Questionnaire for Bachelor Thesis with topic JSR170 and the Content Essay

Questionnaire for Bachelor Thesis with topic JSR170 and the Content Management Industry - Essay Example 17. Specifications are not available for the kind of applications that we use in our company. 4. Technology: Can Conventional Database Abstraction Layers (DBAL) and Web Services be used for solving the same issues 18. DBAL and web services are capable of solving all of the issues listed in section 2. 19. DBAL and Web services solves the relevant issues for us. 20. DBAL is tunable and can be used to realize additional controls that may be needed. 21. Our people are comfortable with DBAL / Web services 22. DBAL and web services are easier to adopt and use than the new standard processes 23. Many of the disadvantages of DBAL / web services are taken care of JSRs and JSRs are growing. Statements Very Un Important (1) Un Important (2) Neutral (3) Important (4) Very Important (5) 5. Technology: Is Data Access more comfortable with JDBC or other Data mining / warehousing software 24. Additional features on JDBC for connecting dissimilar databases. 25. Generic warehousing tools are good enough for our requirements. 6. General: Closing Remarks 26. JSR 170 is the future standard for all kinds of applications from Java stable. 27. JSR 170 is easy to adopt and use. 28. JSR 170 is compatible with most of the Enterprise Content Management Vendor products. 29. JSR 170 has advantages that are better than the other equivalent standards and products. 30. Adopting JSR 170 would improve our performance in the company. Signature of the person filling the form Thanks for your cooperation Question Selection and grouping. Categorization is done on the basis of the following: 1. Size of the company 2. Turnover of the company 3. Nature of business 4. Database employed on the website The...This would help in analyzing the advantages with respect to the size of the company, nature of business, database employed and also on the turnover. This would help in understanding whether the companies of similar traits think alike or differently; if so why Answers to be evaluated in line with the standard evaluation practices of assigning 1 for very unimportant and 5 for very important. Based on these numeric assignments of the choice, the other factors are also evaluated in line with the grouping and the related questions. Answers for specific groups could be averaged and viewed as a relevancy factor for the heading / group from the specific company type / size.

Trifles Essay Example | Topics and Well Written Essays - 1000 words - 5

Trifles - Essay Example In this regard, Susan Glaspell’s play â€Å"Trifles† appears to be a perfect example of representation of all essential literary elements of the play’s world for their research and analysis. For the beginning it must be said that the play â€Å"Trifles† is based on real-life story from the experience of Susan Glaspell as a reporter. The thing is that â€Å"†¦she was assigned to report on a murder case: the homicide of John Hossack, a prosperous Warren County farmer who had been killed in his sleep† in approximately 1900 year (MidnightAssassin.com). Being one of the first reporters who arrived at the accident site, Glaspell has been aware that Hossack’s wife is suspected in her husband’s murder, while she swore it was an intruder blood-guilty for John’s death. In a few days, Susan Glaspell has visited Hossacks’ farmhouse. The scenery of its kitchen has made a striking impression on the reporter. As we can see, the story of her further play’s character John Wright’s murder almost doubles the true story from Glaspell’s experience of the reporter. But there is one interesting point, that is, the time of the writing and performance of â€Å"Trifles†: â€Å"First performed by the Provincetown Players at the Wharf Theatre, Provincetown, Mass., August 8, 1916† (Glaspell). The time gap accounts for almost sixteen years. Then the obvious question arises: what circumstances prompted Glaspell to write the play? Having her previous practice of writing plays during 1909-1915 years, the playwrighter has decided not only to convey her ideas on paper, but also to animate them onstage before audiences. In this intention her husband has served as an active supporter and immediate participant of Glaspell’s ideas. â€Å"In 1915, at their summer home in Provincetown on Cape Cod, the couple organized a group of local artists as an amateur theatre group and staged a number of one-act plays in a converted fish warehouse† (Britannica.com). The

