AIMS OF EDUCATION

There are, however, issues relating to education about which we

have a fairly clear idea and about which there ought to be general
agreement to a large extent. It would be helpful to seek an
answer to the question what ought to be the aims of education?
by way of our engagement with these issues!
"i# $chool education is a deliberate and more%orless external
intervention in the life of a child. &lthough much learning and
teaching takes place at home, in the neighbourhood community,
and in actual living communities in rural and tribal India, the
school introduces the child to an environment of teaching and
learning that, quite by design, marks itself o' from the rest of the
childs environment. Tagores experience of his (rst day at school
is repeated with greater or less intensity in most childrens (rst
encounter with school! )*all of a sudden I found my world
vanishing from around me, giving place to wooden benches and
straight walls staring at me with the blank stare of the blind.+,
-hile the school must perhaps have boundaries of its own.as the
life of the school cannot /ust be merged with the life of the
community around it.these
boundaries must not become barriers. They must, on the other
hand, facilitate the creation of vital links between childrens
experiences at home and in the community and what the school
o'ers them.
"ii# $elf%knowledge is diametrically opposed to self%ignorance and
self%deception. To be deceived by others is bad but to be deceived
by oneself is even worse. 0owever, unfortunately, we deceive
ourselves much of the time. The big fat ego, which most of us
have, can remain fat only on a daily diet of self%deception. $elf%
knowledge can be achieved only through the knowledge of the
other, and one cannot know the other without being /ust to the
other. 1ducation must be a continuous process of self%discovery,
of learning the truth about oneself. This is a life long process2 but
the school, through insightful teaching and learning situations of
various kinds, can bring home to the child the great importance of
this process.
"iii# There is need to convince the child or the adolescent of the
superiority of a life of virtues to a life of vice and wickedness. The
only way to do this is to e'ectively demonstrate that genuine
human happiness can spring only from a life lived in accordance
with virtues. 3ut, how is this to be done? 0ow is one to counter
the opposite belief that it is not the virtues but power and wealth
that are constitutive of true happiness? In a world where the latter
belief is pre%dominant, it may be impossible to teach the value of
virtues to our children. -e need, therefore, to create the
possibility of profound questioning of our social structure, and
show in various ways the deep connection between human
discontent and a life devoid of virtues.
INDIAN ADVERTISING INDUSTRY

The Indian advertising industry is talking business today. It
has evolved from being a small%scale business to a full%4edged
industry. It has emerged as one of the ma/or industries and
tertiary sectors and has broadened its hori5ons be it the creative
aspect, the capital employed or the number of personnel
involved. Indian advertising industry in very little time has carved
a niche for itself and placed itself on the global map.
Indian advertising industry with an estimated value of es67, 899%
crore has made /aws drop and set eyeballs ga5ing with some
astonishing pieces of work that it has given in the recent past.
The creative minds that the Indian advertising industry
incorporates have come up with some mind%boggling concepts
and work that can be termed as masterpieces in the (eld of
advertising.
&dvertising agencies in the country too have taken a leap. They
have come a long way from being small and medium si5ed
industries to becoming well known brands in the business. :udra,
;gilvy and :athew ";<:#, :ccann 1ricsonn, =edi'ussion, >eo
3urnett are some of the top agencies of the country.
Indian economy is on a boom and the market is on a continuous
trail of expansion. -ith the market gaining grounds Indian
advertising has every reason to celebrate. 3usinesses are looking
up to advertising as a tool to cash in on lucrative business
opportunities. ?rowth in business has lead to a consecutive boom
in the advertising industry as well.
The Indian advertising today handles both national and
international pro/ects. This is primarily because of the reason that
the industry o'ers a host of functions to its clients that include
everything from start to (nish that include client servicing, media
planning, media buying, creative conceptuali5ation, pre and post
campaign analysis, market research, marketing, branding, and
public relation services.
@eeping in mind the current pace at which the Indian advertising
industry is moving the industry is expected to witness a ma/or
boom in the times ahead. If the experts are to be believed then
the industry in the coming times will form a ma/or contribution to
the ?AB.
INDUSTRIAL POLLUTION
Industrial pollution is pollution which can be directly linked with
industry, in contrast to other pollution sources. This form of
pollution is one of the leading causes of pollution worldwide2 in
the Cnited $tates, for example, the 1nvironmental Brotective
&gency estimates that up to D9E of the nationFs pollution is
caused by industry. 3ecause of its si5e and scope, industrial
pollution is a serious problem for the entire planet, especially in
nations which are rapidly industriali5ing, like Ghina.
