Organizational Behavior Motivation, Values,...

Throughout the decades, organizational Behaviour has played a very important role in the organization’s success. It is a diagnostic study that focuses on teams, motivation, values, relationships and individual goals. As society has been rapidly changing, organizations have had to adapt its own culture for its survival. I believe understanding organizational behaviour has helped a lot of companies to stay successful in their respective market and helped them to evolve the way they approach and treat their employees. As an organization, realizing the employees are integral to the success of the company as well as communicating the success they achieved will help the organization to build employee’s motivation, and loyalty which have a†¦show more content†¦When a manager empowers an employee, it helps the employee stay engaged in the job, and developing the future leader of the organization. As a leader, creating an environment where employees feel comfortable, pr oductive, empowered, and happy should be one of the most important goals to achieve. Empowering an employee may sound simple, but it is not easy to do. Many neuroscience experiments have been done over the last decade and they all have similar patterns of approaching employee empowerment. As long as managers understand how important open communication, supporting employee’s independence, setting clear expectations, encouraging failure and providing feedback, I strongly believe any managers can empower their employees which will bring the success both individually and organizationally. I also strongly believe empowering the employees will enhance employee’s sense of self-sufficiency, happiness and motivation (Waytz ). Furthermore, the organizations can improve productivity through this motivation by creating an environment of accomplishment and inclusiveness, in addition to that, it can increase productivity through better decision making by identifying the problems. ( Kleiman) First of all, any managers can empower their direct reports through having an open communication (Daum). This is a start point of building the relationship and trust.

Title What does personalised learning mean in practice...

Assignment TM1 Title: What does personalised learning mean in practice? Analyse the learning needs of EAL pupils, and those of SEN pupils. Discuss how the needs you identify can be met most effectively in subject teaching. Within this context over the past ten years’ the term ‘personalised learning’ gained political capital and could be considered as a defining feature of the UK’s educational system. (Miliband 2004) Personalised learning – theory and practice The Sussex report states personalised learning is ‘characterised by high levels of participation of pupils and staff in the schools, learning to learn and pupil voice’. It is a continuous progress which facilitates a ‘deeper learning’. (University of Sussex, 2007).†¦show more content†¦According to Williams (2009) the effectiveness of formative assessments can generate nearly three terms extra learning per year. However Ofsted reviews have identified teachers’ difficulties in identifying clear learning objectives and outcomes by the use of attainment levels to inform structured lesson planning and assessment (Ofsted, 2007). For example in my second placement school I asked a mixed ability group of year 7’s to assess sentence exemplars and explained the success criteria based on Bloom’s taxonomy. This showed what was expected to answer higher order questions and levelled answers. It was difficult at first however as soon as the y got accustomed to my expectations a marked improved was identified in their work. They were able to interpret the differences properly and with scaffolding the majority of them were able to vastly develop their answers. (See appendix 1) When considering Howard Gardner’s multiple intelligence, personalisation leans towards the understanding and application of different learning styles, namely audio-visual, and kinaesthetic. However Coffield et al (2004) suggest that the effectiveness of this focus is varied, in terms of their reliability and as a motivator for learning. Placing the learner at the heart of the teaching process and in turn enabling them to take more responsibility for their learning can also be delivered through developing learning objectives reflective of individual and classroom

The Rise of the Aztec Empire Free Essays

The Rise of the Aztec Empire Aztec empire was one the most successful empire during the 14th and 15th centuries it is said to be the most lucrative and powerful Mesoamerican kingdoms at that time. The Aztec community began in the middle of a lake but later became the capital of an empire. Aztec was consisting of a diversity ethic group that lived in the area which stretched from the Pacific Ocean to the Gulf coast. We will write a custom essay sample on The Rise of the Aztec Empire or any similar topic only for you Order Now The Rise of the Aztec Empire and its aptitude to be so successful and powerful dominance and their quest was founded on their religious beliefs that were embedded within everyone. These teaching drove them to conquest, to develop regions and building into temples. The Aztecs also called themselves, the Mexicans, but rose to power in a very short time as they searched for their promise land. The cities trade, agriculture, religion and societies were one of the major factors in the ability to survive and build a strong foundation for their leadership and livelihood. During the fall of the Teotihuacan and the Mayan civilization was full of grate expectation in every aspect. This is said to be one of the most advanced group of ancient American as they proved the system of the calendar and the system writing. History reiterated that the Aztec came from the north which is called Aztian. The Aztecs built their city of Tenochtitlan on the site, which is now located in the center of Mexico. The Aztecs Empire comprised of two social classes. The lower classes were called Macehalli and the upper classes were called Pilli. These social classes were not defined by birth because a person could rise of the Pilli if they had great skills. All male children in the Aztec Empire were called Telpachalli. The women regard as subordinate to their man. Above everything else, they were required to behave with sexual abstinence and high moral. The religion of the Aztecs was very in distance downwards which was partially due to the fact that they had inherited many religious beliefs from people they previously conquered. The Aztecs believed that the sun and the earth had been destroyed in a cataclysm and recreated four times. The Aztec laws were simple be harsh. They were very few times that result of a crime resulting from adultery to stealing was not punished by death. Other major offences were handling by the courts. In 1426, the old ruler Tezozomoc died and was replaced by his son Maxlatzin. He was fretful that the Aztecs had been growing too strong under the Tepanec’s protection. He therefore sought to reduce the Aztec’s power in 1427. At this time, the Aztec’s third king died and was replaced by Itzcoatl, who chose Tlacaelel, a brilliant military strategist, as his chief adviser. The two of them decided to resist and fight rather than submit to Maxlatzin’s threats and pressure. Within a year, the Aztecs had crushed the Tepanec and destroyed their imperial city. So now the Aztec had become the greatest state in Mexico. How to cite The Rise of the Aztec Empire, Papers