Unemployment IA Essay Example for Free

Unemployment IA Essay MADRID: The number of people unemployed in Spain, which has the highest jobless rate in the European Union, fell for the first time for five months in December, the Labor Ministry said Tuesday. There were 4.1 million people registered as jobless last month, down 10,221 or 0.25 percent from November, the biggest decline for the month of December since 2000, it said in a statement. But compared with the total 12 months ago the figure was still up 4.50 percent, or 176,470. December is is normally a weak month, if unemployment lowered in December it is a good jobless figure, Prime Minister Jose Luis Rodriguez Zapatero said in an interview with Onda Cero radio. The government does not provide a jobless rate, but the national statistics institute, which uses a different calculation method from the Labor Ministry, said in October that the rate had dropped to 19.79 percent in the third quarter of 2010 from 20.09 percent in the second. It was the first drop in the unemployment rate since it dipped to 7.95 percent in second quarter of 2007, its lowest level since the country returned to democracy following the death of dictator Francisco Franco in 1975. The institute will publish fourth quarter unemployment figures on Jan. 28. Last month Zapateros Socialist government announced it was scrapping a 426-euro ($568) per month subsidy for the long-term unemployed as part of austerity measures to slash the public deficit and ease fears that it will need an E.U. bailout like Greece and Ireland. Read more: http://www.dailystar.com.lb/article.asp?edition_id=10categ_id=3article_id=123230#ixzz1BfNIeF2q (The Daily Star :: Lebanon News :: http://www.dailystar.com.lb) Unemployment Internal Assessment For the first time in many months Spain is experiencing an unemployment rate drop, even though it is the country in Europe with the highest unemployment rate. Unemployment is an economic condition when people seeking jobs remain unhired, and is expressed as a percentage of total available work force. The type of unemployment Spain has been seeing is cyclical unemployment. Cyclical unemployment is usually related to the national output of a country, this is because when national output is high, the work force is also high meaning that cyclical unemployment is low, and vice versa. Cyclical unemployment is usually described as the result of businesses not having enough demand for labour to employ all those who are looking for work. The recession caused aggregate demand to fall, meaning that consumers are spending less money on goods and services. Recession is defined as a period of economic decline, usually accompanied by a drop in stock, increase in unemployment, and a decline in housing market. Aggregate demand is the sum of all demand in an economy, and can be calculated by using gross domestic product (GDP) of a country, and is represented by the formula: (AD) = C + I + G (X-M). This graph illustrates some of the effects of the recession on a countrys economy. As shown aggregate shifts from AD to AD1, this is because the consumers are spending less money during the recession period making the demand on products less, also this moves the equilibrium from E1 to E2, causing a movement along the supply curve. When people are buying less goods, firms are not required to produce as many goods, meaning that less work is required and causing unemployment in most cases. As the graph illustrates DL (Labour demanded) shifts left to DL1, because of the firms and companies not needing as much work force as before. This leads to a change in the equilibrium point moving from E1 to E2. As the equilibrium point shifts, this makes both the wage rate and number of workers decrease, the space between Q2 and Q1 is the amount of workers who have become unemployed during the recession. When looking at the graph this should show that the average wage rate would fall as well to match E2, but the wages will stay the same because of wage stickiness. This means that since wages do not fall, the actual number of unemployed people is between Q1 and Q3. Wage stickiness means that wages and prices do not instantly or even quickly adjust to changes in demand or supply during recessions. This is because it is proved that cutting wages during a recession would hurt morale in most companies, making the employed workers less efficient at their job. Wage stickiness can be looked at from two aspects, the short and long run. In the short run only minor differences would be seen, but in the long run they might fall/grow slowly. Even though the recession caused unemployment in Spain, during December in 2010 the unemployment rate fell. The cause of unemployment falling could be linked to the season. During the Christmas season, the demand for normal and luxury goods are high, this means that the demand for labour would also increase because of the sudden change in consumption of goods. A luxury good, is a good or service that is not essential but makes life more enjoyable. As the demand for labour increases, the unemployed workers will be able to get a job during the season; this is also known as seasonal unemployment. Seasonal unemployment is a type of unemployment that occurs due to the season of the year. The industries affected by seasonal unemployment are tourist industries, fruit picking, and catering firms. This could explain whether the recent unemployment drop in Spain is a phase because of the seasonal unemployment, or if the unemployment rate will continue to fall throughout the year. In either situation it is essential for Spain to focus on the unemployment rate if they are to overcome the recession as fast as possible, and start pumping money into the economy. This is because as mentioned in the article the demand for labour increases as demand for goods increases, this would open job opportunities for unemployed citizens. And as those people will now have a steady income, making them spend more money than before, and helping the economy.