This form of pollution dates back to antiquity, but widespread
industrial pollution accelerated rapidly in the 6H99s, with the start
of the Industrial =evolution. The Industrial =evolution mechani5ed
means of production, allowing for a much greater volume of
production, and generating a corresponding increase in pollution.
The problem was compounded by the use of fuels like coal, which
is notoriously unclean, and a poor understanding of the causes
and consequences of pollution.
There are a number of forms of industrial pollution. ;ne of the
most common is water pollution, caused by dumping of industrial
waste into waterways, or improper containment of waste, which
causes leakage into groundwater and waterways. Industrial
pollution can also impact air quality, and it can enter the soil,
causing widespread environmental problems.
3ecause of the nature of the global environment, industrial
pollution is never limited to industrial nations. $amples of ice
cores from &ntarctica and the &rctic both show high levels of
industrial pollutants, illustrating the immense distances which
pollutants can travel, and traces of industrial pollutants have
been identi(ed in isolated human, animal, and plant populations
as well.
Industrial pollution hurts the environment in a range of ways, and
it has a negative impact on human lives and health. Bollutants
can kill animals and plants, imbalance ecosystems, degrade air
quality radically, damage buildings, and generally degrade quality
of life. Iactory workers in areas with uncontrolled industrial
pollution are especially vulnerable.
& growing awareness of factory pollution and its consequences
has led to tighter restrictions on pollution all over the world, with
nations recogni5ing that they have an obligation to protect
themselves and their neighbors from pollution. 0owever,
industrial pollution also highlights a growing issue.
INFORMAL TECNOLOGY
>iterature has identi(ed formal and informal channels in
university technology transfer. -hile formal technology transfer
typically involves a legal contract on a patent or on collaborative
research activities, informal transfer channels refer to personal
contacts and hence to the tacit dimension of knowledge transfer.
=esearch is, however, scarce regarding the interaction of formal
and informal transfer mechanisms. In this paper, we analy5e
whether these activities are mutually reinforcing, i.e.
complementary. ;ur analysis is based on a comprehensive
dataset of more than 8,999 ?erman manufacturing (rms. -e
perform direct and indirect tests for the complementarily of
formal and informal technology transfer. ;ur results con(rm a
complementary relationship! using both transfer channels
contributes to higher innovation performance. The management
of the (rm should therefore strive to maintain close informal
relationships with universities to reali5e the full potential of formal
technology transfer. %%
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on the IA1&$ site. Blease be patient as the (les may be large.
TERRORISM
Terrorism is the systematic use of terror, esinternational community, however,
terrorism has no universally agreed, legally binding, criminal law definition.
Common definitions of terrorism refer only to those violent acts which are
intended to create fear (terror), are perpetrated for a religious, political or
ideological goal, and deliberately target or disregard the safety of non-combatants
(civilians). Some definitions now exclude acts of state terrorism and some also
include acts of unlawful violence and war. The use of similar tactics by criminal
organiations for protection rac!ets or to enforce a code of silence is usually not
labeled terrorism though these same actions may be labeled terrorism when done
by a politically motivated group.
The word "terrorism" is politically and emotionally charged. and this greatly
compounds the difficulty of providing a precise definition. Studies have found over
#$$ definitions of %terrorism&. The concept of terrorism may itself be controversial
as it is often used by state authorities (and individuals with access to state support)
to delegitimie political or other opponents, and potentially legitimie the state's
own use of armed force against opponents (such use of force may itself be
described as "terror" by opponents of the state).
Terrorism has been practiced by a broad array of political organiations for
furthering their ob(ectives. )t has been practiced by both right-wing and left-wing
political parties, nationalistic groups, religious groups, revolutionaries, and ruling
governments.
*+,
-n abiding characteristic is the indiscriminate use of violence
against noncombatants for the purpose of gaining publicity for a group, cause, or
individual pecially as a means of coercion.
POSITIVE ATTITUDE
Bositive attitude helps to cope more easily with the daily a'airs of
life. It brings optimism into your life, and makes it easier to avoid
worry and negative thinking. If you adopt it as a way of life, it will
bring constructive changes into your life, and makes them
happier, brighter and more successful. -ith a positive attitude
you see the bright side of life, become optimistic and expect the
best to happen. It is certainly a state of mind that is well worth
developing and strengthening.
