About The Groningen Holland Netherlands Architecture Essay

The United States has a really diverse civilization. The lone people that can truly state they are from here, are people that can follow their lineage back to the Native Americans that were here long before the first colonists came to the new universe. Everyone in the United States can follow their lineage back to states all over the universe. Over the last few hundred old ages these civilizations have blended together to go what is now thought of as U.S. civilization. During this assignment I found that my ascendants are from Groningen, Holland or the Netherlands. â€Å" Groningen is the capital metropolis of the state of Groningen in the Netherlands † . The metropolis is the largest metropolis in the North of the Netherlands. In 1594 the metropolis joined the Spanish in the Eighty Years ‘ War, or the Dutch war of Independence, but subsequently switched sides to the Republic of the Seven United Netherlands, besides known as the Dutch Republic. Groningen is home to the 2nd oldest university in the Netherlands. Groningen University was founded in 1614. In April of 1945, much of the metropolis was destroyed during World War II. The conflict lasted several yearss and came to be known as the Battle of Groningen. ( Wikipedia ) Recently the Swarthout household celebrated its 350th day of remembrance of its reaching in America. If your family name is Swartwout, Swarthout, Swartout, or Swartwood, you are likely descended from one Tomys Swartwout ( 1607-62 ) who brought his household to New Netherland in 1652. Tomys and his two brothers were born in Groningen, Holland. The three brothers were engaged in the baccy concern in Amsterdam in 1629, importing their merchandise from Virginia and New Netherland, the island of Manhattan, but merely Tomys settled in the New World, the other two staying in Amsterdam. During this period traveling your household all the manner to the New World was a great hazard. The household asked Tomys to travel to assist their concern as times were turning tough. Reluctantly, Tomys came to the New World with his household in hope of assisting his households baccy concern. Today in the Netherlands, the largest subsistence scheme used is industrialism. â€Å" The economic system, which is based on free endeavor, is extremely industrialised and efficient † . Petroleum refinement, machinery, chemicals, and building are merely a few of the taking industries. Agribusiness and gardening are two other important subsistence schemes. â€Å" The Netherlands exports nutrient and big Numberss of cut flowers and bulbs † . More than half of the universes flower exports are grown in the Netherlands. Although agribusiness and gardening employ less than five per centum of the labour force, these activities are important in bring forthing meats, cheeses, and other dairy merchandises that are sold to other states. Information engineering is another subsistence scheme that ca n't be ignored in the Netherlands. Recently a strong economic base has been developed around calculating, telecommunications, and biotechnology. This besides includes touristry and bank ing ( CultureGrams ) . With industrialism being the Netherlands strongest subsistence, many different engineerings are relied upon. Factories for fabrication, and all different types of machinery are used for treating natural stuffs and chemicals, such as crude oil. Technologies used for agribusiness include tractors, ploughs, combines, and many other specialised machines. None of these subsistence schemes would work without transit and communicating. The Netherlands has one of the best transit systems in Europe. â€Å" An efficient web of trains connects major and minor metropoliss † . Although most people own personal vehicles, the states six million autos makes traffic a serious job. Buss, trams, and subway systems are besides utilized in the part ( CultureGrams ) . Division of labour is seen in all subsistence schemes. The division of labour is really much skewed towards gender. â€Å" Women constitute merely 38 per centum of the labour force and frequently merely work portion clip † . One chief ground for this is the late entry of adult females into the work force because of the German business during World War II. Until late adult females needed their hubbies ‘ permission to come in into employments contracts. Within the atomic household, adult females are still seen to play the function of housewife, while the adult male is seen as the supplier and chief beginning of income ( Cultures ) . â€Å" The Netherlands is a unitary province governed by a cardinal organic structure. The political system is a parliamentary democracy every bit good as a constitutional monarchy. The queen has little political influence ; her function is mostly symbolic. Political power lies in the custodies of a cabinet of curates headed by a premier curate. The cabinet is accountable to the parliament, whose members are elected at four-year intervals. The Dutch Parliament consists of the First Chamber and the Second Chamber, which together constitute the legislative organic structure. The 2nd Chamber initiates new statute law. Its members are straight elected by the people. The legal age to vote is 18. The members of the Second Chamber are elected by relative representation, which leads to a great figure of political parties that together vie for 150 seats. The first Chamber either ratifies or rejects the new statute law proposed by the Second Chamber. Its members are elected by the members of the Pro-vinciale Staten. Each of the 12 provinces has a local regulating board ( Provinciale Staten ) whose chair is the commissioner to the queen, World Health Organization is appointed by the authorities for a life term. Its members are elected by the dwellers of the state. Commissioners and city managers are handpicked by the authorities for life footings † ( Culture ) . â€Å" The Dutch pride themselves on holding an advanced free market economic system that runs swimmingly † . In 1999, the labour force consisted of 7,097,000 individuals ; the unemployed numbered 292,000. The one-year gross national merchandise ( GNP ) amounted to 323 billion euros ( $ 373 billion ) in 1997. Two per centum of the Dutch population is employed in the extremely mechanised agricultural sector, 24 per centum are employed in the industrial sector, and 74 per centum work in the service industries. The Netherlands chief trading spouse is Germany. There are five classs that Dutch exports cab be divided into: agricultural merchandises, 15 per centum ; natural or enriched fuels, 6 per centum ; chemical merchandises, 17 per centum ; industrial merchandises, 12 per centum ; and machinery, 24 per centum † . Two-thirdss of Dutch exports go to five states: Germany, Belgium, France, the United States, and the United Kingdom. Those five merchandising spouses account for 61 per centum of Dutch imports ( Cultures ) . Catholics make up the largest fold in the Netherlands at approximately 30 per centum of the population. Reformed Protestants make up approximately 14 per centum followed by Dutch reformed at 7 per centum. The Muslim faith merely makes up approximately 4 per centum of the population. 40 per centum of the population are non spiritual or connected to a denomination. Small rural communities in the Dutch Bible Belt, which runs along the towns of Zierikzee, Dordrecht, Utrecht, Zwolle, and Assen, still have faith playing a major function in the ordination of people ‘s societal and cultural lives ( Culture ) . Traditionally, the northern and eastern parts of the state have been Protestant, while the South has been Catholic. The royal household belongs to the Dutch Reformed Church ( World Mark ) . Dutch people are free to take their partners and do so to the highest degree frequently out of love. The Dutch people do pattern endogamy though frequently get marrieding within the restraints of category, ethnicity, and faith. Monogamy is the lone signifier of matrimony allowed. â€Å" Same-sex twosomes can get married and hold the same rights as heterosexual twosomes † . The most common family unit is the atomic household. This consists of the male parent, female parent, and kids. It is a turning tendency to hold single-parent households, twosomes without kids, and single-person families. Extended household families are rare. The Dutch make a strong differentiation between relations by matrimony and relations by blood. â€Å" Consanquineal relations are considered more of import than are affine relations † . Financial and emotional support are normally directed to the closest family ( parents, kids, and siblings ) ( Culture ) . Soccer is the most popular athletics in the Netherlands. In 1988 the Dutch won the European association football title. Tennis, field hockey, swimming, seafaring, ice-skating, volleyball, badminton, and other athleticss are besides enjoyed. In old ages when the ice is thick, a day-long ice-skating race takes topographic point. The path encompasses Friesland ‘s 11 chief towns, many lakes, and parts of the sea. Equally many as 80,000 people participate ( CultureGrams ) . Dutch nutrient is wholesome and merely prepared. Seafood is widely eaten, particularly herring, which are traditionally lifted by the tail and dropped caput foremost into one ‘s overturned oral cavity. The Dutch breakfast is by and large a cold repast of chopped staff of life, meat, and cheese. In mundane life, the Dutch wear typical modern Western-style vesture for both formal and insouciant occasions. Traditional costumes including the wooden places can still be seen today near tourer attractive forces. D utch mythology is strongly linked to the sea and characters associated with it, such as mermaids and plagiarists. Many popular Dutch narratives, conundrums, and rites were suppressed over clip but some survived as portion of the state ‘s Christian traditions. The Dutch Father Christmas ( named, like the American Santa Clause, for Saint Nicholas ) is called Sinterklaas and has a dark-faced helper called Black Peter who is said to transport disobedient kids to Spain in a poke. â€Å" Many of the rites of transition that immature people undergo are spiritual rites, such as baptism, first Communion, verification, and matrimony † ( World Mark ) .