Denver baggage system free essay sample

Analysis of the Denver International Airport baggage system Michael Schloh Dan Stearns, advisor Title Abstract Contents Introduction Reasons For Automation Functionality Of Original BAE Design Problems and Solutions System Complexity Comparative Functionality Opening Delays Financial Hardship Summary Glossary References THE DENVER INTERNATIONAL AIRPORT AUTOMATED BAGGAGE HANDLING SYSTEM by Michael Schloh Computer Science Department School of Engineering California Polytechnic State University 1996 Date Submitted: February 16, 1996 Advisor: Daniel Stearns ABSTRACT This document discusses events at the new Denver International Airport that resulted in opening delays of the airport. The scope is limited to the automated baggage handling system, which was the primary source of failure warranting the airports several opening delays. Analysis of the failing system is comprehensive. Research is conducted using a variety of sources. The final report is published on the worldwide web. CONTENTS Introduction 1 Reasons For Automation 2 Functionality Of Original BAE Design 3 Problems and Solutions 6 System Complexity 12 Comparative Functionality 14 Opening Delays 15 Financial Hardship 17 Summary 19 Glossary 20 References 21 INTRODUCTION This research concerns the automated baggage handling system which was built by BAE Automated Systems, Incorporated of Carrollton, Texas for the Denver International Airport. The analysis of this system provides an important topic of study. From the baggage systems failure, principles of computer systems were clarified and many lessons were learned or relearned by those involved in the BAE project. While there are a variety of issues to learn from the many operations in the construction of the Denver International Airport, focus is placed on the baggage system itself. Some less relevant chapters serve to inform the reader of the occurrences that were influencing the timing and financial properties of the baggage system work as it was built. Reasons For Automation begins by describing how it was decided that Denver International Airport would have an automated baggage handling system. A short review of the history of Denver International Airport in its planning stage illustrates the options that Denver had to choose from. Functionality Of Original BAE Design describes how the baggage system was intended to work. It is a detailed explanation of what makes the system work. Here, parts of computer machinery are itemized, and specifications are explained. Problems and Solutions is the largest chapter and describes what went wrong, and how the problems were solved. This chapter includes descriptions of mistakes made in both the design and construction of the system. Obvious problems such as paint covered optical scanners are explained. Less understandable problems such as the puzzling line balancing problem receive attention. Problems with scheduling and complexity are quickly reviewed, since both topics receive chapters of their own later in the report. System Complexity was likely the predominant cause of the baggage systems failure. Surely many current control and information systems projects in the design phase could be simplified at great benefit to the construction and maintenance of them. The BAE designs failure provides more than enough incentive for other engineers to redesign or simplify a complex design when success of the whole system is at stake. Present industrial trends are horrific. By some estimates, 75 percent of all information systems projects are plagued with quality problems, and only 1 percent of them are completed on time. Comparative Functionality explains how the baggage system really worked when the Denver International Airport finally opened on February 28, 1995. Needless to say, its performance was quite different from what the systems original specification called for. This chapter, in a sense, is a dream versus reality comparison. Opening Delays tells how the project schedule was affected by the profound complexity of the design. The confusion resulted in a prolonged testing phase, reducing the process to solving by trial and error. Systems analysts and engineers hacked together solutions as they went. This unappealing course did the job at the expense of time. Financial Hardship describes the way that the airport was initially funded and the direction of its financing after problems and delays affected its credit. This chapter explains what the city of Denver and airlines did to account for budget deficits and cost overruns. Summary concludes the study with a review of the lessons learned, and how they can be constructive in avoiding similar failures or even worse, larger failures of catastrophic magnitude. REASONS FOR AUTOMATION United Airlines Request Early in the planning stage, United Airlines insisted on an automated high speed baggage system, like the one it operates in San Francisco. After some consideration, Denver agreed that not only would United have an automated high speed baggage handling system, but so would the rest of the airports three concourses. Denver officials had sound reasoning in choosing to install an automated baggage handling system. Before deciding on buying an airport-wide system, Denver officials had previously assumed that each airline would design their own system, according to its own needs. When the airlines failed to produce their own designs, Denver investigated the option of buying a system to service all airlines in a unified manner. When the planners considered a traditional manual baggage handling system using tugs and carts, it appeared to be inadequate for a few reasons. Moving baggage by the traditional system is a labor intensive and expensive process. The tugs are diesel powered and would not have been able to travel through the poorly ventilated underground tunnels due to the high volume of diesel exhaust that would have choked the tug drivers and other workers. Even if ventilation had been installed, the heavy volume of large tugs and carts would have jammed the small tunnels as they passed each other or turned corners. Long Distances An additional concern involved spanning the great distances of the airport. At the Denver International Airport, distance and speed of delivery have especially significant importance because the distances between passengers, planes, gates, ticket counters, concourses, and the terminal are much larger than at other airports. The closest concourse, concourse A, is 1,300 feet away from the passenger terminal. The farthest, concourse C, is a full mile from the terminal. Concourse B itself is . 7 miles long. To keep flights on schedule, speed becomes critical in moving baggage. Furthermore, across such great distances the only direct route for baggage moving is through the underground tunnels, which are incapable of accommodating gas-powered tugs. Taking baggage on tug and cart by route of the runway aprons could take as long as fifty minutes, thereby missing most flights. Glenn Rifkin states, For an airport this size, a conventional baggage system simply wouldnt work. Increased Profits For Airlines The airlines were as disappointed as the city in a traditional manual system. In general, airlines maximize their profits by keeping their planes airborne, not grounded and waiting for baggage. United knows this too well after enduring some of the worst gridlock and bottlenecking in the nation at Denvers Stapleton International Airport. Stapleton frequently ranked fiftieth out of fifty airports rated for on time performance according to Briggs Gamblin, a spokesman for Mayor Webb. United accordingly sought to keep their airplanes in flight and on time by insisting on an automated system in the construction of the new airport. Denver began researching the possibility of an airport-wide automated system, and with BAEs help, planned such a system and sent it to bid. FUNCTIONALITY OF ORIGINAL BAE DESIGN Savior Of Modern Flying When the automated baggage system design for the Denver International Airport was introduced, it was hailed as the savior of modern airport design. Designed by BAE Automated Systems of Carrollton, Texas (previously Boeing Airport Equipment), it allows airport planners to design airports of larger size, using narrow corridors and tunnels for baggage where no tug and cart system can run. Furthermore, it requires none of the manual labor personnel, and can be used as easily in pinpointing the location of baggage as in moving it. The design truly fits its description as the worlds most advanced baggage handling system. It is intended to run faster and more reliable than traditional technology. Its automation is so thorough, that in most cases, baggage offloaded from an aircraft doesnt see a human until it meets with its owner at the baggage claim. The systems speed outperforms even the airports high speed trains. Flyers never have to hover around the baggage terminal waiting for their baggage as with traditional systems, because their baggage arrives at the claim before they do. On departure, their baggage arrives at the aircraft before they do. Other Automated Baggage Systems While the automated baggage system design of Denver International Airport is unique in complexity, technology, and capacity, it is not the worlds first such system. The three other airports that have such systems are San Francisco International Airport, Rhein-Main International Airport in Frankfurt, and Franz Joseph Strauss Airport in Munich. The major distinctions that separate Denvers design are size and complexity. While Denvers design is integrated to sort baggage from all airlines throughout the whole airport and deliver over a thousand bags per minute, the other airports use systems that are localized to much smaller baggage loops and offer less capacity. San Franciscos system is ten times smaller and handles fourteen times less in speed and capacity. The system in Frankfurt runs on trays and conveyor belts rather than Denvers high speed telecars and is three times smaller in size. Munichs automated design is similar to Denvers but far less complex. High Speed Denvers baggage system design calls for replacing the traditional slow conveyor belts with telecars that roll freely on underground tracks at more than three times the speed. A telecar that is loading baggage rolls at 4. 5 miles per hour. A telecar that is unloading its baggage rolls at 8. 5 miles per hour. A telecar in transit rolls at a fast 19 miles per hour. Each track can handle 60 telecars per minute. It is the combination of using Denver International Airports underground tunnel network and swift speeds that allows all baggage to move between any concourse and the airport terminal in less than nine minutes. In Uniteds concourse B, transfer baggage moves between any two gates in under six minutes. According to Briggs Gamblin, a spokesman for Denver Mayor Wellington Webb, the systems high speed nature is intended to shave minutes off the turnaround time of each arriving or departing flight. Components The BAE design includes a number of high-tech components. It calls for 300 486-class computers distributed in eight control rooms, a Raima Corp. database running on a Netframe Systems fault-tolerant NF250 server, a high-speed fiber-optic ethernet network, 14 million feet of wiring, 56 laser arrays, 400 frequency readers, 22 miles of track, 6 miles of conveyor belts, 3,100 standard telecars, 450 oversized telecars, 10,000 motors, and 92 PLCs to control motors and track switches. With so much equipment serving such a large area, the Denver International Airports baggage system is the worlds largest. This project is of the same magnitude as the Panama Canal or the English Channel Tunnel, said Mayor Webb. The systems total cost is $193 million dollars. Baggage Handling Process Because of the revolutionary automated baggage system, the process of handling baggage is unique at Denver International Airport. At check-in, agents stick glue-backed bar code labels on baggage, identifying the bags owner, flight number, final destination, and intermediate connections and airlines. Instead of printed bar code tags, Uniteds portion of the system uses photocells that serve the same purpose. The check-in agent then puts the bag on a conveyor belt. Since no baggage can move without a telecar holding it, a system exists for dealing with telecar allocation. Empty car management software is the heart of the allocation system, dispatching empty telecars to where the tracking computers anticipate they will be needed. The computers sense changes in demand by measuring the flow of passengers throughout the airport. During peak times, all 3,550 telecars are available for moving baggage. When an empty telecar arrives, the conveyor belt holding the bag advances. Then a type of high-speed luggage bowling machine flings the bag at a T-intersection just as the telecar moves by, catching the bag in its fiberglass tray. Each telecar has a tray for this purpose that tilts into three positions for automatically loading, carrying, and unloading its baggage. In Denver International Airports system, telecars do not stop for loading or unloading, they only slow. This type of Dynamic loading increases handling capacity and saves energy as well. Before the telecar speeds away, a laser scanner similar to those used in grocery stores reads the bar code tag on the bags handle and associates the bag with its telecar. These laser scanners are triggered by photo-electric sensors that detect a telecars presence. Telecars pass photo-electric sensors every 150 to 200 feet of track. The computer that scans the bar code tags then sends information to a BAE sortation computer that translates it by using a look up table to match the flight number with the appropriate gate. A tracking computer guides the telecar to its destination by communicating with the hockey puck-sized radio transponders mounted on the side of each telecar. The telecars are able to move on the tracks by linear induction motors, or LIMs, which are mounted periodically on the tracks, and push the telecars along. A metal fin on the bottom of each telecar slides through each induction motor gaining impulse as it goes. Telecars merge with other telecar traffic and exit to unload stations by computers which control PLCs, or programmable logic controllers. The computer tracking a specific telecar directs it by communicating with PLCs that are responsible for causing track switches. Tracking Baggage As the telecars roll, the tracking computers monitor each of the systems thousands of radio transponderswhich emit millions of messages per second. The computers must also track all gate assignments so that the telecars can be re-routed if a change is made. The tracking computers can also re-route bags to special inspection stations, including one that is bomb proof. The same computers must keep track of obstructions or failures as well, so that telecars can automatically detour around a stalled vehicle or jammed track. Oversized Baggage In addition to standard-sized baggage, the system can also accommodate nonstandard-sized baggage on oversized telecars that measure 6. 5 feet long by 4 feet wide. The oversized telecars are essentially double-length standard telecars. They are meant for non-standard size baggage which in Denver typically tends to be skis and golf bags. The oversized telecars navigate through twists, turns, and switches the same way the standard telecars do. Security Impressingly, the system can work in full capacity for 18 hours every day at a 99. 5 percent efficiency rate. Two counter-circulating closed-loop tracks with multiple routing connections provide for future expansion and add redundancy to guard against unanticipated problems. To protect against malice that could theoretically shut down the whole airport by halting the flow of baggage, tight computer security is built into the baggage system. The system has strict access privileges for workers, and its command center is well guarded and locked behind steel doors. Despite BAEs conflicting advice, the entire automated baggage system is run by DIAs information systems staff of 18 employees, according to Ivan Drinks, director of MIS for both Stapleton and Denver International Airport. Object-Oriented Architecture Fortunately, the automated baggage handling system illustrates the principle of object oriented design beautifully. It sends messages to objects (the telecars), which respond by returning other objects (baggage and empty telecars) to the sender. Its real-time software was programmed in OS/2 and intended to run on OS/2 version 2. 