P!sitive attitude "ani#ests in t$e #!%%!&ing &ays'
Bositive thinking.
Gonstructive thinking.
Greative thinking.
1xpecting success.
;ptimism.
:otivation to accomplish your goals.
3eing inspired.
Ghoosing happiness.
Jot giving up.
>ooking at failure and problems as blessings in disguise.
3elieving in yourself and in your abilities.
Aisplaying self%esteem and con(dence.
>ooking for solutions.
$eeing opportunities.
COMPANY STRUCTURE
-n organizational structure consists of activities such as tas! allocation,
coordination and supervision, which are directed towards the achievement of
organiational aims. )t can also be considered as the viewing glass or perspective
through which individuals see their organiation and its environment.
-n organiation can be structured in many different ways, depending on their
ob(ectives. The structure of an organiation will determine the modes in which it
operates and performs.
.rganiational structure allows the expressed allocation of responsibilities for
different functions and processes to different entities such as the branch,
department, wor!group and individual.
.rganiational structure affects organiational action in two big ways. /irst, it
provides the foundation on which standard operating procedures and routines rest.
Second, it determines which individuals get to participate in which decision-
ma!ing processes, and thus to what extent their views shape the organiation0s
actions. The set organiational structure may not coincide with facts, evolving in
operational action. Such divergence decreases performance, when growing. 1.g. a
wrong organiational structure may hamper cooperation and thus hinder the
completion of orders in due time and within limits of resources and budgets.
.rganiational structures shall be adaptive to process re2uirements, aiming to
optimie the ratio of effort and input to output.
.rganiational structures developed from the ancient times of hunters and
collectors in tribal organiations through highly royal and clerical power structures
to industrial structures and today's post-industrial structures.
-s pointed out by 3ohr (#4+5, pp. #$56#$7), the early theorists of organiational
structure, Taylor, /ayol, and 8eber "saw the importance of structure for
effectiveness and efficiency and assumed without the slightest 2uestion that
whatever structure was needed, people could fashion accordingly. .rganiational
structure was considered a matter of choice... 8hen in the #47$s, the rebellion
began that came to be !nown as human relations theory, there was still not a denial
of the idea of structure as an artifact, but rather an advocacy of the creation of a
different sort of structure, one in which the needs, !nowledge, and opinions of
employees might be given greater recognition
ECONOMIC RECESSION
=ecurrent ma/or depressions in the world economy at the pace of
89 and D9 years "often referred to as the business cycle# have
been the sub/ect of studies since Kean Gharles >Lonard de
$ismondi "6MM7N6HO8# provided the (rst theory of crisis in a
critique of classical political economyFs assumption of equilibrium
between supply and demand. Aeveloping an economic crisis
theory become the central recurring concept throughout @arl
:arxFs mature work. :arxFs law of the tendency for the rate of
pro(t to fall borrowed many features of the presentation of Kohn
$tuart :illFs discussion Of the Tendency of Profts to a Minimum
"Brinciples of Bolitical 1conomy 3ook IP Ghapter IP#. The theory is
a corrollary of the Tendency towards the Centralization of Profts.
In a capitalist system, successfully%operating businesses return
less money to their workers "in the form of wages# than the value
of the goods produced by those workers "i.e. the amount of
money the products are sold for#. This pro(t (rst goes towards
covering the initial investment in the business. In the long%run,
however, when one considers the combined economic activity of
all successfully%operating business, it is clear that less money "in
the form of wages# is being returned to the mass of the
population "the workers# than is available to them to buy all of
these goods being produced. Iurthermore, the expansion of
businesses in the process of competing for markets leads to an
abundance of goods and a general fall in their prices, further
exacerbating the tendency for the rate of proft to fall.
The viability of this theory depends upon two main factors! (rstly,
the degree to which pro(t is taxed by government and returned to
the mass of people in the form of welfare, family bene(ts and
health and education spending2 and secondly, the proportion of
the population who are workers rather than investorsQbusiness
owners. ?iven the extraordinary capital expenditure required to
enter modern economic sectors like airline transport, the military
industry, or chemical production, these sectors are extremely
diRcult for new businesses to enter and are being concentrated in
fewer and fewer hands.
