Dr. Robert H Lustig Is A Professor Of Pediatrics In The

Dr. Robert H Lustig is a professor of pediatrics in the division of endocrinology, in the California University. He lives in San Francisco with his with his family. He is also a director of the weight assessment for the teen and child health program. He has basic clinical training on the development of hypothalamic, function and anatomy. He worked St. Jude children’s research hospital in Memphis. He has explored the roles of fructose as a mediator of chronic diseases and continued consumption of the calorie. He has mentored some pediatric endocrine fellows and trained a lot of professionals. He also consults for several childhood obesity advocacy groups. He has developed a strong following in the nutrition and health world†¦show more content†¦Fruit juices are usually perceived as healthy. However, it is loaded with a lot of sugar and calories just as the soft drinks. This is because sometimes the manufactures are not honest with what’s in their products. They are not health because they lack fibers despite having vitamins c, antioxidant and a lot of sugar. The sugar goes to the liver quickly making it take a lot of fructose than it can handle. This results into some other fructose being converted into fats. Some fats lodge in the liver and contribute to fat build up and insulin resistance. This juices therefore due to its high sugar content causes obesity and weight gains. It also increases the risks for getting type 2 diabetes. High fructose corn syrup is a sweetener made of corn starch that converts glucose into fructose. It is used because of its sweet nature. It metabolizes and impacts satiety similar to sugar. High fructose corn syrup is just the same as sucrose. They are equally bad and dangerous. Therefore soda should just be taxed because kids are taking it at the high rate and the obesity cases are increasing. Fructose is so poisonous by itself and it, not just the calorie issue, it has health problems. This is because of exce ssive consumption of high fructose syrup and sugars. Before food processing was discovered, people used to get their fructose from the fruits and vegetables. And this meant that they used more just fructose but

Journey Speech Free Essays

My baby sister Is now 5, my younger brother now 14, and me, I’m 16,’ the scenery and their ages have changed again. With these physical changes it also changes the emotions in the characters. The protagonist doesn’t need to force her smiles towards her little sister because she can see and understand how simple her life is and that ‘she has no worries, no regrets. We will write a custom essay sample on Journey Speech or any similar topic only for you Order Now They make it to the end of the block and the protagonist takes both of her siblings and takes them off the street they had been walking and into the world with her as their protection. She is able to do this with no qualms knowing that they wont have to go through the same ordeal that she did and she will always be there for them. Through this physical representation of a virtual journey it shows how a journey can develop through a metaphysical state and not be based on finding a specific destination but instead a safe place. Year of Wonders† focuses on the emotional and moral development, therefore making it a spiritual based Journey. This Is known to the reader as the mall charter, Anna Firth, has no need to continuously travel to perform her journey. Anna is living in a town stricken with the bubonic plague, as they have isolated themselves to prevent the spread. They are unable to call upon others to assist in the treatment of the ill and just use others abilities to ensur e the towns survival of the plague. As lives start to be taken by the plague, many of the townspeople believe It is to do with witchcraft. Two characters, Aunt and niece, Me and Nays Goodie, have always been able to help the town with herbal remedies and have been the local midwives, but after their deaths Anna is convinced by Eleanor Employing to assist a women In labor and she 1 OFF many situations which all start to slowly influence her thoughts and change her as a person. She starts to become stronger and not Just be a young widow, who has also lost both her children. She starts to fight for other people in the town and help them through hard times. Although she isn’t able to do this all unscathed, she is unable to understand Why did He raise us up out of the clay, to acquire good and expedient skills, in such extremity, and then send us back so soon to be dust when we yet had useful years before us? Such in the case as Maggie and George Vicars. Anna makes herself a tincture’ from the poppy she had stolen from Eleanor to help with the anguish and she was able to have pleasant dreams. Anna and the town continue to be affected by the plague and many more die, Anna tending many in their deathbeds. Anna and Eleanor also assist Merry. Anna slept well that night, feeling for once that she has accomplished something that has turned out right. After many more deaths and obstacles the plague has stopped affecting the town and the people are told they are no longer quarantined. At this meeting Anna’s stepmother Para is hysteric with the loss of her last child, Faith. She was ‘clutching the maggoty remnant of her daughter’s corpse. ‘ Implosion, Para and Eleanor enter a embrace, trying to calm and comfort Para, Faith’s head comes apart from her body and Para lashes UT and slits Liner’s throat and stabs herself, leaving Anna with no family and one of her closest friend’s gone as well. Eleanor asked for Anna to look after her husband and through this relationship Anna is able to experience a physical intimacy she has longed for for quite some time. This intimacy is something that has helped Anna start to feel better but it is short lived as she learns that parts of what she thought were true about Eleanor and Michaels relationship were actually lies and is repulsed by him. As Anna is asked to help with the birth of a bastard child from the Bradford Emily, she finds herself haggling with Elizabeth about receiving money to take the child and leave this city. There are many events that influence Anna change as a person but the biggest chance for her is not Just a spiritual one. She makes the move to Venice, with the Bradford child, and settles there missing some aspects of her old town but feeling safe and happy with her two daughters, feeling that she is now at home. Oh, The Places You’ll Go! Shows how a person is able to be in control of their own physical and emotional Journey. This is presented to the reader through the narrator stating YOU are the guy who’ll decide where to go. ‘ How to cite Journey Speech, Papers