A Study On The Role Play Development Teaching Essay

A Study On The Role Play Development Teaching Essay Play is almost universally recognized as an integral factor in childrens learning and development. For example, Macintyre (2001, 4) quotes Isaacs 1933 description of play: Play is the crucial component in childrens development, and adds that everyone concerned with young children should recognise and value the different kinds of understanding developed through play (Macintyre 2001, 3-4). Although different play activities promote childrens in different ways, Keenan (2002) identifies a number of areas of development that are impacted or enhanced by play, including cognition, language and communication, social, and emotional. The recent Curriculum guidance for children from three through the reception year (Foundation Stage) ephasizes learning opportunities and experiences ; for example, the area of language and literacy was broadened to include communication and emphasized the importance of developing literacy through play and advocates play and exploration as a basis for literacy learning in the early years (Miller and Smith 2004, 122). Within the Early Years curriculum, role play is an excellent example of a play activity that promotes many areas of development. Before examining the ways role play promotes development in children, it is helpful to define both play and role play. Macintyre (2001, 3) defines play as activity that is enjoyable, gives pleasure, and undertaken by the player freely, that is, it can be abandoned at any time without blame. Play further has no preconceived outcome; the agenda can develop as play goes on (Macintyre 2001, 3). Additionally, play allows the player to develop skills which are important in non-play situations, such as development of social skills (Macintyre 2001, 3). Children around age three and four begin to enjoy imaginative role play in twos or small groups (OHagan and Smith 2004, 36). As a particular play activity, role play is a type of imaginative play, where children assume roles outside their real world place. Role play allows children to construct proximities between themselves and others in their lives. Piagets theory of development contends infants first engage in pretend play around eighteen months, acting out imaginary activities and using real objects to represent imagined objects, such as pretending a television remote is a telephone (Keenan 2002, 123). Children may participate in limited role play at this point if directed by an older person. However, cooperative role play, where children instigate their own roles and story line, are rarely undertaken by children before three years of age (Keenan 2002, 200). According to Vygotsky, children engage in pretend play roles beyond their current stage in life, such as taking on adult roles, such as a parent, teacher or doctor, or roles as adolescents or older children(Keenan 2002, 135). Through pretend play, children place themselves in a zone of proximal development, where they play at a level which is in advance of their real capabilities (Keenan 2002, 135) Cognitively, role play promotes development in several ways. First, it allows children practice in ordering their thoughts and develop understanding. Piaget believed that children were active agents of their own learning and that the major task for them was to develop an ability to organize experiences and learn from them in a way which enables them to make sense of the world (OHagan and Smith 2004, 10). Role play activities are the highest form of symbolic play, encompassing two types of cognitive operation which are necessary for conservation, namely reversibility and decentration (Umek and Musek 2001, 56). Children are able to freely leave the roles they take on, as indicated in the free participation concept introduced in the definition of play above. This reversibility indicates cognitively children are awareness that they can abandon their assumed role and return to reality at any time (Umek and Musek 2001, 56). The cognitive ability of decentration involves childrens understanding that the person in the role play scenario is really them, yet is also simultaneously the role undertaken (Umek and Musek 2001, 56). Cognitively, this means children must preserve the imaginary identity of toys or play materials despite the fact that they are perceptually and/or functionally inadequate (the issue being the conservation of identity) (Umek and Musek 2001, 56). In such pretend play, children learn that the objects they use can be separated from their normal referents, and that they can stand for other things (Keenan 2002, 135). This object will typically be similar in some way, such as size or shape, to the pretend object in the role play, causing the children to practice analogous thinking skills where they related an item not available to them to another available object (Keenan 2002, 135). The development of language and communication skills are recognized as closely linked to childrens thinking and conceptual development (OHagan and Smith 2004, 18). In addition to cognitive development, role play offers important development opportunities in the areas of language and communication. This can be intentional, such as when parents or other older players in the role play intentionally support vocabulary development by introducing names of things during the context of play (Keenan 2002, 154). However, the opportunity to talk and verbally interact with others in the role play further presents a powerful way of learning even when no intentional instruction occurs (OHagan and Smith 2004, 18). In role play, children learn to use language as a form of symbolic representation, and also communicate symbolically through dramatic play (OHagan and Smith 2004, 25). Such symbolic play encourages the development of language comprehension (Umek and Musek 2001, 56). Fantasy role play encourages explicit and expressive speech due to its symbolic nature. Role enactment and the use of various objects have different functions in play and in real life, therefore the child-player-must define these symbolic transformations verbally, so that they have a clear (recognisable) meaning and are comprehensible to his or her playmates (Umek and Musek 2001, 56). In this way role play promotes the communicative skills of its players. The symbolic elements of fantasy play, like role and object transformations, enable the child to use lexicographic meanings and explicit speech (Umek and Musek 2001, 56). Socially, role play typically involves several other children and/or adults. Keenan (2002) discusses Partens theory that such cooperative