Transcendentalism in Civil Disobedience - 3710 Words

Dannheisig 1 Jan-Hendrik Dannheisig Susanne Hamscha, M.A. Re(dis)covering America: Emerson, Thoreau, and American Democracy 10 April 2012 Transcendentalism in Civil Disobedience Thoreaus Politics of Individuality and Nature Dannheisig 2 Contents Introduction 1. Transcendentalism a. Nature b. Introspective Conscience and Politics 2. Political Individualism a. Ethical and Political (In)justice b. Critique of Democracy Conclusion Bibliography 2 3 4 6 7 8 9 10 11 12 Dannheisig 3 Introduction Henry David Thoreau was part of a movement called American Transcendentalism. To illuminate Thoreaus understanding of democracy, political action and justice this paper will focus on the influence transcendentalism had on his ideas and†¦show more content†¦The project was financially unsuccessful and eventually failed when some of the buildings burned down.4 The Transcendentalist movement did not have one direction that it followed but was by definition only in agreement over the fact that nature is the remedy to societal disfiguration. To transcend societal restraints means to refocus on what the real and natural behaviors and convictions are. The easiest way to understand what is natural to a Transcendentalist is to comprehend what is not. To Emerson secularization and the development of fascination with science and the intellectualism that grew with it bore dangers to the individual and its personal formation. A development away from the individ ual experience of ones surroundings and towards the study of empiric studies would create structures of knowledge that are unquestioned by its students who believe that only what is written is true. Roles imposed on the individual by society and its institutions impeded individual expression and freedom, restricted choice, and ultimately resulted in self-alienation.5 A lot of the influence that formed transcendentalist thought came from Romanticism. The understanding that sense is more important than intellect andShow MoreRelatedThe Roots Of Transcendentalism And The United States1481 Words   |  6 Pagesstandards, and suspected people needed to fight the government by practicing civil disobedience. People who shared these ideas became to be known as Transcendentalists as they were struggling to define spirituality and religion in a way that took into account the new understandings their age made available; the main contributors to the ideas of this period were Emerson, Whitman, a nd Thoreau. The roots of Transcendentalism can be traced back to the early 19th century to a religious movement calledRead MoreTranscendentalism1409 Words   |  6 PagesTranscendentalism was a huge cultural movement in the nineteenth century; however, the ideas of the movement still continue to influence our society in the twenty-first century. These ideas of Transcendentalism have continued to exist throughout many years because the ideas remain relevant to society. In fact, the problems that many Transcendentalist writers encountered still happen today in new forms. These similar problems include conformity, the role of government in society, and the importanceRead MoreEarly American Transcendentalism1204 Words   |  5 PagesEarly American transcendentalism has one of the greatest influences towards American society because it is not only a philosophy, but also a religion and physical progression. During the early nineteenth century, Ralph Emerson, Henry Thoreau, and other rad ical individuals challenged the present day theories of values, ethics, and what it means to live life to the fullest (Timko). If early American transcendentalists were living among civilians today, would present day civilians think the earlierRead MoreWalden and Transcendentalism Essay1545 Words   |  7 PagesWALDEN AND TRANSCENDENTALISM Henry Thoreau’s masterpiece, Walden or a Life in the Woods, shows the impact transcendentalism had on Thoreau’s worldview. Transcendentalism is a philosophy that asserts the primacy of the spiritual over the material. Transcendentalism puts the emphasis on spiritual growth and understanding as opposed to worldly pleasures. Thoreau’s idea of transcendentalism stressed the importance of nature and being close to nature. He believed that nature was a metaphorRead MoreEssay on The Political Principles of Thoreau807 Words   |  4 Pagessocial philosopher and writer was not fully recognized until the twentieth century. Ironically, Civil Disobedience, the anti-war, anti-slavery essay for which he is probably best known, has become a manual for social protest by giving support to the passive resistance of Mohandas Gandhi, Dr. Martin Luther King, Jr., and other conscientious objectors (Paul 233). Thoreau’s Civil Disobedience was mainly a protest against slavery: I cannot for an instant recognize the political organizationRead MoreMartin Luther King, And Nelson Mandela1678 Words   |  7 Pagesnineteenth-century transcendentalist movement, while Alexander Hamilton had his political career prior to the movement. Joseph Stalin is different, his political philosophy he follows was created at the same time as the transcendentalist movement, leading transcendentalism to not be widespread. One historical figure that was a transcendentalist thinker was Martin Luther King. King displays these transcendental ideas in his philosophies, such as his Triple Evil philosophy and Six Principles of Nonviolence philosophyRead MoreCivil Disobedience By Henry David Thoreau969 Words   |  4 Pages Transcendentalism is an idea that expresses the individuality of a person and his differing beliefs from the current societal opinions. This idea had a few articles written about it such as â€Å"Civil Disobedience† by Henry David Thoreau which in summary states that if you don’t agree with the society’s opinion, you should form your own and fight for it. Another writing about it is â€Å"Self Reliance† by Ralph Waldo Emerson which also basically states that you should follow your heart and not conform toRead MoreTranscendentalism: The Antidote to Brainwashed Youth Essay697 Words   |  3 PagesWhen I was first exposed to the concept of Transcendentalism in my English class, the idea seemed farfetched and rather abstract. Upon further readings and research, I discovered that the concepts, although they originally seemed esoteric, where works of true brilliance. Society has made it hard for individuals to exist when things like popular culture seemingly brainwash youth into doing whatever is considered â€Å"cool†. Transcendentalism is a powerful concept which should be acknowledged by myRead MoreDevelopment of Transcendentalism901 Words   |  4 Pageswhile philosophies of civil dispute and nonviolence may seem like a well-accepted idea today, many who fought for this type of negotiation were often considered radical for their introduction of it to society. Among those transcendentalists was Henry David Thoreau, who wrote â€Å"Civil Disobedience†, Mohandas Gandhi, who wrote â€Å"Satyagraha†, and Martin Luther King Jr., who wrote â€Å"Letters from Birmingham Jail†. Henry David Thoreau used the theory of transcendentalism in â€Å"Civil Disobedience.† These three transcendentalistsRead MoreEssay on Bartleby the Scrivener1515 Words   |  7 Pagesresistance Bartleby exhibits traps him physically and psychologically by surrounding him with â€Å"walls† the narrator symbolically describe s numerous times. The idea of transcendentalism arises from Bartleby’s civil disobedience. The notion of transcendentalism is expressed by Bartleby when he refuses to work and spreads the ideals of transcendentalism, yet he does not succeed in breaking free of society’s chains, instead he dies trying. In Melville’s story the use of repetition, symbolism, and imagery prove

Othello, By William Shakespeare - 894 Words

We endure struggles everyday with race that are no different than those that which occurred in Othello written by William Shakespeare. Throughout the play Othello, we see the struggles of a marriage that is not accepted by their society. Othello is a extremely cherished black general living in a primarily white community. The play begins with Othello secretly becoming married to a white woman named Desdemona. This reasons others who are white to become angry and excuse to dislike this black man further more than they already do. Othello is a downward spiral from love, to jealousy, to betrayal, and then ending in a massacre. Othello is perceived as one of the most important people in Venice, but he is still seen as an outsider. He is important because he is a good soldier. Othello is considered an outsider by his race. By Othello being the only black man in the white Venice society this put him at a disadvantage. In Act 1 scene 1 as soon as Iago discovered that Othello and Desdemona secretly got married Iago immediately began thinking of how he could destroy this marriage. Within the play Iago is the first to have such hatred towards Othello. Desdemona’s father, the Senator, Brabantio, of Venice disapproves of this marriage entirely. Desdemona is a beautiful white woman. These circumstances cause Iago to be the most villain like, evil-minded, and malicious character in all of Shakespeare’s plays. As Iago and Roderigo told the news to Brabantio about his daughterShow MoreRelatedOthello, By William Shakespeare957 Words   |  4 Pagesinnocent person kills himself while not knowing the truth. The best example of that would be the play Othello by the great William Shakespeare. As little as a handkerchief could make a difference if it is a symbol for something. In the play Othello by Shakespeare, handkerchief is first introduced by Othello to his beautiful mistress, Desdemona, as a sign of their love. At the end of the play what gets Othello to take extreme measures by the location of the handkerchief. As the symbol of the handkerchiefRead MoreOthello, By William Shakespeare1599 Words   |  7 Pages William Shakespeare’s 16th century play Othello is a duplicitous and fraudulent tale set alternatingly between Venice in act 1, and the island of Cyprus thereafter. The play follows the scandalous marriage between protagonist Othello, a Christian moore and the general of the army of Venice, and Desdemona, a respected and intelligent woman who also happens to be the daughter of the Venetian Senator Brabantio. Shakespeare undoubtedly positions the marriage to be viewed as heroic and noble, despiteRead MoreOthello, By William Shakespeare1218 Words   |  5 PagesIn a historical time period where emphasis was shifting from religion to race and ethnicity, key indicators of differences that perpetuated into racial prejudice and racial ideologies are evident in Othello by William Shakespeare. Although racism was not fully formed at this moment in history, Othello can be interpreted as a representation and an exploration of this shift in ideology. In the past, before this change to ward racial differences, religion was the major segretory factor in signifyingRead MoreOthello by William Shakespeare790 Words   |  3 PagesThroughout Othello by William Shakespeare, Othello makes numerous poor decisions due to his jealousy. Hitting Desdemona, trusting Iago, and killing Desdemona are among a few of the poor decisions that he makes. The word jealous can be defined as feeling or showing suspicion of someones unfaithfulness in a relationship. Othello feels suspicious of Desdemona’s and Cassio’s relationship because of the lies that Iago tells him. Many people try to tell Othello the truth but he only believes the wordsRead MoreOthello, By William Shakespeare1923 Words   |  8 Pagesdissatisfaction or complication is shown. Firstly in Othello love is presented as ephemeral and transient while atonement love is presented as unrequited and finally in cat on a hot tin roof love is presented as painful and troublesome due to unreciprocated feelings. The tragic plot of Othello hinges on the potential of the villain, Iago, to deceive other characters, above all Roderigo and Othello, through encouraging them to misinterpret what they see. Othello is prone to Iago s ploys seeing that he himselfRead MoreOthello, By William Shakespeare941 Words   |  4 Pageswas Williams Shakespeare’s play Othello which depicts the tragedy of Othello, a Morris Captain. What is different about Shakespeare play is that the tragic hero is the black Othello and the villain a white Iago. Therefore, Shakespeare depiction of Othello as a tragic character and Iago as a villain, challenges Elizabethan’s stereotypes regarding individuals of African descent. Shakespeare challenges the stereotypical â€Å"type –casting of the black man† in Elizabethan society by depicting Othello asRead MoreOthello, By William Shakespeare1152 Words   |  5 Pages‘Othello’ was a tragedy of incomprehension at the deepest level of human dealings as no one in the play came to an understanding of himself or any of the surrounding characters. The play ‘Othello’ by William Shakespeare focused on tragedy through the anguish of the main character ‘Othello’ which lead to the suffering and death of numerous characters including himself. Appearance Vs. Reality challenged human dealings within the play ‘Othello’ as no-one came to see anyone’s true self and no-one seesRead MoreOthello, By William Shakespeare1178 Words   |  5 Pagesprofitable in condition of good and immorality. Othello is presented as good and Iago as evil, but Iago and Othello’s relationship also shares a distrust of their wives. The overall logical argument is based on love, jealousy and betrayal between two lovers that ultimately leads to their separation because of Iago’s evil plan. I am using this article to agree with Berry s view on how Iago separates two lovers just so he can take retaliation on Othello by manipulating everyone to unmasking their trueRead MoreOthello, By William Shakespeare1825 Words   |  8 PagesWilliam Shakespeare’s plays transcends time and is renowned for their captivating plots and complex characters. Othello by William Shakespeare is a tragedy play that portrays major themes such as racism, manipulation, and jealousy just to name a few. Throughout the whole play, these themes are represented through the conniving character from the play, Iago. Out of all the plays Shakespeare has written, Iago is believed to be the most complex villain of all times. During the play, Othello, a blackRead MoreOthello, By William Shakespeare1140 Words   |  5 Pagesâ€Å"Othello† is a play written by William Shakespeare in 1603. In this play, Shakespeare features three major characters: Othello, Iago, and Desdemona. Othello, a black man , and Desdemona, a white venetian secretly eloped in the play. Iago shows racism and prejudice towards their relationship because of their skin colors. In the play, Iago says: â€Å"Even now, now, very now, an old black ram is tupping your white ewe. Arise, arise! Awake the snorting citizens with the bell, or else the devil will make a