Deception in Hamlet free essay sample

This central theme is expressed throughout the play in three major forms: the fear of being deceived, the act of deception, and the ultimate result of the deceptive act. The first facet of the deceiving under-tone in Hamlet is the fear of being deceived. On the third night, after two consecutive appearances of the ghost, Horatio joins Francisco, Bernardo, and Marcellus on the evening watch. Horatio scoffs at their stories of the ghosts appearance, Tush, tush, twill not appear (1. 1. 35). Horatio is a scholar and a sensible man who needs to see things with his own eyes before he will accept them. Therefore, once the ghost appears to him, he quickly changes his viewpoint. He informs Hamlet of the ghosts likeness to his dead father and warns him of where the ghost originates: Be thou a spirit of health or goblin damned, Bring with thee airs from heaven or blasts from hell (1. 4. 44). Horatio fears that the ghost might be a deception, a devil sent in a pleasing shape to coax Hamlet into wicked action. Horatios fear is justified, since during the Elizabethan era it was believed that ghosts were either Heavenly or Satanic, and a man of knowledge like Horatio should take such into consideration. Horatio is not the only character who fears deception. Claudius fears that Hamlets antic behavior might be some kind of deception. To learn the truth of Hamlets actions, Claudius entreats upon Rosencrantz and Guildenstern (two of Hamlets oldest friends) to investigate the situation: Some little time; so by your companies / To draw him on to pleasures, and to gather / So much as from occasions you may glean, / Whether aught to us unknown afflicts him thus / That, opened, lies within our remedy. (2. 2. 14-18) Claudius, at this early point in the play, is slightly nervous of Hamlets state of mind. Although Hamlet has not yet done or said anything that distinctly proves that he knows of Claudius wrongdoing, Claudius is still suspicious. Ironically, he is worried about being deceived by Hamlet, so he sends two of his friends to spy him to learn what is bothering him. Laertes expresses a further example of the fear of deceit in his conversation to Ophelia regarding Hamlet: His greatness weighd, his will is not his own; / For he himself is subject to his birth. / He may not, as unvalued persons do, / Carve for himself, for on his choice depends / The safety and health of his whole state, (1. . 20-24) Laertes fears that Hamlet is not sincere in his love for Ophelia. He tells her that since he is of royal blood, he is not free to choose his own wife. The court and other royals must decide who is the best choice to be queen, for the safety of Denmark. Hamlet knows this to be true, and therefore, any sign of love that he gives her must be false. Polonius agrees with Laertes’ op inion of the situation, thus he forbids Ophelia to see him anymore. Both men feel that they are protecting Ophelia from possible deceit by Hamlet. It is the fear of being deceived that is so prevalent in Hamlet, as characterized by Horatio, Claudius, and Laertes Polonius that leads to further deceptive action. It is ironic that the characters who fear deception are the very ones who doll it out so freely. One such character who uses deceit often as a means of investigation is Polonius. In the third scene of the second act, Polonius entreats upon Reynaldo to go to Paris to learn as much as he can about Laertes. He tells him to pose as a friend of Laertes to find out if he is behaving as a gentleman (i. e. ot visiting bars, gambling, drinking wildly, etc. ) This example exposes Polonius darker side, as one who would spy on his own son. However, this is not the only instance of his darker nature. When asked by Claudius and Gertrude why Hamlet is acting so strangely, he tells them that Hamlet is in love with Ophelia, but since she will not have him, he is in a state of love-sickness: And he, repulsed, a short tale to make, / Fell into a sadness, then into a fast, / Thence to a watch, thence into a weakness, / Thence to a lightness, and, by this declension, / Into the madness wherein now he raves, (2. . 154-59). He continues his conversation with the King and Queen, in which he proposes a plan to prove whether or not his theory is true. He proposes that Claudius and he hide behind a tapestry in the main hall the next time Hamlet and Ophelia meet to determine whether his madness is out of unrequited loved or not. This example again exemplifies Polonius darker, deceitful nature, because he is willing to spy on his own daughter during a meeting with the man that she loves. Another character who plans and executes many acts of deception throughout the play is Hamlet. His antic disposition is an act that he puts on to allow him to get into a situation whereby he might learn the truth about his fathers death and the ghosts claims. Also, Hamlet engineers the play-within-a-play to catch the conscience of the king, (2. 2. 634). Ironically, plays are fiction, yet by means of this fiction Hamlet is able to determine Claudius guilt, and thus divide the fiction from the fact. The acts of deception by Polonius and Hamlet are in contrast to their fear of being deceived and help to advance the plot. There are three main results of the many deceptions in the play. First of all, Gertrude learns the truth about Claudius. Gertrude is guilty of adulterous lust, but she did not play any part in the plan to kill her late husband. In fact, she does not become fully aware of Claudius guilt until her final breath utters the warning to Hamlet, O my dear Hamlet! The drink, the drink! I am poisoned. (5. 2. 341). She knows Claudius is guilty because she realizes that the poisoned drink was meant for Hamlet. The second major result of deception is the madness that overcomes poor Ophelia. After her fathers death, Ophelia loses track of her senses. She dances about the castle, singing carelessly, giving flowers to everyone that she sees. At one point in her merriment she sings of Polonius death: And will he not come again? No, no, he is dead; / Go to thy deathbed; / He will never come again, (4. 5. 213-17) Great pathos is felt for Ophelia because her madness unlike the supposed madness of Hamlet is true. She goes mad because the men in her life treat her very poorly. Polonius forbids her to make her to see Hamlet, and yet he uses her as bait to spy on Hamlet. She believes that Hamlets madness is the result of his love for her, which makes her feel even more distraught, that she is to blame for the future kings imbalance. Once Polonius dies, she is left with no one (Laertes is away in Paris and Hamlet is showing no interest in her) and it is this sudden abandonment that leaves Ophelia in a state of madness. She is a tragic figure because she is the victim of the deceptive schemes of the men in her life. The third result of the deceptive theme in the play is Hamlets revenge. Once Hamlet runs Claudius through, his vow to his fathers ghost is fulfilled. The truth is finally revealed. Hamlets feigning madness has allowed him to get into a situation wherein he can exact his revenge and reveal Claudius for the fraud that he is. In this final scene, everyone who has anything to do with the plot is killed, thus allowing a new chapter to begin in Denmark. Hamlet is successful in his scheme, and through his great act of deception, the truth is revealed. The results of the deceptions in the play are both tragic and insightful. Truth is sometimes locked behind a door that can only be opened using the key of deception. In fact, in Hamlet, the theme of deception is prevalent. Furthermore, deception is used as a method of investigation. Many of the characters use deceit in order to learn the truth about other characters. This deceptive theme is expressed in three stages: the fear of being deceived, the act of deception, and the ultimate result of deception. The only truth that is learned through the play is by means of deception. It is ironic that the characters who fear being deceived are the ones who deceive the most.