play is the most complex form of play, as it includes behaviours such as social pretend play where children take on pretend roles (Keenan 2002, 200). The children involved in the role play talk to one another as part of the play, developing their imaginative situations in a co-operative manner. Umek and Musek (2001, 56) report Smilanskys (1968) contention that role play activities promote the childs social development. When children use role enactment, they have to reach a consensus about the play theme, the course of events and the transformation of roles and play materials. This can only be achieved when individuals transcend their egocentrism and develop the ability to empathise (Umek and Musek 2001, 56). Children further build relationships with the other children or adults with whom they play. Although such relationships are often temporary, such play causes children to express a preference for certain friends and play regularly with them; during the Early Years period there is usually, but always, some preference for play with children of the same sex, but there is still a good deal of mixed play (OHagan and Smith 2004, 36). Role players share symbolic meanings with each other and assign imaginary roles in their pretend play, both providing opportunities for social development (Keenan 2002, 203). Co-operative pretend play also is usually based on the childrens understanding of the social rules of their culture (Keenan 2002, 135). Therefore, a child behaving badly in the role play will be punished by the child in the parent role. Vygotsky held that as such role play was an important context in which children learned about the social world (Keenan 2002, 135). Childrens play is constrained by the rules which guide behaviour in these roles, and, because of this, they learn about the social norms that are expected of people (Keenan 2002, 135). Role play can be an important component in childrens emotional development. Around eighteen months, the increase in language and symbolic thought allows some feelings to be expressed through imaginative play (OHagan and Smith 2004, 27). Prior to this childrens options were limited to physical displays such as crying, hitting, or facial expressions. This can promote childrens emotional development, as it allows them to learn to express their wants and needs, and become emotionally aware of the wants and needs of others. For example, role play can allow children to act out their fears, such as going to the doctor or being punished (OHagan and Smith 2004, 36). These fears might develop from an experience the child has had, such as having a painful injection at the doctors office, or a perceived fear, such as concern over anticipated punishment. Role play can also help chilren develop self-efficacy. Even young children have a strong desire to be right or successful, and will avoid areas where they expect to fail (Macintyre 2001, 4). However, if children can try things with no fear of failure they are more likely to stretch out and tackle things they might otherwise avoid (Macintyre 2001, 4). Since there is no defined end product, there is no fear or experience of failure. Children are empowered through the communication skills developed in role play, as they can express their feelings freely, can negotiate their wishes and needs and develop self-confidence and self-esteem (OHagan and Smith 2004, 18) This self-efficacy can both be encouraged in actions and in emotional expression; role play teaches children healthy and appropriate expressions of emotion. OHagan and Smith (2004, 38) studied groups of young children who viewed adults handling a situation, with each group seeing a different emotional response. One group viewed the adults as dealing with the issue by becoming angry and physically aggressive, and were later observed to emotionally deal with a similar situation in a similar manner, i.e. with anger and physical aggression. OHagan and Smith (2004, 36) contend this reinforces Banduras claim that children learn from models in their lives, particularly those they view as similar to themselves, who have a nurturing relationship with them, or who they perceive as powerful and competent (OHagan and Smith 2004, 39). Symbolic play, such as role play, should certainly form an important part of the preschool curriculum but preschool teachers should bear in mind that the quality of a childs play will be determined by general characteristics of development as well as by the play context (Umek and Musek 2001, 63). In the classroom, role play can be encouraged through the use of story and related play objects. For example, reading stories that include a kitchen and having a play kitchen available encourages children to first repeat the story through role play, then diverge and develop their own story lines. OHagan and Smith (2004, 58) present a typical classroom element, a home corner complete with dressing-up clothes and various objects for domestic play. Role play can be used for many learning purposes, such as to reinforce desired behaviour or assess childrens understanding of material. A teacher is trying to encourage sharing amongst her pupils. In this scenario, the teacher could role play with the children, demonstrating and reinforcing that sharing is a desireable activity. The activity could then be extended, with children being allowed to continue the play without teacher involvement, by later drawing pictures, and/or talking about the role play in a circle time or similar sharing opportunity. Back to: Example Essays Finally, role play can also enhance a teachers evaluation of childrens attainments, as the children will demonstrate their abilities in a number of areas during a typical role play activity. In practice, children can achieve higher levels of individual cognitive functions (conservation, one-to-one correspondence, decentration) in their symbolic play than they demonstrate when the same mental operations are tested and measured in formal, non-play, situations (Umek and Musek 2001, 64). As such, observations and assessment based on role play can be highly valuable in the classroom environment. REFERENCES Keenan, T. 2002. An Introduction to Child Development. London: Sage. Macintyre, C. Enhancing Learning Through Play. London: David Fulton. Miller, L. 2001. Shaping Early Childhood through the Literacy Curriculum. Early Years, 21(1): 107-116. Miller, L. and Smith, A.P. 2004. Practitioners beliefs and childrens experiences of literacy in four early years settings. Early Years, 24(2): 121-133. OHagan, M. and Smith, M. 2004. Early Years Child Care and Education: Key Issues. Edinburgh: Bailliere Tindall.