Reflective Self Analysis as Learner-Kolb’s Experiential Learning Style

Question: Discuss about the Article for Reflective Self Analysis as a Learner. Answer: Introduction My major in Leicester International Pathway College is in Business Management. I have completed my foundation course and have studied modules such as for the purposes of Academics English, Accounting, Business Management, Economics, Business Functions and Study Skills. I am currently in the third term, which is the last term, of the foundation year. This foundation course has helped me, as an international student, in various important ways and aspects, which includes language and in particular helped me get a better grasp in my subject of major which is Business Management. Studying in the foundation course of the college has had various benefits over all, since they are designed for international students who may face challenges that are unique this course has aided my to these special needs, like in the field of language. It has been tailored in a manner that it ensures that I am ready academically and also confident personally to be able to take the undergraduate course in the De Montfort University. Since the standards of education are very different in the UK as compared to my home country, this course has aided to level out the difference and familiarize with the learning methods, teaching methods, hours of study, etc. that is there in the UK with that which is there in my country. This foundation course has helped me move forward towards my major. Language is a daunting aspect being an international student. This foundation course has helped me become more focused by providing training in English for academic purposes that will help even in my future degrees. Further the foundation degree has helped not only in studying the core common modules which are there but also modules that are focused in the areas of academics which will help with my chose structure of Business Management for my majors in college. As a foundation course graduate there is an upper-hand which is there as compared to those students who are entering straight from their schools for higher education. Since these courses were taught in the manner of the university style of teaching with tutorials, seminars, classes and lecture. They have prepared me for the studies in future in the universities. Foundation course also ensures that there is time for me to settle into the university program for the full degree. It also ensured that I would be able to settle int o not just the academic life but also my personal life. It also put in touch with those international who are or would be facing similar situations like me. It has ensured that I have a better foundation in the university before the start of the course. Learning Methods There are various types learning methods which are used in a learning environment. One of these methods is the Kolbs experiential learning style theory is one of them, it represented typically by a learning cycle which is in four stages wherein it is required by the learner to be able to touch all the four bases (Kolb and Kolb 2005). The first base is that of Concrete Experience, an experience of a situation which is new is encountered or there is an interpretation of the experience which already exists. The second base is that of Reflective Observation which means an experience which is completely new. The most important aspect here is whether there exists any inconsistency between understanding and experience. The third base is of Abstract Conceptualization which means reflection which leads to there being ideas that are new or modifying of concepts that are already in existence. The fourth base if Active Experimentation which means there is applicability by the learner in the world which surrounds to understand the results that it would generate (Gibbs 1988). Another method of learning is the Gibbs reflective cycle, in which encouragement is given to be able to think in a manner that is systematic about the phases of an activity or an experience, all the headings are to be used for structuring the reflection. The reflective cycle (Gibbs 1988) The reflective cycle of Gibbs is very important in aiding in thinking through the various phases of an activity or experience. The first phase is that of Description meaning thereby describing what had happened. The second phase is that of Feelings meaning thereby what was felt or though at the time. The third phase is that of Evaluation what bad or good resulted out of the experience. The fourth phase is that of Conclusion, which includes what else could also have been done. Learning Methods Experienced There are different learning methods which have been experienced by me during my foundation course. I have been taught through analyzing different experience, past, present, including putting me through new experiences throughout the learning process. This has been ensured through tutorials, presentations, debates, assignments, etc. That have aided in the analysis of the various situations presented before me. The foundation course has ensured that I become an independent learner as well as work within teams. It has helped me understand how essays and presentations are to be made so that the same meets the university standards. Further being an international student this course has familiarized me with the high education system that exists in the UK especially in the university making me more prepared for the classes and course work that will take place here. Studying Business Management module in the foundation course has given me a clear picture about how my course in the Bachelor degree will be and it enlighten me also about the business studies in general Comparative Analysis Comparing the learning methods that is there in Saudi Arabia, which is my home country, and here. There is quite a lot of difference which is there. In the teaching and learning methods there is an extensive use of technology which is not the case back in Saudi Arabia. I have found the use of technology aids in making learning much more comfortable and easy. Further email communication is also another aspect which is more prevalent here as compared to in the UK and this mode of communication is much more professional and faster. Improvements Required There are certain areas which I need to improvise in which are that of my listening skills and my ability to be able to take notes. In my opinion these are the areas that I am lacking in and which need to be improved for ensuring that it does not create a hindrance once I begin my majors in the university. One way that I hope to enhance these skills is by listening to the lectures in Ted-Talks three times and week and taking down the important notes for these lectures. Conclusion Conclusively it can be stated that this foundation course has been extremely important in not only assisting with getting a familiarity with the learning and teaching method of the university including in the area of my major. But also helping me settle down in the university prior to the beginning of the course. References Gibbs, G. (1988).Gibbs a guide to teaching and learning methods. Ofxord. Kolb, A. and Kolb, D. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education.Academy of Management Learning Education, 4(2), pp.193-212.

