realized he had neglected to think about something important: how was he going to monetize the back end? The journey of self-publishing hits a major milestone with the launch of a first book, but it does not end there. While a well-launched book can certainly earn a good income, if you do not monetize the back-end of the book by  consulting, speaking, or creating online courses then you are not realizing the full potential of self-publishing.As they say, a book is the new business card. But, you can’t just have a business card you need the business behind the business card as well.There are several ways to monetize the back end of a book:ServicesSoftwareConsu lting / CoachingSpeaking / WorkshopsCreate Online Course (fastest and most scalable)While I am biased, my absolute favorite method is to create  an online course. It doesn’t take 6-12 months to develop like a software product would, and it doesn’t rely on your personal time like offering services, consulting, and speaking.Knowing that I specialize in online courses, Gregory reached out to me for help with producing a course for the new book he was about to publish. I’ll be sharing  3 steps to create online courses from your books. With these tips you too can maximize the results of your next (or a previous) book. Imagine if you take every book you have published, which people are buying for $5-$10, and quickly transform the same content into a parallel product for which you can charge 10 to 100 times  that amount.3 Steps to Create an Online Course From Your BookAs the owner of a course production company, people often have the same question when it comes t o turning a book into an online course:What’s the difference? Why would people pay more for the same material?Great question. There are a couple key differences between a course and a book (aside from the obvious differences in format).Step 1 Understand the differences between a book and a courseTone If you were to read your book out loud, verbatim, that would be an audiobook which has a very different feeling to an online course.Focus Again, using the audiobook example, your audiobook might be 15 hours long, while you course is 5 hours long. A large part of the value of a book is exploring the â€Å"why† of a topic or possibly the history, while a course is designed to be extremely actionable. That means the content requires great focus.Specificity Books are filled with great stories and great ideas. They plant important seeds in your mind, and might even have some simple exercises at the end of the chapters. That being said, it takes a lot of effort to apply what you learn from a book. A significant part of the value of an online course is how easy it is to take action. If it’s a course about networking, you can provide email templates, step-by-step guides to follow, software tools you can use. It’s designed to be immediately actionable, while a book on networking might discuss more general concepts on networking such as why it’s a good idea to go to a conference, to make good eye contact, to introduce people to each other, etc.If you want to see some real life examples of the differences, check out the audiobook and the online course version of Gregory’s book to compare (you can do a free preview of each to see what I mean). Both are based on the same content, but the tone, structure, focus, and specificity is quite different. Step 2 Build an online course from a book or a manuscriptHere is the exact process we used to build courses in dozens of different industries, following our Course In A Box Method:1.) Dec ide the Format   There are many ways to build a course. You can build a text-based course, a video-based course that focused on live filming, or on recording your screen while you teach someone to program, or by recording slides as you teach. Usually it’s a mix. You can also have courses two hours long, or 20 hours long. With or without PDF handouts. With or without bonus content (such as expert interviews).Here is what we decided on  for Gregory’s course: Ultimately 3 modules, with 3-5 lessons each The lesson length would average about 10 minutes (although it ranges from 5-15) The content style would primarily be a mix of recording well-designed slides, mixed with bonus content like expert interviews, follow-along PDF guides, etc.Pro tip: How do you decide the course length/structure? One module should bring people through a major milestone. For example, setting up a website before beginning to write content and market the site in later modules. One video should have one clear, stand-alone step in the process. For example, video 3 of module 1 for Building Your New Website might entail setting up the site hosting, video 4 might be configuring wordpress, etc.2.)Turn the manuscript into a course script This means cutting the fat and changing the tone as discussed above. Your course should clearly get people from point A (where they are now) to point B (where they want to go) and this should be clearly reflected by the course script. Even if your book is quite long, you can do this in about a week if you maintain focus3.) Turn the script into a slide plan This is a document which matches up the main ideas in the script with slides that you will be recording. Most people jump straight from script to slide design, but this (quick) intermediary step ensures that your course has a good flow to it and stays organized4.) Turn the slide plan into slides Create a slide template that you like, then customize slides to match your slide plan. Or better yet, outsource this process to a professional.5.) Record the scripts as an audio file Sit down and read your script as enthusiastically as possible.Pro tips: Don’t try to record your screen with the slides at the same time, the quality will be lower. Record the audio separately then match the slides in post production.Leave a pause and say â€Å"SLIDE X† between slides. This will help with the next step, editing.6.) Combine the slides and audio file into a video file Self-explanatory. It is not  recommended that you do this yourself, as a professional likely would do it better/faster. Invest a few hundred bucks to get it done right the first time.7.) Find useful places to add extra materials PDFs, expert interviews, new examples, templates, etc. Just ask yourself every time you say do this, â€Å"how can I help them do that?†8.) Clean up, edit and structure everything into a finalized course Did everything stay organized? We recommend using a google drive folder structure that we link to below to keep things organized.9.) Upload the course to your website If you want the simplest option possible, go with Teachable. This is what we used for Gregory’s course as well. If you want something more sophisticated, go with MemberMouse (another popular option we use with clients).Step 3 Connect the book and the courseNow that youve completed the course, how do you get people from your book to find your course, and vice versa?  The simplest way is to directly link from your book to your course website. However, sometimes people will complain about that approach â€Å"they are just trying to sell their other products!!!†Another way is to direct people to a companion website which offers additional resources and downloads for free in exchange for their email address. Then you will want to set-up an email autoresponder which offers additional value and guides them through the process from having read the book to wanting to delv e  deeper and buy  the course. Pro tip:  Add this download link to the beginning AND the end of the book, and preferably a few times in the middle. Not everyone finishes every book they buy, so you want to make sure they see the link even if they stop after the first chapter. In fact, you can even include the page with the link in the â€Å"free preview† of the book on the kindle store to get even more people to see it.What kind of results would this really get?Let’s say you get 5,000 downloads as part of your book launch, then 1,000 purchases per month after that20% of those people who grab the book also check out the linkThen 50% of the people who visit the page submit their email addressFinally, 10% of those people who join your list also purchase your courseResults:You now instantly have 500 more people on your email list, and 100 more people per month ad infinitum50 people buy your course during your book launch, and 10 more people buy every monthIf your cou rse is priced at $500, then that is $25,000 in additional revenue during your book launch, and $5,000 every month after thatand that, my friends, is the power of combining a book with an online course.I know writing a book is hard (I’ve written several myself) and by the time it’s done and published you may feel done yourself. But, don’t forget that offering a course is your chance to either kick start or rapidly grow your business. The best way to maximize the value of your book is to lead people from your book to discover other parts of your brand.Give the people who  love your book the opportunity to work with you further, either through an online course or through one of the other methods discussed above. Leave a comment with questions about this process, or share your  results creating an  online course from your book.  I look forward to hearing about your success.