Assyrian Art Essay -- essays research papers

Assyrian Art The reliefs from the palace of King Assurnasirpal II at Nimrud play an important role in portraying the power and importance of the Assyrian king. These reliefs are similar to other Assyrian reliefs in terms of their purpose; however, there is a contrast in the methods used to glorify the king. By examining such factors as style, iconography and historical significance, we find many similarities and differences between the "ceremonial" reliefs and the more common reliefs depicting war and hunting. The reliefs belonging to the sacred or"ceremonial" category consist of panels depicting a sacred tree, a human headed genius fertilizing a sacred tree, a griffin fertilizing a sacred tree, and a scene of King Assurnasirpal (whose name comes from the god "Assur") followed by a winged genius. Dating to about 870 B.C., these reliefs were originally located in the antechamber to the royal throne hall and in the living room where it would have been viewed by distinguished guests. Because of their location and larger than life size, the reliefs "...instill in the beholder a sense of awe and reverence for the king...." (Art History Anthology 28). Moreover, the reliefs overwhelm the viewer by depicting the king's power and god-like divinity through propagandistic iconography and stylization. To portray the king's god-like divinity, the reliefs represent the deities and Assurnasirpal in a similar manner. First of all, hierarchic scale is almost absent since all the figures are closely related in size, with Assurnasirpal being only slightly shorter than the deities. In historical context, this shows that Assyrian kings were closely associated with deities, but were not considered gods themselves. This lack of hierarchic scale is also seen in the Lion Hunt of Assurbanipal, where king Assurbanipal is shown slightly larger than his servants. Secondly, the deities and Assurnasirpal are similar in stance and stylization. All the figures have their head and legs shown in profile, while the torso is shown halfway frontal. In addition, the figures maintain a stiff vertical stance with their arms extended in either straight lines or are stiffly bent into a ninety-degree angle. In the third panel, both a winged deity and Assurnasirpal are depicted facing towards the right with their left feet forward; however, in contrast, the human headed genius and the griffin ... ...a symmetrical manner with intertwining branches, stylized leaves, and a fan of leaves above the trunk. The winged geniuses are fertilizing the sacred tree with a date blossom in their right hand and holding a sacred bucket in their left. In addition, panel three shows a winged deity following Assurnasirpal with his right hand raised over the king "in a gesture of benediction and divine protection" (Art History Anthology 28). By placing these reliefs in his antechamber and living room, Assurnasirpal "emphasizes the sacred character of the Assyrian king, elected by the gods, although not himself of divine substance" (Frankfort 87). In conclusion, we find that the reliefs from the palace of King Assurnasirpal II play an important role in exhibiting the power and importance of the king. While an Assyrian king's power can be depicted is a war-like manner by his military might, we learn that"ceremonial" reliefs are also effective by placing the king in relation to gods. The power and importance of the king is shown through a peaceful manner that highly contrasts the scenes of death and fighting found in such reliefs as the lion hunt of Assurbanipal and the battle scene of Assurnasirpal.