1mpirical and econometric research continue especially in the
world systems theory and in the debate about Jikolai @ondratiev
and the so%called D9%years @ondratiev waves. :a/or (gures of
world systems theory, like &ndre ?under Irank and Immanuel
-allerstein, consistently warned about the crash that the world
economy is now facing

-orld systems scholars.
TECNOLOGY
Te($n!%!gy is the making, usage, and knowledge of tools,
machines, techniques, crafts, systems or methods of organi5ation
in order to solve a problem or perform a speci(c function. It can
also refer to the collection of such tools, machinery, and
procedures. The word technology comes from ?reek !"#$
%technolog&a'2 from () %t*chn+', meaning Sart, skill, craftS, and
,!"#$ %,log&a', meaning Sstudy of%S. The term can either be
applied generally or to speci(c areas! examples include
construction technology, medical technology, and information
technology.
Technologies signi(cantly a'ect human as well as other animal
speciesF ability to control and adapt to their natural environments.
The human speciesF use of technology began with the conversion
of natural resources into simple tools. The prehistorical discovery
of the ability to control (re increased the available sources of food
and the invention of the wheel helped humans in travelling in and
controlling their environment. =ecent technological
developments, including the printing press, the telephone, and
the Internet, have lessened physical barriers to communication
and allowed humans to interact freely on a global scale. 0owever,
not all technology has been used for peaceful purposes2 the
development of weapons of ever%increasing destructive power has
progressed throughout history, from clubs to nuclear weapons.
Technology has a'ected society and its surroundings in a number
of ways. In many societies, technology has helped develop more
advanced economies "including todayFs global economy# and has
allowed the rise of a leisure class. :any technological processes
produce unwanted by%products, known as pollution, and deplete
natural resources, to the detriment of the 1arth and its
environment. Parious implementations of technology in4uence
the values of a society and new technology often raises new
ethical questions. 1xamples include the rise of the notion of
eRciency in terms of human productivity, a term originally
applied only to machines, and the challenge of traditional norms.
TE PAY OF )OMEN IN TE DEVELOPMENT OF
SOCIETY
&s womenFs educational attainment in :1J& countries has
increased, more women have moved into the /ob market. 3ut
womenFs participation in the labor force is still low! ;nly 89
percent of women ages 6D and older in :1J& countries are in the
labor force . the lowest level of any world region. The highest
levels of native female labor force participation in :1J& countries
are found in >ebanon, :orocco, Turkey, and Temen, where women
constitute more than 8D percent of the labor force. 3ut those
rates are lower than rates found outside the region. In Irance, for
example, women make up OD percent of the labor force2 in
Indonesia, which is home to the worldFs largest :uslim population,
women make up 7H percent of the labor force.

The lowest rates of
labor force participation are seen among women native to the
countries of the ?ulf Gooperation Gouncil, a group of six
conservative monarchies.
-omen who live in countries with a large agricultural sector, such
as 1gypt, Iran, $yria, and Temen, tend to work mainly in that
sector, although some :1J& countries have been more successful
in getting women into nonagricultural occupations. :orocco,
Tunisia, and Turkey, for example, have been able to engage
women in the countriesF export%manufacturing sectors.
:ost of the :1J& women who work outside the agricultural sector
are college%educated professionals employed mainly in
government "except in >ebanon, where the ma/ority of the female
labor force is found in the private sector#. & smaller share of
women work in factories, but many lack the educational
quali(cations of factory workers in countries such as Ghina,
Pietnam, and the nations of the former $oviet bloc.
The current high unemployment rates among men in :1J&
countries make it harder for women to compete in male%
dominated /ob markets, and womenFs unemployment rates are
higher than those of men in the region. In $audi &rabia, where
$audi women account for only M percent of the labor force, the
unemployment rate for women in 6UUU was 6V percent, more
than double the unemployment rate for men.
6H
In 8999, the
unemployment rate among urban Iranian women was 8D percent,
compared with 6V percent for men2 in rural areas of the country,
womenFs unemployment reached 89 percent, versus 6M percent
for men.
IMPORTANCE OF COMMUNICA*LE S+ILL IN
TECNICAL EDUCATION
Ior decades, various groups and institutions within the accounting
profession have been advocating a change in accounting
education to address the skills necessary for success in the
workplace. The 6UHU 3ig 1ight white paper )Berspectives on
1ducation! Gapabilities for $uccess in the &ccounting Brofession+
(rst emphasi5ed the need for general skills, including
communication, intellectual, and interpersonal skills. The
&ccounting 1ducation Ghange Gommission was subsequently
established to help educators achieve the white papers
ob/ectives. $ince then, many have suggested incorporating into
accounting curricula classroom activities that enhance
nontechnical, or )soft,+ skills in accounting education.