Cross-Cultural Analysis on Japanese Culture for Norwegian Wood

Question: Discuss about theCross-Cultural Analysis on Japanese Culture for Norwegian Wood. Answer: Cross-cultural experiences among various groups of people including countries play a significant role in making the world a global village. Cross-cultural encounters are significantly taking shape across the world and at a fast rate than ever before. The purpose of this paper is to critically analyze the Japanese culture as it is influenced by the western culture through the perspective of Haruki Murakami in his book Norwegian Wood. Further, this report will conduct an analysis of cross-cultural interactions with respect to examples as they appear in his book by use of quotes. Murakamis book presents several cultural aspects which are inconsistent with Japanese culture. His book contains words that are written in western languages which present a good platform for analyzing his works based on cross-cultural communication and the influence of globalization. Additionally, the report examines how cross-cultural influence plays a significant role in composing his book. According to Karat ani, it is Murakami perspective that brings an understanding of Japanese culture through various critics if different background across the world.[1] Oshima argues that the Japanese society is known for its deep-rooted culture that occasionally blends with the western culture. Western civilization in Japan began when a policy was drafted during the Meiji era.[2] This was a time when Japan considered the western approaches were important to their culture for them to be able to compete with the rest of the world. Some of this methods and accomplishments were related to science, culture and technology. The Japanese culture continues to play a significant part in fostering cross-cultural communication. Murakamis work offers an opportunity for engagement between western culture and that of the Japanese people. Among other writers of his age, Murakami remains the most prolific writer whose works have made an important role in linking cross-cultural boundaries for the modern society. Across the world, Murakami has received immense recognition from readers and scholars of different backgrounds. Most readers and scholars view Murakamis literature in light of western influence. "When her lessons ended, we'd have tea and chat. Sometimes I'd show her certain jazz piano styles - like, this is Bud Powell, or this is Thelonious Monk p 183.[3] This statement in his book clearly indicates that jazz, which is not a type of music that originated in Japan, had already taken center stage and influenced many people including Murakami. Besides, some professional argue that Murakami consistently make references to literature that has its origin in Euro-American culture. Such references made by Murakami are crucial in examining the cross-cultural influence between western and Japanese culture since Murakami approach in his work and individual style is based upon western culture as opposed to Japanese culture based on Aoki sentiments.[4] Apart from the influence of western culture especially from the United States of America, there are other cultural aspects that have been expressed in Murakamis works which come from other countries. According to Bakhtin and the theory of intertextuality, these other examples are concrete examples to show that indeed Murakami plays a significant role in linking cross-cultural communication.[5] Language mimics aspects that go on in the society which is rooted deep in our culture. As a result, the Japanese culture borrows some expression from western culture. Some scholars such as Proshina point out that Japanese culture contains aspects of its long isolation although the Euro-American influence is quite distinct.[6] It is important to factor language as a means to communicate as well as recognition of a cultural code of a particular region. Whenever people speak, it is always a reflection of the society which is ingrained in the culture of people. There is extensive linguistic and cultural examination that exists in Murakamis fiction the Norwegian Wood that shows traces of cross-cultural aspects of the Japanese culture. There are consistent cross-cultural examples that can be found in Murakamis dialogue with the characters in his book. One particular instance is where Murakami paints the picture of lesbianism through the following quote "There there,' and she's got her arms around me and she's stroking my back, and soon I'm starting to feel very strange, my whole body is kind of hot. I mean, here's this picture-perfect beautiful girl and I'm on the bed with her, and we're hugging, and her hands are caressing my back in this incredibly sensual way that my own husband couldn't even begin to match, and I feel all the screws coming loose in my body every time she touches me, and before I know it she has my blouse and bra off and she's stroking my breasts. So that's when it finally hits me that she's an absolute dyed-in-the-wool lesbian p 186.[7] Lesbianism for a long time is associated with the western culture. In this instance we find that it is normal even in Japan indicating it began a while back when Reiko was in sixth-form. Remember, this was a thirteen-year-old girl who was doing this to Reiko who was older than her at the time. Hedgepeth mentions that Murakami can be said to have a notoriety of portraying his character in a western perspective that then sparks conversation about the environment that plays a critical role in cross-cultural communication.[8] Critics of Murakami argue that the plot of his book comes from the geographical context of other countries except for Japan. In Murakamis work, one will notice that most of the items mentioned in the book are not of Japanese origin. Among these things that make Muramakis work a great contribution in cross-cultural communication include music, cartoons, fine arts and philosophy according to Seats.[9] These items play a significant role as a prerequisite to the source of information that determines the geographical atmosphere of a particular group of people. Analyzing Murakamis work, the characters fall in communication with professionals of different background which contributes to the society acknowledging and appreciating them in the society. Besides, Murakamis work of fiction reflects cross-cultural aspects through literary devices along with English and other languages. Such are examples of cross-cultural communication of the influence of Japanese culture by foreign cultures. The characters in his book use English whenever they are referring to songs belonging to other countries. The expression of something through using another language is a clear indication that the native language is insufficient as it lacks proper words to explain certain items. Gottlieb insinuates that the reason for using lexical units for purposes of expressing an idea is a result of the concept being new to another culture. Also, by using a foreign word to express an idea is with the aim of making the point clear and helps one to drive the exact point in question. Some critics of Murakamis work say that the fiction book is based on globalization rather than the Japanese culture.[10] The fact that the book was translated into English does not imply that the meaning in what the original book has was altered in any way. The book does not mention the popular culture of the 60s but extensive make references to the culture throughout the book. The use of popular culture by Haruki Murakami is motivated by the need to bridge cross-cultural communication across the world. The Norwegian Wood focuses on Toru, Naoko and Midori who has been struggling with adulthood. These characters are Japanese yet the story revolves around foreign attributes with features of Japanese culture that paints the picture of a cross-cultural communication that Murakami envisioned when writing the fiction book. Murakamis work is an authentic piece although people have condemned it as being more of western culture rather than Japanese but Murakamis view is completely that of Japanese people and the characters used in the novel depict a story that can be told by most of the Japanese society. The bo ok does not whatsoever diminish the strong culture of the Japanese people but a blend of both their culture and influence of western culture.[11] The sharing of culture in Japanese increased after the Second World War and for this reason Muramaki attempted to make the novel easy for all people to understand the cross-cultural bridge. The extensive use of western culture in Murakamis work does not make the fiction book hegemonic. Despite critics, the fiction novel is written from a Japanese genre. This can be attested through the characters and setting in the 60s where students were largely influenced by the western culture. In this novel Haruki emphasizes on individualism through his characters such as Toru which compliments that western values in an ideal manner. It is important to note that while majority of the readers are reading the book based on the interpreters understanding of the Novel, it remains to be the thoughts and writings of Haruki Murakami. Strecher argues that even though some people might consider the translation to be a different from the perspective of the original novel, one cannot fail to see the bridge between two cultures that contributes to globalization.[12] Norwegian Wood is a typical cross-cultural illustration of authentic Japanese Culture. The translation of the novel actually brought ideal culture of the Japanese society into light through conflicting ideas from supporters and critics of Haruki Murakami at that time. Murakamis work will continue to play a significant role in bridging the gap between different cultures through authentic ideal of the Japanese society. Bibliography Aoki, T. (1996). Murakami Haruki and contemporary Japan. Richmond, Surrey, England: Curzon Press. Bakhtin, M. (1981). The dialogue imagination: Four essays. Austin, TX: University of Texas Press. Gottlieb, N. (2005). Language and society in Japan. New York: Cambridge University Press. Hedgepeth, M. (2001). Haruki Murakami and the new Japan. Ann Arbor, MI: University of Michigan Press. Intercultural Communication. Intercultural Communication Studies XIX: 3. Karatani, K. (1998). Origins of modern Japanese literature. London: Duke University Press. Kuryleva, Lyubov A., Boeva, Svetlana A. (2010) Literary Texts by H. Murakami in Terms of Murakami, Haruki. (2000) Norwegian Wood. Vintage Books. Omer, A. Norwegian Wood. Evocative, Entertaining, Sexy and Funny; But The Murakami is one of the Best Writers Around. Time Out. Oshima, K. (2005). Gairaigo usage in Japan: From cultural controversy to a new analytical framework. Ann Arbor, MI: University of Michigan Press. Proshina, Z. G. (2001). The English language and East-Asian culture. Vladivostok, Russia: Far Eastern National University. Seats, M. (2006). Murakami Haruki: The simulacrum in contemporary Japanese culture. Lanham, MD: Lexington Books. Strecher, M. C. (2002). Dances with sheep. The quest for identity in the fiction of Murakami Haruki. Ann Arbor, MI: University of Michigan Press.

Strreet Lights Operated with Ir Sensors Essay Sample free essay sample

Abstraction The undertaking is designed for LED based street visible radiations. A figure of LED street visible radiations glow for a specific distance in front. on feeling an approaching vehicle and so switches OFF one time the vehicle base on ballss by. Thus a batch of energy is saved in this procedure. Optionally. diping characteristic can be used in this sytem while no vehicles are go throughing on the route. The undertaking is designed to observe vehicle motion on main roads to exchange ON merely a block of street visible radiations in front of it ( vehicle ) . and to exchange OFF the draging visible radiations to salvage energy. During dark all the visible radiations on the main road remain ON for the vehicles. but tonss of energy is wasted when there is no vehicle motion. This proposed system provides a solution for energy economy. This is achieved by feeling an approaching vehicle and so switches ON a block of street visible radiations in front of the vehicle. We will write a custom essay sample on Strreet Lights Operated with Ir Sensors Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As the vehicle base on ballss by. the draging visible radiations exchange OFF automatically. Therefore. we save a batch of energy. So when there are no vehicles on the main road. so all the visible radiations remain OFF. However. there is another manner of operation where alternatively of exchanging OFF the visible radiations wholly. they remain On with 10 % of the maximal strength of the visible radiation. As the vehicle attacks. the block of street visible radiations switch to 100 % strength and so as the vehicle base on ballss by. the draging visible radiations revert back to 10 % strength once more. High strength discharge lamp ( HID ) soon used for urban street visible radiation are based on rule of gas discharge. therefore the strength is non governable by any electromotive force decrease. White Light Emitting Diode ( LED ) based lamps are shortly replacing the HID lamps in street visible radiation. Intensity control is besides possible by Pulse Width Modulation ( PWM ) generated by the microcontroller. Detectors used on either side of the route senses vehicle motion and sends logic bids to microcontroller to exchange ON/OFF the LEDs. Thus this manner of dynamically altering strength ON/OFF helps in salvaging a batch of energy. The undertaking uses an 8051 series microcontroller Further the undertaking can be enhanced by utilizing appropriate detectors for observing the failed street visible radiation and so directing an Samarium to the control section via GSM modem for appropriate action. Hardware Requirements: 8051 series Microcontroller. LEDs. Voltage Regulator. Resistors. Capacitors.Crystal. Transistors. Diodes. Photodiodes. IR LED. Software Requirement:Keil compilerLanguage: Embedded C or Assembly. The undertaking is designed to observe vehicle motion on main roads to exchange ON merely a block of street visible radiations in front of it ( vehicle ) . and to exchange OFF the draging visible radiations to salvage energy. During dark all the visible radiations on the main road remain ON for the vehicles. but tonss of energy is wasted when there is no vehicle motion. This proposed system provides a solution for energy economy. This is achieved by feeling an approaching vehicle and so switches ON a block of street visible radiations in front of the vehicle. As the vehicle base on ballss by. the draging visible radiations exchange OFF automatically. Therefore. we save a batch of energy. So when there are no vehicles on the main road. so all the visible radiations remain OFF. However. there is another manner of operation where alternatively of exchanging OFF the visible radiations wholly. they remain On with 10 % of the maximal strength of the visible radiation. As the vehicle attacks. the block of street visible radiations switch to 100 % strength and so as the vehicle base on ballss by. the draging visible radiations revert back to 10 % strength once more. High strength discharge lamp ( HID ) soon used for urban street visible radiation are based on rule of gas discharge. therefore the strength is non governable by any electromotive force decrease. White Light Emitting Diode ( LED ) based lamps are shortly replacing the HID lamps in street visible radiation. Intensity control is besides possible by Pulse Width Modulation ( PWM ) generated by the microcontroller. Detectors used on either side of the route senses vehicle motion and sends logic bids to microcontroller to exchange ON/OFF the LEDs. Thus this manner of dynamically altering strength ON/OFF helps in salvaging a batch of energy. The undertaking uses an 8051 series microcontroller Further the undertaking can be enhanced by utilizing appropriate detectors for observing the failed street visible radiation and so directing an Samarium to the control section via GSM modem for appropriate action.

Free Essays on The Harp Of Erin

â€Å"The Harp of Erin† Thoman Buchanan Read’s painting entitled â€Å"The Harp of Erin† was done in 1867 using breathtaking hues of greens, blues, and tans. This painting done on canvas using oil paint shows a woman standing almost in the ocean on a piece of sea rock. The woman’s stern, yet passive expression leaves the viewer breathless as her beauty over takes the painting. The painting is organized with the woman leaning into the ocean just enough to get the tip of her toe wet from the salt water and crashing waves around her. The focus of the piece tends to favor the right side of the painting, yet the balance of the background waves and dark hues helps the piece tie together. The scale of the painting provides the eye of the viewer to focus on the almost giant figure in the foreground. With the scale used in this painting we see only the woman and the rock leaving only dark stormy skies in the background and rough, rocky waves to correspond with the stormy scene. The artis t uses a variety of shades of blue to help enlighten the face of the woman standing on the ocean. This use of variety also brings a sense of unity to the painting tying all of the shades together allowing it to flow with much consistancy. The chief stylistic features of the painting are the artists use of light and dark, as well as the extreme detail of both the sea rock and her white, flowing dress. The artist uses the techniques of the line to help add a flowy feel to the painting. This type of style draws the eye to certain aspects of the painting. This technique provides the sea rock to have a realistic feel, as well as it brings the rocky image of the stormy sea that surrounds her to life. The use of line is also present in her dress, as the artist used this downward stroke to draw the viewer’s eye into the frame and picture. The extreme use of light and dark in the shades of the hues also helps to bring this 2-D image to life. The ar... Free Essays on The Harp Of Erin Free Essays on The Harp Of Erin â€Å"The Harp of Erin† Thoman Buchanan Read’s painting entitled â€Å"The Harp of Erin† was done in 1867 using breathtaking hues of greens, blues, and tans. This painting done on canvas using oil paint shows a woman standing almost in the ocean on a piece of sea rock. The woman’s stern, yet passive expression leaves the viewer breathless as her beauty over takes the painting. The painting is organized with the woman leaning into the ocean just enough to get the tip of her toe wet from the salt water and crashing waves around her. The focus of the piece tends to favor the right side of the painting, yet the balance of the background waves and dark hues helps the piece tie together. The scale of the painting provides the eye of the viewer to focus on the almost giant figure in the foreground. With the scale used in this painting we see only the woman and the rock leaving only dark stormy skies in the background and rough, rocky waves to correspond with the stormy scene. The artis t uses a variety of shades of blue to help enlighten the face of the woman standing on the ocean. This use of variety also brings a sense of unity to the painting tying all of the shades together allowing it to flow with much consistancy. The chief stylistic features of the painting are the artists use of light and dark, as well as the extreme detail of both the sea rock and her white, flowing dress. The artist uses the techniques of the line to help add a flowy feel to the painting. This type of style draws the eye to certain aspects of the painting. This technique provides the sea rock to have a realistic feel, as well as it brings the rocky image of the stormy sea that surrounds her to life. The use of line is also present in her dress, as the artist used this downward stroke to draw the viewer’s eye into the frame and picture. The extreme use of light and dark in the shades of the hues also helps to bring this 2-D image to life. The ar...

