Difference between pages "Hair Salons Great Customer Service to Reach Your Goals" and "History of the Peace Corps in Tonga"

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Running attractiveness look or a prosperous hair salon means you not just have a fantastic educated team but outstanding customer care. It means welcoming them into your facility using a good perspective that is constructive and introduction. What this means is not hurrying a customer out the doorway when they are accomplished. Keep them there speaking about whatever it is they've on their thoughts that day. The longer they are inside your salon the apt they are to get salon goods as well as in our event Aveda do not make them do it and products.Take enough time put their coating about the coating racks and to greet them when they can be found in the doorway oneself.<br><br> Have a comfy area to allow them to wait should they should for a limited while. Have an engaging associate inside the waiting place to entertain them of types. Present them a cocktail or a magazine that's current styles and gossip for them. In case you are built with a tv then possibly present them a-channel they might enjoy including HGTV or ELIZABETH news.When they are inside your cosmetic salon couch make an effort to listen to them and the things they want to get out of the service. This can be their time for you to unwind therefore allow them. This is simply not the time to inform them your life stories all.<br><br> You can add inflections to make interactions but this isn't your share occasion. Not and they've come to be pampered become your. You mastered restorative massage in cosmetology school thus put it to use. When it comes for the shampooing many purchasers appreciate the way in which someone may minimize their hair but feel cheated. It's personalized hint that could make or break your client list. Additionally great client workers discussion is vital.<br><br>Thus don't put your own job or enterprise future hung-up to dry on the coating holders of one's salon. Make an effort to obtain back to basics and start to become the service industry that hairdressing is made to become. Listen to your customers as opposed to them listening to you. Take the time to provide them additional attention and extra pampering. In our tense earth they want it. And you need it also in which to stay enterprise.
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{{History of the Peace Corps by country}}
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The Peace Corps has a rich and extensive history in the Kingdom of Tonga. Volunteers first arrived in October 1967 at the invitation of King Taufa’ahau Tupou IV. The initial group consisted of only 39 trainees; by the end of that first year, there were more than 400 Volunteers and trainees in Tonga. Since then, more than 1,000 Peace Corps Volunteers have served in Tonga, primarily as teachers. However, Peace Corps programming in Tonga has also included work in fisheries, agriculture, physical therapy, architecture, health, marine biology, water resources, cooperatives, business, construction, environment, and youth.
 +
 
 +
Today, approximately 50 Volunteers are serving in Tonga. Current Volunteers are working in the community micro-enterprise development and community education projects.  Both incorporate elements from previous programs and future Volunteers will build upon the foundations established by several generations of Volunteers in Tonga.  
 +
 
 +
The community education project focuses on both formal and nonformal education at the village level. Most Volunteers serve in the communities with the greatest needs in Tonga, including remote outer islands and the smaller villages on the main island of Tongatapu. Volunteers divide their time roughly equally between their formal work as enrichment teachers in the classroom and their nonformal education activities at the community level. This approach helps establish schools as centers for community education and development throughout the kingdom.
 +
 
 +
In the schools, most education Volunteers serve as enrichment teachers for English as a second language (ESL) at the elementary and secondary school levels. Volunteers work closely with a Tongan counterpart teacher to develop, enhance, and enrich the English language instruction at all grade levels in their schools. Volunteers also help to develop resources, including library and computer resources, and increase the links between schools and communities. Many Volunteers are involved in creating and implementing community classes in the information technology (IT) and English fields. They are involved in a range of extracurricular activities including arts, music, physical education, sports leagues, and student clubs.
 +
 
 +
Outside the classroom, education Volunteers work closely with a wide range of community organizations including youth groups, women’s groups, church groups, and others. Using nonformal education techniques appropriate for adult audiences, Volunteers focus especially on environmental and health education. Volunteers promote appropriate solid waste management, recycling, integrated coastal management, and ecotourism development. The most important health education issues in Tonga are related to preventing noncommunicable diseases. To that end, Volunteers have created exercise programs and developed nutrition workshops and activities with community groups and through the formal school setting.
 +
 