:any accounting programs responded by incorporating into their
curriculum group work, essay exams, and oral presentations. In
addition, some textbooks have deleted technical information or
have placed it in the appendices, which is signi(cant, because
courses are often textbook%driven. :any accounting professors
that changed emphasis to the soft skills are now reemphasi5ing
technical skills, because their experience has convinced them
that class time is better used for developing students technical
accounting skills.
:uch research has been conducted in search of de(nitive
accounting skills. The perceptions of GB&s, accounting educators,
students, and -ortune D99 executives have been studied. The
ma/ority have ranked communication as the most important skill
in accounting. & survey by Cso' and Ieldermann %.ournal of
/ducation for 0usiness, :archQ&pril 6UUH# found that students
thought that accounting knowledge was the most important skill.
3ased on this (nding, Cso' and Ieldermann concluded that
students were out of touch and suggested that undergraduate
students needed to be more aware of the importance of
nontechnical skills.
PO)ER CRISIS
It has become a common sight that angry citi5ens take to the
streets in protesting against the abysmal power situation. $ome
of the areas receive only an hour of electricity every day. Bolice
has to control the law and order situation on account of peoples
agitation.
$tate governments blame Gentre for not allocating enough
electricity to their states. The ?overnments try to blame its
predecessor. The people do not buy this excuse. -ho is to blame
for the abysmal power situation this summer?
Those in ?overnment (nd it easiest to pass the buck. The states
blame the Gentre. The Gentre blames the states. Bower is on the
Goncurrent >ist of the Gonstitution. 3oth the Gentre and states
must share the blame.
The Gentre must take the rap for the shortage in generation of
power. The peak power de(cit%the gap between demand and
supply in the summer of 8969%according to the ?overnmentFs own
calculations was 69.H per cent. The responsibility for distributing
available power ineRciently falls on the states. >osses in
distribution average over 79 per cent across India.
&t the Gentre, the power, environment, coal and heavy industries
ministries have in various ways acted as obstacles to the addition
of capacity. In the states, populist governments and spineless
electricity regulators have done little to reform ailing distribution
networks. The situation is expected to get worse before it gets
better.
The Gentral 1lectricity &uthority "G1&#, the main advisory body to
the Cnion power minister, has set a target of 699,999 mw of
additional power generation in the period of the 68th (ve%year
plan between 8968 and 896M. That is what is needed to meet the
power demand of an economy forecast to grow at U per cent per
annum. The Blanning Gommission accepts this target but
1nvironment :inistry does not which says that the target is
Secologically unsustainableS.
1nvironment :inistry is worried about the impact this additional
generation will have on climate change. $eventy per cent of this
additional capacity is to be added through coal%based thermal
power.
KNOWLEDGE IS POWER
SIntellectuals in their self%4attering wish%ful(llment say that
knowledge is power, but the truth is that knowledge further
empowers only those who have or can acquire the power to use
it.S
This is something that was really hard to read at (rst, especially
as someone who is overeducated and clearly spends a lot of time
thinking about educating other people about science. 3ut I
reali5ed that it also gets at something that IFve been thinking
about a lot lately when it comes to pro/ects like AITbio "do%it%
yourself biology# that aim to Sdemocrati5eS scienti(c research. Ior
example, from :eredith BattersonFs S3ioBunk :anifestoS!
3iopunks deplore restrictions on independent research, for the
right to arrive independently at an understanding of the world
around oneself is a fundamental human right. Guriosity knows no
ethnic, gender, age, or socioeconomic boundaries, but the
opportunity to satisfy that curiosity all too often turns on
economic opportunity, and we aim to break down that barrier. &
thirteen%year%old kid in $outh Gentral >os &ngeles has /ust as
much of a right to investigate the world as does a university
professor. If thermocyclers WAJ& copying machinesX are too
expensive to give one to every interested person, then weFll
design cheaper ones and teach people how to build them.