Asses the Extent to Which a Global economy Essay

Global economy is the incorporated world financial system with unobstructed and liberated movement of commodities, services and employment across nationals. This term can not be discussed in any of the today content minus appreciating the value of the globalisation in the society (Jones, 2006, pg 95). With this, we have to start by defining globalisation so that we may have to understand what is meant by the global economy that the paper will be discussing about in the later stage of it. Thus, globalisation is the incorporation of fabrication and utilization of various goods and services that do exist between the markets worldwide. As explained earlier on that, global economy can not be separated for m globalisation, the papers thus can then come up with a hypothesis it paper has to analyse and then later on prove whether the hypothesis it true of false. Thus, the hypothesis of the paper is: â€Å"The higher the globalisation in the world the higher the global economy in the markets across the world†. With this hypothesis in place, the paper will major in seeing on the ways in which globalisation has affected the global economy and to which extent that the economy is at present. In order to achieve all these, the paper looks forward in discussing on the extent to which this particular global economy exists in the society. With this, we will discuss on the history of the global economy, and then this will be followed with a discussion on the way in which the globalization has affected the economy in the world, and then will later look on the stage at which the economy is at present as compared to the past. In order to be able to accomplish all these, the paper has come up with some of the questions that it will major on so that to facilitate its study in global economy extent. The questions include; 1. How has been the past global economy? 2. How has the globalization affected the economy over the years? 3. How does the present global economy look like? 2. 0 Literature review Global economy is the built-in world financial system with unhindered and enlightened movement of commodities, services and employment across nationals. This term can not be discussed in any of the today content minus appreciating the value of the globalisation in the society. With this, we have to start by defining globalisation so that we may have to understand what is meant by the global economy that the paper will be discussing about in the later stage of it (Jones, 2006, pg 95). Thus, globalisation is the incorporation of fabrication and utilization of various goods and services that do exist between the markets worldwide. Thus this is the basic idea of the global economy as globalisation, other than just enhancing the living style of the people across the world, it also do enhance the economy of the nations in the world and thus determining the global economy. With this idea in mind, we can then say that, global economy is featured as the worldwide financial system that possesses the integrated market for every commodity manufactured all over the world. Thus, the global economy offers the local manufacturers with an opportunity to develop and upgrade their capacity of production to the worldwide level so that they can be able to attain the world demand and be able to meet the needs of the people in the world (Dickens, 2007, pg 68). This also has given the local producers the chance to decide on the commodity that they want to deal with from the broad selection of the imported goods in the market. Other than giving the manufacturers more and better chances for their business, the global economy also have had an advantage to the local people, in tat it has enabled the stabilization of the costs of the items all around the world. This has also lead to the transfer of works or activities as well as job from the established nations which are also known as the developed countries to the developing countries as income rate are seen to be reduced in this particular situation. With this factors of the globalization, it has enabled the change of the global economy over the years and thus, the paper will look at the past, the effects of the globalization for its change to the present stage of the global economy, so as to enable it to be able to evaluate on the extent at which it has evolved to its present existence. 2. 1 History of the Global Economy According to Alam (2003), global economy came up as the result of the British economy going subversive and then it started to attain power and advancevely its raw material form the mineral resources that they had in place at that particular time. This usage of the raw material enabled the economy to grow fast to the extent that it was able to free the world economy from the slim possessions constrictions of an organic and the plant based economy of the world (Clark, 2007, pg 33). This resulted into the introduction of cheaper materials of which were able to be transported to the various nations in the world at cheaper cost regardless of the location. To do this, the world was able to experience the effect of the economy in which it facilitated their growth of the economy. This resulted to the economy to be split into three segments of which the first segment constituted the concentration of power together with use of the technology in relation to producers in little capacity (Palmer, & Colton, 1971, pg 264). At this stage , the powerful countries such as those of Us and the prance had power over the little countries such as those in Africa and Asia in that, the powerful countries were forced to open their economies in the lees fortuned countries so as to facilitate they economy in the region. This resulted in the slow movement to the second segment of the global economy in which the other countries in Africa and Asia had started gaining power and thus had some of the influence in the economy of the worked in such a way that they could offer the labour needed in some of the activities worldwide. 2. 2 Globalisation in Relation to Global Economy Globalisation over the years has been the centre of discussion whenever the issue of global economy rises up, this has been because of the reason that it is directly connected to the economy of the world as with the better relations in the world markets, it means that the business will be to the advantage and thus increasing the level of the economy globally. With the result of the introduction of the new technology in the nations as the result if the globalisation in the nations, it has enabled the countries to experiences the increase or even the reduction on their economy status in the country (Pierre, 2000, pg 133). This has been attributed by the fact that technology has been able to facilitate the speed at which the nations relate to the other and thus, do the invention of the computers, the nations have been able to relate with the other in amore faster way and thus increasing the rate at which the affect their respective economy of which usually have a fraction I the global economy as well. 2. 3 The Present Global Economy In today world, the global economy has been termed as the neo-colonialism, this is the relationship between the developing countries and the advanced countries in term of their effort to participate in stabilizing the economy of one another, it is mostly occurs in the result of their relationship in the business sectors (Vasquez, 2001). When we take an example of the United States together with that of the Japan, we finds out that their economy has been to the decrease side over the past time but still they have the hope to improve as regard to the fact that they are hoping for the stabilization of the world wide financial market and thus, with this, will enable them to at least regain their economic status and thus increasing the power of it. The same down fall in the economy have been experienced by the developing countries have been over the years, this has been to the fact that the countries have been undergoing the interference in their financial flow which could allow then to participate fully in the growth of the economy (Browning, Halcli & Webster, 2000, pg 270). This has also been to the result of the declining of the oil as well as non-energy goods costs. None the less, with the stabilisation of their currency flow, they are expected to increase in their economy status. Conclusion In the finale, we can say that the global economy has been increasing over the years and this has been to the fact that the globalisation in the nations in the world has been gaining power with time due to the increase in the technology usage in their majority of their activities in the nations. Bibliography Alam, M. S (2003). The Global Economy since 1800. Retrieved 16th December 2008 from http://www. counterpunch. org/alam07262003. html Browning, G. K. , Halcli, A. & Webster, F. (2000). Accepting Contemporary Humanity: Theories of the Present. Pp 267-280. United Kingdom: SAGE Clark, G (2007). A Departure to Alms: A Concise Economic Account of the World. Pp 133-144. United States: Princeton University Press Dickens, P. (2007). Global Shift: Relocating the Changing Shape of the World Economy, pp 65-75. New York: Guildford Press Jones, A. (2006). Dictionary of Globalisation, pp 90-105. United Kingdom: Polity Publisher Palmer, R. R. & Colton, J. G. (1971). A History of the Contemporary World, pp 264. New York: Knopf Publisher Pierre, J. (2000). Assessment Governance: Authority, Navigation & Democracy, pp 110-137. United States: Oxford University Press. Vasquez, I. (2001). Come Back of a Global Financial System. Retrieved 16th December 2008 from http://www. cato. org/research/global/vas-0011. html

Part Six Chapter II

II The policewoman had been gentle and kind, in the cluttered cottage by the river, where dank water now covered blankets, chintzy chairs and worn rugs. The old lady who owned the place had brought a hot-water bottle and a cup of boiling tea, which Sukhvinder could not lift because she was shaking like a drill. She had disgorged chunks of information: her own name, and Krystal's name, and the name of the dead little boy that they were loading onto an ambulance. The dog-walker who had pulled her from the river was rather deaf; he gave a statement to the police in the next room, and Sukhvinder hated the sound of his bellowed account. He had tethered his dog to a tree outside the window, and it whined persistently. Then the police had called her parents and they had come, Parminder knocking over a table and smashing one of the old lady's ornaments as she crossed the room with clean clothes in her arms. In the tiny bathroom, the deep dirty gash on Sukhvinder's leg was revealed, peppering the fluffy bath mat with black spots, and when Parminder saw the wound she shrieked at Vikram, who was thanking everyone loudly in the hall, that they must take Sukhvinder to the hospital. She had vomited again in the car, and her mother, who was beside her in the back seat, had mopped her up, and all the way there Parminder and Vikram had kept up a flow of loud talk; her father kept repeating himself, saying things like ‘she'll need a sedative' and ‘that cut will definitely need stitches'; and Parminder, who was in the back seat with the shaking and retching Sukhvinder, kept saying, ‘You might have died. You might have died.' It was as if she was still underwater. Sukhvinder was somewhere she could not breathe. She tried to cut through it all, to be heard. ‘Does Krystal know he's dead?' she asked through chattering teeth, and Parminder had to ask her to repeat the question several times. ‘I don't know,' she answered at last. ‘You might have died, Jolly.' At the hospital, they made her undress again, but this time her mother was with her in the curtained cubicle, and she realized her mistake too late when she saw the expression of horror on Parminder's face. ‘My God,' she said, grabbing Sukhvinder's forearm. ‘My God. What have you done to yourself?' Sukhvinder had no words, so she allowed herself to subside into tears and uncontrollable shaking, and Vikram shouted at everyone, including Parminder, to leave her alone, but also to damn well hurry up, and that her cut needed cleaning and she needed stitches and sedatives and X-rays †¦ Later, they put her in a bed with a parent on each side of her, and both of them stroked her hands. She was warm and numb, and there was no pain in her leg any more. The sky beyond the windows was dark. ‘Howard Mollison's had another heart attack,' she heard her mother tell her father. ‘Miles wanted me to go to him.' ‘Bloody nerve,' said Vikram. To Sukhvinder's drowsy surprise, they talked no more about Howard Mollison. They merely continued to stroke her hands until, shortly afterwards, she fell asleep. On the far side of the building, in a shabby blue room with plastic chairs and a fish tank in the corner, Miles and Samantha were sitting on either side of Shirley, waiting for news from theatre. Miles was still wearing his slippers. ‘I can't believe Parminder Jawanda wouldn't come,' he said for the umpteenth time, his voice cracking. Samantha got up, moved past Shirley, and put her arms around Miles, kissing his thick hair, speckled with grey, breathing in his familiar smell. Shirley said, in a high, strangled voice, ‘I'm not surprised she wouldn't come. I'm not surprised. Absolutely appalling.' All she had left of her old life and her old certainties was attacking familiar targets. Shock had taken almost everything from her: she no longer knew what to believe, or even what to hope. The man in theatre was not the man she had thought she had married. If she could have returned to that happy place of certainty, before she had read that awful post †¦ Perhaps she ought to shut down the whole website. Take away the message boards in their entirety. She was afraid that the Ghost might come back, that he might say the awful thing again †¦ She wanted to go home, right now and disable the website; and while there, she could destroy the EpiPen once and for all †¦ He saw it †¦ I know he saw it †¦ But I'd never have done it, really. I wouldn't have done it. I was upset. I'd never have done it †¦ What if Howard survived, and his first words were: ‘She ran out of the room when she saw me. She didn't call an ambulance straight away. She was holding a big needle †¦' Then I'll say his brain's been affected, Shirley thought defiantly. And if he died †¦ Beside her, Samantha was hugging Miles. Shirley did not like it; she ought to be the centre of attention; it was her husband who was lying upstairs, fighting for his life. She had wanted to be like Mary Fairbrother, cosseted and admired, a tragic heroine. This was not how she had imagined it – ‘Shirley?' Ruth Price, in her nurse's uniform, had come hurrying into the room, her thin face forlorn with sympathy. ‘I just heard – I had to come – Shirley, how awful, I'm so sorry.' ‘Ruth, dear,' said Shirley, getting up, and allowing herself to be embraced. ‘That's so kind. So kind.' Shirley liked introducing her medical friend to Miles and Samantha, and receiving her pity and her kindness in front of them. It was a tiny taste of how she had imagined widowhood †¦ But then Ruth had to go back to work, and Shirley returned to her plastic chair and her uncomfortable thoughts. ‘He'll be OK,' Samantha was murmuring to Miles, as he rested his head on her shoulder. ‘I know he'll pull through. He did last time.' Shirley watched little neon-bright fish darting hither and thither in their tank. It was the past that she wished she could change; the future was a blank. ‘Has anyone phoned Mo?' Miles asked after a while, wiping his eyes on the back of one hand, while the other gripped Samantha's leg. ‘Mum, d'you want me to – ?' ‘No,' said Shirley sharply. ‘We'll wait †¦ until we know.' In the theatre upstairs, Howard Mollison's body overflowed the edges of the operating table. His chest was wide open, revealing the ruins of Vikram Jawanda's handiwork. Nineteen people laboured to repair the damage, while the machines to which Howard was connected made soft implacable noises, confirming that he continued to live. And far below, in the bowels of the hospital, Robbie Weedon's body lay frozen and white in the morgue. Nobody had accompanied him to the hospital, and nobody had visited him in his metal drawer.