0. Decentralized computing allows the baggage system to operate independently of the airports information systems department. The only dependence within the system involves coordination with the airlines flight reservation and information systems. PROBLEMS AND SOLUTIONS Denvers Baggage Problems The Denver International Airports automated baggage system experienced such horrific problems that most with an opinion on the matter are thrilled to elaborate on their sense of what went wrong. It seemed that what could go wrong, did go wrong. Even the signs directing passengers to the baggage claim led to a concrete wall. Unfortunately, analyzing the true nature of the systems faults is not an easy task. Problems were so widespread, that possibly no small number of reasons can alone account for the chaotic performance in the systems early testing. Insight can be found in examining the accounts of some key people who were involved in the baggage project. Expert Opinions In response to criticism after the third opening delay, BAE president Gene DiFonso explained, We simply ran out of test time because of changes requested by the airlines, problems working around other vendors, and failures in the airports electrical power supply. Denver aviation director James C. DeLong maintained that baggage software glitches and electrical supply harmonics were late and unexpected obstacles to opening the Denver International Airport. According to David Hughes of Aviation Week Space Technology, contributing factors to the baggage systems problems included concrete mechanical, electrical, and software flaws. William B. Scott of Aviation Week Space Technology believed that the systems troubles originated in more fundamental miscalculations such as overall system complexity, underestimation of tasks, a steady stream of changes requested by both airline and Denver officials, and politics. Politics Political issues were a surprising obstacle in the progress of the automated baggage system design and installation. George Rolf, an urban planning professor from the University of Washington, said that publicly run projects like Denver International Airport encounter problems because you have two distinct processes going on, one political and the other technical, and they have little to do with one another. One example of this claim is Denvers refusal to award the job of operating the baggage system to BAE, the only company that well understood it. The basis of this decision revolved around political but impractical ideals. Essentially, Denver officials suspected that BAE would not hire enough minorities and women, although BAE said they would. Richard Woodbury wrote, In the wake of political infighting over who should get the lucrative contract, it went to an outsider, Aircraft Service International of Miami, which has had to race to fathom the system in a few months. A Denver insider declared, It was raw greed. Everyone wanted a piece of the contract moneys. The city lost control at the outset, and the project was destined to run amuck. Further political problems ran through the entire Denver International Airport construction in the presence of rhetoric and false assurances to the bond market. Some of the statements made by Denver in defense of construction delays and practices bordered the lines of legality. Mike Boyd, an analyst who heads Aviation Systems Research Corporation in Golden, Colorado said, This is an airport built for politicians, not for airlines. When you look at the numbers and what theyre telling bond houses, it is absolutely shocking. None of the significant numbers that the city has been putting out since the airport was started have held true. Other political troubles included Denvers alleged falsifying of temporary certificates of occupancy (TCOs) in the midst of the baggage system crisis to appease the airlines, and a lawsuit with the Park Hill Neighborhood Association barring a partial airport opening. Consequently, in January of 1994, both the Justice Department and the Securities and Exchange Commission subpoenaed key Denver International Airport documents. In February of 1994, the U. S. attorneys office sent investigators to Denver to interview city officials and probe into alleged wrongdoings. In August of 1994, a federal grand jury began investigating the Denver International Airport for fraudulent contracting, trading, testing, and construction financing practices. In late October of 1994, a congressional auditing agency became involved in Denver International Airports financial woes. The General Accounting Office (GAO) reported that despite Denvers delays and losses, the citys chances of avoiding default were good. Technologically Advanced The BAE design is technologically advanced. According to Richard de Neufville, it is not the next generation of baggage system, it is more like a jump from third to fifth or sixth generation. Unfortunately, BAE misused its technological advantage by expecting spectacular performance from the system components, and not allowing them a proper margin of error. The components were expected to perform to their highest theoretical capabilities. Bruce Van Zandt, operations manager for the backbone communications network at Denver International Airport stated, The system pushed the envelope of technology. The components that were put into the system were run right to the limit of what they were designed for. When any of the components failed in this respect, others failed as well due to the systems inherently tight coupling. Planning BAE, DiFonso said, was originally contracted by United in the fall of 1991 to build a baggage system specifically for United Airlines at the new Denver International Airport. The airline, he said, was concerned that after several years into the project, the city still had not contracted for a baggage system. Indeed, Denvers baggage system design was an afterthought to the construction of the airport. The BAE system was detailed well after construction of Denver International Airport had begun. When construction of the automated baggage system finally began, problems arose due to the constraints of the buildings and structures which would contain the baggage systems tracks and other components. Unfortunately, the system had to fit into the underground tunnels and available space given the challenging and unrelated Denver International Airport construction plans. Tight geometry resulted in additional construction difficulties. Telecars had to make unreasonably sharp turns on tracks shoehorned into corners at considerable inconvenience. According to Bernie Knill, an obvious solution to such poor planning techniques entails designing the baggage handling system with the building, and installing the system as the surrounding structure is being built. Schedule BAE officials said that a timetable for the opening of the airport was never realistic and should have taken potential problems into account. When asked about the ambitious timeline, one BAE official responded, We knew that was not long enough and we said so. Its a job that ought to take twice as long. While the media hammered BAE for their role in the delays, BAE vice president of engineering Ralph Doughty voiced his frustration. Its a 3-4 year job we were asked to do in 2 years, he said. Denver Aviation Director James C. DeLong offered the explanation, We had a project that should have taken seven years and we tried to do it in four years. We just misjudged. Well probably do it in five. As the project fell more and more behind, human error became a factor due to a more truncated training and testing period. Requirements Modifications and Other Changes When BAE accepted the job, no changes to the project were anticipated, DiFonso said. However, once BAEs work had begun, Denver officials often altered plans and timetables without consulting either the airlines or BAE. Even worse, when changes were made to one part of the system, it was not clearly understood how the changes would affect the system as a whole. To reduce its construction costs, United decided to remove an entire loop from its own ambitious design for concourse B. Rather than two complete loops of track, United wanted just one. This change shaved $20 million off the systems price, but required a complicated and untimely redesign. Other changes were made such as relocation of outside stations, addition of a mezzanine baggage platform, and Continentals request for a larger baggage link. As the project matured, it grew in size and complexity. Design changes increased the systems technical difficulties that consistently hampered progress. When BAE learned that the centralized systems faults ran through the rest of its tightly coupled subsystems, they chose to decentralize all of the tracking and sorting computers. Such major design changes deserved review of alternate courses. However, due to the condensed development and testing schedule, on the fly design changes that typically require major design alterations were treated with minor patchwork Chaos The first time that BAE ran the baggage system for performance testing, the resulting chaos was sobering. In March of 1994, the installation staff ran the BAE system for several media groups. Faults throughout the entire baggage system destroyed bags and flung suitcases out of telecars. The next day, phrases like bags were literally chewed up, and clothing and other personal belongings flying through the air hit newspapers. Telecars jumped tracks and crashed into each other. Suitcases went flying like popcorn kernels, some of them breaking in half, spewing underwear in every direction. When the telecars crashed into one another they bent rails and disgorged clothing from suitcases. Others jammed or mysteriously failed to appear when summoned. Telecars crashed into each other especially frequently at intersections. Many dumped their baggage off at the wrong place. Some telecars became jammed by the very clothing they were carrying. As the telecars flung their bags off or ripped them open, the clothing clogged the telecar rails, halting traffic and crashing other telecars in back. Most telecars holding bags with unreadable bar codes were routed to holding stations. Other telecars that knew were they were going collided with telecars that couldnt remember. On May 2, 1994, DiFonso addressed the situation, and stated that the system was not malfunctioning, it just hadnt been fully tested yet. BAE officials blamed the mutilation and other problems not on a defective design, but on software glitches, and mechanical failures. They found one reason for baggage mutilation involved the airport personnel. When workers placed bags on the conveyor belts upright, the system frequently jammed or shredded the bags. When the bags were placed correctly, laying flat, the performance improved. BAE found many design culprits and appropriately made changes. Slowly, BAE improved the systems general performance. Unfortunately, in August of 1994, the systems performance was still poor. Even during planning of the alternative tug and cart baggage system, telecars continued to collide and fall off their tracks. In late August, Glen Rifkin of Forbes wrote, Throughout the day, workers are seen unclogging tracks lined with bags that have been cut in half. Morale was low among the installation crew. When asked how the test bags were damaged, one worker replied in mock horror, Its not eatin bags. A truck ran over these outside. Software Ginger Evans, director of engineering for Denver International Airport, claimed that BAE didnt pay enough attention to the programming issues early enough in the design process. She believed that alleged troubles with building access or mechanical issues werent the problem. Its that the programming is not done, she said. She faults BAE for this inadequacy. Others contend that many problems of mechanical nature originated in the buggy software. According to Glenn Rifkin of Forbes, software sent out carts too early or too late. Robert L. Scheier of PC Week alleged that it was the systems software problems that resulted in the airports 3,550 baggage telecars crashing into each other or becoming stranded along its 22 miles of track. BAE president Gene DiFonso contested allegations of faulty software playing the central role in the systems horrific performance by stating that Software was not the major problem. It was an electromechanical problem. The system was stutter-stepping because the electromechanical side wasnt fully up to the softwares capability. However, DiFonso admitted that program code had been a nightmare at times. He revealed that the burden of writing code for establishing and maintaining communication with the airlines reservation systems was heavy. Particularly challenging was the duty of connecting with Uniteds Apollo reservation computers. A definite element in the disarray of the communication software was the process of language translation, since BAEs computers had to converse in the same software language as of each airline. Such translation work is painstaking and often laden with bugs. While writing code for the communication, tracking, and other numerous applications, the software grew more complicated. As a consequence, the code completion agenda experienced the threat of becoming unmanageable due to escalating levels of complexity. By principle, as program code grows in complexity, it becomes increasingly hard to track or understand (see Complexity Of the System). Instances of systems code delaying the opening of large projects abound. For example, the English Channel Tunnel was delayed for about a year by problems with more than three million lines of code. Only adding to confusion, applications of such size typically borrow from a number of object code libraries and other resources. As Bjarne Strousoup noted in 1987, No major program is ever written in the programming language as described in its basic language manual. Libraries of all sorts are used and often determine the structure of the program. Finding the origin of a glitch can consequently be nearly impossible. A giant project held hostage by troublesome software code and insufficient testing is the technologists worst nightmare. When troubles arose with the Denver baggage systems complicated code, BAE programmers had to customize the software to handle each individual software related problem. This process rudely resulted in code hacking. If the baggage handling system has all of its problems solved, it will be via hack-o-rama, wrote Larry OBrian. System Testing According to John Dodge, 75 percent of all information systems projects are plagued by quality problems, and only 1 percent of the projects are completed on time. Dodge cites insufficient software testing as the most frequent culprit and describes it as one of the thorniest client/server issues. Munich officials had advised Denver to leave plenty of time and resources for testing. At the Munich airport, where a smaller automated baggage system sorts baggage, engineers spent two years testing the system. In addition, the system was up and running 24 hours a day for six months before the airport even opened. The Munich officials said that the Denver staff did not heed their advice. Although BAE had tried to leave sufficient time for testing, they were constrained by their promises of a quick pace in developing the system. Moreover, troubleshooting the maze of software was a slow process. According to DiFonso himself, Underestimating the time required to discover problems, fix them, and retest, was the main reason for the opening delays. Testing the systems mechanical side was