 +
The community micro-enterprise development project is designed to meet the pressing needs of income-generating employment and capacity building for economic growth throughout the kingdom. Micro-enterprise Volunteers advise and motivate potential business entrepreneurs and provide training for youth, women, and communities throughout the kingdom. They work through programs provided by the Tonga Development Bank; the Ministry of Labor, Commerce, Industries and Tourism; and the Tonga National Youth Congress. Volunteers work with local counterparts and clients to develop appropriate training programs and provide effective advice on financial and managerial topics, marketing techniques, skills development, and motivation to those who are interested in starting a business or participating in income-generating activities.  
 +
 
 +
Micro-enterprise Volunteers work in a variety of business fields, including solid-waste management, recycling, sports, ecotourism, and farm and small-scale agribusiness management. Many of these business activities complement community education project activities.
 +
 
 +
All Volunteers regardless of sector work at their sites and in their villages on disaster preparedness, mitigation, and assessment activities. They work with their schools, town officers, and town councils to ensure that their communities are prepared for any disasters that might occur.
 +
 
 +
==Assignment History==
 +
 
 +
{| border="1" cellpadding="5" cellspacing="0"
 +
|-
 +
| align="center" | '''[[Sector]]''' || '''[[Assignment]]''' || '''[[Beg. Yr]]''' || '''[[End. Yr]]'''
 +
|-
 +
| rowspan="9" align="center"| '''[[Agriculture]]'''
 +
| [[Ag Economics]]
 +
| [[1989]]
 +
| [[1989]]
 +
|-
 +
| [[Ag Education]]
 +
| [[1981]]
 +
| [[1986]]
 +
|-
 +
| [[Ag Extension]]
 +
| [[1969]]
 +
| [[2000]]
 +
|-
 +
| [[Animal Husband]]
 +
| [[1981]]
 +
| [[1981]]
 +
|-
 +
| [[Animal Husband Lg]]
 +
| [[1980]]
 +
| [[1990]]
 +
|-
 +
| [[Apiculture]]
 +
| [[1971]]
 +
| [[1976]]
 +
|-
 +
| [[Crop Extension]]
 +
| [[1967]]
 +
| [[1992]]
 +
|-
 +
| [[Farm Mechanics]]
 +
| [[1982]]
 +
| [[1984]]
 +
|-
 +
| [[Fisheries Marine]]
 +
| [[1982]]
 +
| [[1991]]
 +
|-
 +
| rowspan="7" align="center"| '''[[Business]]'''
 +
| [[Accounting]]
 +
| [[1982]]
 +
| [[1994]]
 +
|-
 +
| [[Archictecture]]
 +
| [[1981]]
 +
| [[1982]]
 +
|-
 +
| [[Business Advising]]
 +
| [[1970]]
 +
| [[2007]]
 +
|-
 +
| [[Business Development]]
 +
| [[1970]]
 +
| [[2007]]
 +
|-
 +
| [[Computer Science]]
 +
| [[1992]]
 +
| [[2007]]
 +
|-
 +
| [[Cooperatives]]
 +
| [[1981]]
 +
| [[1990]]
 +
|-
 +
| [[NGO Advising]]
 +
| [[1995]]
 +
| [[2006]]
 +
|-
 +