Starbucks Analysis Assignment Example | Topics and Well Written Essays - 750 words

Starbucks Analysis - Assignment Example In addition, the products of Starbucks are of high quality (Company spotlight: Starbucks 2010, p. 30). This is because Starbucks has been focusing to give its customers the best coffee and is not willing to compromise the quality. Notably, Starbucks also enjoys strategic locations and has an aesthetic appeal of its stores. This enables Starbucks to be accessible to customers from premium locations, high traffic regions, office buildings, and other countries with potential customers (Michelli 2007, p. 58). This enables Starbucks to take advantage of prime markets easily because of the design of the stores and the strategic location, presenting the customers with a level of convenience. The company has an effective human resource management team and strategies. This explains why its employees are highly knowledgeable and retained or long periods. The fact that Starbucks has social responsibility initiatives has led to goodwill among its customers, promoting the company’s sales. Lately, Starbucks has launched a diverse product mix, which will serve to satisfy the needs of different customers and is an outstanding strength. Worth noting is the fact that many customers of the Starbucks Company exhibit loyalty to the brand and have been regular customers for over 20 years. Moreover, Starbucks has also embraced technology and introduced mobile through its partnership with the Apple Company. The â€Å"App† makes use of either android or Apple software and contributes to the company’s growth (Senatore, Yang, & Wing 2011, p. 41). One of the notable weaknesses of the Starbucks Company is that its products are expensive. In the effort to give a unique Starbucks’s experience, Starbucks products are premium and may lack customers in the developing world. Worth noting is the fact that Starbucks has established numerous stores in certain regions leading to overcrowding. This eventually leads to self-cannibalization (Starbucks Corporation 2014, p. 15).

Older (dumphones) better and more worth while than newer (smartphones) Essay

Older (dumphones) better and more worth while than newer (smartphones) - Essay Example Phones, after all, were made for basic communication and it does not need to be as complicated or detailed as a streaming media. It only needs to be plain understood. Discussion Smartphones or new generation mobile phones are much-hyped Blackberry, Android, iPhone, WebOS, and other mobile operating systems that are capable of ICT applications as well as hold and run large data including text, images, videos or streaming media from other outside sources including the internet (Snow, 2011). The trend for the past few years had been that one major brand outdo another with various new features until such time that another brand or model comes out in the market. Each is hyped as the â€Å"next generation† mobile phone or gadget that everybody should be purchasing or checking out. However, it should be noted that the telephone, the precursor of mobile phones whether analog or smartphone, is originally conceptualized as a medium for communication, a gadget that connects one end of a line to another, or allowing two persons to communicate even in long distances at real time. This same function and rationale is the reason behind the 73% of 234 million Americans using analog, dumb or traditional phones. Dumb phones place calls and send text messages but some are also capable to received data through internet programs. Technophile and associate editor of popular tech blog Engadget Ross Miller said, â€Å"Not everyone wants or needs all that power,† (Snow, 2011, P4) referring to smartphones which also usually came with higher monthly bills for $30-$50. Dumb phones are also simple to use aside from costing less of which releases the burden of the owner from breaking it aside from its smaller size and lighter weight. Predictions, however, on the extinction of dumb phones prevail despite the negative social repercussions already observed in many places where so-called mobile warriors stare or be engulfed by their smartphones all day oblivious to the world outsid e it. Nosowitz (2010) reported that the things that people do with their mobile phones are as follows in order of highest to lowest: texting or sending text messages, calling, and browsing the internet. The statistics, according to Nosowitz, remind consumers, the media, and the manufacturers that not everyone are going crazy over iPhones or HCT Incredible when buying a new cellphone, and that â€Å"hardly anyone does,† (Nosowitz, 2010, P 5). The sale and development of smartphones have been seen as unprecedented where applications and physical designs have merged to provide touch-screen user interface, advanced screen design with sharper and brighter images, location awareness of mobile phones, direct internet loading of programs and applications including publishing of videos and other media, and dedicated access to private data including company-wide communication systems (White, 2010). Access of information thus integration of the knowledge network is one of the most explo ited advantage of the smartphones as companies take advantage of the available services carriers provide. It has allowed remote or telecommute working systems where flexibility of hours and availability of time are making individuals give more time to their families, personal, and social lives (White, 2010). Despite the touted advanced features of the smartphone, some users may never get sufficient and satisfactory service. As White (2010) noted, web features cannot be implemented or emulated, small screen size makes it

THEME Comming of Age Essay Example | Topics and Well Written Essays - 2000 words

THEME Comming of Age - Essay Example For this work the author got the appreciations from the critics also. In this story the main character is Andrew Ender Wiggin, he was selected to a battle school along with his sister Valentine and his sadistic brother Peter. In the course of training, Commander Hyrum Graff recognizes that the boy is an intelligent and worthy than others in the camp. The identity makes him alone in the camp as the all other boys ostracize him from the group and he becomes the topper in the battle school. He wanted to keep away from the position of isolation but it will be impossible for him. He feels discomfort till he receives a letter from his sister Valentine and later he decides to protect her in battle school. Later Wiggin was promoted as a commander of the battle school war game because of his skills and in the battle room he proves his skill through performance and gets the appreciations from the superiors. After some months the hero of the story Wiggin exhausts himself with the heavy work and he becomes tired of the war game and was not in a position to contin ue there. The restless work in the battle school made Wiggin as pale and inactive. He turns weak psychologically as well as physically. But his superiors as a highly talented identified him and he performed as if he was in real battleground. For the final exam Mazer Rackham, who was the legend in formic wars, trained Wiggin. In the final exam of the battle school Wiggin was assigned to fight with a war ship. In the war game his master directed Wiggin and he played major roll in the war game. As the commander of his war team he had to destroy the ships of the enemies and he had to create the massacre. But the sensitive Andrew Ender Wiggin fought as a real soldier and destroyed the ammunition of the enemies. He fought in the war game as a real soldier. The boy Andrew used a special weapon named Dr. Device, which is unethical in the war game and destroyed the ships of the enemy. He thought that his unfair decision will send him home and he can remain there with his sister Valentine and his friends. But his superior told him that the genocide and massacre is common in the real war. The soft natured Andrew could not digest the war game, the genocide as well as the massacre. The guilty feeling gave him ill health and he goes into coma. After he recovers from ill health his sister convinces him to leave from the colony ship from the battle room. Later the battle turned into a mind game and Andrew seriously involved in that game and wants to save his staff. His sister Valentine also tries to convince him to come out of that mania. Orson wove the relation between the three people very tactfully and the scenes of the war game are undoubtedly amazing. The author succeeded in drawing the attention of the readers and in the movie the spectators. But in this story dosage of violence is something more. The second part of the novel is a movie and it also entertained the people very much. How ever the novel bagged Nebula award as a best novel in 1985 and Hugo award in the same category in 1986. The two parts remains in the history as a best science fiction novels. The Kite Runner written by Khaled Hosseni In this novel the author describes the relation between the rich and poor boys in the war effected Afghanistan. In contrast to the theme in the previous novel, which describes the struggle of a character between violence and peaceful life, the present chapter

The Glass Menagerie Research Paper Example | Topics and Well Written Essays - 1000 words - 1

The Glass Menagerie - Research Paper Example The play gives not the external reality but the internal real life, life as felt rather than seen’. Since it is a memory play it represents the mental stature than the realistic expression. It is quite apt to think about the inner state of the characters by psychoanalytical approach. It is very strange that Laura, though very passive, is yet the centre around which the play revolves. The mother worries about her. Her mother Amanda is very much attached to her. She understands her plight but at the same time wants her to correct herself and improve herself; her brother continues to be haunted by her memory even after deserting her. Thus Laura is the pivot of the play. Tennesse Williams created Laura in the image of his sister Rose. Williams’’ fondness for is sister is evident I portraying Laura as an idol of beauty, delicacy and purity. He builds her within a protective coating of glass and warns the world to stay away lest she should become contaminated by ills. Laura, because of her physical disability and disposition, retreats herself to the world of Glass menagerie collection. According to Griffin her ‘glass animals are her escape mechanism’. Laura is completely isolated from the external world which seems to her as hostile and crue l world for a frail girl like Laura. The description from the sixth scene obviously state this attitude. â€Å"The arrangement of Laura’s hair is changed; it is softer and more becoming. A fragile unearthly prettiness has come out in Laura; she is like a piece of translucent glass touched by light, given a momentary radiance, not actual, not lasting† (Glass 62). Laura is described as an object exposed to male gaze; her face ‘unearthly fragile’. Thus Laura is identified as one of the unanimated glass animals only to be watched and touched by other forces. Her intimacy with the glass objects is the psychological process of mind. Carl

Leadership paper(what's the culture and leadership difference between Research Paper

Leadership (what's the culture and leadership difference between Asia and U.S.A) - Research Paper Example In his opinion, variables like language, environmental and technological considerations, contexting, authority conception, nonverbal communication behavior, time conception etc can affect the communication and leadership styles of a person (Victor, 2009). English is the major language of the Americans whereas Mandarin, Hindi, Arabic etc are some of the languages in Asia. English is an international language and hence the Americans always keep a dominating mentality in their leadership styles. Even Chinese and Indians forced to use the American language English as the medium in their communication with the Americans. Asia and America have different environmental characteristics. Asia is a heavily populated region with different political and legal systems. Communists control the administration in China whereas democracy is prevailing in countries like India, Japan etc. In some other Asian countries Islamic administration is implemented. But in most of the American countries democracy is prevailing. These political differences in Asia and America often reflect in the leadership styles also. Most of the American leaders try to lead their people in a democratic manner whereas in Asia, except in democratic countries, totalitarian approaches are prominent. For example, in China and Saudi Arabia like countries, leaders have the supreme authorities and the followers should blindly accept the instructions of the leaders. But in America, leaders try to hear the opinions of the followers before asking the followers to do something. If the level of knowledge (Contexting) possessed by the leader and the follower are different, it can affect the leadership styles. If the follower has more knowledge than the leader, it is difficult for the leader to instruct the follower. The leader should always possess better knowledge than the follower in order to lead the followers successfully.