The climax of The Crucible is the personal crisis faced by John Proctor Essay Example For Students

The climax of The Crucible is the personal crisis faced by John Proctor Essay When Elizabeth is charged with witchcraft, John sacrifices his pride in an attempt to save her his pride which he held so dear, this shows the audience that he truly loves Elizabeth. Miller also portrays Elizabeths love for John by lying to try to protect him but this proved to be his undoing because John had told the court that his wife would never lie your wife you say is an honest woman in her life, sir, she never lied. It is very ironic indeed that her first lie causes Johns downfall. This could have been a pivotal part in the play because had she told the truth, Abigail would have been defeated but because of her lie, it spirals out of Johns control. The power of fear over Mary Warren caused her to accuse John of witchcraft when the other girls turned on her. In Act 4 a while after John Proctors imprisonment, it is evident that it is a broken man it is beyond sorrow weak he sits he is another man. Miller uses excellent stage directions because with a few well chosen words he manages to destroy the image of proctor when he was a physically strong man. We will write a custom essay on The climax of The Crucible is the personal crisis faced by John Proctor specifically for you for only $16.38 $13.9/page Order now Elizabeth feels she has to be strong for both of them and will not let her weakness or sorrow show catches a weakening in herself and drowns it not let herself be drowned in the sea that threatens her. Millers choice of words is very powerful because the word sea instead of tears portrays to the audience just how deep the sorrow she feels is which immediately makes the audience sympathize, if not empathize with the couple. Through adversity, their relationship changes, it made them stronger even though they were separated. John Proctor is desperately in need of Elizabeths judgement and approval unlike in Act 2. Elizabeth is not quick to judge but instead she tries to share the blame for the breakdown in their relationship it takes a cold wife to prompt lechery. This is very magnanimous of her because none of the blame was hers to take. They have thorough honesty with each other. The word The Crucible is a very good metaphor for this point in the play because as they forgive each other, they finally separate the impurities from their love. Proctors confession comes to be important to the authorities because of his reputation it is a weighty name; it will strike the village that proctor confess. If John confesses others will follow suit and it will show the court as being fair. Proctor is momentarily prepared to give a confession because he wanted to live for Elizabeth and she wants him to live but isnt prepared to tell him which way to go because she knew how important it was to John to see goodness in himself. When Proctor is asked to give names of people he saw with the devil, he refuses to give names I speak my own sins, I cannot judge another (crying out with hatred) I have no tongue for it. He feels he had no right to judge anyone when he himself isnt pure. The hatred he feels is towards the judges for making him give the confession and also towards himself for giving into it. Proctor refuses to let them have his signed confession because its his name and his name is his pride. He knows if the village sees his singed confession, his name will be blackened and the respect he was has will be gone how may I live without my name? I have given you my soul; leave my name! He knows he is singing to lies. He knows if his confession is nailed to the door he will be branded a liar, a witch and he will never be able to change it. I think I see some shred of goodness in John Proctor he has finally forgiven himself, by not giving his name and he can leave with some dignity. He feels he has gotten back some of his integrity in front of God and he can be at peace with himself. .u83440d03f1354b3c7c47711e9ed69d45 , .u83440d03f1354b3c7c47711e9ed69d45 .postImageUrl , .u83440d03f1354b3c7c47711e9ed69d45 .centered-text-area { min-height: 80px; position: relative; } .u83440d03f1354b3c7c47711e9ed69d45 , .u83440d03f1354b3c7c47711e9ed69d45:hover , .u83440d03f1354b3c7c47711e9ed69d45:visited , .u83440d03f1354b3c7c47711e9ed69d45:active { border:0!important; } .u83440d03f1354b3c7c47711e9ed69d45 .clearfix:after { content: ""; display: table; clear: both; } .u83440d03f1354b3c7c47711e9ed69d45 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u83440d03f1354b3c7c47711e9ed69d45:active , .u83440d03f1354b3c7c47711e9ed69d45:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u83440d03f1354b3c7c47711e9ed69d45 .centered-text-area { width: 100%; position: relative ; } .u83440d03f1354b3c7c47711e9ed69d45 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u83440d03f1354b3c7c47711e9ed69d45 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u83440d03f1354b3c7c47711e9ed69d45 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u83440d03f1354b3c7c47711e9ed69d45:hover .ctaButton { background-color: #34495E!important; } .u83440d03f1354b3c7c47711e9ed69d45 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u83440d03f1354b3c7c47711e9ed69d45 .u83440d03f1354b3c7c47711e9ed69d45-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u83440d03f1354b3c7c47711e9ed69d45:after { content: ""; display: block; clear: both; } READ: Essay On The Crucible By Arthur MillerThe actions of the other characters and the raw emotions Miller shows through the stage directions heightens the climax of the end of the play Parris: (in deadly fear) (Rushes out to the door to hold back his fate) Parris and Hale feel a sense of responsibility for the event unfolding before them (he drops to his knees) go to him take his shame away. The final drum roll crashes and the new sun is pouring in upon her face this signifies that as one thing ends, another begins. The new sun signifies new beginnings and sun brings life and hope, this means theres hope for Elizabeth and the rest of Salem.

Lord of the Flies Study Guide

Lord of the Flies Study Guide William Goldings 1954 novel Lord of the Flies tells the story of a group of schoolchildren stranded on a deserted island. What initially seems to be a tale of heroic survival and adventure, however, soon takes a horrifying turn as the children descend into violence and chaos. The story, which serves as an allegory for human nature, remains as fresh and startling today as when it was first published. Fast Facts: Lord of the Flies Author: William GoldingPublisher: Faber and FaberYear Published: 1954Genre: AllegoryType of Work: NovelOriginal Language: EnglishThemes: Good vs. evil, reality vs. illusion, order vs. chaosCharacters: Ralph, Piggy, Jack, Simon, Roger, Sam, Eric Plot Summary After a plane crash, a group of British schoolboys find themselves on an abandoned island without any adult supervision. Two of the boys, Ralph and Piggy, meet on the beach and discover a conch shell, which they use to gather the other children. Ralph organizes the boys and is elected chief. Ralph’s election angers Jack, a fellow schoolboy who wants to be in charge. We also meet a third boy, Simon- a dreamy, almost spiritual character. The boys organize into separate tribes, choosing Ralph or Jack as their leader. Jack announces that he will organize a hunting party. He attracts more boys to his tribe as they hunt the wild pigs. A rumor begins of a beast in the forest. Jack and his second-in-command Roger announce they will kill the beast. Terror drives the other boys away from Ralph’s orderly tribe into Jacks group, which becomes increasingly savage. Simon has a vision of the Lord of the Flies, then discovers a pilot’s body in the trees, which he realizes the boys have mistaken for a beast. Simon races to the beach to tell the other boys that the beast was an illusion, but the boys mistake Simon for the beast and kill him. After almost all the boys defect to Jack’s tribe, Ralph and Piggy make one last stand. Piggy is killed by Roger. Ralph flees and arrives on the beach just as a ship has arrived on the island. The captain expresses horror at what the boys have become. The boys suddenly stop and burst into tears. Major Characters Ralph. Ralph is physically attractive, personally charming, and older than most of the other children, which makes him popular. He is a symbol of civilization and order, but as the other boys descend into chaos and brutality, he slowly loses control of the society hes created. Piggy. An overweight, bookish boy, Piggy has been abused and bullied by peers throughout his life. Piggy represents knowledge and science, but he is powerless without Ralph’s protection. Jack. Jack sees himself as a natural leader. He is confident, but unattractive and unpopular. Jack builds a power base with his tribe of hunters: the boys who quickly shed the constraints of civilization. Simon. Simon is a quiet, thoughtful boy who suffers from seizures. Representing religion and spiritual faith, Simon is the only boy to see the truth: the fact that the beast is an illusion. With his death, he becomes a Christ-like figure. Major Themes Good vs. Evil. The storys central question is whether humanity is fundamentally good or evil. The boys are initially inclined to establish an orderly society with rules and an appreciation for fairness, but as they become increasingly fearful and divided, their newly-established civilization descends into violence and chaos. Ultimately, the book suggests that morality is the result of artificial restraints imposed on our behavior by the society in which we live. Illusion vs. Reality. The Beast is imaginary, but the boys belief in it has real-life consequences. As their belief in the illusion grows- and, notably, when the illusion takes on a physical form through the body of the pilot- the boys behavior grows increasingly savage. When Simon tries to shatter this illusion, he is killed. Indeed, much of the boys motivation for their behavior stems from irrational fears and imaginary monsters. When those imaginary elements change or disappear, the structure of their newly-formed society disappears, too. Order vs. Chaos. The tension between order and chaos is ever-present in Lord of the Flies. The characters of Ralph and Jack represent opposing sides of this spectrum, with Ralph establishing orderly authority and Jack encouraging chaotic violence. The boys behave in an orderly fashion at first, but when they lose faith in the possibility of being rescued, they quickly descend into chaos. The story suggests that the morality of the adult world is similarly tenuous: we are governed by a criminal justice system and spiritual codes, but if those factors were removed, our society would quickly collapse into chaos, too. Literary Style Lord of the Flies alternates between a straightforward style, employed when the boys converse with each other, and a lyrical style used to describe the island and surrounding nature. Golding also utilizes allegory: every character represents a concept or idea larger than himself. As a result, the characters actions cannot be viewed as entirely voluntary. Each boy behaves as Golding sees the larger world: Ralph attempts to exercise authority even when he has no clear plan, Piggy insists on rules and rationality, Jack follows his impulses and primitive urges, and Simon loses himself in thought and seeks enlightenment. About the Author William Golding, born in England in 1911, is considered one of the most important writers of the 20th century. In addition to fiction, Golding wrote poetry, plays, and non-fiction essays. He received the Nobel Prize in Literature in 1983. His first novel, Lord of the Flies, established him as a major literary voice. Lord of the Flies continues to be adapted and referenced by other writers to this day. His writing frequently raised questions about morality and human nature, of which he had a decidedly cynical view.

No topic Essay Example | Topics and Well Written Essays - 500 words - 2

No topic - Essay Example America wants their citizens to be proud of their heritage, but not if it means not being a proud American first. The United States promotes this ideal through the census. Race and nationality are an integral part of the census. Questions like are you African American, Caucasian, Latino, or Native American make up the American census. Even though this is an effort to track races, it serves as a means to conquer and divide the diverse cultures living in the United States. The body of law is so big that even few immigration officers understand it fully, so it is almost impossible to apply without running afoul of some technicality. As a result, too many applicants have to file repeatedly, wasting everyones time and energy. Furthermore, decisions made by harried, overworked consular officers may be capricious yet are not subject to review. If simpler, more effective laws were put into place, it would not only be easier on the immigrants, but the United States as well. The current system allows terrorists, like the 9/11 ones, to not only enter the United States, but to train and carry out their missions against the United States. However, poor immigrants, which have no lawyer, are deported for not properly filling out work visas. The whole system does not need to be overhauled, but thrown out. Only then can the United States begin to get immigration right. Misconceptions about immigrants, legal and illegal, need to also be addressed. The biggest myth is immigrants take jobs from Americans. This is only one of many myths about different cultures that cause division between Americans and other cultures. The sad fact is all Americans, save for the Native Americans are or descended from immigrants. Wucker (2006, 223) explains about how the myths impact immigration: We rely on on a false mythology that makes us see new immigrants as far more different from earlier generations than they really

Trading in prophet Mohammed age Essay Example | Topics and Well Written Essays - 750 words

Trading in prophet Mohammed age - Essay Example Mecca was not an oasis city so there was no significant agricultural trade going on. Foodstuffs and other agricultural products are imported from other places, some in Arabia and some from Syria. The trade has been depicted excellently by Muhammad’s life. Early in his career, he has dabbled in trade himself and was particularly good at it. The story is particularly enlightening. Muhammad found himself employed by a wealthy merchant, Khadija who eventually proposed marriage after a fruitful business relationship. Muhammad’s stint as a manager of Khadija’s caravan, earned for him a reputation as hard-working, modest and trustworthy, with many people calling him, al-Amin (the Trustworthy) as a result. (Jackson 2006, p. 3) Muhammad’s experience demonstrated the fact that people, with the right attitude and character could easily thrive in trading and enjoy financial success. After Muhammad and Khadija got married, they were said to have became business partner s and have continued trading successfully. Muhammad, though born to minor nobility, was actually poor because he was orphaned at a very early age. His rise and accumulation of wealth was not entirely out of divine intervention nor an isolated case. There were ample opportunities in trading and many citizens have enriched themselves by taking advantage of them, including women like Muhammad’s wife. ... For a trader, this is an excellent opportunity. The pilgrims needed food, shelter, clothing, among other necessities and luxuries. Organized caravans would carry these kinds of goods from other trading centers like Yemen, Syria and as far as India and Africa. These latter two locations were excellent sources of luxury goods that are quite in demand in Mecca – slaves, ivory, spices. Then, there were the so-called pilgrim fairs, wherein traders sold goods to pilgrims and visitors. Crone (2004) wrote that Mecca became a major market as scholars occasionally mentioned Hudhalis, Kinanis and others selling camels, sheep, slaves and numerous other commodities while Umayya was said to have sold imports on the lower part of the city. (p. 179) In addition, trade has also brought foreign merchants to Arabia as Byzantine and Jewish traders were said to have travelled to Mecca actively selling their wares. The religion variable is further reinforced by the fact that many pilgrim stations i n Arabia had experienced drastic commercial transformations as well. Crone has sufficiently explained this, citing the financial success of cities like Mina, Ukaz, Arafa, Majanna and Dhul-Majaz. (p. 175) In addition, the religious cult that emerged has drawn people from all over that by the latter part of the sixth century, Mecca became a major shrine in Arabia and perhaps the Middle East. Commercial activity flourished further because the cult created a peaceful and stable community that was very conducive to business. Mecca became an important haram in which violence and bloodshed are prohibited. (Donner 2010, p. 35) Traders can come and practice actively without the fear of being molested