Reading Response Essay Example | Topics and Well Written Essays - 500 words - 18

Reading Response - Essay Example The reading was also in accordance with some of my thoughts regarding some things I encounter in daily. People seem to assume that those living with disabilities have to be helped with everything and in everything they do. Helping them in their tasks can make them feel fewer humans or useless. As a result, I only offer help when it is necessary or when asked to do so. The reading reinforced my experience with deaf persons. For the few deaf people I have met in life, I hardly make any meaningful communication apart from greetings. Communicating with the deaf is problematic because I lack the knowledge and understanding of the sign language. The information presented about mobility impairment relates well with some things I have encountered in life. When I was young, my neighbor had a son who had impaired legs. The boy could not walk and his time at home. In fact, he never got a chance to move out of their home even when he got ill. His parents restricted him to his wheelchair and always spent his time in the house. When my mother would send me to take cards or other valuables to their home, I ensured that I met the boy and checked how he was doing. His parents, however, did not like people near him. Immediately after greetings, they would tell me that is enough and that Mike did not want disturbance. I would, however, see Mike’s need for friends in his eyes. His parents thought it was their mistake for having Mike. They thought having a child with a disability was a taboo and would be laughed at by the community.

Air Force Space Surveillance System Essay Example | Topics and Well Written Essays - 1000 words

Air Force Space Surveillance System - Essay Example Practical, technical, and policy aspects of the Air Force Space Surveillance System Practically, the air force system for surveillance is used for the purpose of tracking objects with precise accuracy in the entire existing satellite catalogue. It is applicable also in the US military for the purpose of tracking both medium and large sized objects that exists in the orbit. It is capable of tracking approximately 23,000 manmade equipments and objects rotating in the orbit taken by Earth itself. This material information is used by the US military for the sole purpose of SSA operations and work. These operations include the detection of potential and dangerous manmade and natural threats to its orbiting satellites (Chaplian, 2010). Additionally, practically it is used for the detection of the close approaching objects that could result into devastating and unfortunate collisions. Technically, the air force system for surveillance has three distinctive transmitters located at differenti ated places in the United States of America. The differentiated technical locations are Lake Kickapoo, Jordan Lake, and Gila River. These places have been selected since they are strategically vital and workable with the surveillance system operative mechanisms. The one that is located at Lake Kickapoo is believed to be the most powerful and essential continuous wave station globally. It works and operates with a radiated power of about 768Â  kWv on a scope of 216.97927 MHz (Angelo, 2009). The other two locations have their own distinctive technical qualities as well. These qualities are the same. They both share the commonality of having the originality in design by possessing the antennas twice the current length. This is important as it allows the two transmitters to have greater and stronger radiated power. Apart from the transmitters, there exits receiving stations. Policy aspects of the AFSSS The policy aspects of the air force system for surveillance are numerous. The fast p olicy in regard to the air force system for surveillance was operated under a maintenance and operations contract. This ensured that the daily running and operations of the air force system for surveillance was under a contractual accord under the Five Rivers Service. The Five Rivers Service is based in Colorado. The other policy that revolved around the air force system for surveillance is that it had differentiated aspects that related to its running. This included policies regarding its contract modification aimed at managing, operating, and logistically supporting the total nine surveillance field stations. This was done for the fiscal year of 2012. It enabled the air force system of surveillance to continue to operate. Tool for decision-making The air force system for surveillance works by under a given contractor who mans it providing all the required labor support and personnel to maintain and operate all the seven AFSSS filed stations. The contractor works on checking the pe rformance of the seven field stations since the air force system for surveillance has been identifies as a crucial and vital defense system. The entire system works by being manned 24/7 on a 7-days-a –week basis annually at the respective transmitter sites. The tool is used for decision making since it monitors the threats that exist to space and earth satellites. This means that in any case when there is a threat of collision or damage probability on lone of these satellites; decisions have to be made on whether the threat should be terminated

Memo- soaps Essay Example | Topics and Well Written Essays - 250 words

Memo- soaps - Essay Example According to the article the study has shown that some customers are not aware of existence of some brands. Some brand soaps like Lux, Dettol and Lifebouy have a high demand and on the other hand, there is less demand for brands such as Dyna, Camay and Sach. The research involved administration of questionnaires. These articles have gone further to give projections on the sale of liquid soaps and antibacterial soap. Soap marketers are trying to come up with new brands to try and heighten the current slow growth soap sales (Berger and Arthur 78). In Europe, tablet and liquid detergents account for the huge soap market. However, in US this is not the case as put by Kumra. The high cost of Raw materials has made the cost of the soaps to shoot. Cross-category branding has is a global strategy that has been used Dove and this has made its products to become competitive at global level. This memo has advised soap makers have to embrace efforts made on global branding and pay attention to established and new products so as to meet consumer’s expectations. I would love to discuss this with you at your earliest

Top Glove Corporation Berhad Expansion

Top Glove Corporation Berhad Expansion 1. INTRODUCTION Top Glove Corporation Berhad founded by the husband and wife team of Tan Sri Dr. Lim Wee-Chai, as a company chairman and Puan Sri Tong Siew Bee, executive director. Establish in Malaysia in 1991, Top Glove operated with only one factory with three second-hand production lines. Nowadays, it is known as the world largest rubber glove manufacturer. Top Glove embarked an impressive expansion plan with the following position: World Largest Rubber Glove Manufacturer Existing (As at December 2010) 1. Number of Factories 20 2. Number of Production Lines 379 3. Total pieces of Gloves Produced (per year) 33.75 billion 4. Number of Employees 10,900 5. Countries of Export 180 6. Number of Customers 900 Top Glove was listed on Bursa Saham Kuala Lumpurs second board in 2001 and has been successfully promoted to the Main Market of the Kuala Lumpur Stock Exchange on May 16, 2002. Top Glove has over 15 years of experience in production of latex examination gloves (HWANGDBS Vickers Research, 2008). It has also diversified overseas and set up four factories in Thailand and two in China, in addition to the 12 facilities it has in Malaysia (CIMB Research Report, 2007). 1.2 Companys Core Business Top Gloves nature activities are manufacturing and trading rubber gloves, synthetic gloves and surgical gloves which are mostly used in medical, industrial and food services industries. With an approximated 80% of their product is in the form of natural rubber gloves and the remaining 20% are synthetic gloves (CIMB Research Report, 2007). Top Glove acts as a one-stop glove centre by offering a full range of services, from manufacturing glove products to packaging, branding, sales as well as distribution of finished glove products through its three primary sales offices in Klang, Malaysia; Azusa, California and Duisburg, Germany (HWANGDBS Vickers Research, 2008). About 95% of the company sales are for the export market. 1.3 Financial Performance According to annual report 2009, Top Glove has successfully achieved the company growth by showing the increase in net profit for the financial year. The remarkable growth of 54% of net profit in the year 2009 as compare to the year 2008 showing that Top Glove fully utilizes the advantage of its listing as public company to generate growth that is beneficial to the shareholders. 2. SALES ANALYSIS 2.1 Sales Growth Rates Total sales or total revenue is the first line on any company income statement. This figure is the amount of money that company receives during the specific time of period. Total revenue is very important to turn in money into a profit. In the past 5 years (2005 2009), Top Glove has been profitable. The sales growth for its products showing the increase in revenue for the every financial year. Top Gloves Revenue for the past 5 years Year Total Revenue (RMmil) 2004 418.1 2005 641.8 2006 992.6 2007 1228.8 2008 1377.9 2009 1529.1 Source: Top Glove Annual Report 2010 The sales growth rates (%) from year to year will be calculate as below; current sales previous sales ________________________ x 100 Previous sales Year Sales Growth Rates (%) From year to year Sales Growth Rates (%) From year 2005 2004 2005 53.50 2006 54.66 54.66 2007 23.80 91.46 2008 12.13 114.69 2009 10.97 138.25 Exponential functions can be applied in growth processes. The most widely accepted method in academics to calculate total growth can be represented by the functions; y = a(1 + r)X which; a = initial amount before measuring growth r = growth rate (often a percent) x = number of time intervals that have passed The exponential function in computing growth rates for Top Gloves are presented as below: 1. Year: 2005 Growth rates (%): 53.50 (0.5350) Revenue amount before measuring growth (RM000): 418.1 Exponential Growth Functions: y = a(1+r)x y = 418.1(1+0.5350)1 y = 641.8 2. Year: 2006 Growth rates (%): 54.66 (0.5466) Revenue amount before measuring growth (RM000): 641.8 Exponential Growth Functions: y = a(1+r)x y = 641.8(1+0.5466)1 y = 992.6 3. Year: 2007 Growth rates (%): 23.80 (0.2380) Revenue amount before measuring growth (RM000): 992.6 Exponential Growth Functions: y = a(1+r)x y = 992.6(1+0.2380)1 y = 1228.8 4. Year: 2008 Growth rates (%): 12.13 (0.1213) Revenue amount before measuring growth (RM000): 1228.8 Exponential Growth Functions: y = a(1+r)x y = 1228.8(1+0.1213)1 y = 1377.9 5. Year: 2009 Growth rates (%): 10.97 (0.1097) Revenue amount before measuring growth (RM000): 1377.9 Exponential Growth Functions: y = a(1+r)x y = 1377.9(1+0.1097)1 y = 1529.1 2.2 Growth Rates Analysis 53.5% growth in 2005, Top Glove and the glove industry facing an exciting and challenging year when unexpected hike in the prices of crude oil and raw material. Top Gloves has managed to maintained company performance by continue its aggressive capacity expansion to capture a bigger share of the world glove market. 54.66% in 2006, the sting of increasing oil and fuel prices continues to vibrate throughout the glove and healthcare industry. These two industries feel the most pressure in deciding how to react in this situation. This is because production cost would be driven up by the increased oil and fuel prices which will impacts on the capability to deliver the products. Top Gloves still continues to stand in progressing by control over its operation costs and learned to manage the increase in the cost of oil and fuel prices. Each manufacturer can standoff these costs by their own way, however price increases are inevitable (Jeannie and Dana, 2006). By the year 2007, Top Glove achieved a remarkable revenue growth of 23.8% to RM1,228.8 million. The growth was principally due to the continued increased in customer base globally and a higher volume of sales attributed to the increased capacity so that the company succeeds to face on the increase in operating costs. In year 2008, the growth slows to 12.13% caused by global economy. It was tough for the glove producer to continue the business due to the tight margin and only glove manufacturers with sizable economies of scale can survive (Malaysian Rubber Board, 2008). Top Glove definitely cannot be escaped from this phenomenon. However, Top Glove had experienced to face the current world financial crisis and continues companys ability to grow over the years. Year 2009 shows that the slower growth rate goes to 10.97% achieved by Top Glove. The company started the year with aware about a strong global demand of gloves especially in healthcare industry stimulated by the global economic recovery. Furthermore, the H1N1 pandemic caused the demand of gloves contributed in abnormal return to all rubber glove manufacturers including Top Glove. Top Glove had adapted well in current economic environment by which its earning was boosted by higher sales and higher costs efficiency (OSK, 2010). 3. SALES TREND Sales trend analysis is a review of sales during a specified period of time. It is could be increase, decrease or remain unchanged. The purpose of sales trend analysis is to monitoring performance and to predict future performance. Top Gloves sales trend increased year by year. It is showed that the company very focused on their nature business and will struggle to maintain companys mission as a world class glove manufacturer by providing best quality product as well as to toughen their position as the worlds largest rubber glove manufacturer. Top Gloves sales trend illustrated with a graph below; Based on the graph above, it is showed that Top Glove sales trend growing over the years. The growth might be supported by the high demanded from their customer. The surge of demand for rubber gloves used for medical and protection purpose forced glove industry to raise the selling price. Similarly, Top Glove also raised its products selling price to equalize the higher production costs. However, the demand for rubber gloves remained and was in fast growing even though the selling price was high. For the 5 years, Top Glove continued achieved a remarkable profit. The global phenomena such as H1N1 and SARS pandemic, hike in the price of oil and raw material, weather, war or world financial crisis which result in boost in the demand of rubber glove. Additionally, increase in health awareness worldwide also increases the demand of rubber glove. Top Glove succeed to adapt all the difficult situation year by year by their good planning of manufacturing processes and providing a high quality of product. 4. CONCLUSION As a conclusion, Top Glove Corporation Berhad continued achieved a remarkable profit by increasing their revenue and sales growth rate from year to year. The companys show strong sales performance was endorsed to high demand for gloves especially form healthcare industry and emerging market which demand for gloves is expected to growing for a double digit every year. Even though there are more challenges to overcome, Top Glove positive to increase their remarkable revenue and sales growth rates for every year and believe to maintain its leadership in the global market by continue providing a top quality of product.