Selection of a Case study organization (Attempt 1) Assignment

Selection of a Case study organization (Attempt 1) - Assignment Example From the very bottom line costs to the increases in service speed and reliability that deliver greater value to organizations and their customers, innovation actually stands at the epicenter of the strategic approaches adopted towards success in the 21st century. Bolstered by the rapid changes in the market structure that powers competition from almost every corner of the globe, organizational emphasis on external as well as internal collaboration as a gateway in accessing the right mechanisms of expediting the incorporation of new ideas is fundamental in leveling the playing field with larger competitors and the numerous aggressive startups. Amway, a direct-selling, family-run organization headquartered in Ada, Michigan, is a perfect sample organization that has grown from a lean structure to operationalize its services in 100 countries courtesy of the numerous radical shifts of strategy that brings on board â€Å"consumer needs, technology and business value† in their search for competitive advantage over the years since inception. A multi-level marketing company with over five decades in business, Amway has built numerous brands within its core product categories [nutrition, beauty, and home], managing to increase its annual revenues from a modest base to a whopping $11.3 billion in the financial year 2012 (APQC, 2013). At the heart of the company’s growth momentum is an innovation culture summarized as 5x5s; a â€Å"five minutes—five slide† presentation for all to showcase ideas for evaluation and further pursuit. Using an Open Innovation Business Model that majorly sources ideas from the external networks, Amway wields a great deal of freedom in pursuing powerful innovations that only serve to propel its strategic needs. The organization long recognized that it does not command as much resources as its forerunner-competitors in the industry, and thus devoted its

Performance Evaluations Assignment Example | Topics and Well Written Essays - 750 words

Performance Evaluations - Assignment Example But if he is frustrated with his job, he will develop a negative attitude which would be reflected in his behavior and low motivation and productivity levels. Whenever a new supervisor is appointed, it is crucial to provide him training not only of his specified job position but also of the important aspects of performance management systems. Filling out a performance appraisal form is critical to the growth of each and every employee and any mistake could lead to serious consequences for him. The supervisor must be aware of every section of the performance appraisal form so that fair evaluation of each of his subordinates can be ensured. In light of this discussion, I recommend imparting a training session to Jill Best so that he can evaluate the employees fairly and with clear understanding of each constituent of the performance appraisal form. As per the rules and regulations laid down by O’Leary and law, every employee of the company has to be appraised irrespective of age, gender, race or color. I believe that you have shown good performance during the last twenty three years but it still needs be evaluated. Chances are that you might have been performing 4 in one area but we cannot be sure that this time it will remain on the same level-it can go up to 5 or come down to 3. Your consistently excellent performance can even get you to act as a mentor and leader to those who are at the beginning of their career ladder. It must be communicated via emails or brochures to all the employees of the company that they all need to undergo evaluation. Even the top most managers are evaluated by the board of directors. It doesn’t matter how long the employee is serving the company, he or she has to follow the rules and get appraised. It is the result of performance evaluation that the employee’s strengths and weaknesses are identified. If an employee is lacking knowledge in an area, training can be

Health and Safety Essay Example for Free

Health and Safety Essay The main persons responsible for health, safety and welfare on a construction site are: ? Employer – their role is to conduct their business safely. In order to accomplish this, a supervisor (site manager) generally runs the site. They must ensure the health, safety and welfare at work of all employees; they should provide a safe system of work, with safe plant and equipment. Provide safe handling storage transport along with information, supervision and training. There must be safe access and egress from the place of work along with a safe environment to work in. The employer also has a responsibility to produce a policy to this effect, and must consult with and co-operate n developing safety measures. ? CDM coordinator (formally planning supervisor) – They have the overall responsibility to coordinate the health, safety and welfare aspects of the design and planning phase. Prepare the early stages of the health, safety and welfare plan. Advise Clients of the competence and adequate resource of the principle contactor and ensure that a health, safety and welfare file for each structure is delivered to the client on completion. Ensure that structures are designed and specified to minimise any possible risks to health, safety and welfare during construction, and during maintenance. Adequate information is provided on possible risks. Co-operation with the CDM coordinator. ? Principle Contractors – These are responsible for taking account of health, safety and welfare issues when preparing their tenders or estimates. Exclude unauthorised persons from the site Co-operate with the planning supervisor Coordinate activities, of all contractors, to ensure that they comply with the health, safety and welfare plan and provide information and training of employees and the self-employed about health, safety and welfare. ? Sub-contractors / Self employed – are to co-operate with the Principal Contractor on health, safety and welfare matters and explain how they will control the health, safety and welfare risks in their work. ? Employees – have a duty to follow the health, safety and welfare procedures that have been put in place and to use their initiative. They must wear suitable footwear or any other protective clothing which has been provided in accordance to what they are doing. Ensure that their working environment is safe at all times for themselves, work colleges and visitors to the site. They must cooperate with the employer and must not interfere with anything provided for safety. b) Identify three main pieces of health, safety and welfare legislation relevant to the construction and built environment sector and describe the legal duties of employees and employers in terms of such legislation. The health and safety at Work Act 1974 was introduced due to the constantly expanding laws on health, safety and welfare in the UK and consolidated much of the previous legislation and good practices. It placed duties upon a number of parties including employers, the self employed and employees. Employers have a duty to ensure, as far as is reasonably possible, the health, safety and welfare of their employees. Employees have a responsibility to take reasonable care for their own health and safety and for others who may be affected by their acts of omissions. The enforcement of the Act is carried out by HSE Inspectors and by the local authority inspectors. The nature of the main activity of the business determines the enforcing authority. When considering on an action, an inspector uses discretion but will consider the following: †¢ The Risk involved †¢ The Gravity of the alleged offence †¢ The history of the business in respect of previous events and their compliance †¢ The Inspector’s confidence in the management of the firm †¢ The likely effectiveness of a particular action The decision to bring about a prosecution rests with the enforcing authority. In respect of construction projects the main requirements of this Act is that employers also have a duty and responsibility to others working on a construction site, and for the safety of the public and other third parties. Under the health and safety at work Act 1974 umbrella falls much legislation such as: The Work at Height Regulations 2005 (Amended by the Work at Height Regulations 2007) Falls are the largest cause of accidental death in the construction industry. They account for 50% of all fatalities. There is no distinction between low and high falls). For any working at height, precautions are required to prevent or minimise the risk of injury from a fall. To prevent or minimise risk when planning for work at height, the employer should consider the work to be done and take a sensible risk-based approach to identify suitable precautions. The regulations apply to all work at height where there is a risk of a fall liable to cause personal injury. They place duties on employers, the self-employed, and any person who controls the work of others (e. . facilities managers or building owners who may contract others to work at height) to the extent they control the work. If you are an employee or working under someone else’s control, you must †¢ Report any safety hazard to them †¢ Use the equipment supplied (including safety devices) properly, following any training and instructions (unless you think that would be unsafe, in which case you should seek further instructions before continuing) As an employer you must do all that is reasonably practicable to prevent anyone falling. The regulations set out a simple hierarchy for managing and selecting equipment for work at height. [pic] The Regulations require dutyholders to ensure: †¢ All work at height is properly planned and organised †¢ All work at height takes account of weather conditions that could endanger health and safety †¢ Those involved in work at height are trained and competent †¢ The place where work at height is done is safe Equipment for work at height is appropriately inspected †¢ The risks from fragile surfaces are properly controlled. Reporting accidents and ill health at work is a legal requirement. The information enables the Health and Safety Executive (HSE) and local authorities, to identify where and how risks arise, and to investigate serious accidents. Records of reportable injuries or dangerous occurrences must be kept. They must include the date and method of reporting; the date and time and place of the event; personal details of those involved; and a brief description of the nature of the event or disease. The records can be kept by: †¢ Keeping copies of report forms in a file Recording the details on a computer Using the Accident Book entry †¢ Maintaining a written log A report must be made if there is an accident connected with work and: †¢ An employee, or self-employed person working on the employee’s premises is killed or suffers a major injury (including as a result of physical violence) †¢ A member of public is killed or taken to hospital †¢ An employer must notify the enforcing authority without delay and give brief details about the business, the injured person and the accident. †¢ The employer must follow up with a completed accident report form (F2508) within ten days. An employee or self-employed person must report to an employer or person whose premises they are working in, any injury for either themselves or a member of public immediately. It is not the employee’s or self-employed persons responsibility to report to HSE or to update the Accident Book unless it is the Self-employed person’s premises. Control of Substances Hazardous to Health Regulations 2002 (COSHH) Thousands of people are exposed to all kinds of hazardous substances at work. These can include chemicals that people make or work with directly, and also dust, fume and bacteria, which can be present in the workplace. Exposure can happen by breathing them in, contact with the skin, splashing them into the eyes or swallowing them. If exposure is not prevented or properly controlled, it can cause serious illness, including cancer, asthma and dermatitis, and sometimes even death.

The Role of a Strategic Leader in an Organization Essay Example for Free

The Role of a Strategic Leader in an Organization Essay Role of Indian Media in the New Age The following is the speech given by Shri Kapil Sibal, Minister of HRD and C IT, on the topic: Role of Indian Media in the New Ag, presiding as the Chief Guest for the Press Club Awards for Excellence in Journalism , on 5th May, 2012 at The NSCI, Worli, Mumbai. I am privileged to be here with you on a day the media celebrates its exceptional performers. I congratulate all those who have received awards and wish them continued success in their profession. The media has emerged as a pillar of the modern State. nbsp; The foundation of a modern democratic State lies in its ability to secure fundamental rights promised to its people, to deliver Justice and lead its people to economic and social progress. Democracy is defined by freedom of speech and expression. Media is an embodiment of these rights that define democracy. If we look back into history, the emergence of the modern nation-state where the sovereignty vested in its people is closely related to the spread of the printing press. Guttenberg ¤Ã¢â‚¬Å¡Ã‚ ¬ws Bible (the first printed book) was a precursor to the spread of emocracy and republican thought across the world. Rousseau was mild mannered, but his thoughts disseminated by the newspapers in the coffee houses of Paris resulted in the French Revolution. Liberty, Equality and Fraternity as the slogan for the Revolution owes much to the media of the day. The Indian media has been truly a pillar of the Indian State. Eternal vigilance is the price of freedom. The Indian media has indeed been vigilant and persuasive in protection of freedoms and awakening thought. If we have preserved our democracy in the midst of periodic lapses into ictatorships in our neighbourhood, the credit should go to our founding fathers who created robust institutions and to the media who kept a vigilant watch at preserving these institutions. However, the nature of media has also been changing over the last two decades. The emergence of the electronic media in India over two decades ago since the first war to be witnessed live by millions in the cosy comforts of their homes, brought the power of imagery to the forefront. The growing dominance of imagery over substance in an era where time is of the essence and competition is ntense, has brought about the need for stoking fires, beaming controversies and heated debates in the media. The divergence of approach between the print and the electronic media has been amply demonstrated in the events of the last year. Today ¤ es media does not provide much space for settling differences, it prefers to dog the protagonists forever reminding them of the past. There is a problem with this approach. We do not sufficiently celebrate our achievements, we do not appreciate the progress that we make. The spread of negative sentiment leads to despondency and inaction. Infact, today ¤Ã¢â‚¬Å¡Ã‚ ¬ws headline in a prominent newspaper speaks of the fear that stalks the corridors of bureaucracy. Despite the exhortation of the Prime Minister, the civil services today is afraid of action, for any action can be questioned. Faith and trust in all institutions are being eroded. Rampant mistrust, I believe, has slowed governance and if not corrected, can imperil the foundations of democracy. We have much to correct, but it is necessary for room for correction to be available. When there is a dispute in a family, the members retire to a place of seclusion to ettle eir tn ditterences. Today, there is no such place available due to the omnipotence of media. Competition spurs innovation, but unhealthy competition can lead to pandering. The rush for eyeballs in a crush of problems leads to extremes being aired rather than the moderate being heard. In such a situation, the responsibility of the media to the larger society gets diluted.    At the same time, I would for one strongly oppose attempts to impose responsibility through regulatory action. It is for the media to ponder and find solutions for itself. If the media fails to o so, Just as we are witnessing a clamour for Judicial accountability because the judiciary has not succeeded in inculcating responsibility within itself, a similar clamour for media accountability would grow. Another trend that has emerged in the recent years is the growth of the social media riding in the ICT revolution. Social interactions have exploded as never before, aided by the connecting power of the internet. The ability of thoughts to converge and congregate have multiplied manifold.