Globalisation of Markets Essay Example | Topics and Well Written Essays - 2750 words

Globalisation of Markets - Essay Example Globalisation of Markets Levitt’s research relies on secondary data, observation and statistical evidence pertaining to the globalisation of markets via technological innovation and the emergence of global products. He does not define his research strategy, nor does he clearly specify his data sources. This, however, does not detract from the value of his study as what emerges is a highly valuable and well-articulated explanation of an emergent market phenomenon. Levitt concludes that the world has become flat and that corporate entities must tailor their marketing strategies for greater consistency with this new reality. As he contends, the flattening of the world/globalisation, has led to the evolution of the global consumer, with the implication being that consumer preferences are no longer determined by geography and culture. In addition, emergent technologies have transformed economic realities in such a way that national borders are increasingly porous, thereby facilitating the transnational flow of goods and services. It is contingent upon companies to address the new reality, as accurately described and defined by Levitt, if they are to remain competitive within the parameters of a globalised economy while, at the same time, exploit the economic potentials of this reality. Levitt’s article, as may have been deduced from the preceding, emerges as a definitive introduction to globalisation and its impact on international business operations. Levitt provides a precise and concise definition and discussion of this new reality, alongside a prescript for business and marketing strategies therein.

Using Drama to Teach Literacy

Using Drama to Teach Literacy Abstract: The term ‘oracy’ meaning: ‘the ability to speak fluently and articulately and to understand and respond to what other people say’. was first used by Wilkinson in 1965 (Definition, Microsoft Encarta World English Dictionary). Since that time the fact that it is central to all aspects of the learning process and activities in which children engage in school has been increasingly recognised. The development of talking and listening skills is central to the reading process and to participation in all curricular areas. This term my focus was teaching oracy and literacy to year 4 children in an interactive and communicative environment created through the use of drama. By the end of the series of lessons I wanted children in year 4 to be able to identify social, moral and cultural issues in stories. Drama was employed as a tool to create roles showing how behaviour could be interpreted from different points of view. I shall present a discussion of the rationale behind the activities I have chosen, the ways in which the children engaged with them and the success of this approach to the teaching of oracy. I shall support my work with research evidence in the areas of talking and listening, the wider area of literacy, and research pertaining to effective teaching and learning generally. I will discuss what I found when I assessed the progress made by the children and the implication this has for my future role as a teacher by linking my work with the Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. Introduction: The acquisition of language, a complex process, is essential for effective communication throughout life. Creating opportunities for the development of oracy in the classroom is essential if children are to develop the ability to communicate. With research showing that children are increasingly spending time in solitary activities related to computers (MacGilchrist et al., 2006, p.12), thereby reducing opportunities for talking in the home, it is essential for schools to act as facilitators in the development of talking and listening. The National Literacy Strategy defines literacy thus: ‘Literacy unites the important skills of reading and writing. It also involves speaking and listening which, although they are not separately identified in the framework, are an essential part of it. Good oral work enhances pupils’ understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts.’ (National Literacy Strategy: Framework for Teaching, p.3). The lack of reference to talking and listening as a separate area has been addressed in later recommendations with an acknowledgement that ‘language is an integral part of most learning and oral language in particular has a key role in classroom teaching and learning’ (DfES, 2003, p.3). The document is highly prescriptive in the means through which contexts for talk should be established. This paper will present work carried out with a year 4 class in respect of oracy taught through drama. I will evaluate the opportunities given to children for developing oracy and the ways in which children responded to the tasks. The role of talking and listening: For the past fifty years researchers have been making a clear case for the importance of talk in the learning process. The psychologists Vygotsky and Bruner have demonstrated the fundamental importance to cognitive processes and learning of speaking and listening (Lambirth, 2006, p.59). Talk is both a medium for teaching and learning and one of the materials from which a child constructs meaning (Edwards Mercer, 1987, p.20). I wanted the talking and listening activities to act as a medium for teaching and learning through the children’s interaction. My aim was that they would be teaching and learning from each other through their discussion group work. Their construction of meaning would come about as a result of their understanding of the text and the dilemmas faced by David (see appendix 2). Opportunities for developing talking and listening: Developing talking and listening skills is a complex process which must be carefully managed in the classroom. In all curricular areas oral skills should be constantly being developed through a range of activities and, like other areas of the curriculum, should be differentiated to allow for a range of abilities within the class (see appendix 2). Different subjects offer opportunities for different kinds of talk (DfES, 2003, p.4). It is therefore a very important feature of effective teaching to give children as many opportunities as possible to engage in a variety of types of talk. Children make sense of the world as they learn the communication skills to interact with others in their culture (Lambirth, 2006, p.62). Light and Glachan have shown that children working together and sharing their ideas orally can develop solutions to problems that they could not manage to solve independently (Light Glachan, 1985). Carnell and Lodge suggest that more school learning should be based on talk and dialogue between pupils as ‘it has the power to engage learners in learning conversations, keeps them open to new ideas and requires both honesty and trust (Carnell Lodge, 2002, p.15). Planning the activities: When planning the activities I sought to involve the following aspects: Modelling appropriate speaking and listening; Encouraging sensitive interaction; Ensuring goals are set with clear criteria for success; Planning opportunities for children to investigate, apply and reflect on language in use. (DfES, 2003, p.19) (see planning appendices 1 2). I chose to provide opportunities for talk in the context of drama, giving the children opportunities to engage with one another. Research has shown that children learn more effectively when given opportunities to share ideas. Grugeon points out that this is a skill, like others, and must be taught. ‘Children who are expected to work together in groups need to be taught how to talk to one another. They need talk skills which enable them to get the best out of their own thinking and that of all other members of the group (Grugeon et al., 2001, p.95). For this reason I modelled the activities for the children so that they would have a clear understanding of what they were required to do and how best to go about the tasks in hand (see appendix 2). Some of the children were tentative in respect of their engagement at the beginning of the exercise but the group work gave them opportunities to develop their confidence and self esteem. Developing appropriate talking and listening: It is important to be aware of the difference between incidental talk, in which children engage in the course of an activity, but is not directly related to the learning intentions, and talk which is a main focus of the activity. In my drama activities, I wanted children to be focused on their talk through appropriate activities which would engage them and hold their interest. When planning the activities I was aware of the need to engage pupils on the basis of their prior knowledge ‘To prompt learning , you’ve got to begin with the process of going from inside to outside. The first influence on new learning is not what teachers do pedagogically but the learning that is already inside their heads (Gagnon, 2001, p.51). It was with this in mind that I decided on David’s dilemma. I felt that the children would have sufficient previous knowledge of the ideas presented to be able to identify with the characters and the dilemmas faced by them (see appendix 2). Establishing Rules: In all conversations there are rules, for example, only one person talking at a time. Cordon suggests that ‘ children receive little help in understanding and appreciating the ground rules for group discussion’ (Cordon, 2000, p.86) an issue that I felt it was important to address through the establishment of guidance for the children. This is vital to the process so that all children have equal opportunities to participate in the talking and listening activities. Aims: My aims in the drama activities were: To encourage purposeful talk, the skills associated with which the children could later transfer to other areas of their learning. To develop children’s ability to work in a group. To enable children to develop the confidence and competence to present their work to a group of their peers. To develop children’s skills in forming opinions, responding to other children’s opinions and oral presentation skills. Drama as a tool for developing talking and listening: I chose to approach the teaching of speaking and listening through drama as it affords many opportunities for children to develop their speaking and listening skills. Drama helps children to understand their world more deeply and allows them an opportunity to find ways to explore and share that understanding (Wyse, 2001, p.213). Research about learning has shown that children learn most effectively when learning is meaningful to them. Learning happens in the process of coming to new understandings in relation to existing knowledge (MacGilchrist et al., 2006, p.52). For this reason I gave children the opportunity to create their own scenarios in acting out David’s dilemma. In the group activities I wanted the talk to be open-ended so that the children could question, disagree with, extend and qualify each other’s utterances (DfES, 2003, p.7). After their group activities children had the opportunity to share their ideas with the class, giving them important experiences in presenting their opinions and listening to the views of others. Children were actively engaged in tasks which gave validity to all of their ideas and opinions. When given opportunities, children are keen to engage with issues on text and challenge the conventions of the story (Baumfield Mroz, 2004, p.55). I wanted children to have experience of challenging the ideas they were faced with by developing their own responses to scenarios and the behaviour of characters. Links with reading: The development of effective talking and listening skills is vital to the reading process. Before their oral work, children were finding main ideas in the text to support their viewpoints (see appendix 1). Only after the children had established the supporting information they wished to use, were they in a position to verbalise their ideas. Reading and talking were also linked through the requirement that the children orally summarise the salient points in a written argument. Through a discussion of the ways in which authors are able to develop their ideas children can develop ways in which to present their own ideas to an audience. Effective questioning was essential to this part of the process to provide a framework for the development of the children’s ideas in the correct context. As children have more experience and gain more confidence in this type of activity they are able to act as effective peer questioners, a very useful aspect of pupil self-assessment. Through this process children can measure the success of their own learning. Baumfield and Mroz advocate the development of a community of inquiry to develop pupils’ critical analysis of text (Baumfield Mroz, 2004, p.58). Developing opportunities for talk: In the classroom a variety of types of talk occur throughout the day. The ways in which children interact with each other is very different to the way in which they interact with the teacher who does 70% of the talking in the course of a day (Baumfield Mroz, 2004, p.49). This clearly means that children are not being given sufficient opportunities to develop talking and listening skills critical to success in all other areas. To enhance the role of talk in shaping and developing learning requires a reduction in the teachers role as classroom controller and a shift towards an enabler of talk for thinking (Myhill, 2006, p.19). After the initial modelling and discussion, it was important for me to let the groups work, as far as possible, along the problem path independently. It was my intention to give children a variety of opportunities to engage in different types of talk. They had opportunities to talk in small groups when working on their scenarios and afterwards had opportunities to present their work to the whole class. Talking in groups: Working in groups has been shown to develop a sense of belonging in children, something which I regard as very important in the classroom. Osterman has pointed out that, ‘There is substantial evidence showing or suggesting that the sense of belonging influences achievement through its effects on engagement (Osterman, 2000, p.341). She goes on to say that children with a well developed sense of belonging in school tend to have more positive attitudes to school and each other. As shown in appendix 3 some of the children were lacking in confidence in the initial stages of the activities, something which I would seek to develop in children through more exposure to this type of activity. Resnick has pointed out that while the majority of learning in schools is individualistic in its nature, this is contrary to other aspects of life such as work and leisure activities which are much more social in the nature (Resnick, 1987). It is essential, therefore, that children develop the skills needed for group work so that they have ability to engage in participatory aspects of education. When planning the group activities for the children I was conscious of making sure that each child had a part to play in the development and presentation of each activity. Francis has pointed out that the majority of talking and listening activities involve the teacher doing most of that talking with the children interjecting at suitable gaps in the teacher discourse (Francis, 2002, p.29), something which I wanted to avoid by giving the children ownership of the activities. This would ensure that all children were engaged in the process and less likely to be passive. At the same time children had to be able to quietly listen to the views of others, thereby developing strategies for turn-taking. All the children engaged in the process very well. Assessment: Assessment for learning is a very important aspect of the teaching and learning process and from the point of view of my own professional development the ability to effectively assess pupil learning is a very important competence to have. As Dann has pointed out, ‘if assessment genuinely seeks to give some indication of pupils’ level of learning, pupils will need to understand and contribute to the process’ (Dann, 2002, p.2). In assessing the effectiveness of the activities it is important to assess the appropriateness of the children’s talk for the task. The children participated in the assessment process through their involvement in the plenary sessions. This was coupled with my observations of children’s success on the task (see appendix 3). All of the children achieved the objectives and reported that they enjoyed the activities. Children’s talk is a very good indicator of their understanding of a task. The fact that all the children exper ienced success with the tasks and were able to carry them out using appropriate language was demonstrative of their understanding of the characters and dilemmas with which they were faced. Talking and listening is very valuable to assess understanding particularly with children who have special educational needs and may have difficulty with written tasks. Myers has presented research carried out in primary schools which suggests that children who participate in group work enjoy the experience of working with others and find it very helpful in the learning process (Myers, 2001, cited in MacGilchrist et al., 2006, p.159). My evaluation of the drama activities leads me to agree with this, particularly in light of the comment made by one of the children ‘I wish we could always do drama with English’(see appendix 3). Children’s language, like most of their learning, responds to encouragement (Fontana, 1994, p.78). This is an important idea to bear in mind when giving the children feedback and it is important to praise their efforts at contributing. I would hope that this would encourage the children who were initially reluctant participants in their efforts in the future. What I have Learnt: I have developed a greater degree of understanding of the role of talking and listening in the curriculum as well as an understanding of how children progress in this area and what they should be expected to achieve. I hope to build on this in my future development and feel that I have made progress in terms of the standards laid out by the Training and Development Agency. Appendix 1: Literacy planning: Appendix 2: Lesson Observation Sheets: Appendix 3: Evaluation: Evaluation: Week 2 All groups were very engaged and enjoyed the task. They said that they wished they could always do drama with English. Possible action to be taken: More use of drama when teaching English. Assessments Child’s Name Objective achieved? Comments: Action: Andrei More able √ Very animated – leader of group Speaking ad listening skills Leo Middle Group √ Co-operative Robert Middle Group √ Tentative at first – more engaged with script Confidence building Oona Middle group √ Good directional skills Use of props (desk) Good team player Danielle More able √ Works well in her team. Alexandra SEN √ Tentative – very aware of being stared at. Confidence building References: Baumfield, V. Mroz, M. (2004) Investigating Pupils’ questions in the primary classroom in E.C. Wragg (Ed.)(2004) The RoutledgeFalmer Reader in Teaching and Learning. London:RoutledgeFalmer. Burns, C. Myhill, D. (2004) Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34, 1, 35-49. Carnell, E. Lodge, C. (2002) Supporting Effective Learning. London: Paul Chapman Publishing. Cooper, P. McIntyre, D. (1996) Effective Teaching and Learning. Buckingham:Open University Press. Cordon, R. (2000) Literacy and Learning Through Talk: Strategies for the Primary Classroom. Buckingham: Open University Press. Dann, R. (2002) Promoting Assessment as Learning. London: RoutledgeFalmer. Department for Education and Employment (1998) The National Literacy Strategy: Framework for Teaching. London: DfEE. Department for Education and Employment (2003) Speaking, Listening and Learning Handbook. London: DfEE. Department for Education and Skills (2003) Speaking, Listening, Learning: Working with children in key stages 1 and 2. London: DfES. Edwards,D. Mercer, N. (1987) Common Knowledge. London: Metheun. Francis, P. (2002) Get on with your talk. Secondary English Magazine, 5, 4, 28-30. Gagnon, G.W. (2001) Designing for Learning. London: Paul Chapman Publishing. Grugeon, E., Hubbard, L., Smith, C. Dawes, L. (2001)(2nd edition) Teaching Speaking and Listening in the Primary School. London: David Fulton. Lambirth, A. (2006) Challenging the laws of talk: ground rules, social reproduction and the curriculum. The Curriculum Journal, 17, 1, 59-71. Light, P. Glachan, M. (1985) Facilitation of individual problem-solving through peer group interaction. Journal of Educational Psychology, 5, 3-4. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Myhill, D. (2006) Talk, talk, talk: teaching and learning in whole class discourse. Research Papers in Education, 21, 1, 19-41. Osterman, K. (2000) Students’ need for belonging in the school community. Review of Educational Research, 70, 3, 323-367. Resnick, L.B. (1987) Learning in school and out. Educational Researcher, 16, 9, 13-40. Training and Development Agency (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: Training and Development Agency for Schools. Thompson, P. (2006) Towards a sociocognitive model of progression in spoken English, Cambridge Journal of Education, 36, 2, 207-220. Vygotsky, L. (1972) Thought and Language. Cambridge, MA: MIT. Wyse, D. Jones, R. (2001) Teaching English Language and Literacy. London: RoutledgeFalmer.

