The Quest for Nirvana in Siddhartha Essay -- Hesse Siddhartha Essays

The Quest for Nirvana in Siddhartha    In Siddhartha, by Hermann Hesse, Siddhartha and his friend, Govinda, leave their sheltered lives as Brahmins, Hindu priests, to be Samanas, ascetics who deny themselves all pleasure. Some years after, they meet the Buddha, whom Govinda stays with to be a monk while Siddhartha leaves to continue on his own adventures. Toward the end of their lives, they meet again at a river bank and discover if they have truly achieved inner peace. Hesse uses Govinda as a contrast to Siddhartha. As displayed in excursions with the Samanas, with the Buddha, and on other adventures, Siddhartha is a character who is more independent and must learn on his own while Govinda is more dependent and feels he must be taught.    Microsoft Encarta Encyclopedia      According to Microsoft Encarta Encyclopedia, Hesse was born in Germany in 1877. After rebelling from traditional education and being expelled from the seminary in which he was enrolled, he educated himself mostly through books. In his earlier years, he became a bookseller and journalist, which may have inspired his first book, Peter Carmenzind. Being a pacifist, Hesse moved to Switzerland during World War I. He came in contact there with renowned psychologist Carl Jung who inspired some of his better-known works.    Frank McLynn   Edwin F. Casebeer   Joseph Mileck   New Standard Encyclopedia   Ernst Pawel   Felix Anselm      Frank McLynn, a biographer of Carl Jung, states that Hermann Hesse, following a breakdown, began psychoanalysis with one of Jung's pupils. It was through this pupil that Hesse eventually came in contact with Jung in 1916. According to noted Hesse... ...dhartha and learn from what he sees without being taught. Theodore Ziolkowski notes that characters of Hesse have transformed from trying to escape their problems more toward trying to resolve their inner vision. Siddhartha and Govinda are both. The two characters try to escape their suffering by trying to learn how to deal with pain by exposing themselves to immense amounts of it while they are with the Samanas. However, they realize that this approach will not help the problem: human suffering exists as emotional as well as physical pain. They must learn how to separate themselves from this suffering, not hide from it; that is Nirvana. Their paths separate because Siddhartha's adventures are based on those of an independent man who will try to teach himself, whereas Govinda's are based on those of a dependent man who prefers to learn by example.   

Distance Education Essay -- Learning Educational School Essays

Distance Education Traditionally, in the field of education, courses have been designed and student/teacher interactions have taken place through the teaching/learning process where the student and teacher are in the same location at the same time discussing the same topic. Students and teachers usually meet in this predetermined location at a predetermined time to interact in a classroom setting. The absence of either party usually has a negative result. Distance education has captured the interest of educators because it removes the restrictions of time and location for the involved learner and the teacher. Distance learning is "taking instruction to the student through technology rather than the student to the instruction" (Cohen, 1999, p. 218). Distance education seems new to many when in actuality it has been around for some time. It began as correspondence learning in the last century and continued into this century, transforming into mass communications through the use of radio and television (Cohen, 1999, p. 218). Distance education further developed in the forms of extended education, open education, and distance learning (McIssac & Blocher, 1998, p. 43). Now, distance education takes on many forms: teleconferencing, electronic mail, web-based instruction, chat rooms, satellite television, computer networks, and virtual classrooms just to name a few. Distance education has evolved from the use of primarily print-based materials into a worldwide movement using various technologies (McIsaac & Blocher, 1998, p. 43). Distance learning can be interactive or non-interactive learning. Interactive learning can be synchronic or asynchronic or a combination of the two. Synchronic learning is where "the teacher and stud... ...can Journal of Distance Education, 8, 2, 30-42. Kearsley, G. (March-April 1998). Educational technology: a critique. Educational Technology, 38, 2, 47-51. McIsaac, M. S., & Blocher, J. M. (March 1998). How research in distance education can affect practice. Educational Media International, 35, 1, 43-47. Moller, L. (1998). Designing communities of learners for asynchronous distance education. Educational Technology Research & Design, 46, 4, 115-122. Moore, M. G. (1990). Recent contributions to the theory of distance education. Open Learning, 5, 3, 10-13. Offir, B., & Lev, Y. (June 1999). Teacher-learner interaction in the process of operating dl (distance learning) systems. Educational Media International, 36, 2, 132-136. Willis, B. (January-February 1998). Effective distance education planning: lessons learned. Educational Technology, 38, 1, 57-59.