Leed Versus Breeam Analysis Construction Essay

Leed Versus Breeam Analysis Construction Essay Displaying a green certificate is becoming more and more important for organisations as the communities they operate in are becoming more and more sustainably aware. Environmental assessment of buildings is nothing new, BREEAM was the first national scheme introduced in 1990 but has since expanded, going from a small 19-page BRE report with 27 credits available, to a substantial 350-page technical guide with 105 credits BREEAM has conquered the UK Market for almost 20 years. But now has stiff competition from the US Leadership in Energy and Environmental Design (LEED). In 1998 the US Green Building Council launched its Leadership in Energy and Environmental Design (LEED). BREEAM and LEED are now the main methods currently competing for business in the UK. Leadership in Energy and Environmental Design (LEED) Is an internationally recognized green building certification system,  providing third-party verification that a building or community was designed and built using strategies aimed at improving performance across all the metrics that matter most: energy savings, water efficiency, CO2 emissions reduction, improved indoor environmental quality, and stewardship of resources and sensitivity to their impacts (USGBC, 2008). Developed by the U.S. Green Building Council (USGBC), LEED provides building owners and operators a concise framework for identifying and implementing practical and measurable green building design, construction, operations and maintenance solutions. It was recently introduced into the UK as a solution to some of the downfalls of current rating systems. In the UK, interest in LEED is growing. The Green Building Certification Institutes website records 66 LEED Accredited Professionals in the UK. This is the fifth highest national total behind the US, Canada, UAE and China (BSRIA, 2009). LEED is flexible enough to apply to all building types especially commercial. It works throughout the building lifecycle first assessment is completed at the design and construction stage then the second is the operations and maintenance stage, then finally any tenant fit out, and significant retrofit. However, the LEED design can miss many green opportunities that fall outside the stringent LEED criteria. One problem with the LEED method of sustainable design is that it can foster an all-or-nothing attitude toward this pursuit. LEED audits have become a common activity during schematic design. All too often, however, green design is abandoned entirely once this audit shows a project falling short of the number of points required for LEED certification (Environmental Outlook, 2002). Building Research Establishment Environmental Assessment Method (BREEAM Is the foremost method of assessing the environmental performance of new and existing buildings both in the UK and worldwide. It sets the standard for best practice in sustainable development and covers virtually all aspects of the design. (BREEAM, 2002) Achieving a BREEAM rating is ever more becoming a requirement of Funding Bodies and Planning Authorities. It also demonstrates a commitment to socially responsible development and creating sustainable and healthy environments in which current and future generations are to live and work. (BREEAM, 2002) Assessments are carried out at two stages; Firstly, during the Design Stage and then at Post Construction Review Stage. Following the Post Construction Stage Assessment, the Client is provided with a BREEAM Certificate directly by the BRE. BREEAM Ratings are awarded in five categories: pass, good, very good, excellent and outstanding. The BREEAM process will help to encourage better standards with commercial developments, but it should be done in a way that clearly acknowledges the complete development cycle for different options rather than the factory gate figure alone. Future strategies for BREEAM will need to see a general alignment with government carbon reduction and sustainability plans. BREEAM would then be more integrated into legislation so that new buildings are built with sustainability embedded throughout the complete process. These two methods lack similarities when it comes to the process of qualifications. BREEAM has trained assessors who assess the evidence against the credit criteria and report it to the BRE, who validate the assessment and issue the certificate. While LEED does not require training, there is a credit available if an accredited professional (AP) is used. (James Parker 2009) Table The role of the AP is to help gather the evidence and advise the client. The evidence is then submitted to the USGBC which does the assessment and issues the certificate. Both schemes share common components see Table 1. Early involvement of the assessor or AP at the design stage is beneficial to the project and the final rating. Both schemes drive the market to improve building design. The judging criteria also keep pace with legislative developments and current best practice. James Parker author of BREEAM vs LEED (2009) has issued findings on buildings which have achieved both a BREEAM and a LEED rating his findings were as follows. The US-GBC also lists ten UK buildings as being registered for one of the LEED schemes. At the time of writing, the list shows that only one UK building the Herman Miller HQ in Cheltenham as having gained a LEED rating. This building also had a BREEAM assessment carried out under the offices 2006 scheme, under which it was awarded an excellent rating. Another building known to have both a BREEAM and a LEED rating is the Van de Kamp Bakery, at Los Angeles City College. The bakery gained a certified LEED rating and a Good BREEAM 2005 rating (James Parker, 2009). James Parkers findings provide the opinion that BREEAM issues a higher rating for the same building in both the US and the UK. However it would be more precise to compare LEED with BREEAM 2008, as the latter now has a compulsory post-construction review, this has been an item on the objective list for LEED for a while. Previous BREEAM schemes only assessed buildings at a design stage. Eszter Gulacsy, a sustainability consultant from MTT/Sustain has stated that whilst BREEAM is more educational and more rigorous LEED is far simpler in its approach, BREEAM is more relevant in the UK as it uses UK policies, however LEED can sit alongside as part of a global corporate policy, she says. Gulacsy also believes that the driver for LEED in the UK is often the clients global corporate policy or the needs for global tenants. This makes a lot of sense, companies that are multi-national would find it much easier if their sustainable commitments and rating procedure were dealt with in the same way but before the introduction on LEED into the UK, multi-national companies had to use BREEAM in the UK and perhaps LEED elsewhere. For example Germany-based Siemens now uses LEED for all its new buildings worldwide, several of these are now located in Europe. BREEAMs director, Martin Townsend states that We have not been shy about selling BREEAM across the globe. BREEAM International grew out of the BREEAM Bespoke scheme. BREEAM Europe and BREEAM Gulf are similar money-earners. But going global brings BREEAM head-to-head with its rival LEED. Ironically, we are seeking ways of collaborative working with the US LEED system. If an American bank wants to build over here, it understands about LEED and wants the building built to that standard. Thats fine, but it might not translate that well into the UK climatic environment, our building legislation or the way that building operates. Providing a client with dual certification has to be a good way of sharing that information. (Building Design, 2009) But Gulacsy warns Europe thinks that LEED is an easy win, but it isnt if the paperwork and evidence is not in place. There is a danger of complacency, So would a merging of the two competing systems be seen as desirable? Clearly, a one-size-fits-all assessment method would be complicated to implement on a global basis as problems that face one country or region might not be issues in others therefore these need to be ranked accordingly for example water efficiency is a major issue in Dubai and Australia, but not in England or Ireland. LEED is dominated by the American ASHRAE standards (an international organization that establishes standards for the uniform testing and rating of heating, ventilation, air conditioning, and refrigeration equipment) (EPA, 2004). BREEAM takes its cue from European and UK legislation. The regional versions of both schemes flow from those antecedents. BREEAM Gulf has been adapted for the local market. Gone are the Good, Very Good, and Excellent ratings, and in comes star ratings. The weightings are changed so that water is the key issue, rather than energy as in the standard UK schemes. In addition to the CIBSE guidance being the measure for certain credits, ASHRAE and other standards are also now referenced in BREEAM Gulf. BREEAM has long been able to adapt to local contexts. With BREEAM Bespoke, for example, the assessor can work with BRE to develop assessment criteria specially tailored to a building where it doesnt fit neatly into one of the existing schemes. Stephen Kennett, (2008) . It is stated that LEED has not been shaped with this high level of flexibility and it is not run this way. LEED is fixed to the ASHRAE standards and the US way of thinking (for example, credits are awarded for having enough car parking spaces, rather than minimising them as in BREEAM). There are also differences in the way LEED calculates credits. They are generally linked to the US Dollar, which means that if the exchange rate is unfavourable, then the buildings rating could suffer (James Parker, 2009). There is a lot of hype about the battle between BREEAM and LEED in the UK, but this seems to be unfounded. Both seem happy to co-exist and each has their niche areas or countries. They are even borrowing each others ideas as they grow. BREEAM will probably always come out on top in the UK, simply because it is imbedded in the system. Government departments require BREEAM ratings of all their buildings; most local authorities require BREEAM as part of planning approval for developments over a certain size. Once projects are underway that aim to be zero carbon, the likes of BREEAM or LEED may have developed to become the global default methods of assessment. (James Parker 2009)

Sir Gawain Essay -- essays research papers

Sir Gawain and the Green Knight Gawain, a knight of the famed King Arthur, is depicted as the most noble of knights in the poem Sir Gawain and the Green Knight. Nonetheless, he is not without fault or punishment, and is certainly susceptible to conflict. Gawain, bound to chivalry, is torn between his knightly edicts, his courtly obligations, and his mortal thoughts of self-preservation. This conflict is most evident in his failure of the tests presented to him. With devious tests of temptation and courage, Morgan le Fay is able to create a mockery of Gawain’s courtly and knightly ideals. Through the knight Gawain, the poem is able to reveal that even knights are human too with less than romantic traits. In order to satirize Gawain's courtly ways, the poet must first establish the presence of perfect chivalric code in Gawain, only to later mock that sense of perfection with failure. This establishment of chivalric code is created in part through the expression used to describe Gawain throughout the poem. He is described as "noble" and "goodly" on more than one occasion, giving the reader a positive understanding of the poem's hero (405, 685). This courtly view of Gawain is further expresses by his noble acceptance of the Green Knight's beheading game, in order to "release the king outright" from his responsibility (365). Gawain was the first to accept the Green Knight's terms. His acceptance of the beheading game before any other person brings t...

The U.S. Patriot Act Essay -- essays research papers

The US Patriot Act   Ã‚  Ã‚  Ã‚  Ã‚  Privacy can be considered one of the most valued rights of a civilized society. The founders of the constitution had this in mind when they developed search and seizure laws to protect the privacy of the citizens from the British soldiers. The invasion of privacy has been a much discussed and debated topic among both politicians and private citizens alike, and the question many are asking is, â€Å"How much freedom do we give up for our sense of security?†   Ã‚  Ã‚  Ã‚  Ã‚  The US Patriot address issues of criminal activities in relation to acts of terror. While its intentions are well meant the controversy lies more in the public perception rather than in what the act itself states. When a person hears the statement, â€Å"law enforcement agencies will have the right to place surveillance, or search anyone’s house on a suspicion alone, they fail to look farther into the words and see that it has to go through a panel of 11 judges who must determine that the need is valid and will serve the purposes designated without overstepping a citizens rights if proven innocent (Bill Summary, 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Title II, Section 206 of the Patriot Act addresses â€Å"roving surveillance,† which allows law enforcement agencies access to the suspects person, and basically states that any communication such as email, phone, etc., my be monitored if subject is suspected or actively affiliated with known terrorist groups or ...