Theory Analysis Dead Poets Society Essay Example For Students

Theory Analysis Dead Poets Society Essay The Marxist theory targets the flaws in capitalism where the bourgeoisie, who are rich owners, are able to control the proletariat (working class). According the Karl Marx, the bourgeoisie can control education, politics, media, etc due to their wealth. Due to the inequality, Karl Marx predicted that the proletariat would start a revolution. Karl Marx believes that capitalism leads to communication where society only cares about impressing others and conspicuous consumption. Karl Marx believes that communism would make the bourgeoisie and the proletariat equal so people wouldnt determine their lives based on their economic circumstance. The Marxist theory proves that In the Dead Poets Society the capitalist system does not work In the school because of Knells Irrational action to commit suicide. If the school had run In a communist approach, Nell could have easily expressed his feelings about acting towards the principle and his father. We will write a custom essay on Theory Analysis Dead Poets Society specifically for you for only $16.38 $13.9/page Order now The students and parents took on he role of a proletariat by following the professors orders while the professors and Nils father took on the role of a bourgeoisie. Interpolation had also occurred within the movie because the parents and students were taught to believe from professors that success is only achieved through only studying. As Karl Marx predicted, the students had started a revolution by getting on their desks to rebel against the professor. I enjoyed watching the feminism criticism presentation because the restoration targets that the Dead Poets Society was only revolved around a masculine point of view. I found it interesting because they were able to find that the female characters followed the stereotype of being quiet and always listening to others. As well, I felt that they were accurate that females were viewed as a sexual object because there was a scene with an image of a nude woman. This criticism can be compared to Marxist theory because if everyone lived in a communist approach everyone including females would be able to treated in live equally.