Cults Essay -- essays research papers

Cults have become a phenomenon in our world today. Each year "hundreds of Canadians join some of the 3,000 unorthodox religions of one type or another" (Fernell, Branswell, 189) all across North America. Like every organization, club or even in the common work place there is usually a person who is a figure of authority or other wise know as a "leader" and with every leader there are always rules and objectives that each and every member has to do and follow. The common psychological profile and objective of a cult leader is usually based upon power, control, domination and subjugation. Many cult leaders use forms of mind control such as thought-reform, brainwashing and hypnosis. The effects of these mind controlling techniques often mentally scar people and it is very hard to re-gain control of what use to be their â€Å"normal† personality, way of thinking and life. Unselfishness, kindness, gentleness and compassion should be a basic living principle, not just an ideal. When individuals claim to be â€Å"spiritually developed and put themselves in the role of a master or prophet† (Hassen, 01) cult members â€Å"become so subservient to their leader that they even tolerate murder† (Fennel, 185). Destructive cults want to have control and power over people and want to expand their temporal power and usually do it to make money. Leaders exist to serve totalistic dictators, not to serve the people and desire to rule through power, not with the power of love. Charismatic leaders often stray into temptation to exploit their power over others in many dangerous ways. The cult leader often relies almost entirely on rules, procedures, aggression, denial and mimicry to hide their lack of people skills. Cult leaders are able to exert a hold over people for a variety of reasons. The members sometimes feel they belong to a group or "family& quot; because they feel secure and have a new way of thinking and believing the "real" way the world is or should be and as â€Å"the leader’s actions become more bizarre, so do the cult’s members† (Fennel, 186). Many people are thought to believe that the only type of people to become influenced or brain washed into joining a cult are those that are insecure, lonely and nieve. However, the people cult leaders actually strive for are the bright, intelligent people whom usually have 2-3 years of college or university... ... at a party or on a bus ride can be supportive. Supporting is listening and empathizing with the ex-member with out the offering of unsolicited options. Simply being there is one of the best ways anyone can help. The hunger for spiritual guidance and religious truth is usually what drives people into exploring many of the different existing religions all over North America and in other parts of the world. Many problems tend to arise when the leaders of these cultic groups proclaim themselves to be living embodiments of this truth. The many great dangers of cults lie in the leap one must take from embracing religious truth, to worshipping a person claiming to be this so called â€Å"truth†. The danger of these cults increase rapidly when the person promises salvation, redemption or perfection in exchange for money, goods and services. Once a person begins giving in to the leader and the rest of the cult members, the stronger their grasp becomes upon the person and the harder it becomes to leave the group. Victims (ex-cult members) â€Å"can and should be helped with both the induced and pre-existing aspects of their problem, at the appropriate points in treatment† (Clifford, Gold berg p 03).

System Analysis and Design Computerized Entranced Exam

Computerized Entrance Examination System CHAPTER I: HISTORICAL BACKGROUND Introduction In the earlier days admission to higher and professional studies was essentially based on the performance in the entrance examinations conducted annually by various High Schools. The gradual degeneration of the conventional examination system manifested in frequent leakage of question papers, manipulation of marks, copying and use of unfair means by all involved (administration not ruled out). Entrance examinations have been devised by some reputed institutions to screen the large set of students coming from vastly different backgrounds for admission.The traditional Manual Entrance Examination is successful example conducted by CAYSMNHS. Subsequently most of the States and Private High School have started entrance examinations in many fields. They have proliferated enormously and indirectly contributed to the coaching culture. With the passage of time both the entrance examination as well as coachi ng institutions have become an important source of resource generation to the detriment of the candidates from the candidate's point of view, it is an avoidable expenditure. Many secondary schools had been built long before in the province of Rizal.Some are private schools, while the others are just part of the hundreds of state high schools founded to provide education in the municipalities. As the search for better and excellent education that can produce highly competitive individuals continued, a kingdom was born to life. Then was the name  Casimiro A. Ynares Sr. Memorial National High School  raised to noise. CAYSMNHS is situated at the Rizal Provincial lot in Hilltop, Cabrera Road, Tikling, Taytay, Rizal. It has a total lot area of 4,260 sq. m which was donated by the Rizal Government through Gov. Casimiro Ynares Jr.In the year 2002, the original plan bears the proposed three-storey building consists of 12 rooms to rise in Hapay na Mangga right across Hapay na Mangga Eleme ntary School which has a lot area of 3. 5 hectares slope site. However, the plan was not pursued due to the landslide incident which affected many residents in the place. Governor Ynares then offered the provincial property between Rizal Provincial jail and Provincial PNP Headquarters to serve as the foundation of the new school. In 2004, through the initiative of the People’s Economic Council, the Sangguniang Barangay headed by Brgy. Captain Magtanggol E.Macabuhay Jr. , and the municipal officials through the leadership of Mayor George R. Gacula II, the construction of the four-storey building with 15 rooms was started and it was turned-over to DepEd Rizal through Dr. Edith A. Doblada, the Schools Division Superintendent. Mrs. Cynthia M. Cruz who was the principal of Taytay National High School processed the papers for opening of classes which was realized in June 2005 through the assistance of Mrs. Loida Alcantara, now the principal of Gen. Licerio MNHS in Rodriguez, Rizal. Taytay NHS was the mother school of Casimiro A. Ynares Sr. MNHS and Mrs.Nenita De Leon acted as the officer-in-charge. The first teacher-in-charge was Mrs. Marlene R. Nepomuceno, a Master Teacher in Math from Malaya, Pililia, Rizal. There were six brilliant and hardworking teachers borrowed from Taytay NHS who served as a pioneer teaching force and four staff funded by the local government. It has a total enrolment of 212 students and the school caters students that are classified as pilot and regular class sections. At first, the school had been quiet – as at that time, teachers and students were just starting to adjust to a new world and were preparing to accept the challenge of global competency.The next year had been a fruitful year for CAYS since the school had started to give more active participation with regards to interschool contests and competition. No wonder students and teachers just harvested several awards and won several division contests, attended seminars, joined the national level IP project presentation, established its own Red Cross Youth Council and Supreme Student Council, and kept themselves disciplined as renowned by every school in Rizal, and even parents around the locality knew of its existence.By that, the name CAYS bubbled up in the whole vicinity and graduating elementary students started to like this school to enroll for their secondary education. Surprisingly, these students and parents who were planning to be a part of CAYS had been coming from far away their homes just to take a slot. Some came from neighboring towns and subdivisions, and add to that, even if this school was actually built for poor but talented individuals, those who were actually living fairly in life chose to study here because of its quality education, with disciplined students who were aught early to prevent themselves from engaging to fraternities. As an evidence of quality education, the current school head of CAYS, Mrs. Gloria C. Roque, just re ceived an award of excellence in the previous year. Not for boasting, it’s just – the â€Å"Most Outstanding Secondary School Head† in the whole division. But then, the first chapter of the legacy has ended. The pioneer batch of CAYS, which planted the seeds of now grown and invincible foundation of knowledge, just bid its farewell last year. Then Battalion Commander of Citizenship Advancement Training Michael Mauricio was crowned valedictorian.Though, our chronicle has just begun. And more seasons will be undergone. At present, the school is now an independent public secondary school with a very shocking population growth of 1267 students and 32 teaching and non-teaching personnel. And the four-storey building will soon give birth to a couple of two-storey building, in order to continue its ought to give quality and even better education in the next years to come. And this is  CAYSMNHS, one of the centres for excellence in Rizal,  and this is how our legacy plays itself. ADMISSION Casimiro A. Ynares Sr. Memorial National High School (CAYSMNHS), as one of the centers for excellence in the Division of Rizal, offers programs and education that are highly categorized under the Basic Education Curriculum. It also commits to provide better education for new students with its academic projects such as the â€Å"Project Focus† and â€Å"Project Double B: Back to Basics†. It envisions creative learning and empowerment to the students from grade school that attained low performance level.At the same time, it has adequate facilities necessary for providing quality education and add to that, a couple of two-storey building with a total of 14 rooms will soon rise in the campus. CAYSMNHS opens its gateway to a new generation of learners and gives a new path of education with its dedicated Teaching Force. Submission of requirements starts within the month of April together with the entrance examinations. Pilot class aspirants will have separate process of enrolment and examination. Chapter II: A. Requirement Analysis Problem DefinitonAn existing Examination System was implemented every opening of the School Year for the freshmen and transferee but its receiving a high volume of complaints regarding the result of the exams whether the applicant was pass or not. And it takes a long time to validate the result. MAJOR OBJECTIVES Increasing the number of applicant that can accommodate in time by reducing the preparation time, importing hard copies of test questionnaires, test answer sheets, bringing the fastest and relevant test result right after the examination.An independent and most secured computer system using a friendly user and graphical user interface and low maintenance and easy to update computer system software packaged was designed. It was concluded that the automation of the system was feasible and would most likely result in increased effectiveness. CONCEPTUAL DESIGN In this project the System Analyst w ill use the â€Å"Agile Model† Agile programming focuses on writing code quickly and showing the evolving results to the customer.Agile programming is a reaction to broken software engineering practices where a lengthy and tedious process keeps software hidden until the very end. Agile Modelling  is a practice-based methodology for  modelling  and documentation of software-based systems. It is intended to be a collection of values, principles, and practices for Modelling software that can be applied on a software development project in a more flexible manner than traditional Modelling methods. * Speed up or bypass on one or more life cycle phases Used for time critical application * Usually less formal and reduced scope * Used in organizations that employ disciplined methods * is a lot like a jig saw puzzle. There are many small pieces. Individually the pieces make no sense, but when combined together a complete picture can be seen. * may seem awkward and perhaps even n aive at first, but are based on sound values and principles. SCOPE OF THE STUDY The study is focused on the feasibility of upgrading of some of the manual procedure of examination system to a major computerization.The subjects of the study were the 50 selected students who study on the said school. This study will be held inside the campus. This feasibility concluded that the automation of the system was feasible and would most likely result in increased effectiveness. The System Analyst will gather data regarding the basic guidelines and procedure in entrance examination system. Conducting surveys and interviews and acquiring information from different respondents will make the analyst well informed on the different aspect of the traditional system. USER BENEFICIARIESThe researchers believe that the outcome of this system would be of great importance and benefits to the following: * Faculties * Students * Registrar office * Researchers * Future system developer NATURE OF THE STUDY The study is about the automation of the traditional and manual entrance examination. Since we are still using the traditional system of entrance examination, the student will take the test automated and computerized. The student will no longer use the test paper during examination. And since the traditional exam is manual, were upgrading it and changing it into a major computerization.Because of that, it can increase the number of applicant that can accommodate in a time by reducing the preparation time, importing hard copies of test questionnaires, test answer sheets, bringing the fastest and relevant test result right after the examination. B. INTERVIEW QUESTIONS Computerized Entrance Examination System for CAYSMNHS QUESTIONNAIRE-CHECKLIST Name: _______________________________________ (optional) I. Direction: please answer the following question by putting a checkmark (/) or by providing the information on the space provided. . Gender: ( ) Male ( ) Female 2. Current Year Grade: ( ) 1st year ( ) 2nd year ( ) 3rd year ( ) 4th year II. Direction: | VERYSATISFACTORY| SATISFACTORY| NEEDS IMPROVEMENT| 1. Schedule of entrance exam| | | | 2. Distribution of test papers| | | | 3. Venue of the examination| | | | 4. Proctor of the examination| | | | 5. Number of examinees per room| | | | 6. Allotted time in every subject of examination| | | | 7. Items of questions per subject| | | | 8. Answer sheets (appearance)| | | | 9.Test questionnaires| | | | 10. Total allotted time of the whole examination| | | | III. Direction: What can you say about the traditional or manual entrance examination? ________________________________________________________________________________________________________________________________ How about the automated examination? ________________________________________________________________________________________________________________________________ Do you think changing the manual examination to computerized will affect the no. f students applying here in your school? ________________________________________________________________________________________________________________________________ Do you have any suggestion or reaction about upgrading the manual examination system to a major computerized examination? ________________________________________________________________________________________________________________________________ C. Organizational Structure Organizational Description Functional Description