Structure in Oedipus Rex Essay -- Oedipus the King Oedipus Rex

Structure in Oedipus Rex  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   M. H. Abrams says that â€Å"almost all literary theorists since Aristotle have emphasized the importance of structure, conceived in diverse ways, in analyzing a work of literature† (300). The matter of the structure of Sophocles’ Oedipus Rex is a subject of varying interpretation among literary critics, as this essay will reveal.    In â€Å"A Great Translator’s Reflections on Oedipus the King,† Gilbert Murray, professor at Oxford University in England, cites structure as one of the reasons why he chose Oedipus Rex as a work of translation:    On the whole, I can only say that the work of translation has made me feel even more strongly than before the extraordinary grip and reality of the dialogue, the deftness of the construction, and . . . the unbroken crescendo of tragedy from the opening to the close (105). . . . But Sophocles worked by blurring his structural outlines just as he blurs the ends of his verses. In him the traditional divisions are all made less distinct, all worked over the direction of greater naturalness. . . .This was a very great gain. . . .(107)    Murray’s appreciation of the â€Å"crescendo of tragedy† in Oedipus Rex is echoed in the sentiments of another critic: In Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge, Charles Segal says that the protagonist fares well in the first series of tests, but declines towards his catastrophe in the second series:    The first three tests are, respectively, Oedipus’ meetings with Creon, Teiresias, and then Creon again. In each case he is pursuing the killer as someone whom he assumes is other than himself. . . . The second series begins with Jocasta and continues with the Corinthian messeng... ...Terms, 7th ed. New York: Harcourt Brace College Publishers, 1999.    Murray, Gilbert. â€Å"A Great Translator’s Reflections on Oedipus the King.† In Readings on Sophocles, edited by Don Nardo. San Diego, CA: Greenhaven Press, 1997.    Owen, E. T.   â€Å"Drama in Sophocles’ Oedipus Tyrannus.† In Twentieth Century Interpretations of Oedipus Rex, edited by Michael J. O’Brien. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.    Segal, Charles. Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge. New York: Twayne Publishers, 1993.    Sophocles. Oedipus Rex. Transl. by F. Storr. no pag. http://etext.lib.virginia.edu/etcbin/browse-mixed new?tag=public&images=images/modeng&data=/texts/english/modeng/parsed&part=0&id=SopOedi    Van Nortwick, Thomas.   Oedipus: The Meaning of a Masculine Life. Norman, OK: University of Oklahoma Press, 1998.

Biocon

Case: BIOCON LTD. Building a biotech powerhouse Reasons for success of Biocon Ltd. in the past: Sequential growth strategy: Biocon added businesses like enzymes, biopharmaceuticals, research services and drug development that were interlinked. Consolidation of core skills: Biocon had consolidated its core skills in enzymes (known to be the building blocks of biotech), established a footprint in biopharmaceuticals (which helped generate regular cash flow) and partnered with global firms (serving as launching pads for drug development). Biocon's Integrated Business Model: Biocon, along with its subsidiaries – Syngene and Clinigene, handles the entire lifecycle of a drug; right from discovery to commercialization (it has least expertise in commercialization). o Discovery Syngene Molecular Biology Synthetic Chemistry Biocon Microbial Fermentation Biodiversity Bioprocessing o Development Clinigene Clinical Research Clinical Development Clinical Trials o Commercialization Biocon Generics, main contributor to revenue: Bulk of their revenues came from generics. A generic drug typically cost 20 per cent to 80 per cent less because the product was not burdened with legacy expenses of research, development, clinical trials and marketing. Patent of Plafactor: Biocon secured a U. S. patent for a reactor it developed, known as plafactor. The patent gave the company exclusive global rights to use and license the technology for the manufacture of drugs involving genetically engineered microorganisms in a solid-state fermenter. Diversified and Specialized: From the company’s origins making enzymes for the breweries industry, Biocon had expanded and diversified into related fields during the next two decades. Biocon specialized in four broad areas: enzymes, biopharmaceuticals, custom research and clinical research. Fermentation offered competitive advantage: The importance of enzymes for Biocon lay in the fact that the business was a springboard for one of the company’s competitive advantages. Fermentation was a core skill that offered Biocon a leverage in stage 3 of the value chain of biopharmaceuticals. The company’s fermenting capacity gave it both the ability to scale up an industrial process and the platform on which to pursue discovery-led growth. Threats to sustaining this performance in future: More competitive market: Every biotech player – big and small, was seeking a foothold in generics. The biopharmaceuticals space, in which Biocon had built a niche, was thus becoming more crowded and competitive day by day. Changing Regulatory Environment: The regulatory environment that had made generics such an attractive sector in India was changing. The government of India had introduced a full-fledged patents regime. In the past, the Indian government had granted patents for the process of manufacturing a drug, not for the drug itself. Patent protection of Statins: Biopharmaceuticals represented 80 per cent of Biocon’s turnover, with the production of APIs for statins accounting for 45 per cent of revenue. Statins would lose patent protection in 2008 in the United States. As a result, the dollar value of the global market for statins would shrink from $22 billion to $3 billion. There were also pricing pressures from low-cost Chinese competitors. Commercialization: Relative to the company’s other activities; Biocon had the least expertise in this final stage of drug discovery and development. Investments were being made in creating the manufacturing capacity for industrial scale-up. Commercialization would also require compliance with manufacturing standards, deployment of a sales force and development of expertise in marketing and promotions aimed at physicians and end-customers. Greater demand on Biocon’s financial resources: Biocon had operated for a long time in the realm of commodities, characterized by business-to-business sales. Making the transition to drug discovery and development would involve developing competence in several key areas: building a portfolio of promising drug candidates to move through the development pipeline, project management skills to facilitate this process, regulatory compliance, manufacturing and marketing. The need to develop capabilities in these areas would place greater demand on Biocon’s financial resources.