Life as a Death Row Inmate Essays

Life as a Death Row Inmate Essays Life as a Death Row Inmate Essay Life as a Death Row Inmate Essay English Literature 1 9/23/10 Illustration Since 1997, there have been over 1,200 inmates executed in The United States of America, and according to The Death Penalty Information center there are 3,225 inmates currently on death in The United states Of America. These inmates spend at least 5 to roughly 25 years in prison before they’re executed. Forcing inmates to live out the rest of their life segregated from the rest of the prison, in a 69 x 9. 5 feet high cell. Making this, and the rules of the institution they’re in their day to day life. Which most people would assume the day to day life of a death row inmate to be nothing, so what is the day to day life of an inmate on death row structured like. Each institution in the United States is run differently, but the procedures are basically the same. As an inmate in America according, to â€Å"The State of Florida Department of Corrections†, an inmates day starts early in the morning at 5 a. m. with breakfast. Isolated to your cells your meals are prepared by prison staff and brought to you in insulted carts. Prisoners are allowed to use plastic plates and sporks. This is how every meal is served to you day in and day out. Expect for your last meal before your death which can be no more than $40, and bought locally. It’s something most inmates on death row look forward to. With inmates mates being confined to their cells 24 hours a day expect for, medical reasons, media interviews, and social or legal visits. what could a human being possibly do inside that little cell for the rest of there life? Even when you do leave your room you are handcuffed at all times. Inside an inmates cell on death row you will find many things, but the most basic means of entertainment consist of a radio, a 13† inch TV, and paper as well as writing utensil. The inmates are not allowed cable and there cell is subject to the natural temperature of the earth with no type if air conditioning and minimal heat. Inmates are also allowed to receive mail everyday except for holidays and weekends. They are also allowed cigarettes and snacks of many kind to fulfill there natural pleasures. Inmates are also welcome to take a shower everyday as a way to get away from the few, but important resources they have in side there cells. Most death row inmates utilize this time in their cell with the resources that they have available in many different ways. Most inmates find them self eves reading and or writing books, as well as writing and receiving mail from family and friends. There are also some inmates who work out in their cells to keep in physical shape. While others watch, read, and live spirituality to prepare for what eternally awaits them which is death. Being that most inmates that have been jail for as long as most death row inmates have been, they usually become very creative in what they do with their time. So the resources that these inmates are allowed don’t restrict the endless creative they have to put their resources towards good use in their cell. This is, but not limited to the day to day life of a model inmate on death row in America. These inmates live out everyday of there life sometimes for extended periods of time depending on their situation. It’s very hard to believe that any human being could live like this, but 95% of all death row inmates adapt to this life style after the first nine years of their sentence. Living everyday as what they have been bread to think is normal waiting for there last day, which most inmates refer to as d-day. Everyday on death row in America is pretty much the same. Expect for one day, and that is the day that you are to be executed. On that day that you are to be executed you will be put in a holding cell to await execution until 12:00 o’ clock midnight; which by law no execution can take place before midnight. This is where you are feed the last three meals, as u a wait to be taken to the execution chamber. When you’re taken to the execution chamber you are strapped to a stretcher with your arms, and legs apart. You are than ask if you would like to say anything, to the victims family, the media, and the various others watching. After you are done, a team of experts administrate the drugs. Your plus is checked and than your pronounced dead. To no more be subject to living the day to day life of a death row inmate waiting for that day, â€Å"D-day†.