Free Essays on Honor As Viewed In Mary Wilkins Freeman’s A New England Nun

Honor as Viewed in Mary Wilkins Freeman’s A New England Nun Webster’s dictionary defines honor as â€Å"a keen sense of ethical conduct; one’s word given as guarantee of performance†. The characters in Mary Wilkins Freeman’s A New England Nun are each a vivid depiction of this definition. Beginning with Louisa Ellis, whom is a prim and proper woman engaged to a man she no longer knows and does not love, but none the less will marry because she has committed to doing so. Leading next to Joe Dagget, the mannerly fiancà © of Louisa’s whom has fallen in love with another woman, but will go through with the marriage to Louisa because not doing so would make him less of an honorable man. And ending with Lily Dyer, the young woman who captured Joe Dagget’s heart, but would not dream of letting him back out of his engagement to Louisa because â€Å"Honor’s honor, an’ right’s right. I’d never think anything of any man that went against ‘em for me or any other girl†¦Ã¢â ‚¬  (1619). Freeman’s story gives the reader a glance at how practicing honor and integrity can destroy the lives of those whom live a life of honor, just as Louisa Ellis, Joe Dagget, and Lily Dyer. In the fourteen years that Joe Dagget had been away from Louisa, she had become a self-sufficient woman whom was content with her quiet homely life. Louisa, a reputable lady, had developed a life style that she was accustomed to and this routine life made her happy. Upon Joe Dagget’s return Louisa was now confronted with the issue of having to sacrifice her comfortable way of living for the sake of keeping her honor. If she were to refuse Joe Dagget after his return, she would be going back on her word, therefore making her a less than respectable woman. Although this compromise to many is small, Freeman expounds upon the effect marrying Joe Dagget would have on Louisa. She would not merely be giving up her home to live with the man she loved, but she would be gi... Free Essays on Honor As Viewed In Mary Wilkins Freeman’s A New England Nun Free Essays on Honor As Viewed In Mary Wilkins Freeman’s A New England Nun Honor as Viewed in Mary Wilkins Freeman’s A New England Nun Webster’s dictionary defines honor as â€Å"a keen sense of ethical conduct; one’s word given as guarantee of performance†. The characters in Mary Wilkins Freeman’s A New England Nun are each a vivid depiction of this definition. Beginning with Louisa Ellis, whom is a prim and proper woman engaged to a man she no longer knows and does not love, but none the less will marry because she has committed to doing so. Leading next to Joe Dagget, the mannerly fiancà © of Louisa’s whom has fallen in love with another woman, but will go through with the marriage to Louisa because not doing so would make him less of an honorable man. And ending with Lily Dyer, the young woman who captured Joe Dagget’s heart, but would not dream of letting him back out of his engagement to Louisa because â€Å"Honor’s honor, an’ right’s right. I’d never think anything of any man that went against ‘em for me or any other girl†¦Ã¢â ‚¬  (1619). Freeman’s story gives the reader a glance at how practicing honor and integrity can destroy the lives of those whom live a life of honor, just as Louisa Ellis, Joe Dagget, and Lily Dyer. In the fourteen years that Joe Dagget had been away from Louisa, she had become a self-sufficient woman whom was content with her quiet homely life. Louisa, a reputable lady, had developed a life style that she was accustomed to and this routine life made her happy. Upon Joe Dagget’s return Louisa was now confronted with the issue of having to sacrifice her comfortable way of living for the sake of keeping her honor. If she were to refuse Joe Dagget after his return, she would be going back on her word, therefore making her a less than respectable woman. Although this compromise to many is small, Freeman expounds upon the effect marrying Joe Dagget would have on Louisa. She would not merely be giving up her home to live with the man she loved, but she would be gi...

Battle of Fort Necessity in the French and Indian War

Battle of Fort Necessity in the French and Indian War In the spring of 1754, Virginia Governor Robert Dinwiddie dispatched a construction party to the Forks of the Ohio (present-day Pittsburgh, PA) with the goal of building a fort to assert British claims to the area. To support the effort, he later sent 159 militia, under Lieutenant Colonel George Washington, to join the building team. While Dinwiddie instructed Washington to remain on the defensive, he indicated that any attempt to interfere with the construction work was to be prevented. Marching north, Washington found that the workers had been driven away from the forks by the French and had retreated south. As the French began constructing Fort Duquesne at the forks, Washington received new orders instructing him to commence building a road north from Wills Creek. Obeying his orders, Washingtons men proceeded to Wills Creek (present-day Cumberland, MD) and began work. By May 14, 1754, they reached a large, marshy clearing known as the Great Meadows. Establishing a base camp in the meadows, Washington began exploring the area while waiting for reinforcements. Three days later, he was alerted to the approach of a French scouting party. Assessing the situation, Washington was advised by Half King, a Mingo chief allied to the British, to take a detachment to ambush the French. Armies Commanders British Lieutenant Colonel George WashingtonCaptain James McKay393 men French Captain Louis Coulon de Villiers700 men Battle of Jumonville Glen Agreeing, Washington and approximately 40 of his men marched through the night and foul weather to set the trap. Finding the French camped in a narrow valley, the British surrounded their position and opened fire. The resulting Battle of Jumonville Glen lasted about fifteen minutes and saw Washingtons men kill 10 French soldiers and capture 21, including their commander Ensign Joseph Coulon de Villiers de Jumonville. After the battle, as Washington was interrogating Jumonville, Half King walked up and struck the French officer in the head killing him. Building the Fort Anticipating a French counterattack, Washington fell back to Great Meadows and on May 29 ordered his men to begin constructing a log palisade. Placing the fortification in the middle of the meadow, Washington believed the position would provide a clear field of fire for his men. Though trained as a surveyor, Washingtons relative lack of military experience proved critical as the fort was sited in a depression and was too close to the tree lines. Dubbed Fort Necessity, Washingtons men quickly completed work on the fortification.  During this time, Half King attempted to rally Delaware, Shawnee, and Seneca warriors to support the British. On June 9, additional troops from Washingtons Virginia regiment arrived from Wills Creek bringing his total force up to 293 men. Five days later, Captain James McKay arrived with his Independent Company of regular British troops from South Carolina. Shortly after making camp, McKay and Washington entered into a dispute over who should command. While Washington held a superior rank, McKays commission in the British Army took precedence. The two ultimately agreed on an awkward system of joint command. While McKays men remained at Great Meadows, Washingtons continued work on the road north to Gists Plantation. On June 18, Half King reported that his efforts were unsuccessful and no Native American forces would be reinforcing the British position. Battle of Great Meadows Late in the month, word was received that a force of 600 French and 100 Indians had departed Fort Duquesne. Feeling that his position at Gists Plantation was untenable, Washington retreated to Fort Necessity. By July 1, the British garrison had concentrated, and work began on a series of trenches and earthworks around the fort. On July 3, the French, led by Captain Louis Coulon de Villiers, Jumonvilles brother, arrived and quickly surrounded the fort. Taking advantage of Washingtons mistake, they advanced in three columns before occupying the high ground along the tree line which allowed them to fire into the fort. Knowing that his men needed to clear the French from their position, Washington prepared to assault the enemy.   Anticipating this, Villiers attacked first and ordered his men to charge at the British lines.   While the regulars held their position and inflicted losses on the French, the Virginia militia fled into the fort. After breaking Villiers charge, Washington withdrew all of his men back to Fort Necessity. Outraged by his brothers death, which he considered murder, Villiers had his men maintain a heavy fire on the fort through the day. Pinned down, Washingtons men soon ran short of ammunition. To make their situation worse, heavy rain began which made firing difficult. Around 8:00 PM, Villiers sent a messenger to Washington to open surrender negotiations. With his situation hopeless, Washington agreed. Washington and McKay met with Villiers, however, the negotiations went slowly as neither spoke the others language. Finally, one of Washingtons men, who spoke bits of both English and French, was brought forward to serve as an interpreter. Aftermath After several hours of talking, a surrender document was produced. In exchange for surrendering the fort, Washington and McKay were permitted to withdraw back to Wills Creek. One of the clauses of the document stated that Washington was responsible for the assassination of Jumonville. Denying this, he claimed the translation he had been given was not assassination but death of or killing. Regardless, Washingtons admission was used as propaganda by the French. After the British departed on July 4, the French burned the fort and marched to Fort Duquesne. Washington returned to Great Meadows the following year as part of the disastrous Braddock Expedition. Fort Duquesne would remain in French hands until 1758 when the site was captured by General John Forbes.