Theories of Social Ecology Essays -- Social Ecology

All three theories by Heidegger, Bookchin, and Naess are based on the normative assumption: humans perceived themselves as being distinct from a world that unites both humans and non-humans. To better understand the distinguishments that each author makes in his theory, I will reconstruct each of their assumption. After that, we will explore the rational fashioning of integrative ways and the problems that it raises. In conclusion, there may be a reiteration of the assumption in our effort to act ethically according to the ecosystem. Heidegger’s theory orbits around the idea that humans are mortal stewards of things on the earth. He believes that humans should consider and respect non-human life forms as part of this comprehensive world in all dimensions of earth, sky, divinities, and their roles in their relative locations. In the same manner, non-humans share an undiscriminating relationship closely knit together in a network by their functions and bestowals. Because of this proximity, human’s stewardship should not promote egocentricity or superiority over non-human items. This responsibility does not seek selfish coercion, but deferential regards to such items in order to bring forth diversity and life. His assumption here implies that humans are like tenants responsible to take care of the rest of the earth as a shared home for all living things. Along with this heuristic, Heidegger supports the saving, preserving, dwelling, building, and integrating of our daily lives with respect to the whole earth. Similarly, Bookchin believes in a respectful co-evolving community of life on earth. His theory of social ecology characterized humans as citizens of a community. Although he does not press on equality like Naess does in... ... life for all or do we seek to use our power and values to dominate? If our treatment of our own kind is considered unjust, consider how our treatment of non-human life forms must be. As I have mentioned earlier, the consequences of our actions and values may be backfired at us and passed to future generations. Perhaps we are ignorant towards the outcome of the transformation we impose on non-human life or perhaps we are, unfortunately, ignorant towards the destruction of our own flourishing of life. Work Cited Sessions, George. â€Å"Arne Naess: The Deep Ecological Movement.† Deep Ecology for the 21st Century. Ed. George Sessions. Boston: Shambhala Publication, Inc., 1995. 64-84. Print. Sessions, George. â€Å"Arne Naess: The Eight Points Revisited.† Deep Ecology for the 21st Century. Ed. George Sessions. Boston: Shambhala Publication, Inc., 1995. 213-221. Print.