Hawker Typhoon in World War II

Hawker Typhoon in World War II A troubled aircraft in its early days, the Hawker Typhoon became a critical part of the Allied air forces as World War II (1939-1945) progressed. Initially envisioned as mid- to high-altitude interceptor, early Typhoons suffered from a variety of performance issues that could not be rectified to allow it to achieve success in this role. Initially introduced as a high-speed, low-altitude interceptor in 1941, the following year the type began transitioning to ground-attack missions. Highly successful in this role, the Typhoon played a critical part in the Allied advance across Western Europe. Background In early 1937, as his previous design, the Hawker Hurricane was entering production, Sydney Camm commenced work on its successor. The chief designer at Hawker Aircraft, Camm based his new fighter around the Napier Sabre engine which was capable of around 2,200 hp. A year later, his efforts found a demand when the Air Ministry issued Specification F.18/37 which called for a fighter designed around either the Sabre or the Rolls-Royce Vulture. Concerned about the reliability of the new Sabre engine, Camm created two designs, the N and R which centered on the Napier and Rolls-Royce power plants respectively. The Napier-powered design later received the name Typhoon while the Rolls-Royce-powered aircraft was dubbed Tornado. Though the Tornado design flew first, its performance proved disappointing and the project was later cancelled. Design To accommodate Napier Sabre, the Typhoon design featured a distinctive chin-mounted radiator. Camms initial design utilized unusually thick wings which created a stable gun platform and allowed for ample fuel capacity. In constructing the fuselage, Hawker employed a mix of techniques including duralumin and steel tubes forward and a flush-riveted, semi-monocoque structure aft. The aircrafts initial armament consisted of twelve .30 cal. machine guns (Typhoon IA) but was later switched to four, belt-fed 20 mm Hispano Mk II cannon (Typhoon IB). Work on the new fighter continued after the beginning of World War II in September 1939. On February 24, 1940, the first Typhoon prototype took to skies with test pilot Philip Lucas at the controls. Development Problems Testing continued until May 9 when the prototype suffered an in-flight structural failure where the forward and rear fuselage met. Despite this, Lucas successfully landed the aircraft in a feat that later earned him the George Medal. Six days later, the Typhoon program suffered a setback when Lord Beaverbrook, Minister of Aircraft Production, proclaimed that wartime production should focus on the Hurricane, Supermarine Spitfire, Armstrong-Whitworth Whitley, Bristol Blenheim, and Vickers Wellington. Due to the delays imposed by this decision, a second Typhoon prototype did not fly until May 3, 1941. In flight testing, the Typhoon failed to live up to Hawkers expectations. Imagined as a mid- to high-altitude interceptor, its performance fell off quickly above 20,000 feet and Napier Sabre continued to prove unreliable. Hawker Typhoon - Specifications General Length: 31 ft., 11.5 in.Wingspan: 41 ft., 7 in.Height: 15 ft., 4 in.Wing Area: 279 sq. ft.Empty Weight: 8,840 lbs.Loaded Weight: 11,400 lbs.Maximum Takeoff Weight: 13,250 lbs.Crew: 1 Performance Maximum Speed: 412 mphRange: 510 milesRate of Climb: 2,740 ft./min.Service Ceiling: 35,200 ft.Power Plant: Napier Sabre IIA, IIB or IIC liquid-cooled H-24 piston engine each​ Armament 4 Ãâ€" 20 mm Hispano M2 cannon8 Ãâ€" RP-3 unguided air-to-ground rockets2 Ãâ€" 500 lb. or 2 Ãâ€" 1,000 lb. bombs Problems Continue Despite these problems, the Typhoon was rushed into production that summer following the appearance of the Focke-Wulf Fw 190 which quickly proved superior to the Spitfire Mk.V. As Hawkers plants were operating at near capacity, construction of the Typhoon was delegated to Gloster. Entering service with Nos. 56 and 609 Squadrons that fall, the Typhoon soon mounted a poor track record with several aircraft lost to structural failures and unknown causes. These issues were made worse by the seepage of carbon monoxide fumes into the cockpit. With the aircrafts future again under threat, Hawker spent much of 1942 working to improve the aircraft. Testing found that a problematic joint could lead to the Typhoons tail tearing away during flight. This was fixed by reinforcing the area with steel plates. In addition, as the Typhoons profile was similar to the Fw 190, it was the victim of several friendly fire incidents. To rectify this, the type was painted with high visibility black and white stripes under the wings. Early Combat In combat, the Typhoon proved effective in countering the Fw 190 particularly at lower altitudes. As a result, the Royal Air Force began mounting standing patrols of Typhoons along the southern coast of Britain. While many remained skeptical of the Typhoon, some, such as Squadron Leader Roland Beamont, recognized its merits and championed the type due to its speed and toughness. After testing at Boscombe Down in mid-1942, the Typhoon was cleared to carry two 500 lb. bombs. Subsequent experiments saw this doubled to two 1,000 lb. bombs a year later. As result, bomb-equipped Typhoons began reaching frontline squadrons in September 1942. Nicknamed Bombphoons, these aircraft began striking targets across the English Channel. An Unexpected Role Excelling in this role, the Typhoon soon saw the mounting of additional armor around the engine and cockpit as well as the installation of drop tanks to allow it to penetrate further into enemy territory. As operational squadrons honed their ground attack skills during 1943, efforts were made to incorporate RP3 rockets into the aircrafts arsenal. These proved successful and in September the first rocket-equipped Typhoons appeared. Capable of carrying eight RP3 rockets, this type of Typhoon soon became the backbone of the RAFs Second Tactical Air Force. Though the aircraft could switch between rockets and bombs, squadrons were typically specialized in one or the other to simplify supply lines. In early 1944, Typhoon squadrons commenced attacks against German communications and transportation targets in northwest Europe as a precursor to the Allied invasion. Ground Attack As the new Hawker Tempest fighter arrived on scene, the Typhoon was largely transitioned to the ground attack role. With the landing of Allied troops in Normandy on June 6, Typhoon squadrons began providing close support. RAF forward air controllers traveled with the ground forces and were able to call in Typhoon air support from squadrons loitering in the area. Striking with bombs, rockets, and cannon fire, Typhoon attacks had a debilitating effect on enemy morale. Playing a key role in the Normandy Campaign, the Supreme Allied Commander, General Dwight D. Eisenhower, later singled out the contributions the Typhoon made to the Allied victory. Shifting to bases in France, the Typhoon continued to provide support as Allied forces raced east. Later Service In December 1944, Typhoons helped turn the tide during the Battle of Bulge and mounted countless raids against German armored forces. As spring 1945 began, the aircraft provided support during Operation Varsity as Allied airborne forces landing east of the Rhine. In the wars final days, Typhoons sank the merchant vessels Cap Arcona, Thielbeck, and Deutschland in the Baltic Sea. Unknown to the RAF, Cap Arcona carried around 5,000 prisoners taken from German concentration camps. With the end of the war, the Typhoon was quickly retired from service with the RAF. During the course of its career, 3,317 Typhoons were built.