HR Management Essay Example | Topics and Well Written Essays - 1750 words

HR Management - Essay Example In the case of human resource management in the hospitality industry, it is necessary to take into account the vulnerability of hospitality employment across the globe. This causes it to be subject to regulation in areas such as miminum wages (Lucas 2003). The World Travel and Tourism Council (WTTC) indicates that the tourism and hospitality industry is an important employment sector in both developed and developing countries. It provides over 230 million jobs, or 8.7 percent of jobs worldwide. However, there are concerns pertaining to the type of employment experience within the sector, with pessimistic views of human resource management practice based on nature of the labour market and the reliance on â€Å"marginal† workers (Nickson 2007). Thesis Statement: The purpose of this paper is to critically review the notion that the management of human resources in the hospitality industry differs from other industries. ... volvement and participation schemes, and in union work places including negotiations between management and union representatives over decisions affecting the employment contract (Bratton & Gold 2001). Human resource management is an organizational core competency, it has a unique capability that creates high value and distinguishes an organization from competitors â€Å"in areas such as productivity, quality/ service, employee skills, and innovative changes† (Mathis & Jackson 2010: 31). Human resource management uses human capital, which is the collective value of the capability, knowledge, skills, life experiences and motivation of an organizational workforce. The responsibilities of human resource personnel can be grouped as â€Å"strategic human resource management; equal employment opportunity; staffing; talent management; compensation and benefits; health, safety, and security; and employee and labour relations. Human resource management is a vital part of organizationa l culture and plays a significant role by impacting human values, competitive advantages and global cultures. Key outcomes include increased productivity and fulfillment of organizational social responsibility. Human Resource Management in the Hospitality Industry â€Å"Different economic, social, legal and political factors create particular cultures and diverse employment systems† (Lucas 2003: 1). Membership of hospitality industry employees in trade unions is low, though in some countries collective agreements cover all workers. The approach towards providing good quality service is improving human resource practices. This debate is underscored by a number of theories of human resource management which form a framework for the strategies employed by tourism and hospitality organizations. It is

EasyJet Airlines Case Study Example | Topics and Well Written Essays - 1750 words

EasyJet Airlines - Case Study Example ii. Short haul and direct trips: This feature would attract customer's attention since most of the passengers would be keen on reducing their travel time. iii. Using smaller airport as base airport: In comparison to the bigger airports, the road traffic moving towards smaller airports is less congested. This would make customer's journey to the airport shorter. (4) (a) Distinctive Competence: i. Ability to provide low cost services to its customers ii. Ability to increase number of customers by making extra rotations and effective online system. iii. Ability to manage its employees well by maintaining an informal company culture, a flat management structure and providing them effective training. (b) Operations Mission: The central mission of entire operations of Easyjet is to provide low cost air services to its customers and maintain its standards in order to win maximum possible number of customers. (5) Operational Objectives: (a) The operational objectives of Easyjet can be ranked as follows: 1. Cost 2. Delivery 3. Quality 4. Flexibility (b) Easyjet manages to achieve these objectives in the following ways: i. Cost - Easyjet has been successful in providing low cost services by taking the following steps: (a) Using smaller airports as base airport works out cheaper. (b) As the number of customers increased, Easyjet decided on using Airbus A319. This resulted in savings due to its extra seats and better fuel consumption. (c) By the year 2000 Easyjet decided to perform on its own the jobs that were outsourced until then. This too would have resulted in savings. (d) Through ticketless travelling, Easyjet has been able to reduce it's distribution costs. (e) By charging the customers separately for the food and drinks... ii. Online Discount: The online discount given in March 2000 was higher than that given by Easyjet's competitors. Though it was for just a single trip, it still would have made the impact intended. It resulted in an increase in the number of customers booking tickets online. This in a way acts as an aid for sales promotion. i. Punctuality: Easyjet gives high priority to punctuality and since it has succeeded in maintaining it at industry standards, it would induce the customers to consider Easyjet as one of the options for air services. iii. Using smaller airport as base airport: In comparison to the bigger airports, the road traffic moving towards smaller airports is less congested. This would make customer's journey to the airport shorter. (b) Operations Mission: The central mission of entire operations of Easyjet is to provide low cost air services to its customers and maintain its standards in order to win maximum possible number of customers. (e) By charging the customers separately for the food and drinks served on board, Easyjet is able to exclude the cost of food and drinks from the air fare

Discuss, quoting examples from NRM2 and CESMM4, the differences in Assignment

Discuss, quoting examples from NRM2 and CESMM4, the differences in measuring building and civil engineering work and why these differences - Assignment Example The much-anticipated CESMM4 brings inline the method with changes in the trade practices and expands its applications in other new fields. However, the CESMM4 method does not need any changes or learning to the business practices. Similarly, the version has been modified to include modern technologies and initial neutral contract, can be applicable among different contract suites such as FIDIC, ICC, and NEC. In the absence of restrictions on the National Standards and form of contract, CESMM4 is the critical and accessible edition to date, crucial for the construction and civil engineering projects across the globe (Barnes 2002). The CESMM4 standard of measurement reflect various methods in the industry, not only in the nature of work, but the estimating conventions and the degree of detail in use by both the civil engineering and construction sectors. Therefore, it reflects different ways that civil engineering and building projects are carried out and organized. In general, New Rules of Measurement (NRM2) emphasizes a lot on details, whereas CESMM4 has an inclusive stance about the process of analysis. Construction work has different areas whereas civil engineering works have massive quantities of a relatively small range of issues. For example, while using NRM2 to measure hole, it is essential to separate working space and earthwork support. Nevertheless, while using CESMM4, all items should be in a single excavation item (Lee et al. 2011). It significant to acknowledge at this level that NRM2 is not a system of classification in itself; it refers to a collection of measurement rules. Similarly, among the NRM2 objectives is to map onto several classification systems, including Uniclass and CAWS. However, the rules of measurement will be the same in all cases. For example, the measurement of concrete work will remain in cubic meters, and the brick works measurement will still be in

One Machine in Cement Production Industry Essay Example for Free

One Machine in Cement Production Industry Essay The cement packing machine is mainly used for packing cement in bags, or other fluit powdery materials bagging work. Except manual sidekick, baggs cant fall off unless the bulking load reach centain amount. The machine can stop immediately when bag happens to fall of suddenly. It can charge load without compressing air, which reduces the packer damadge caused by damaged pneumatic components. Most of the cement packer is divided into fixed and rotary. The work of running processes 1). Start the operation steps: The circular telegram starts the belt fastener start the packer start the feeding engine to insert the bag to fill installs measurement fall the bag . 2). Engine off step: Closes the feeding engine emptying the cement in the packer switch off the total power source . Entire operation and routine maintenance When the operation appears failure ,emergency stopping maintenance , cutting off power supply, , listing alerts or the specialist care. 6). Packer of grounding protection wants safely reliable,and regularly test ground resistance . 7). When the belt suddenly stop , they should immediately cut off the cement packer rotary power to scratch-resistant package

A Study of Modern and Classical Fencing :: Expository Essays Research Papers

A Study of Modern and Classical Fencing Fencing is a method of personal expression and release. It is ultimatly a way of life for some. Nevertheless, this noble lifestyle is dying out. There are those who would convince others that classical fencing is a way of the past. In its place they would promote a sport that uses the same equipment and yet, is so different, that one cannot think of it in the same light. The controversy between these two poses the question "is Olympic fencing better than classical?"; A question that will require some research. According to information from the web document "The Worlds oldest Modern Sport," fencing as we know it was developed by the Egyptians sometime around 1200 BC. "The earliest depiction of a fencing match is a relief in the temple of Medin at Habu, near Luxor in Egypt, built by Ramses III about 1190 BC. This relief depicts a practice bout or match, because the sword points are covered and the swordsmen are parrying with shields strapped to their left arms and are wearing masks (tied to their wigs), large bibs, and padding over their ears" (Beumont). Swordsmanship, as a pastime and in single combat and war, was also practiced widely by the ancient Persians, Babylonians, Greeks, and Romans, as well as by some Germanic tribes. They used protective tips on their weapons and even a crude form of facial protection. This is depicted on a carving in Egypt, along with the fact that judges were used to score and oversee the matches. The author of "A History of Fencing" wrote that the Roman and Greek civilizations continued the fencing tradition with short swords. This continued until the fall of Rome in 476 AD. The barbarians who defeated Rome used crude heavy swords, which could break the lighter short swords. These massive weapons rendered smaller swords ineffective, and suppressed fencing for the time ("A history..."). An entry in "A Timeline of Fencing History" states that it wasn't until the 14th century AD that fencing made a comeback. Suprisingly it was the invention of gunpowder that marked the return of fencing swords. Gunpowder made heavy armor and swords obsolete ("The Worlds..."). Mobility became more important because firearms rendered the protection previously available through armor ineffective. Many officers and "gentlemen" then adopted the light rapier as a sidearm. Fencing quickly became the rage of the ages. Due to the sudden increase in the popularity of fencing, fencing guilds, such as the Marxbruder in Germany, sprang up across Europe ("A Timeline. A Study of Modern and Classical Fencing :: Expository Essays Research Papers A Study of Modern and Classical Fencing Fencing is a method of personal expression and release. It is ultimatly a way of life for some. Nevertheless, this noble lifestyle is dying out. There are those who would convince others that classical fencing is a way of the past. In its place they would promote a sport that uses the same equipment and yet, is so different, that one cannot think of it in the same light. The controversy between these two poses the question "is Olympic fencing better than classical?"; A question that will require some research. According to information from the web document "The Worlds oldest Modern Sport," fencing as we know it was developed by the Egyptians sometime around 1200 BC. "The earliest depiction of a fencing match is a relief in the temple of Medin at Habu, near Luxor in Egypt, built by Ramses III about 1190 BC. This relief depicts a practice bout or match, because the sword points are covered and the swordsmen are parrying with shields strapped to their left arms and are wearing masks (tied to their wigs), large bibs, and padding over their ears" (Beumont). Swordsmanship, as a pastime and in single combat and war, was also practiced widely by the ancient Persians, Babylonians, Greeks, and Romans, as well as by some Germanic tribes. They used protective tips on their weapons and even a crude form of facial protection. This is depicted on a carving in Egypt, along with the fact that judges were used to score and oversee the matches. The author of "A History of Fencing" wrote that the Roman and Greek civilizations continued the fencing tradition with short swords. This continued until the fall of Rome in 476 AD. The barbarians who defeated Rome used crude heavy swords, which could break the lighter short swords. These massive weapons rendered smaller swords ineffective, and suppressed fencing for the time ("A history..."). An entry in "A Timeline of Fencing History" states that it wasn't until the 14th century AD that fencing made a comeback. Suprisingly it was the invention of gunpowder that marked the return of fencing swords. Gunpowder made heavy armor and swords obsolete ("The Worlds..."). Mobility became more important because firearms rendered the protection previously available through armor ineffective. Many officers and "gentlemen" then adopted the light rapier as a sidearm. Fencing quickly became the rage of the ages. Due to the sudden increase in the popularity of fencing, fencing guilds, such as the Marxbruder in Germany, sprang up across Europe ("A Timeline.