I completely agree that everyone should be able to experience
the wonder of the natural world the way that I do as a scientist,
and the work that AITbio has done to promote scienti(c
participation and enthusiasm is unparalleled, and something that
people concerned with scienti(c literacy and public engagement
with science should look to as a model for at least part of a
broader program. 0owever, what the thirteen year old kid in
$outh Gentral >& needs is not a cheap thermocycler, but a safe
and stable environment to grow and learn, a community where
there are ful(lling /obs that provide a living wage, where
immigrants have legal rights, where the opportunity to learn
about high level science is available in the (rst place.
-hat does the ability to copy AJ& or knowledge of a genetic
sequence give to someone who lives in a community plagued by
violence and poverty? :oreover, the myth of the Pictorian
?entleman $cientist permeating the
PRODUCE AND CONVERSATION
&long with his wife and some help from their kids, they grow, can,
prepare, cook and sell vegetables, /am, /elly, salsa, barbecue
sauce, 5ucchini bread, doughnuts, pickles and more.
This summer you can (nd 0alverson and his wide array of foods,
as well as four other produce vendors, at the Iarmers :arket in
the Aike 1ast parking lot. The market operates Tuesdays,
Thursdays and $aturday from 69 a.m. to D p.m. through the end
of ;ctober.
The 3lue 0ouse, the 0alverson family business, started about 69
years ago in their home in 0itterdal, :inn.
-hat started as a fun pro/ect on the side turned into full%time /obs
for 0alverson and his wife.
)-e dont make a fortune, but we get by,+ 0alverson said
$aturday. ):y wife is in the kitchen six days a week, and I do
supplies in the meantime * Theres always something to do.+
&ttendees at the Iarmers :arket seemed to respond well to the
variety of his foods and produce items. In between orders,
0alverson restocked what has been sold and conversed with
passersby on a sunny but windy $aturday afternoon.
0alverson isnt the only one at Iargos market whos being doing
this long term.
3ill 1rbes runs his self%titled farm out of Golfax. 0es been growing
vegetables and other produce items, as well as selling items at
farmers markets, for more than 8D years.
1ven though he said its been a rough year when it comes to the
weather, that hasnt stopped 1rbes and his other workers from
selling fresh produce to their customers, loyal or new.
;ne new feature of his farm this summer is a frequent buyer
program. The workers mark down the money people spend the
(rst six times they shop there, and 69 percent of those purchases
are deducted from their seventh purchase.
)I had somebody who had Y89 worth of stu', and they only had to
pay OD cents for it,+ said &ustin -ittmier, a $aturday worker with
1rbes.
TE PRO*LEM OF UNENPLOY*ILITY AMONG TE
TECNICAL STUDENT
1mployability skill is a group of important skills instilled in each
individual in order to produce productive workforce. This is
parallel with individuals who have strong characteristics such as a
high sense of self, innovative, productive, skillful, competitive, a
strong sense of determination, and creative in facing the
challenges of the nation as well as globali5ation in the 86st
century. esides that, employability skill is also crucial in all
professions as well as in education ";vertoom, 8999#. >ankard
"6UUM# stated that the current working environment di'ers from
the previous one. This is because with global competitions,
cultural diversity, latest technologies and the process of new
management required workers to have critical thinking, able to
solve problems besides excel in /uropean .ournal of 1ocial
1ciences 2 3olume 45 6um7er 8 %9::4'
communication skill. Gurriculum that could ful(ll the criteria as
required in the /ob market could assist and make it easier for
students to face challenges and to secure a place for themselves
in employment. &long with that, a few researches had been
carried out to determine the employability skill among students.
;ne of the researches was done by Ae >eon and 3orchers "6UUH#
who studied on the skills required by Texas graduates to serve in
production industry. Ae >eon and 3orchers used employers as
research respondents. This research emphasi5ed on a few skills
such as reading, writing, calculating, communicating, critical
thinking, interaction in groups, self development, computer
skilled, technical system, leadership and employability. This study
found that the three most important skills required by employers
are interaction in groups, employability and self development. The
study done by $mith "899O# regarding the involvement of
teenagers in occupations found that employers laid the
importance of displayed attitudes in opting for new workers.
$mith also discovered that V9E of (nal year students in colleges
and universities in &ustralia worked part time in order to train
themselves as well as to gain experience as new employees. Jew
students who wanted to increase their capabilities and business
skills were encouraged to work part time. 1mployers also felt that
one of the key factor that will be given consideration when
searching for new employees is their employability skill that is
required for development of career path. "$mith, 899O#.
1mployability skill is in fact a skill required in employment. The
preparations to acquire employability skill begin when a person is
still in the learning process.