Proposal - short online course to training the faculty member how they Research

- short online course to training the faculty member how they can manage their online class - Research Proposal Example Indeed, in the current environment of advancing technology, online training hugely facilitates development of critical skills and knowledge. It provides a more innovative approach to education and acquisition of knowledge that can be adjusted to suit the needs and requirements of individuals. The role of faculty in online classes becomes important element of the success of the same. The proposal is for short training program for the faculty members of online courses so as to equip them with necessary skills to manage their online classes with high degree of efficiency 2. Problem statement The online training courses are major elements of constant learning environment that incorporates the demands of changing business compulsions. The online courses are distinct in their teaching methodologies that rely on digital communication vis-a-vis online conferencing techniques, email etc. The electronic interaction is much different to classroom communication. It requires multifunctional capab ilities that incorporate pedagogical skills like: effective learning processes that can be easily grasped by learners; creating comfortable learning environment; skills to resolve technical issues; and administrative knowledge that can explain the course logistics (Sargeant et al., 2006). Very often, the faculty members of online courses are not trained appropriately in the modalities of online classes. The working population and adult learners are therefore not able to exploit the vast potential of the same. Most importantly, the spatial features of learning environment and medium are crucial factors that influence the learning process. In online courses, the multimedia becomes the key component that is exploited judiciously by the teacher to make course curricula interesting, powerful and highly motivating (Sims, 2003). The efficacy of online teaching is considerably increased when teaching skills are integrated judiciously with managerial skills and use of technology. As such, it becomes essential to impart training to the faculty members to make them more effective online teachers. 3. Objectives 1. One week training course on management skills as required for online courses to equip them with the methodologies of electronic communication techniques. 2. To make online classes more effective and motivating. 3. Managing workload of teaching online. 4. Program description/ design framework The design framework of course is important for increasing the core competencies of the participants and equipping them with skills that add value to their knowledge and teaching skills. The various approaches to instructional designs offer effective teaching under different environment and medium of instructions. The training program would use ADDIE framework or Analysis, Design, Development, Implementation and Evaluation structure. Its stepwise approach helps the teachers to develop easy and iterative instructions which can be applied to real life situations, thus making t hem hugely relevant to the learners (Peterson, 2003). The ADDIE design process promotes active participation of the learners that exploits tacit knowledge of the learners and helps them apply critical thinking to resolve problems or look at problems from wider perspectives of creative advantages (Tee & Karney, 2010). The five stages are described as below: 4.1a. Analysis This part of the program is intended to identify and evaluate the needs of the learners so