Comment on the development of the character of Pip Essay

We are acquainted with Pip from the outset of the novel, the opening lines telling of his unfortunate name and of the untimely deaths of his parents. To the reader, Pip appears to be a perceptive young boy- his visions about his parents were very lurid and imaginative, considering they were only taken from the font and style of his parent’s tombstones. Pip talks in a very matter of fact manner, i.e. he has no feelings of sadness or guilt when he talks about both his parents and his brothers. His encounter with the convict is a catalyst for change in Pips character, we can see that he changes from being quite confident and sure of himself, to being paranoid and afraid. When Pip hears the guns of the prison-ships, he begins to worry quite spontaneously, and links the fact that a convict has escaped with his encounter in the graveyard. This makes Pip even more fearful, seeing as now he has no doubt that the convict will carry out the necessary incisions to take out his heart and liver, unless of course Pip delivers the food. After the drop off has been made, Pip’s character takes another turn, this time into the realms of paranoia. Straight after Pip came back to his house in chapter four, Pip’s first words were ‘I fully expected to find a constable in the kitchen, waiting to take me up.’ All the way through the Christmas dinner when Pip’s relatives were present, Pip was constantly on the edge of his seat- ready to hide under the table every time Mrs. Gargery left the room, his fears about the missing food and drink riding high in his hyper-paranoid state. When Pumblechook informed Pip of his imminent visit to Miss Havisham’s, Pip is filled with questions to do with the purpose of his visit, and we see the deeply inquisitive side of Pip. His visit and time there bred mixed feelings within Pip: feelings of shame, ungratefulness, jealousy and a very prominent inadequacy within himself. He wishes he had Estella for himself, he wishes he had Miss Havisham’s fortune and he wishes he was someone else. He wishes he was someone uncommon, and someone well educated, gentlemanly and with fair hands. These wishes and strong feelings awakened his inadequacy and thus inadvertently his expectations. Estella sets an inner turmoil into motion within Pip. He feels strong feelings of love, jealousy, dislike for her (and himself) and an intuition which says leave her well alone, while his reckless love for her is in direct conflict with this. His love for her is a mystery to even himself, he analyses scrupulously his interactions with her, and the cold and heartless things she does to him, and he himself cannot explain the feelings he has towards her. Pip’s expectations change the way Pip thinks. He no longer looks upon himself as common and due to a few hints here and there from Miss Havisham, is convinced that she is his secret benefactor and that she has set him and Estella up for each other. This knowledge that Pip thinks he has leads to a change in Pip’s character, whereas before he was thinking of ways to improve himself so that Estella would look more kindly upon him, he now thinks that he just has to sit back, relax and wait. The truth was a shock to Pip, in his own words: ‘The abhorrence in which I held the man, the dread I had of him, the repugnance with which I shrank from him, could not have been exceeded if he had been some terrible beast.’ His foolishness with which he had treated Estella became apparent and inwardly Pip wished he had done more. He became both guilty and ashamed, and he came to almost resent his good fortunes, close to but not.

A Critical Examination of Cultural Influences in the Film Bend It Like Beckham Essay