My Narrative Report in Pal

Internship or on the job training is one way by which we students are given an opportunity to apply the theories and computations that we have learned from school. It also helps us to obtain applicable knowledge and skills by performing in actual work setting. Earful tool and possibly even a source of recommendation when they take that big lift from being students to career professionals. The On-The-Job Training (OJT) is one of the requirements in order for a student to be able to graduate from college and to become a professional. This training prepares the students to practice their profession. Thus, in adjusting one’s self and mingling to others one must cope up with the different standards and attitudes of the people in a particular field of industry. It is also a bridge to enhance the students’ skills that should be an advantage when they finally land a job. It’s proven and well tested! Experience is definitely the best teacher. There are countless things that I’ve learned during my On-the-Job Training at Philippine Airlines. Being in a new and never-been-to environment was a big challenge to me. I exerted great effort to cope up with the means and manner of living of the new environment that I’d indulged into. I did my best to blend in and went in with the flow of what the real world is offering. One of the requirements as graduating students of the College of Arts and Letter is On-the-Job Training. This Training exposes us to the real environment of a certain organization. Thus, adjusting oneself and mingling others is a must to cope up with different standards and attitudes of every individual in a particular field of industry. In furtherance, OJT will be a bridge to enhance our skills in communication and technical activities that makes it a plus point the sooner we landed a job and help ease the culture shock while dealing with different specialized people of their expertise. I went to other organizations to have an OJT but sad to say there were already different students from different schools who had come first to conduct an OJT. I was already desperate, hopeless and we’re running out of time. I came up with a decision and suddenly an idea flashed in my mind â€Å"Why not try Philippine Airlines? Due to lack of time, I went directly to the Branch Manager of Philippine Airlines, Legazpi City and submit a letter for approval in conducting an OJT in their organization. Knowing that I already accepted to conduct an OJT, my worries were then blown up by the wind as if my heart felt empty with thorn and pains of miseries. The manager told us the Don’ts and Do’s in the company like; Doâ⠂¬â„¢s: Wearing of Formal Attire Good Grooming Be On Time Don’ts: Do not go out in the Airline field without wearing a vest. Do not wear slippers Do not wear â€Å"maong† pants Don’t be shy Then my journey started in PAL†¦ my first week was a disastrous one. Why? Exactly 8am on the very first day of my report in the office the router was damaged due to faulty electrical wiring of transformer by ALECO. So all the computer transaction were then changed to manual type. The manager let me stay in his office for an hour or so because of what had happened. In that day I was oriented on what to do and exposes to other employees as well. And hey, before I forgot I have a company from other school, they are from La Consolacion College of Iriga City, a Tourism student. At first I am shy to them, I didn’t talk to them I just stayed in the office of the manager, but because of their super-duper nice approach to me and to their super friendly attitude we become friends. They guide and teach me what to do. My co-OJT named Margarette, Angela, Erika and Rhea. I learned more about what OJT means and to be patient is more important when you have a relationship to other people especially when you do not know them well. I had encountered different attitudes between clients and my employer, they have more jokes than us and we have to be sports and control our feelings. I meet new friends inside the company even though they have more guys than girls. I have a new co-OJT trainee after the first batch had been finished their 180 hours, named Makie, Eunice, Marieson and Shiryne. They are a tourism student from Iriga City also to be exact a classmates of my co-OJT the other month. They are a nice person and kind to me. And because of that I let them fill in to my ever loving slum book. Hehehe Check in Area I was trained on what specific things to do in the check in area like weighing the baggage’s, tagging with an international, local, perishable, push ups and fragile stickers and of the course adding baggage number and how it weighs. I was told also the allowed kilo of baggage and allowed kilo of hand carry. I was assigned also to PAL number seats in rows and columns. On the second day I was trained on what to do in the manual system. It was so strenuous even the employees were busy that time. I assist them at the back and I am always alert to avoid destruction. I was oriented also about the mandatory elements and the cleanliness around the check in area. Ticketing Office I was assigned in answering the phone for clients who wants to inquire in a specific date of flight, lucky you are if the customer is in good mood. I also type in the Documental Transmittal or Acknowledgement Receipt, Shipping Order ( I type certain records then pass it to the cargo area) Updated forms (air them back to Manila) I also do an accounting like the domestic sales report. I was also assigned to print the tickets and pass it the cashier. In ticketing area I was then given a short examination by one of the employees on how to use the electronic system of ticketing. Sir Mayor taught me how to do the work. Food Well, as part of my on-the-job training in the Philippine Airlines, I was part to the group to feed the tummy of my sir and maam. My co-trainee said that we need to prepare a food when we done our training. So I joined the group. I contributed 200php for the food. Then, there my OJT ends.