Learning Diversity Essay

After studying this chapter, you should be able to: 1. De? ne cultural diversity; 2. Describe the role of culture in shaping similarities and di? erences among individuals; 3. Recognise race and ethnicity as an element of micro cultural diversity; 4. Explain the educational implications of di? erences in students’ learning style; 5. Distinguish types of cognitive style; 6. Relategender di? erences and socio-economic status to individual di? erences issues; and 7. Describe teacher’s strategies in embracing diversity. Individual Differences 7 171i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 171 INTRODUCTION As teachers, we must be aware of about students’individual differences such as differences in culture, ethnicity, intelligent, languages, learning styles, etc. It is because it may enhance students’understanding or limit their opportunity to learn from the school environment. These factors should be taken into consideration when we plan teaching and learning process in the classroom. We begin by discussing the de? nition of cultural diversity and other factors that contribute to students’diversity. Next, we examine the differences of learning styles and cognitive  styles among students. This is followed by the explanation of gender differences that in? uence the students’ performance. In the ? nal section of this chapter, we will discuss how teachers can cope with the individual differences effectively in the teaching and learning process. INDIVIDUAL DIFFERENCES l CHAPTER 7 172 â€Å"†¦Characteristics of an individual’s society, or of some subgroups within this society. It includes values, beliefs, notions about acceptable and unacceptable behaviour, and other socially constructed ideas that members of the culture are taught are â€Å"true†. † (1994 in Tan 3003). â€Å"†¦Those human characteristics that have both the potential to either enrich or limit a student’s capacity to learn from the school environment. † Henson & Eller (1999, p121) â€Å" Individual differences are the variations we observe among members of any group in a particular characteristic, such as temperament, energy level, friendship patterns and parent-child attachment. † Borich & Tombari (1997, p29) 7. 1 CULTURAL DIVERSITY 7. 1. 1 De? nition of Cultural Diversity According to Garcia, Culture refers to: Henson & Eller (1999, p121) posit that the term diversity mean: Whereas Borich & Tombari (1997. p29) posit that: 173i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 173 â€Å"Group membership can include racial identi? cation, but regardless of race, it can vary further in term of assumptions, values, language, religion, behaviour, and symbols. † (O’conor, 1988 in Tan 2003). Figure 7. 1: Various races in Malaysia. In Malaysia we have different races such as the Malays, Chinese, Indians and others as illustrated in Figure 7. 1. Each of the races has their own culture. Culture is a broad and encopassing concept. Even though we equate culture with race or ethnic identity, the truth is that within racial or ethnic groups there can  be cultural variations. In short, culture governs how we think and feel, how we behave and how we live, and it is born largely of socialization. We often recognize national culture such as Malays, Chinese, Indians and others. We share Malaysian citizenship. So, differences in culture pertaining to Malaysia also mean differences in ethnicity and race. 7. 1. 2 The Role of Culture in Shaping Similarities and Di? erences Among Individuals Culture has impact on our student’s socialization. Some elements of culture including religion, foods, holidays and celebrations, dress, history and traditions, and art and  music. Cultural diversity also can manifest in our views of the life cycle, decorum and discipline, health and hygiene (Example: Explanations of illness and death), values, work and play, and time and space. All could be elements of a shared national culture or of additional family cultures. Each element shapes our students through socialization within their families, later through teacher, peers and environment. INDIVIDUAL DIFFERENCES l CHAPTER 7 174 We need to keep in mind that our students’ membership in cultural groups signi? cantly in? uences their lives both inside and outside of school. Therefore, we have to consider cultural diversities because honouring cultural diversities enhances classroom teaching and learning. As teachers, we have to understand these cultural diversities and try to accommodate to these differences. We have to honour other people’s beliefs and values because they have their rationale and that contributes to a harmonious society and peaceful nation. These have to start in school where the students are aware of their differences and teacher instil within them the espirit de core (spirit to live together peacefully), tolerance towards others, empathy and pro social behaviour. 175i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 175 To answer that question, Tan (2003), recognizes three ways in addressing cultural differences as illustrated in Figure 7. 2: Now let us examine all these approaches. (a) Assimilation Theory According to the assimilation theory, all students must conform to the rules of the Anglo- American group culture, regardless of their family culture or the rules of other groups to which they belong. â€Å"Anglo† culture is superior to all others, differences are threatening and rejected. Figure 7. 2: Three ways in addressing cultural differences INDIVIDUAL DIFFERENCES l CHAPTER 7. 176 (b) Amalgamation Theory According to Davidson & Phelan: Cultural differences are ignored. Through the years, many of us have been comforted by the melting pot view of our society’s institutions. But, it too has encouraged the loss of individual identity. (c) Cultural Pluralism According to Davidson & Phelan: Diversity is not feared or criticized or ignored. It is valued, even celebrated. An effective teacher holds this view of diversity and incorporates beliefs about multicultural education. Multicultural education is education in which a range of cultural perspectives is presented to students. â€Å"The amalgamation theory is the â€Å"melting pot† approach in which elements of individual cultures are blended to become a â€Å"new†, synthesized American culture. † (Davidson & Phelan, 1993) â€Å" In â€Å"cultural pluralism†, we are encouraged to take multicultural view, in which we attempt to address the elements of both shared national culture and individual and/or family culture together. † (Davidson & Phelan, 1993) 1. What is cultural diversity? Give few examples of cultural diversity in your answer. 2. Think of ways in which teacher can accommodate to the cultural diversity among students. 177i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 177 7. 2 RACES AND ETHINICITY DIVERSITY Race and ethnicity are factors contribute to students’diversity. Through race and ethnicity, we will be able to trace the students’root and cultural make up. Through this awareness then we can be fair in our treatment to all students in the classroom. As Ladson-Billings (1994) notes: â€Å"The notion of equity as sameness only makes sense when all students are exactly the same†. Ladson-Billings (1994) In reality we are different in race, ethnicity, culture and ways of life. Therefore we should take advantage of these differences by learning other languages, about food and dances. Students would respect teachers who know about their students’languages other than their own because it enhances their knowledge about the students and make their communiaction with the students easier. In Malaysia, we have di? erent race that are Malays, Chinese, Indians, Eurasian and others. Within the races, we have sub-groups or ethnicity. Examples of the sub-groups or ethnicity are listed in table 7. 1. Table 7. 1: Races and it sub-groups or ethnicity in Malaysia. Race Malays Chinese Sub-groups or ethnicity ? †¢? Javanese? Malays? †¢? Bugis? Malays †¢? Kelantanese Malays †¢? Johorean? Malays †¢? Malaccan? Malays? etc. Chinese come from many parts of China which contribute to ethnic di? erences such as: ? †¢? Hokkien ? †¢? Cantonese ? †¢? Hailam? and? etc. INDIVIDUAL DIFFERENCES l CHAPTER 7 178 7. 3 LINGUISTIC DIVERSITY Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language andball students must pass the subject at the Sijil Pelajaran Malaysia level or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. Indians ? †¢? Tamil? Nadu ? †¢? Hindustani ? †¢? Benggali ? †¢? Pakistani ? †¢? Bangla? (Bangladesh)? ? †¢? Bangla? (Sri? Lanka)? and? etc.? These races and ethnicities also contribute to language differences. 1. What are race and ethnicity diversity? Give few examples of race and ethnicity in Malaysia. 2. Can you understand other race or ethnic language? List out the advantages for teachers if they know their student languages. Figure 7. 3: Two suggested ways in addressing language diversity by Tan(2003) 179i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 179 Let us examine those approaches. (a) Facilitating English Enhancing the mastering of the English language among students can help overcome the problem of communication with others in the school and outside the school. Teaching English to all students is regarded as a tool for cultural understanding and communication among students. We can emphasize comprehension in our classroom. If you can understand the student and the student can understand you, then achievement can continue. Increased student achievement should be our overall instructional goal, regardless of linguistic diversity issues. (b) â€Å"Immersion† and Transitional Method Traditionally, we believed â€Å"immersion† approach was the best way to move children to standard language usage. In this approach, from the beginning till the end, the instructor uses only the language to be learned. It becomes, then, a â€Å"sink or swim† proposition. †¢ Some children swim, they thrive under these conditions; they learn the language with few problems. †¢ Other students, however, sink; they do not learn the language and suffer inside and outside of class. Similarly, linguistically diverse students can sink or swim in language learning. Conversely, teacher may use transitional or balance bilingual strategies for adding standard language as a shared communicative tool are being examined. These approaches start with the language the student brings into the classroom and build on family and cultural language to promote standard language usage. Read on an example case below: Several? years? ago,? a? Massachusetts? teacher,? Gary? Simpkins,? attempted? to? move? his African-American students toward standard American English usage by developing? an? approach? called? â€Å"Bridge†? (Shells,? 1976).? He? used? transitional? strategies? whereby? the? students? learn? English? at rst? in? their? language-Black? English in reading, writing and oral communication. Midway through, he taught partly? Black? English? and? partly? standard? American? English.? By? the? end? of? the? instructional period, he taught all in standard American English but still aloud  student? to? use? Black-English? for? less? formal? communication. The implementation of approach above yielded â€Å"promising† results. 1. What is linguistic diversity? 2. Explain how teacher can help the students overcome language differences. INDIVIDUAL DIFFERENCES l CHAPTER 7 180 7. 4 LEARNING STYLE OR COGNITIVE STYLE DIVERSITY 7. 4. 1 De? nition of Learning Style and Cognitive Style Kagan is one of the earliest psychologists who introduced the re? ective and impulsive cognitive style. Later, Witkin and Coodenough(1977) founded the concept of ? eld- independent and dependent cognitive style(Borich & Tombari, 1997). Another earliest psychologist, Massick proposed the concept of cognitive style. According to Massick: â€Å"Cognitive style is stable attitudes preferences or habitual strategies determining a person’s typical modes of perceiving, remembering, thinking and problem solving. † Messick (1976, p5) Later, there are various de? nitions for learning style or cognitive style by psychologists, depending on their views and perspectives as shown in Table 7. 2. Table 7. 2: Various de? nitions of Learning Style and Cognitive Style by psychologists. Tan et. al. (2003) Psychologist De? nition of Learning Style and Cognitive Style Henson and Eller (1999, p505). â€Å"Learning? styles? are? biological? and? socialized? di? erences? or? preferences for how students learn. Where as cognitive style is students’most comfortable, consistent, and expedient ways of perceiving? and? making? sense? of? information. † Tan et. al. (2003) ? â€Å"Learning? style? is? how? elements? from? basic? stimuli? in? the? current? and past environment a? ect an individual’s ability to absorb and retain information. † Henson and Eller (1999, p505) †¢? In? this? de? nition,? Tan? stressed? the? in? uence? of? biological? and? socialization? in? moulding? students’? learning? style. †¢? Henson? and? Eller? stress? on? basic? stimuli?that? a? ect? individual’s? learning style. 181i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 181 Woolfolk (2004, p603), Sternberg (1997) ? â€Å"Learning? preferences? is? preferred? ways? of? studying? or? learn- ing,? such? as? using? pictures? instead? of? text,? working? with? other? people versus alone, learning in structured or unstructured situation, and so on. Whereas a cognitive style is di? erent ways? of? perceiving? and? organizing? information. † Woolfolk ? â€Å"Learning? and? thinking? styles? are? not? abilities,? but? rather? preferred ways of using one’s abilities. † (Santrock, 2008, p132). †¢? Woolfolk? proposed? that? learning? styles?as? characteristic? approaches to learning and studying. †¢? She? also? equates? learning? styles? and? learning? preferences. †¢? According? to? Sternberg,? intelligence? refers? to? ability. †¢? Individual? vary? so? much? in? thinking? and? learning? style,? ? literally? hundreds? of? learning? and? thinking? styles? have? been? proposed by educators and psychologist. So from these de? nitions, we ? nd overlapping views on learning styles and cognitive styles. We can conclude that: Learning style and cognitive style cover many domains such as physical, psychological, audio, visual, kinaesthetic, etc. INDIVIDUAL DIFFERENCES l CHAPTER 7. 182 7. 4. 2 Types of Learning Styles According to Butler, there are few types of learning styles(Butler, 1989 in Tan, 2003) such as explained below. (a) Psychological/Affective styles †¢ One of the instruments to assess individual’s learning style for this type of learning style is Myers-Briggs Type Indicator (MBTI). †¢ This instrument will reveal how a student feel about him/herself and how self-esteem developed is linked to learning. (b) Physiological Styles †¢ There are few instruments in this category such as: – Honey and Munford Learning Styles Inventory, – Kolb Learning style inventory, – Modality Preferences Inventory, etc. †¢ These instruments show individual of her/his consistent ways to facilitate learning through the use of the senses or environmental stimuli. †¢ These instruments also show hemispheric specialisation (i. e. right or left brain), auditory, visual, kinaesthetic, olfactory preferences or preferences for environmental conditions. (c) Cognitive Styles †¢ Students may utilize cognitive styles such as ? eld-dependent or independent, impulsive or re? ective, whole or serial, etc. †¢ These instruments measure consistent ways of responding and using stimuli in the environment, how things are perceived and make sense, the most comfortable, expedientnand pleasurable way to process information. 