The film ‘Bend it like Beckham’ resonates with me strongly, as the conflict between Western and Indian culture is all too familiar. The main character ‘Jess Bhamra’ personifies this conflict in the most perfect and relatable way. Being a first generation Australian-born girl with Indian heritage, I can personally attest to having to simultaneously maintain two very different cultures that so often clash. ‘Bend it like Beckham’, is a film telling the story of an Indian girl whose only real goal in life, much to her parents’ dismay, is to play professional football. As Jess embarks on her trying journey of self-development in a cross-cultural space, she befriends fellow football enthusiast and player Jules who convinces Jess to join the local women’s football team. This friendship provides an interesting perspective on the Western culture, by offering the responder an insight into the struggles of Jules’ life, some of which are very same struggles present for Jess. The diasporic identities that are Jess’ parents are not ill intentioned, however slightly overbearing in their persistence of Jess’ obligations to her traditionally Sikh family. Thematic aspects of etic-emic distinction are raised in this film and include the role of women, homosexuality, stereotypes, cross-generational behaviours and integration by relational theory. All such themes are highlighted by the culture clash at play, as Jess attempts to grasp some sense of identity in an over-protected Indian space. Women’s roles in both Western and Indian cultures are thoroughly scrutinized in the film. Jess expresses some discomfort in assuming the traditional role of a Sikh woman as stipulated by her parents. This is the main source of discontent throughout the film, as her ethnocentric parents truly, and somewhat naively, hold the belief that becoming a lawyer and marrying a man within their community is the key to happiness. As was noted in Article one of Part A, the Asian culture holds loyalty to family-kin relationships and obedience to elders in very high esteem. In this regard, Jess’ Western values of freedom of choice and personal fulfilment take a backseat. This is highlighted in a conversation that occurs with her Western teammates, where hey ask her how she is able to ‘stand’ getting an ‘arranged marriage’ to which she replies, â€Å"It’s just culture† with a certain nonchalance. In doing so Jess is demonstrating that she is culture-bound, conditioned to the Indian cultural practiced of ‘arranged marriages’. The ultimate attribution error committed by Jess’ parents is not a result of ill-intentions, rather a prot ection mechanism against unknown western influences. The role of women in the Western culture is not spared of social commentary in this film. It is interesting that Chadha, the Indian-born writer, director and producer of the film, chooses to examine the social constructs surrounding the implications of a women’s football team in England. As there is no professional English women’s football league, one can safely assume that football is not an appropriate past time for women. This idea is reaffirmed by Jules’ mother who, throughout the film, holds a very traditional English view on the role of women in society. She often expresses her disapproval with sentiments such as, â€Å"Nobody’s going to go out with a girl who’s bigger muscles than him! † Jess’ mother subscribes to the Indian tradition of a woman as a homemaker by saying, â€Å"What sort of family would want a daughter-in-law who could play football but not cook? † expressing much the same outlook as Jules’ mother, varied only by the respective women’s contexts. Such generalisations about women’s social placement is also seen in Article four of Part A. Adams et al. (2010) acknowledges the place of women in Spanish society as home-maker figures by hypothesising women to be more able in polychronic environments. It is also seen that the Western culture as a whole participates in the alienation of the team as a result of unfeminine associations. This is seen when Jess makes the point that ‘Indian’ girls do not play football. Jules pointedly remarks, â€Å"It’s not just an ‘Indian’ thing. How many people come out to support us? The girls clearly seek an equality matching relationship with the men’s team. The concept of homosexuality is broached in this film. While the notion is still taboo in Indian culture, Chadha makes a statement by depicting the West to be more informed but equally disapproving. This is illustrated by the undue paranoia felt by Jules’ mother when she mistakes the friendship between Jules and Jess as something more. When