How Thomas Hardy Presents Women in His Short Stories Essay -- essays r

How Hardy Presents Women in His Short Stories Thomas Hardy wrote about society in the mid 1800's and his tales have rural settings in the fictional name he gave to the South-West of England, Wessex. The short stories reflect this time and the author also demonstrates the class division in rural society - rich and poor - and the closeness of the communities. Almost everyone belonged to the 'labouring classes' and worked on the land. People of around 150 years ago were very superstitious and marriage was important. If a woman did not marry by a certain age she was thought of as a witch, or 'spinster'. Her only roles were to be faithful to her husband and to bear a son to become heir. The role of women was very different from today's society - it was world dominated and run by men. In the first of the three short stories, ?The Withered Arm?, Hardy writes of two women of different classes who are joined by one man. The first of the women is Rhoda Brook. She is a milking maid who is not within the milking circle. She is physically and metaphorically outside because she had an illegitimate son. Rhoda ?milked somewhat apart from the rest?. Having a child out of ?wedlock? was frowned upon, some people were publicly condemned in the 1800?s. She is the occasional subject of gossip and with being a single mum back then she would have been in a very difficult position. Hardy presents this well in his tales, as he shows Rhoda?s predicament. The father of Rhoda?s son, Farmer Lodge, was of a much higher status than herself. He would never have married a milk maid and does not face the same condemnation as Rhoda does. Rhoda?s previous lover, Farmer Lodge, is to marry a young woman as during a conversation between the mil... ... Milly is the most foolish of the girls as she believes every word Tony says to her, however this shows that she will do anything to gain a husband. In ?The Son?s Veto? Sophy is shown to be dominated by both her husband and her son. Decisions are mostly made for her giving Sophy little freedom in her own home. Her son denied her the opportunity to marry and be happy again as the man she was in love with was not a gentleman of class, which was all too embarrassing for him. Sophy is weak and feeble and dies a lonely and unhappy woman. In Thomas Hardy?s three short tales, the presentation of women is negative, however typical of the 1800?s. His stories show just how women lived in these times and how it was difficult. They received few opportunities and choices as most were made for them. Their main role in life was to be a good mother and a devoted wife.

Practice Analysis of ‘Pleasantville’ Movie

‘Pleasantville’ is an expertly crafted film in which one can appreciate and be exposed to the social issues America faced during the 1950’s. The courtroom scene towards the end of the film successfully encapsulates the essence of the film: a characters transformation from repression to enlightenment. While the costumes present a distinction between the ages, the contrasting colours express various emotions of each character. Each character possesses a differing level of awareness about their true roles which become apparent as the film progresses.The use of colour in ‘Pleasantville’ signifies both personal and political change. The colours associated with each character are evocative of their personal attributes and self-discovery. Mary Sue is seen wearing blue, a colour which connotes wisdom and understanding. This can be contrasted with how Mary Sue was depicted previously in the film; she embodied all that was ‘wrong’ during the 1950â €™s, a socially repressed era. The black and white characters reflect a far more conservative and traditional take on the world, in their eyes women’s only role is to bear children and to take care of the home.Despite the discrimination against those who are coloured, one cannot deny upon watching the film that they are clearly more liberated and alive. David’s blue shirt mirrors his assertiveness, control, and genuine determination to save all those who had not yet discovered their true selves. Bill’s coloured skin contrasted with his white clothing demonstrates an alternate approach to achieving a ‘coloured’ world to David, for he remains fairly impartial throughout the court case, emphasising his desire for compromise.The attention to detail of the use of colour throughout the film highlights the racial discrimination and the civil rights movements of the 1950’s. It is interesting to remark upon the fact that during the court room scen e it is all the coloured characters sitting in the upper gallery, this being where the African-Americans had to sit in US courthouses at that time. With regards to the judge himself, he appears to be a victim of his own mania.His violent speech regarding the colours which were used by David and Bill merely reveals the richness of his own repressed emotions. His inherent rage is revealed as he turns from black and white to colour; we can appreciate his obstinacy to permit change through this colour transformation. We are positioned with the people of colour in this narrative. The strict regulations of society during the 50’s are represented by those painted in black and white, meanwhile those in colour contrast the 50’s to depict the liberated 90’s.The birth of popular culture erupted during the 1950’s; Teenagers became more independent of their parents, conflict between the desires of the parents and the teenagers increased and this eventually established the term ‘generation gap’ to appear in American English during the 1960s. As a consequence of living in an era in which presentation and how people conducted themselves was treated with the upmost reverence, it is imperative to remark upon the use of costume design in the film.Those ‘coloured’ characters tend to be shown wearing rather more adventurous, provocative outfits, something which would have been frowned upon during this era in which the adaption to the most minor changes such as costume is impossible. The costumes are appropriate to the pseudo-1950s TV-setting. We must remember that the colours and designs are heightened and exaggerated and are not intended to be naturalistic in order to convey a convincing political argument and emphasise upon the need for change and reform in society.The camera action throughout the film is of notable importance, especially when considering the court room scene. The high angle shot in which the judge looks down on David and Bill portrays the power and dominance of those who have abided by the rules and stuck to the traditional conventions of society. However, as David gains confidence he is framed in a low-angle shot thereby making him appear to be the authoritative figure in control. Increasingly, David dominates the frame. The inclusion of the extended close-up shot of George enables the audience to engage with his emotional release.Editing also supports dialogue in this clip, an example being when David is speaking of his mother, the film cuts to a shot of Betty. This heightens the emotional essence of the scene, and encourages the audience to applaud David’s courage and essential goodness. Furthermore, editing also confirms the separation of black and white and colour until the end of the scene when all characters unite and emerge into a coloured world, filled with emotion and diversity. The presence of music in this particular scene differs depending on the emotions of the cha racters.Music acts as an emotional release; laughter within the courtroom at the end of the scene establishes unity among the people and signifies the end of the crisis. Moreover, the non-diegetic music of the birds tweeting as the characters exit the court room and are exposed to a coloured world is immensely refreshing and promotes the idea of a new beginning. The looks between George and Betty in this scene cannot be ignored, here the non-diegetic music is romantic and underscores the climactic moment in which George turns from black and white to colour.Throughout the film music reflects the mood. The scene at Lover’s lane is filmed with rather seductive and sensual music in order to encourage the audience to appreciate that the younger generation were undergoing not only a personal transformation but also embarking on a sexual journey. In conclusion, ‘Pleasantville’ represents a parody of contemporary problems whilst reflecting common fears and fantasies abou t life, God, and freedom. Essentially sex is equated with freedom.In addition, we can appreciate that pain brings risk but also liberation; the art of fiction too liberates various characters which we can appreciate is somewhat ironic given the characters themselves are situated in a television programme. Moreover, one cannot deny ‘Pleasantville’ essentially satisfies all expectations with regards to film watching; it provides entertainment whilst also sending across a political message and portraying a vivid image of life in the 1950’s.