7. 4. 3 Measurement of Learning Styles and Cognitive Styles Since students’ preferred styles of learning in? uence their achievements and teachers’ learning styles in? uence their instructional choices, it is suggested that teacher and students take the test we describe below. (a) Modality Preference Inventory Through this inventory, teacher and students can classify their learning styles such as auditory, visual or kinaesthetic. To assess an individual’s learning style, he/she has to respond to the questions shown in Figure 7. 4. 183i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 183 Learning Styles. Modality Preference Inventory Read each statement and select the appropriate number response as it applies to you. Often (3) Sometimes (2) Seldom/Never (1) Visual Modality †¢? I? remember? information? better? if? I? write? it? down. †¢? Looking? at? the? person? helps? keep? me? focused. †¢? I? need? a? quiet? space? to? get? my? work? done. †¢? When? I? take? a? test,? I? can? see? the? textbook? page? in? my? head. †¢? I? need? to? write? down? directions,? not? just? take? them? verbally. †¢? Music? or? background? noise? distracts? my? attention? from? the? task? at? hand. †¢? I? don’t? always? get? the? meaning? of? a? joke. †¢? I? doodle? and? draw? pictures? on? the? margins? of? my? notebook? pages. †¢? I? react? very? strongly? to? colors. †¢? Total Auditory Modality ? †¢? My? papers? and? notebooks? always? seem? messy. ? †¢? When? I? read,? I? need? to? use? my? index nger? to? track? my? place? on the line. ? †¢? I? do? not? follow? written? directions? well. ? †¢? If? I? hear? something,? I? will? remember? it. ? †¢? Writing? has? always? been? di? cult? for? me. ? †¢? I? often? misread? words? from? the? text? (eg,? them? for? then) ? †¢? I? would? rather? listen? and? learn? than? read? and? learn. ? †¢? I’m? not? very? good? at? interpreting? an?individual’s? body? language. ? †¢? Pages? with? small? print? or? poor? quality? copies? are? di? cult? for? me to read. ? †¢? My? eyes? tire? quickly,? even? though? my? vision? check-up? is? always ?ne. ? †¢? Total Kinesthetic Modality †¢? I? start? a? project? before? reading? the? directions. †¢? I? hate? to? sit? at? a? desk? for? long? periods? of? time. †¢? I? prefer? to? see? something? done? and? then? to? do? it? myself. †¢? I? use? the? trial? and? error? approach? to? problem-solving. †¢? I? like? to? read? my? textbook? while? riding? an? exercise? bike. †¢? I? take? frequent? study? breaks. †¢? I? have? di? culty? giving? step-by-step? instructions. †¢? I? enjoy? sports? and? do? well? at? several? di? erent? types? of? sports. †¢? I? use? my? hands? when? describing? things. †¢? I? have? to? rewrite? or? type? my? class? notes? to? reinforce? the? material. †¢? Total Total the score for each section. A score of 21 points or more in a modality indicates a strength in that area. The? highest? of? the? 3? scores? indicates? the? most? e? cient? method? of? information? intake.? The? second? highest? score indicates the modality which boosts the primary strength. Figure 7. 4:Example of questions should be responded by students to measure their learning styles. INDIVIDUAL DIFFERENCES l CHAPTER 7 184 (b) Field-Dependent and Independent Teacher or student may utilize Field-Dependent or Independent Cognitive Style in percep- tion or information processing. Field-Independent learners perceive items as more or less separate from the surrounding ? eld. They are interested in concept for their own sake. They have self-de? ned goals and function successfully in self-structured situations and impersonal learning environments. For ? eld-dependent learners, their mode of learning is strongly in? uenced by the prevailing context or setting. They are more aware of their surroundings as they learn. These learners value practical information. They can memorize human faces and social facts such as best friend’s birth date more easily than ? eld- independent learners. Garger and Guild(1987) have summarized the characteristics of ? eld-independent and ?eld-dependent learners. These are illustrated in Table 7. 3. From this table it is clear that, at least in the extremes, the two styles are very different. Table 7. 3 Characteristics of Field-Dependent and Independent learners. Perceives globally. Perceives analytically. FIELD-DEPENDENT FIELD-INDEPENDENT Makes broad general distinctions among concepts, sees relationships. Learns material with social content best. Requires externally de? ned goals and reinforcements. Makes speci? c concept distinctions, little overlap. Learns social material only as an intentional task. Has self-de? ned goals and reinforcements. Experiences in a global fashion, adheres to structures as given. Social orientation. Attends best to material relevant to own experience. Needs organization provided. Experiences in an articulate fashion, imposes structures of restrictions. Impersonal orientation. Interested in new concepts for their own sake. Can self-structure situations. Learning Styles- Dependence and Independence Descriptions. 185i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 185 More a? ected by criticism. Less a? ected by criticism. Uses spectator approach for concept attainment. Uses hypothesis-testing approach to attain concepts. Teacher and students can assess their cognitive style using Embedded Figures Test (EFT) or Group Embedded Figures Test(GEFT). In this test, they have to recognize geometry ?gure, which are embedded in the picture or in the background. Those who can recognize the ? gure faster than the others are learners with the ? eld-independent style and those who take longer than a few seconds or cannot ? nd the ? gure at all, can be classi? ed as ? eld- dependent learners. Figure 7. 5 illustrates an example of Embedded Figures Test (EFT). Recognize? the? geometry gure,? which? are? embedded? in? the? designs? picture.? INDIVIDUAL DIFFERENCES l CHAPTER 7 186 Answer: Figure 7. 5: An example of Embedded Figure Test (EFT) If you are a ? eld-independent teacher, you may be comfortable giving lectures and empha- sizing cognition. You may prefer offering corrective feedback, using negative feedback as warranted, and you may use grades and personal goal charts motivationally. If you are a ? eld-dependent teacher, you may prefer interaction and conversation with your  students. You may rely less on corrective feedback and little on negative evaluations. You also like to establish a warm and personal environment and prefer to motivate through external reward such as verbal praise. Many educational psychologist views that if the teacher cognitive style match with the student cognitive style, students? will? bene? t? most? and? vice? versa.? Student? learn? best when there is congruence between their preferred teaching style. Unfortunately, most teachers ignore student’s? cognitive? style? because? it? takes? longer? time? for? them to prepare lesson plan and devices or activities to  ful? l their needs. 1. What is cognitive style and learning style? 2. Give a few examples of learning or cognitive styles. 187i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 187 7. 5 GENDER DIFFERENCES Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language  and all students must pass the subject at the Sijil Pelajaran Malaysialevel or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. In Asian society, being a girl or a boy has signi? cant impact. The people usually adore boys than girls. It’s because most Asian country are rice bowl or dependent on agriculture where the man are more utilizable in manual jobs than ladies. But they forget, in terms of resilience and patience, the women are the winners! Now, let us examine gender-related student differences in several ways and explore their implications for teaching. Are you resent being a girl? You don’t have to. Accept things as it is. (a) Developmental rates According? to? Egan? and? Kauchak: â€Å"Di? erences exist in boys’ and girls’ developmental rates. Girls develop faster with? di? erences? in? verbal? and? motor? skills? appearing? at? an? early? age.? Boys?and? girls? are? di? erent in other areas as well, and these di? erences appear as early as the preschool years. Girls tend to play with dolls and other girls and to gravitate toward activities such as? make-believe? and? dress-up.? Boys? play? with? blocks,? cars,? dinosaurs,? and? other? boys. † (Egan and Kauchak, 1997). INDIVIDUAL DIFFERENCES l CHAPTER 7 188 We? can? observe? society? and? family,? school? and? work? place? treat? girls and boys di? erently. In the family, they are treated di? erently from the day they were born. †¢? Baby? girls? are? given? pink? blankets,? are? called? cute? and? handled? delicately. †¢? Baby? boys? are? dressed? in? blue,? are? regarded? as? handsome,? and are seen as tougher, better coordinated, and hardier. Di? erences in treatment continue in later years. In high school, girls? become? cheerleaders? for? the? boys,? who? become? basketball? or? football players. (b) Family treatment (c) Expectation for school success (d) Academic area These di? erences also include expectation for school success. Parents? probably? communicate? di? erent? expectations? for? their? sons and daughters. Researchers have found that: Research on gender e? ects founded di? erences in boys and girls in di? erent academic areas. According? to? Maccoby? and? Jacklin, â€Å"Parents’? gender-stereotyped? attitudes? toward? girls’? ability? in? math,? adversely? in? uence? their? daughters’? achievement? in? math? and their attitudes toward it. † (Nagy-Jacklin, 1989 in Egan & Kauchak, 1997) â€Å"Boys? did? better? in? math? and? on? visual? and? spatial? tasks,? example? tasks? in? geometry.? Girls? did? better? in? on? verbal? skills? such? as? in? languages. † (Maccoby & Jacklin, 1974) 189i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 189 Boys? and? girls? also? received? di? erent? treatment? in? school.? Both? male? and? female? teacher? treat? boys? and? girls? di?erently. They? interact? with? the? boys? more? often? and? ask? them? more? questions,? and? those? questions? are? more? conceptual? and abstract. (e) Treatment in school Gender stereotyping also in? uences career decisions. According to Kochenberger-Stroeher: Signi? cantly, when children choose non-traditional roles for males or females, their choices are based on personal experience. â€Å"Di? erences in students’ view of gender-appropriate careers appear as early as kindergarten. † (Kochenberger-Stroeher, 1994) ? â€Å"One? of? the? most? powerful? factors? in? uencing? school? performance? is? socio-economic? status? (SES),?the? combination? of? parents’? income,? occupations,? and? level? of? education.? SES? consistently? predicts? intelligence? and? achievement? test? scores,? grades,? truancy? and dropout and suspension rates. † (Ballantine, 1989 in Egan & Kauchak, 1997) 1. Why teacher treat boys and girls differently? 2. Give few examples of different treatment to boys and girls. 3. Think of ways in which teacher can accommodate to gender differences. 7. 6 DIFFERENCES IN SOCIO? ECONOMIC STATUS According to Ballantine; INDIVIDUAL DIFFERENCES l CHAPTER 7 190 Many? families? lack? in? proper? nourishment,? and? adequate? medical? care.? Poverty? also? in? uences? the? quality? of? home-life,? unstable? work? conditions? increased? economic? problems? that? lead to parental frustration, anger and depression. These pressures? can? lead? to? family? scattered,? marital? con? ict? and? nurturing homes. The impact of SES is also transmitted through parental attitudes and values where their attitudes and values are different. Example is in interaction pattern. †¢ Low SES parents are more likely to â€Å"tell,† rather than explain. †¢ High SES parents, in contrast, talk more with their children, explain ideas and the cause of events, and encourage independent thinking. Walbergs observed that: â€Å"High SES parents are more likely to ask â€Å"wh† questions (who, when, where, why) promoting language development, provide strong foundation for reading and vocabulary development. † (Walberg, 1991) 191i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 191 The educational aspirations parents have for their children are probably the most powerful variables a? ecting achievement.? Parents? who? expect? their? children? to? graduate? from high school and to attend college have children who do well than parents who have low aspirations. These expecta- tions are communicated through dialogue betweenparents and children.? Low? SES? parents? in? contrast,? allow? their? children? to? â€Å"drift† into classes and often got loss in the shu? e and failed in their lives. The differences between low and high SES families also re? ect the emphasis placed on student’s autonomy and responsibility. High-SES parents emphasize self-direction, self- control, and individual responsibility while low-SES parents, in contrast, place greater emphasis on conformity and obedience. 1. What is meant by parents’ SES differences? 2. Give few examples impact of SES on student’s aspirations, attitudes and values. 3. Think of ways in which teacher can accommodate to SES bdifferences. 7. 7 WAYS IN EMBRACING DIVERSITIES To be a good teacher, you should know the ways to embracing diversities among your students. Below are the discussions on how to handle your student’s diversities in the gender differences, cultural, race and ethnicity, learning style, socio–economy and linguistic differences. (a) Gender differences It is not easy to eliminate gender differences in the class, but to make teacher cautious and not gender bias, Figure 7. 6 shows some recommendations warrant that need to be considered. Avoid stereotypical language. (Example: â€Å"Okay, guys lets get work†) Provide equal opportunities for males and females. (Example: club membership). INDIVIDUAL DIFFERENCES l CHAPTER 7 192 In eliminating race and ethnicity, we move toward moulding one Malaysian nation with the same identity and characteristics such as same language and same spirit. One of the ways to unite Malaysians is through education system where all races study in the same school, same college and same university. All Malay- sian? know? and? appreciate? the? same? food? like? nasi lemak, roti canai, the tarik, tosay,mee teow, mee suah and etc. In coping with students with learning styles diversity, teacher  may use multi-approach in instruction such as cooperative learning which is suitable for ? eld-dependent students and doing experiment and also suitable for ? Eld-independent students. During instruction, teacher may use diagram and charts which is suitable for visual learner, using records and video tapes? which? is? suitable? for? auditory? learners? and? utilize? hands-on experience such as experimenting for tactile learners. Reduce or oust gender-typed activities. (Example: Girls have to cook, boys wash the car). Figure 7. 6: Some recommendations warrant that need to be consider to eliminate gender  differences in the class. (b) Cultural diversity In eliminating cultural diversity, teacher may utilize assimilation, amalgamation or cultural pluralism approach. In Malaysia we are encouraged to utilize cultural pluralism approach. (c) Race and ethnicity (d) Learning styles diversity 193i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 193 Teacher have to help students from poor family to excel by motivating them to learn, give extra-class to help them catch up? with? the? other? students,? maybe? organizing? charity? work? to? earn? money? that? can? be? donated? to? the? poor? students.? Later,? teacher? can? also?