confronted, Jules exclaims, â€Å"Mum, just because I wear trackies and play sport does not make me a lesbian! The matter-of-fact feel of this conversation and level of homosexual awareness in the Western culture is contrasted by Jess’ grandmother’s remark, â€Å"Why did she call Jess a lesbian? I thought she was a Pisces† Her obvious lack of knowledge in confusing homosexuality and astrological star signs indicate her culture blind nature. As if to reiterate the secretive taboo that is homosexuality in the Indian culture, Chadha scripts Tony, Jess’ childhood male friend, as a homosexual. Jess’ reaction to the news is indicative of a typical first-generation non-resident-Indian, a result of cultural conditioning. Her shock is portrayed through her exclamation, â€Å"But you’re Indian! † as if to say homosexuality is simply non-existent in the Indian culture. Jess soon recovers and displays an acceptance far greater than that of her own grandmother or Jules’ mother and tells Tony that she is â€Å"okay† with him â€Å"liking David Beckham†. While Chadha aims to resist and counter some stereotyping, the stereotyping of Indian communities as ‘backward’ and ‘conservative’ is still very prevalent throughout the film. Jules’ mother innocently typifies the Indian culture in her first encounter with Jess by making statements such as, â€Å"I bet your parents are fixing you up with a handsome young doctor soon† and â€Å"Jess, I hope you can teach my daughter a bit about your culture, including respect for elders and the like. † She soon learns of Jess’ involvement in Jules’ football club and meekly states, â€Å"I’ve never seen an Indian girl play football before†. Jules’ mother exhibits culture-blind behaviour and has very fixed notions about Indian culture; she exudes disbelief as Jess dispels these essentialising notions. Chadha further breaks free from the stereotyping of arranged marriages by scripting Jess’ sister, Pinky, as having a ‘love’ marriage. When Jess tells her teammates that her sisters’ marriage was a ‘love match’, the display of acculturation allows for her teammates to learn that the Indian culture is not as backward and conservative as is perceived. It seems that for an Indian family living abroad, the generational gap between parent and child is magnified by the overlay of cross-cultural aspects. Jess and her father share the same penchant for sport and both qualified to participate in quasi-professional teams in England. When both characters are on the receiving end of racial slurs on the field, they both react true to their cultural upbringing. Jess’ father demonstrates an ‘Eastern’ submission and interdependent self-concept by walking away from the sport and quashing any hopes of returning to the field. Jess, however, displayed a more ‘Western’ dominance and independent self-concept by physically retaliating, costing her a ‘red card’ and a temporary suspension from playing. The Eastern mentality of obedience is also noted by Chang et al (2007) in stating â€Å"anti-hierarchical behaviour is not allowed in Taiwanese workplaces†. The movie culminates in Pinky’s extravagant wedding, very true to Indian culture. As an unfortunate coincidence, the football Grand Finals are held on the same day, rendering Jess unable to attend her football match and compelling her to her sister-of-the-bride duties. Throughout the movie, Chadha depicts Jess’ parents in a harsh, dictatorial light however, her fathers’ wish for her happiness compassionately exceeds his own expectations, â€Å"If it’s the only thing that will put a smile on your face one the day of your sister’s wedding, go and play. Jess reluctance to leave suggests that she strongly identifies with family ties and cultural commitments. Urged by Tony, she ultimately leaves the wedding to play the last half of the football match, winning the game and landing an opportunity to play professional football in America. Through Relational Theory her parents understand that to have a meaningful social relationship with their daughter they must actively seek to understand her cultural viewpoint and schema. This feel-good film is a perfect illustration of Contact Hypothesis whereby Chadha has brought to life some contentious issues of Eastern and Western culture and allowed for a gradual process of cultural integration throughout the film. Concepts such as the gender roles, homosexuality, stereotyping and generation gaps are highlighted so as to demonstrate that multicultural societies should not invoke permanent differences, rather form fluid identities which enable people to accept and internalize all components of culture beneficial to their lives.