| rowspan="1" align="center"| '''[[Crisis Corps]]'''
 +
| [[Crisis Corps]]
 +
| [[1990]]
 +
| [[1990]]
 +
|-
 +
| rowspan="16" align="center"| '''[[Education]]'''
 +
| [[Art Education]]
 +
| [[1984]]
 +
| [[1984]]
 +
|-
 +
| [[Bus. Ed/Sectl Skl]]
 +
| [[1980]]
 +
| [[1984]]
 +
|-
 +
| [[English Teacher]]
 +
| [[1970]]
 +
| [[2002]]
 +
|-
 +
| [[English Teacher Trainer]]
 +
| [[1991]]
 +
| [[2004]]
 +
|-
 +
| [[Fisheries Fresh]]
 +
| [[2000]]
 +
| [[2000]]
 +
|-
 +
| [[Gen. Construction]]
 +
| [[1985]]
 +
| [[2003]]
 +
|-
 +
| [[Home Economics]]
 +
| [[1981]]
 +
| [[1981]]
 +
|-
 +
| [[Industrial Arts]]
 +
| [[1979]]
 +
| [[1996]]
 +
|-
 +
| [[Phys. Ed/Youth Wk]]
 +
| [[1994]]
 +
| [[1998]]
 +
|-
 +
| [[Prim-Ed/Teach Trn]]
 +
| [[1980]]
 +
| [[2007]]
 +
|-
 +
| [[Science Ed/Gen.]]
 +
| [[1980]]
 +
| [[1987]]
 +
|-
 +
| [[Secondary-Ed Math]]
 +
| [[1991]]
 +
| [[2000]]
 +
|-
 +
| [[Secondary-Ed Sci.]]
 +
| [[1979]]
 +
| [[2000]]
 +
|-
 +
| [[Special Ed/Gen.]]
 +
| [[1981]]
 +
| [[1985]]
 +
|-
 +
| [[Univ. English Teaching]]
 +
| [[1978]]
 +
| [[2002]]
 +
|-
 +
| [[Voc. Trainer]]
 +
| [[1981]]
 +
| [[1992]]
 +
|-
 +
| rowspan="4" align="center"| '''[[Environment]]'''
 +
| [[Comm Forestry Ext]]
 +
| [[1987]]
 +
| [[1998]]
 +
|-
 +
| [[Environmental Ed.]]
 +
| [[1990]]
 +
| [[2007]]
 +
|-
 +
| [[Forestry]]
 +
| [[1986]]
 +
| [[1992]]
 +
|-
 +
| [[Protected Areas Management]]
 +
| [[1992]]
 +
| [[2003]]
 +
|-
 +
| rowspan="6" align="center"| '''[[Health]]'''
 +
| [[Envir. and Water Resource]]
 +
| [[1972]]
 +
| [[1982]]
 +
|-
 +
| [[Health Degreed]]
 +
| [[1980]]
 +
| [[1991]]
 +
|-
 +
| [[Health Extension]]
 +
| [[1980]]
 +
| [[2007]]
 +
|-
 +
| [[Home Econ/Ext.]]
 +
| [[1990]]
 +
| [[1990]]
 +
|-
 +
| [[Hygiene Ed/Sanitation]]
 +
| [[1979]]
 +
| [[1986]]
 +
|-
 +
| [[Physical Therapy]]
 +
| [[1985]]
 +
| [[1987]]
 +
|-
 +
| rowspan="1" align="center"| '''[[Master's International]]'''
 +
| [[Masters Internationalist]]
 +
| [[1999]]
 +
| [[1999]]
 +
|-
 +
| rowspan="2" align="center"| '''[[Other]]'''
 +
| [[Flexible App]]
 +
| [[1980]]
 +
| [[1992]]
 +
|-
 +
| [[Unique Skill]]
 +
| [[1979]]
 +
| [[1993]]
 +
|-
 +
| rowspan="1" align="center"| '''[[UNV]]'''
 +
| [[United Nations Volunteer]]
 +
| [[1976]]
 +
| [[1995]]
 +
|-
 +
| rowspan="5" align="center"| '''[[Youth and Community Development]]'''
 +
| [[Appropriate Tech.]]
 +
| [[1983]]
 +
| [[1995]]
 +
|-
 +
| [[Commun. Serv/Deg.]]
 +
| [[1979]]
 +
| [[2004]]
 +
|-
 +
| [[Mechanics]]
 +
| [[1983]]
 +
| [[1983]]
 +
|-
 +
| [[Road Const/Engin.]]
 +
| [[1973]]
 +
| [[1976]]
 +
|-
 +
| [[Youth Development]]
 +
| [[1995]]
 +
| [[2007]]
 +
|-
 +
|}
 +
 