Manas National Park or Manas Wildlife Sanctuary Essay

Manas National Park or Manas Wildlife Sanctuary is a Wildlife Sanctuary, UNESCO Natural World Heritage site, a Project Tiger Reserve, an Elephant Reserve and a Biosphere Reserve in Assam, India. Located in the Himalayan foothills, it is contiguous with the Royal Manas National park in Bhutan. The park is known for its rare and endangered endemic wildlife such as the Assam Roofed Turtle, Hispid Hare, Golden Langur and Pygmy Hog. Their goal is to be able to fully fund the preservation and keep the sanctuary alive and thriving for many years to come. This is an effort that will take everyone that is involved help. One particular ecological uniqueness is the vegetation: The Burma Monsoon Forests of Manas lie on the borders between the Indo-Gangetic and Indo-Malayan biogeographical realms and is part of the Brahmaputra Valley Biogeographic Province. The combination of Sub-Himalayan Bhabar Terai formation with riverine succession leading up to Sub-Himalayan mountain forest makes it one of the richest biodiversity areas in the world. The main vegetation types are: Sub-Himalayan Light Alluvial Semi-Evergreen forests in the northern parts. * East Himalayan mixed Moist and Dry Deciduous forests (the most common type). * Low Alluvial Savanna Woodland, and * Assam Valley Semi-Evergreen Alluvial Grasslands which cover almost 50% of the Park. Animals in the sanctuary: * The sanctuary has recorded 55 species of mammals, 380 species of birds, 50 of reptiles, and 3 species of amphibians. Out of these wildlife, 21 mammals are India’s Schedule I mammals and 31 of them are threatened. The fauna of the sanctuary include Asian Elephants Indian Rhinoceros, Gaurs, Asian Water Buffaloes, Barasingha, Tigers, Leopards, Clouded Leopards, Asian golden cat, Capped Langurs, Golden Langurs, Assamese Macaques, Slow Loris, Hoolock Gibbons, Smooth-coated Otters, Sloth Bears, Barking Deer, Hog Deer, Sambar Deer and Chital. * The park is well known for its rare and endangered wildlife which is not found anywhere else in the world like the Assam Roofed Turtle, Hispid Hare, Golden Langur and Pygmy Hog. Manas houses about 380 species of birds. Manas have the largest population of endangered Bengal Florican. The major other birds includes Giant Hornbills, Jungle Fowls, Bulbuls, Brahminy Ducks, Kalij Pheasants, Egrets, Pelicans, Fishing Eagles, Serpent Eagles, Falcons, Scarlet Minivets, Bee-Eaters, Magpie Robins, Pied Hornbills, Grey Hornbills, Mergansers, Harriers, Ospreys and Herons. Two major biomes exist in Manas and they are the grassland biome and the forest biome. The biological interrelationship among the life forms in the area pretty much coexists with each other as anywhere else in the world where there are predators and prey but with the help of people to govern their environment a little bit so that the species survive and don’t become extinct. Their was quite a bit of human intrusions precisely a century ago the British Government declared Manas as a protected area and hunting and killing of wildlife was banned. In 1928, the name Manas Wildlife Sanctuary was inscribed and by 1955 Manas was approximately 391sq kms large. Manas Wildlife Sanctuary was declared as a Tiger Reserve in 1973; which was amongst the first in the country and was also declared as the World Heritage site under the N (ii) (iii) (iv) in the year 1985. In 1989, the status of â€Å"Biosphere Reserve† was also granted to Manas. In the year 1990, the center declared this region as â€Å"Manas National Park†. A lot of effort has been made and achievements such as at least 47 poachers around the Manas National Park surrendered to MMES their hand made guns. MMES have employed most of these ex-poachers as guards paying them monthly salaries. MMES also established the MMCA or the Conservation Area which the society is responsible for. Constructing roads and bridges in the area and maintenance of these roads for the past few years have been solely the MMMES achievements. Domestic as well as foreign tourists visit the place and eco-tourism is gaining momentum. MES is eagerly looking for donations so that their enthusiasm and willingness to support conservation takes a materialistic path. Most of the times MMES is in need of funding and they depend on the tourists or contributors to help them financially. If Manas revives back to a stable state which I think is quite possible, MMES would have played a herculean role in this effort. In fact, the Maozigendri boys are an example for the youth of this country to step forward and protect Mother Nature who is most vulnerable to destruction. The Manas Maozigendri Eco-tourism society stands tall as an exemplary organization with a lot of passion and tremendous wildlife conservation values. So we as that people began to participate and support our wildlife preservations and the diversity of the area. Preservation through Communication Preservation through communication can be reached through publications, newsletters and community and outreach activities. Teaming up with Wilderness Committee’s to host an educational slideshows. Things like this can be very informative for example â€Å"Over 50 people came out to listen to Caribou Biologist, Dave Quinn, discuss one of BC’s most endangered species. Over 700 people attended the Hyde Creek Salmon Festival in November and NWPS was one of the many environmental groups in attendance.   They provided a relevant presentation about wildlife as a feature of the festival. Thanks to a large number of volunteers, NWPS is able to continually update their website to provide current, interesting information. Through their ‘Passion for Wildlife’ program they engage a number of people in the preparation of educational information about the wildlife they seek to preserve. Each year many members of the public visit this website to access current information about its wildlife education and habitat stewardship programs, as well as up to date information about wildlife in British Columbia. †¢ Preservation through Education Another way is through education through the Wildlife Education Programs in schools, language centers, seniors’ homes and community centers throughout the region. Through these programs people will be provided with information on wildlife in BC, endangered species and environmental issues. Each year they provide an entertaining and informative wildlife presentation for over 700 school-aged children. †¢ Preservation through Involvement The NWPS had launched the Nature Walk & Workshop Program in 2005. Seven classes from the Lower Mainland participated in the Nature Workshop program and visited one of the following natural areas: Lighthouse Park, Bear Creek Park, Capilano River Park, or Burnaby Lake Park.   Through this program, students learn about wildlife, visit wildlife habitats and participate in stewardship activities. Many individuals visit natural spaces and learned about wildlife in BC through their Owl Prowl field trips and a special Earth day program. †¢ Preservation through Stewardship Having the community to assist in the preservation through stewardship in another avenue. In celebration of Earth Day 2005, NWPS hosted a trail restoration event in Deep Cove, BC. Over 20 volunteers and community members assisted the District of North Vancouver Parks Department by helping restore a section of the popular Baden-Powell trail. At the end of the day, our team had built an 11-step staircase on the trail and had planted many tree seedlings Animal Rescue Calendar – Supporting Animal Rescue Groups Supporting animal rescue groups is a very good way to support preservation. This year NWPS produced a TISOL Animal Rescue Calendar. They reached another 5,000 people and cemented working relationships with over 12 groups. They have planned for this campaign to break-even for this year and have established a platform for greater success in the future. †¢ Outreach Funding – Support from Communities Annual outreach campaigns can reach people out of your arm reach. And you do this by asking them to engage in supporting the environment through our education programs. If intrusion goes unchecked the lost for the preservation will be great. We really have to look at the big picture here when we see this because it is not a small problem, to some it may be but this kind of intrusion could cause many species to become extinct. Can you imagine ten years from now not being able to show your child, or grandchildren what a Bengal Tiger looks like. I mean to literally not be able to visit the zoo and have to tell you child that this particular animal no longer exists. This will happen to many species if certain precautions are not takes. Wildlife is just as valuable as our own; it creates a balance here on this earth. Reference http://whc.unesco.org/en/list/338 http://www.wild-india.com/WildlifeSanctuaries/manas-wild-sanctuary.html