Hip-Hop’s Betrayal of Black Women Essay

According to Jennifer Mclune, a writer, activist, and librarian, sexism, and homophobia saturate hip-hop culture and any deviation from these forms of bigotry is made marginal to its most dominant and lucrative expressions. In her article â€Å"Hip hops betrayal of black women† Published on first of July 2006, Mclune is informing and trying to persuade her audience of this generation of teenagers and young adults, also seen as millennials, that hip-hop songs that have these elements of woman-hating, sexism, and homophobia, are basically a normal thing and it should not be because it causes an influence and makes the actions seem like it’s okay to commit rather than seeing it as something offensive. She claims that â€Å"Hip-hop owes its success to the ideology of woman-hating† By this, she means that it creates, perpetuates, and reaps the rewards of objectification. I strongly agree with Mclune she feels that the hip-hop world has degraded women and it became the †norm† so people became blinded so, now it’s time to fight back. To help support my claim, Mclune uses real-life evidence/examples such as song lyrics, another article similar to her topic, and language. First off Mclune starts off addressing Kevin Powell’s ’’ notes of hip-hop heads ’’ and he states how poverty breeds into sexism and that hip-hop is saturated with the past and homophobia. Mclune feels that that’s a way to silence the feminist critiques of the culture. Mclune also states how Powell forgets to mention the fact that women too were raised in the violent and poor environments as men too. Basically, it shouldn’t excuse the fact that men are degrading women through the hip-hop culture. When we as black females need to stand up and gain knowledge on how the hip-hop world participates in women-hating. You have men writing songs about black women pain, but have rappers such as jay-z who has lyrics such as I pimp hard on a trick. In particularly this article written by Sharpley Whiting called †Pimp Up, Ho’s Down† Whiting argues that hip hop’s commercial success is heavily dependent upon young black women. Creating both, this masculine and misogynistic gap in understanding the real complexities of young black women in hip hop’s commercial art. The color prejudice and sexually charged lyrics in a dominated culture, hip-hop. Whiting also states how the millennium generation has grown into the wake of the hip-hop culture, blinded by their unconscious participation, they fail to connect the destruction of feminism in hip-hop, this statement is similar to what Mclune has been saying throughout her article. It is not hip hop itself that has made the uniqueness of its own culture, but it is hip-hop itself that normalizes it. It’s very understandable that the hip-hop world bases their lyrics on real-life situations but the things that are said about such as †gold diggers,† † chicken heads† about women shouldn’t be motioned because it doesn’t do anything but make those situations become the norm. In an article written by Dr. Johnnetta Cole argues in her article that there is a â€Å"war between the sexes†. Also, that hip-hop plays a significant influence on is battle that has been going on since the 60’s. We as black women need to stand our ground for something that we believe in, which is treating us with respect and not degrading us in hip hops music. The sense of impudence toward the woman is being noticed by boys and girls at an early age. Therefore, to them it seems that what is being said and demonstrated in videos is okay. The ruthless and tyrannical gender talk in today’s hip-hop music must be put to rest, but to do that we must chan ge the way we put out our message. Words can be very motivating and inspiring, but you can’t influence someone by humiliating others.