 +
 
 +
[[Category:Tonga]]

Latest revision as of 12:55, 8 December 2015

Country Resources

The Peace Corps has a rich and extensive history in the Kingdom of Tonga. Volunteers first arrived in October 1967 at the invitation of King Taufa’ahau Tupou IV. The initial group consisted of only 39 trainees; by the end of that first year, there were more than 400 Volunteers and trainees in Tonga. Since then, more than 1,000 Peace Corps Volunteers have served in Tonga, primarily as teachers. However, Peace Corps programming in Tonga has also included work in fisheries, agriculture, physical therapy, architecture, health, marine biology, water resources, cooperatives, business, construction, environment, and youth.

Today, approximately 50 Volunteers are serving in Tonga. Current Volunteers are working in the community micro-enterprise development and community education projects. Both incorporate elements from previous programs and future Volunteers will build upon the foundations established by several generations of Volunteers in Tonga.

The community education project focuses on both formal and nonformal education at the village level. Most Volunteers serve in the communities with the greatest needs in Tonga, including remote outer islands and the smaller villages on the main island of Tongatapu. Volunteers divide their time roughly equally between their formal work as enrichment teachers in the classroom and their nonformal education activities at the community level. This approach helps establish schools as centers for community education and development throughout the kingdom.

In the schools, most education Volunteers serve as enrichment teachers for English as a second language (ESL) at the elementary and secondary school levels. Volunteers work closely with a Tongan counterpart teacher to develop, enhance, and enrich the English language instruction at all grade levels in their schools. Volunteers also help to develop resources, including library and computer resources, and increase the links between schools and communities. Many Volunteers are involved in creating and implementing community classes in the information technology (IT) and English fields. They are involved in a range of extracurricular activities including arts, music, physical education, sports leagues, and student clubs.

Outside the classroom, education Volunteers work closely with a wide range of community organizations including youth groups, women’s groups, church groups, and others. Using nonformal education techniques appropriate for adult audiences, Volunteers focus especially on environmental and health education. Volunteers promote appropriate solid waste management, recycling, integrated coastal management, and ecotourism development. The most important health education issues in Tonga are related to preventing noncommunicable diseases. To that end, Volunteers have created exercise programs and developed nutrition workshops and activities with community groups and through the formal school setting.

The community micro-enterprise development project is designed to meet the pressing needs of income-generating employment and capacity building for economic growth throughout the kingdom. Micro-enterprise Volunteers advise and motivate potential business entrepreneurs and provide training for youth, women, and communities throughout the kingdom. They work through programs provided by the Tonga Development Bank; the Ministry of Labor, Commerce, Industries and Tourism; and the Tonga National Youth Congress. Volunteers work with local counterparts and clients to develop appropriate training programs and provide effective advice on financial and managerial topics, marketing techniques, skills development, and motivation to those who are interested in starting a business or participating in income-generating activities.

Micro-enterprise Volunteers work in a variety of business fields, including solid-waste management, recycling, sports, ecotourism, and farm and small-scale agribusiness management. Many of these business activities complement community education project activities.

All Volunteers regardless of sector work at their sites and in their villages on disaster preparedness, mitigation, and assessment activities. They work with their schools, town officers, and town councils to ensure that their communities are prepared for any disasters that might occur.

Assignment History[edit]

Sector Assignment Beg. Yr End. Yr
Agriculture Ag Economics 1989 1989
Ag Education 1981 1986
Ag Extension 1969 2000
Animal Husband 1981 1981
Animal Husband Lg 1980 1990
Apiculture 1971 1976
Crop Extension 1967 1992
Farm Mechanics 1982 1984
Fisheries Marine 1982 1991
Business Accounting 1982 1994
Archictecture 1981 1982
Business Advising 1970 2007
Business Development 1970 2007
Computer Science 1992 2007
Cooperatives 1981 1990
NGO Advising 1995 2006
Crisis Corps Crisis Corps 1990 1990
Education Art Education 1984 1984
Bus. Ed/Sectl Skl 1980 1984
English Teacher 1970 2002
English Teacher Trainer 1991 2004
Fisheries Fresh 2000 2000
Gen. Construction 1985 2003
Home Economics 1981 1981
Industrial Arts 1979 1996
Phys. Ed/Youth Wk 1994 1998
Prim-Ed/Teach Trn 1980 2007
Science Ed/Gen. 1980 1987
Secondary-Ed Math 1991 2000
Secondary-Ed Sci. 1979 2000
Special Ed/Gen. 1981 1985
Univ. English Teaching 1978 2002
Voc. Trainer 1981 1992
Environment Comm Forestry Ext 1987 1998
Environmental Ed. 1990 2007
Forestry 1986 1992
Protected Areas Management 1992 2003
Health Envir. and Water Resource 1972 1982
Health Degreed 1980 1991
Health Extension 1980 2007
Home Econ/Ext. 1990 1990
Hygiene Ed/Sanitation 1979 1986
Physical Therapy 1985 1987
Master's International Masters Internationalist 1999 1999
Other Flexible App 1980 1992
Unique Skill 1979 1993
UNV United Nations Volunteer 1976 1995
Youth and Community Development Appropriate Tech. 1983 1995
Commun. Serv/Deg. 1979 2004
Mechanics 1983 1983
Road Const/Engin. 1973 1976
Youth Development 1995 2007