Gross Domestic Product The WritePass Journal

Gross Domestic Product References Gross Domestic Product IntroductionGross domestic income (G.D.P)GNH(growth national happiness)DIFFEERENCEPROBLEMS OF MESURING G.D.PG.D.P DOESNOT TAKE INTO ACCOUNT OF INCOME DISTRIBUTIONG.D.P measures divorce, crime, and natural disaster as economical gainGDP INCREASES WITH POLLUTING ACTIVITIESPROBLEMS OF MESURING G.N.HReferencesRelated Introduction Gross domestic product (GDP) refers to the market value of all goods and services produced within a country in a given length of time. It is usually used to indicate countries standard of leaving. Simon Kuznets a n American economic researcher , who has pointed out that there is more to life than money, has been focusing on â€Å"gross national happiness â€Å"another way of indicating countries standard of leaving. But this time it is by measuring the change in our standard of living and by our quality of life instead of how much money we pocketed in a given period of time. The concept of gross national happiness or (GNH )was developed in an attempt to define an indicator that measures quality life or social progress in more holistic and physychological terms than gross domestic product .This idea has been   followed from the upper echelons of Barack Obama to the prim minister of united Kingdome David Cameron   the goal of measuring nations well being has been a major goal of this policy makers .They join the trend setter the Kingdome of Bhutan a Himalayan mountain country located in south Asia between republic of India and people republic of china . Gross domestic income (G.D.P) Product or output approach, income approach and expenditure approach have been used to determine GDP.   Because of summing up the output of every product enterprise to come to the total the product approach has been the most direct of the three approaches. On the other hand the income approach principle says income of producers must be equal to the value of their product and it determines gross domestic income by finding the sum of all producers’ income. Expenditure approach uses a principle that all of the product must be bought by somebody, therefore the value of the total product must be equal to peoples’ expenditure in buying things. GNH(growth national happiness) GNH (gross national happiness) was introduced to measure quality of life in a nation. The term was initiated in 1972 by Bhutan’s former king jigme   singyewangchuch, who lead Bhutan into modernization. but under the leadership of karma Ura ,it developed a sophisticated survey instrument .This survey instrument measures the general wellbeing of the Bhutan nation. The instrument was invented with collaboration with the Canadian health epidemiologist Michael pennoke.like many psychological and social indicators,GNH is somewhat easier to state than to define with mathematical precision.(WIKIWIKI) DIFFEERENCE The difference between the two is, G.D.P is based on how the country is pocketing money and how each year they are growing or going down financial wise .but gross national happiness indicate or measure national well being, by measuring this they will know how happy the nation is. Measuring national happiness is used to help the government understand â€Å"with evidence â€Å"the best way of improving peoples well being (David Cameron). By measuring how happy the nation is .But on the other hand G.D.P measure countries economical performance. G.D.P measures quantitative measures not qualitative like G.N.H.  Ã‚   G.D.P takes no account of the distribution of income and includes no moral judgments about the worth of the activity performed Money is the most common medium of exchange in the modern world .modern nation compares their wealth with the amount of money they accumulate. Money can buy you just about anything in this modern age.   Many big nations like the United Kingdom and the United States of America measure their economic wealth by G.D.P or gross domestic product. But this countries are realising there is more to life than money, they are considering   measuring national wellbeing or gross national happiness (G.N.H) to measure how happy there nation is, the first nation that measured G.N.H is the country of Bhutan. Bhutan’s does not idolise money as the rest of the world does. They do not have as many material possessions as the people of the united Kingdome or of the United States. There for money does not have a major usage. Its seems like people in the united Kingdome tend to need money to be happy in life,(give good example from the hand out?)The people of Bhutan do not need money or wealth to be happy. Families in the western society are straggling to feed and maintain necessity needs in the house. Parents have to be working full time to pay for food, gas, internet, electricity, transport   .it can be any kind of transport it can be a car, for example when owning a car there are cost that comes with it like paying for road tax insurance and petrol. it can also   be a   train, there is cost that comes with it like paying monthly or weekly or   daily travel card but in the country of Bhutan the means   of transport is,   use mule back or horse back to move from place to place which is cost less. Some of these expenses are not necessity in the country of Bhutan like the internet. There life is not based on technology they don’t need the internet to live there life but on the other hand UK families need internet to lead there day to day life ,the kids at home needs internet to do there course work the the father and mother needs it to pay bills and for work purpose   .This had mounted the expense of the UK and most western families expenses.† the more money you got the   more expense u will have â€Å"the stress level in western world is highly elevated ,as opposed to the stress level of families of Bhutan. Bhutanese families spend time together as they usually work together in their farm or at home. There life style tends to be togetherness. Therefore giving Bhutanese a good quality time with their family. Which also avoid loneliness or spending time worrying .Bhutan’s work as a family which means they chain of delegation is from a family member? Which makes their jobs easier, they don’t have a boss ordering them or giving them dead line to finish a task or a work time keeper who cheeks time when they come late to work them gives them a final warning. This in itself can avoid work related stress .stress at work is a major issue in the united kingdom according to the BBC news, stress at work makes men ill. † Bhutanese people have much less money than Britons but they seem to be happier because they don’t have any use for money. The trade in Bhutan deals with animals or foods, or handcrafted articles of clothing or weaponry .In the UK everything or every transaction requires the use of money in one way or the other .G.D.P is very important in a country like the united Kingdome .because economies change very rapidly from positive to negative and vice versa .but the economies of country like Bhutans is so small. There for makes G.D.P measurement harder. Growth national happiness in Bhutan seems to work for them than growth domestic product. Becouse people don’t use money; they have more opportunity to be happy with what they owned . PROBLEMS OF MESURING G.D.P DOUBLECOUNTING     There are lots of problems in measuring G.D.P, one of the problems in measuring G.D.P is errors and omission, and this is a problem in calculating and collecting the statistics of nation. This problem arises because people hide their incomes and firms hide their expenditure to avoid taxation. as   a result of this there will be another economical nation called the black economy in one country, (Akemed 2001 ) also suggest that it is   known as â€Å"rag gun†. Another way in which double counting can occur is through stock appreciation. The increase in inflation which will also increase the stock value, even though this adds firms a profit; it represents no increase in real income .gain such as this must be deducted from the income figure. G.D.P DOESNOT TAKE INTO ACCOUNT OF INCOME DISTRIBUTION By trying to avoid distribution of income, G.D.P hides the fact that rising tide dos note lift all boats. from the early ninety seventieth till mid ninetieth G.D.P rose by staggering 50% were by wages suffered a massive fall of 14 % ,in the start of ninety eighty one alone the upper   5% of households increased their real income by almost   20% yet the G.D.P present   this massive gain at the top as a bounty to all.   In 2006 Richard Layard an economist from LSE argued unhappiness is a bigger problem than unemployment in the United Kingdom. This shows people are more concerned about their happiness and well being than there income. There for measuring peoples income is useless, because people are not concerned about what they get paid they are more concerned about their happiness and well being .more people are claiming incapacity benefits because of depression and other mental disorder. So policy makers need to take into accounts such factors, And change the way we calculate the countries growth.(THE ECONOMIST NOVEMBER 27Th 2010 edition page 86). G.D.P measures divorce, crime, and natural disaster as economical gain As G.D.P records every monetary transaction as a positive one the cost of social problem in natural disaster are classified as economical advance. Divorce adds billion pounds through legal expenses, crime ads billions to the UK GDP due the need for security measures increasing police protection and medical cost. Hurricane Andrew was disastrous for southern Florida, but GDP has recorded it as a boom to the US economy pocketing well over 15billion dollars. ( Clifford W. Cobb and John B. Cobb, Jr. 1994:12 ) GDP INCREASES WITH POLLUTING ACTIVITIES Highly funded cleanup of toxic sites is slated to cost billions of pounds over the next three years. This will also increase up the GDP, the growth domestic product first added the economic activity or economic boom in industries and manufacturing to generate the pollution. It creates illusion that pollution is double economical benefits. This is how Exxon Valdez oil spill led to the increase of GDP. This shows that GDP measures quantitatively, it includes no moral judgment about the activity performed to increase the economy. More to this the clean up on nuclear accident like of the Fukushima in Japan will add to GDP in the same way of production of solar power.   When oil is found in one country it is sold to the consumers it is counted as an additional to the country’s wealth rather than loose or depletion of the country’s resource. PROBLEMS OF MESURING G.N.H On the other hand growth national happiness also has its down falls, GNH is rather complementary than a real substitute of G.D.P. Our business environment needs highly tangible indices like G.D.P in order to assess its market. As Mr. Cameron said it â€Å"you cannot capture happiness on a spreadsheet any more than you can bottle it†. Critics say that international comparison of well-being will be difficult on this model; proponents maintain that each country can define its own measure of GNH as it chooses, and that comparisons over time between nations will have validity .Recently there has been concern that happiness research could be used to advance authoritarian aims. Some participants at a happiness conference in Rome have suggested that happiness research should not be used as a matter of public policy but rather used to inform individuals. In the case of Bhutan (BBC news 2003) shows that the government expelled about one hundred thousand people and stripped them of their Bhutanese citizenship on the grounds that the deportees were ethnic Nepalese who had settled in the country illegally. While this would reduce Bhutans wealth by most traditional measures such as GDP, the Bhutan government claims it has not reduced Bhutans GNH .growth national happiness is hard to measure and it has its own conciseness .because happiness is not definable its hard to put on a spread sheet, unless everyone is brain scanned. So it requires lots of time and money. Major problems with measuring happiness are that, it is composed of other elements to. In crude mathematics it will be defined as H=R-E.in short it means the lower peoples expectation are the happier they are, on the other hand the   higher peoples expectation are the less happy they are. Most people think happiness is not measurable, it’s too abstract, too subjective, too hard to quantify by asking people how satisfy they are with their life on a scale of one to ten, on doing so this will not give accurate answer for measuring happiness. The other alternative is to focus in particular set of events and ask what feeling do people   show as the day goes on or â€Å"   day reconstruction method or DRM† which is produce by researchers including Norbert   Schwarz   a physiologist and the economist Alan Krueger   ex chief economist of the us treasury and another noble prize winner physiologist Daniel k . ‘The alternative approach to measure happiness by recalling episode by episode of previous day event and the most highlighted part of feeling   like stress , peace, exhaustion elation. Inshore this approach measures mood and life satisfaction and these two concepts are quite different ways to think about happiness. ‘  Ã‚  Ã‚   a survey measuring woman in America in France found that the Americans were twice likely to say they were very satisfied and happy with their lives but on the other hand the French women spent more of their day in a good mood.   â€Å"We have tended for too long to use a single ward to refer to wide Varity of things† says professor kahanman.   There is a real need to distinguish between life satisfaction and mood or experienced happiness. They are quite distinct and they have different causes and consequences. So this has led happiness hard to measure because of all consequences that come with it therefore GNH can be a problem to meas ure success of a country because of the low accuracy level. A country cannot measure its success on inaccurate results. References (1). thinkingeurope.eu/content.php?hmID=20smID=34ssmID=196  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (Accessed on 9 Mar11) (2) scribd.com/doc/2977226/Economics-Gross-Domestic-Product-vs-Gross-National-Happiness used it   for the difference on 23 march (3)BBC (2006) stress at work makes men at work ill(on line) available from   http://news.bbc.co.uk/1/hi/health/5059278.stm 4 THE GREEN NATIONAL PRODUCT: A Proposed Index of Sustainable Economic Welfare; Clifford W. Cobb and John B. Cobb, Jr; University Press of America, 1994 ISBN 0-8191-9322-4) 5) BBC(2003) butan refugees on hunger strike(on line) available at http://news.bbc.co.uk/1/hi/world/south_asia/2774803.stm