Abortion: One of the Most Argumentative Topics

One of the most argumentative topics with our court today is the topic of abortion. Abortion has been practiced in the United States since the founding of the Republic according to You debate. It all began when married woman moved to lower their fertility rates after 1830. it became a widespread practice held in the United States. According to You debate, doctor’s estimated that in the 1960’s through the 1970’, there was at least one abortion every four birth’s. One common worry that congress had was the safety of the mother’s during the abortion progress. Before 1973, â€Å" abortions were preformed illegally, and in unskilled ways, many woman died from the awful infections and intense bleeding. Hangers and other sharp objects were one of many objects used for illegal abortions† (you debate, 2). There are numerous reasons as to why someone would be for abortions, or against abortions. In my own personal opinion, I believe that a woman has a right to decide what she would like to do. This essay will consist of both pro’s and con’s of abortion. Also, it will include certain cases that been brought to the congress’s attention. Abortion is a topic that several Americans have expressed their concerns with. People have the right to their own opinion whether they are pro or con for abortion. There are several reasons for pro-choice. One according to WCLA, is that â€Å" we support reproductive freedom† which means that an individual woman should be able to make her own choice whether or not she is going to give birth to the child. Also, laws have never stopped abortion. When illegal abortion was the leading killer of woman in the United States, there was no right to life choice. Most people in the United States believe that abortion may be the morally right choice under certain circumstances. Some of those circumstances are for example when a woman is rapped. If a woman gets rapped, I believe that is she is pregnant by the man, that she does have a right whether or not to birth the child because of the circumstances. According to WLCA, â€Å" Many people who are personally opposed to abortion for religious or moral reasons also believe that it’s wrong to impulse their values by civil law on everyone. You don’t have to like abortion to respect the right of choice. Another argument that congress has had to face is whether the baby is considered a alive, or is not. According to WLCA, â€Å"The fetus is totally dependent on the body of the woman for it’s life support. The health of the fetus is directly related to the health of the pregnant woman. Only at birth are they separated. † A woman named Margaret Sanger said, â€Å" No woman can call herself free who does not own and control her own body. † Almost all legislatures who oppose abortion rights also support the death penalty. One might ask if they think that people who are are convicted of murder are no longer human. According to the WLCA, The Constitution protects various rights that are not specifically mentioned. The constitutional right of privacy has been interpreted repeatedly to include matters of marriage, sex, and family, specifically â€Å"the right to be free from unwarranted governmental intrusion into matters so fundamentally affecting a person as the decision whether to bear a child or beget a child. † The agreement among the people of the United States has grown in support. In 1982, an NBC poll showed that 77% agreed to abortion should be between the woman and the doctor only. Another poll showed that 5. 4% of rape victims become pregnant. This poll proved that people are becoming more sympathetic towards women who are being rapped and getting pregnant. Also, most medications are not completely 100% effective for getting pregnant. Because of this, abortion should not be a problem because all medications are not 100% effective. Also, some people cannot afford to pay for medications. Therefore, abortion would be necessary. According to WLCA, â€Å"The increase in teen sex has complex society causes, including sexually orientated such as TV, movies, and ads. Birth control and abortion don’t cause sex. † The Supreme Court, in 1976, reaffirmed that the privacy allows woman to be free of governmental interference in decisions about childbearing. The court struck down the law that the father of the child does not have a say so in the decision of his unborn child. The court came to the conclusion that the person who is physically bearing the child is more affected by the pregnancy. Another reason for abortion is that most unwanted babies are usually battered or even killed by the immature parents are not ready to raise a child. The parents may not want the baby, so there fore they do not show or give the baby the love that he or she needs. Most abortions are done for health reason. When is a woman is with child, there are several cases in which the mother could in fact become in danger is the mother does decide to bear the child. In some cases, the babies that are being aborted are unhealthy babies. The parents can try again for a healthy baby. Also if we have abortion clinics, there will be a less percent of â€Å"abortion mills†. These are places in which woman have high risks of being hurt by the people actually doing the procedure. One last reason according to WLCA, why abortions should be accepted in the United States is that when a child is in the wound, the brain and sensory waves do not develop until the 30th week. Most abortions do not accrue usually after the 24th week. There are several reasons as to why people do not accept abortion in the Untied States. People believe that human life begins when there is conception of a child. Therefore, it would be calling abortion murder. According to WLCA, â€Å"abortion is morally wrong. † wrong. † They believe that if you think abortion is morally wrong, you are obligated to work to make abortion illegal. People also believe that it is a sense of â€Å"decay† towards Americans. People believe that the fetus is not just part of the mother, but actually another separate human being. The argument that argues a woman’s rights to her own body are argued with the statement, â€Å"The right of the unborn to live supersedes any right of a woman to control her own body† (WLCA, 1 ). Abortion could also be wrong because it is described as taking a human life. Also, if abortion is not mentioned in the Constitution, then why is it considered a constitutional right? People in the United States declare that we add an amendment that describes it as the human life amendment. This would consist of declaring a fetus a full person. Also, abortion should not be legal because of a rape situation. They believe this because the percent of woman who get pregnant after being rapped are very low. The question will always remain â€Å"If you are having sex, you should be able to pay for consequences. † Most Americans feel that if a woman is old enough to have sex, then she is able to take care of a child if she is aware of the idea of getting pregnant. According to DEBATE, â€Å"Teenagers are being les and less capable of saying no. Having the option of abortion increases the sexual experiences of teenagers. † People think that the teenager who is considering having an abortion, to consult their parents first. They believe that the parent will be able to help guide the teenager’s decision to a more moral outcome. Another argument is that most parents, who do not want the child at the time, want the child later on in life. There are several other negative effects of abortion such as woman who have died from legal abortion verses those who have died from illegal abortions. Study shows that if a woman has an abortion, then it could possibly affect her pregnancy later on in life. Adoption affects are also a strong case in congress with the subject of abortion. They want people to know that they could give birth to the child, and then give it up for adoption. There has also been a shortage is adoptive children because of the high numbers of abortion each year. In conclusion, there are several opinions on whether a woman has the right to carry her pregnancy to full term. There are several pros and cons about the topic abortion. In the United States, people battle with abortion everyday. This is a topic that may take several years to finally resolve with the Supreme Court. Is it that we are murdering a human being? Does a woman have the right whether to bear and have her child? Should the Supreme Court be for or against it? Both sides have very strong points of view about the positive and negative affects. With the case of Madsen V. Woman’s Health Center, the people protesting do have the right to their freedom of speech because it was not trespassing. But will it do any good or have any affect on the woman going in and out of the clinic? Who knows? This is a difficult decision that the Congress will have to decide. We may never be alive when this conflict is resolved.

HRD in Bangladesh: Chronological Background Essay

Human resource development (HRD)( is the most useful device for enhancing the knowledge, skills, and attitudes of managers to accomplish their tasks efficiently. It helps inculcate right values and attitudes among the managers as well as administrators and their subordinates. It keeps them abreast with changes taking place in various spheres. It is thus, an investment in human resources to ensure the continued quality and adaptability of the administrators of both public and private sector organizations to change and their ability to grasp contemporary social and economic problems. Today it has come to be regarded as very vital and a precondition for national development. In today’s world everything is changing rapidly and every country has to cope with such changes. The strong urge felt by governments to formulate appropriate policies, make timely decisions and implement those decisions to meet the changing demands of the citizens, force them to improve the managerial skills and competence through systematic training. Even the poorer nations of the world now embark upon building training infrastructure for the development of their human resources in an attempt to achieve the goals for wider social, economic and political development. They are often supported in their efforts by international donors, whose advocacy of good governance is another important reason for the increasing emphasis on training and the consequent expansion training arrangements in poorer countries. With a view to contribute in our national development, a good number of public and private training institutes have been playing their role since Pakistan period. In 1960, Gazetted Officers Training Academy (GOTA) was set up in Dhaka for regular and systematic training of the civil servants. National Institute of Public Administration (NIPA) was set up at Dhaka in 1961 mainly to impart public administration training to the mid-level officers of central and provincial governments, autonomous and local bodies. At the same time Bangladesh Management Development Center (BMDC) was established under the Ministry of Industry in order to develop our manpower into human resources through management training. In 1970, BMDC turned into an autonomous training institute. To cater for the training needs of the senior administrators, another training institute; Bangladesh Administrative Staff College (BASC) was established in 1977 as an apex institute. In 1984 the government merged NIPA, COTA and BASC to the Public Administration Training Complex (PATC). PATC, later renamed as Bangladesh Public Administration Training Center (BPATC), is entrusted with the responsibility of imparting training to officers of all categories. In order to synchronize the efforts of different training institutions and to make training relevant to the process of national development, a National Training Policy was formulated in 1986. At present many training institutes like BCS (admin) Academy, Bangladesh Institute of Management (BIM), Bangladesh Public Administration Training Center (BPATC), Land Acquisition Training Center (LATC), Bangladesh Academy for Rural Development (BARD), Academy for Planning and Development (APD), Rural Development Academy (RDA) and National Academy for Education and Management (NAEM) are playing a vital role in our national development as the public training institutes through training activities. Besides these, few NGOs like HAMIBA HRD Centre, BRAC, Steps towards Development (STD), PROSHIKA, Resource Integration Centre (RIC), SKILL (Specialized Knowledge and Information Liner for Life), SPEED and so on are initiating training activities as private sector training institutes for our national development. [pic] ( HRD is a process of developing human resource through appropriate need based training. ———————– HR Functions: Employee Development Objectives: After reading this chapter you should be able to †¢ Be familiar with HRD programs in Bangladesh †¢ Identify the HRD approaches †¢ Distinguish between HRD and HRM †¢ Discuss the activities involved in HRD process