Syllabus Planning

Syllabus Design Syllabus: A syllabus is an expression of opinion on the nature of language and learning; it acts as a guide for both teacher and learner by providing some goals to be attained. Hutchinson and Waters (1987:80) define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects language and linguistic performance. This is a rather traditional interpretation of syllabus focusing on outcomes rather than process. However, a syllabus can also be seen as a â€Å"summary of the content to which learners will be exposed† (Yalden. 1987).It is seen as an approximation of what will be taught and that it cannot accurately predict what will be learnt A language teaching syllabus involves the integration of subject matter and linguistic matter. Difference between Syllabus and Curriculum Curriculum is wider term as compared with syllabus. Curriculum covers all the activities and arrangements made by the institution through out the academic year to facilitate the learners and the instructors. Where as Syllabus is limited to particular subject of a particular class. Syllabus Design To design a syllabus is to decide what gets taught and in what order.For this reason, the theory of language underlying the language teaching method will play a major role in determining what syllabus should be adopted. Theory of learning also plays an important part in determining the kind of syllabus used. For example, a syllabus based on the theory of learning evolved by cognitive code teaching would emphasize language forms and whatever explicit descriptive knowledge about those forms. A syllabus based on an acquisition theory of learning, however, would emphasize unanalyzed and carefully selected experiences of the new language.The choice of a syllabus is a major decision in language teaching, and it should be made as consciously and with as much information as possible. There has been much confusion over the yea rs as to what different types of content are possible in language teaching syllabi and as to whether the differences are in syllabus or method. Several distinct types of language teaching syllabi exist, and these different types may be implemented in various teaching situations. TYPES OF SYLLABI Although six different types of language teaching syllabi are treated here as though each occurred â€Å"purely,† but in practice, these types rarely occur independently.Almost all actual language teaching syllabi are combinations of two or more of the types defined here. For a given course, one type of syllabus usually dominates, while other types of content may be combined with it. Furthermore, the six types of syllabi are not entirely distinct from each other. For example, the distinction between skill-based and task-based syllabi may be minimal. In such cases, the distinguishing factor is often the way in which the instructional content is used in the actual teaching procedure.The characteristics, differences, strengths, and weaknesses of individual syllabi are defined as follows: 1:- Product-Oriented Syllabus This kind of syllabuses emphasizes the product of language learning and is prone to approval from an authority. There are three types of syllabus described in the following: (i) The Structural Syllabus Historically, the most prevalent of syllabus type is perhaps the structural or grammatical syllabus in which the selection and grading of the content is based on the complexity and simplicity of grammatical items.The learner is expected to master each structural step and add it to her grammar collection. As such the focus is on the outcomes or the product. One problem facing the syllabus designer pursuing a grammatical order to sequencing input is that the ties connecting the structural items may be rather weak. A more fundamental criticism is that the grammatical syllabus focuses on only one aspect of language, namely grammar, whereas in truth there exi st many more aspects of language. Finally, recent research suggests there is a isagreement between the grammar of the spoken and of the written language; raising complications for the grading of content in grammar based syllabuses. (ii) The Situational Syllabus The limitations found in structural approach led to an alternative approach where situational needs are emphasized rather than grammatical units. Here, the principal organizing characteristic is a list of situations which reflects the way language is used in everyday life i. e. outside the classroom.Thus, by linking structural theory to situations the learner is able to grasp the meaning in relevant context. One advantage of the situational Syllabus is that motivation will be heightened since it is â€Å"learner- rather than subject-centered† (Wilkins. 1976). However, a situational syllabus will be limited for students whose needs were not encompassed by the situations in the syllabus. This dissatisfaction led Wilkins to describe notional and communicative categories which had a significant impact on syllabus design. (iii) The Notional/Functional SyllabusWilkins' criticism of structural and situational approaches lies in the fact that they answer only the ‘how' or ‘when' and ‘where' of language use (Brumfit and Johnson. 1979:84). Instead, he enquires â€Å"what it is they communicate through language† Thus, the starting point for a syllabus is the communicative purpose and conceptual meaning of language i. e. notions and functions, as opposed to only the grammatical items and situational elements. In order to establish objectives of such a syllabus, the needs of the learners will have to be analyzed on the base of communication need.Consequently, needs analysis has an association with notional/functional syllabuses. White (1988:77) claims that â€Å"language functions do not usually occur in isolation† and there are also difficulties of selecting and grading functi on and form. The above approaches belong to the product-oriented category of syllabuses. An alternative path to Syllabus Design would be to adopt process oriented principles, which assume that language can be learnt experientially as opposed to the step-by-step procedure of the synthetic approach. 2:- Process-Oriented SyllabusesProcess-Oriented Syllabuses are developed as a result of a sense of failure in product-oriented courses to enhance communicative language skills. Syllabus is a process rather than a product. That is, focus is not on what the student will have accomplished on completion of the program, but on the specification of learning tasks and activities that s/he will undertake during the course. (i)Procedural/Task-Based Syllabus Prabhu's (1979) ‘Bangalore Project' is a classic example of a procedural syllabus. Here, the question concerning ‘what' becomes subordinate to the question concerning ‘how'.The focus shifts from the linguistic element to the ed ucational, with an emphasis on learning or learner. Within such a framework the selection, ordering and grading of content is no longer wholly significant for the syllabus designer. Arranging the Syllabus around tasks such as information- and opinion-gap activities, it was hoped that the learner would perceive the language subconsciously whilst consciously concentrating on solving the meaning behind the tasks. There appears to be an indistinct boundary between this approach and that of language teaching methodology.A task-based syllabus assumes that speaking a language is a skill best perfected through practice and interaction, and uses tasks and activities to encourage learners to use the language communicatively in order to achieve a purpose. Tasks must be relevant to the real world language needs of the student. That is, the underlying learning theory of task based and communicative language teaching seems to suggest that activities in which language is employed to complete meani ngful tasks, enhances learning. (ii)Learner-Led SyllabusThe notion of basing a syllabus on how learners learn language was proposed by Breen and Candlin (1984). Here the emphasis lies on the learner, who it is hoped will be involved in the implementation of the syllabus design. By being fully aware of the course they are studying, it is believed that their interest and motivation will increase, coupled with the positive effect of nurturing the skills required to learn. However, as suggested earlier, a predetermined syllabus provides support and guidance for the teacher and should not be so easily dismissed.Critics have suggested that a learner-led syllabus seems radical and utopian in that it will be difficult to follow as the direction of the syllabus will be largely the responsibility of the learners. This leads to the final syllabus design to be examined ; the proportional syllabus as suggested by Yalden (1987). (iii)The Proportional Syllabus The proportional syllabus basically a ttempts to develop an â€Å"overall competence†. It consists of a number of elements within the main theme playing a linking role through the units.This theme is designated by the learners. It is expected initially that form will be of central value, but later, the focus will turn towards interactional components. The syllabus is designed to be dynamic, not static, with sufficient opportunity for feedback and flexibility. The shift from form to interaction can occur at any time and is not limited to a particular stratum of learners. As Yalden observes, it is important for a syllabus to indicate explicitly what will be taught, â€Å"not what will be learned†.This practical approach with its focus on flexibility and spiral method of language sequencing leading to the recycling of language, seems relevant for learners who lack exposure to the target language beyond the classroom. Practical Guidelines to Syllabus Choice and Design It is clear that no single type of content is appropriate for all teaching settings, and the needs and conditions of each setting are so particular that specific recommendations for combination are not possible. However, a set of guidelines for the process is provided below. Steps in preparing a practical language teaching Syllabus Choice: 1.Determine, to the extent possible, what outcomes are desired for the students in the instructional program i. e. what the students should be able to do as a result of the instruction. 2. Rank the syllabus types presented here as to their likelihood of leading to the outcomes desired. Arrange the six types with preference you going to give to each type. 3. Evaluate available resources for teaching, needs analysis, materials choice and production and in training for teachers. 4. Rank the syllabi relative to available resources. That is, determine what syllabus types would be the easiest to implement within available resources. . Compare the lists made under Nos. 2 and 4. Making as few adj ustments to the earlier list as possible, produce a new list of ranking based on the availability of resources. 6. Designate one or two syllabus types as dominant and one or two as secondary. 7. Review the question of combination or integration of syllabus types and determine how combinations will be achieved and in what proportion. In making practical decisions about syllabus design, one must take into consideration all the possible factors that might affect the teachability of a particular syllabus.By starting with an examination of each syllabus type, tailoring the choice and integration of the different types according to local needs, one may find a principled and practical solution to the problem of appropriateness and effectiveness in syllabus design. Suggested Steps for Planning Syllabus: †¢Develop a well-grounded rationale for your course. †¢Decide what you want students to be able to do as a result of taking your course, and how their work will be appropriately as sessed. †¢Define and delimit course content. †¢Structure your students’ active involvement in learning. Identify and develop resources. †¢Compose your syllabus with a focus on student learning. Suggested Principles for Designing a Syllabus that Fosters Critical Thinking: †¢Critical thinking is a learnable skill; the instructor and class fellows are resources in developing critical thinking skills. †¢Problems, questions, or issues are the point of entry into the subject and a source of motivation for nonstop inquiry. †¢Successful courses balance the challenge to think critically with supporting students’’developmental needs. †¢Courses should be assignment centered rather than text and lecture centered.Goals, methods and evaluation emphasize using content rather than simply acquiring it. †¢Students are required to formulate their ideas in writing or other appropriate means. †¢Students should collaborate to learn and to stretch their thinking, for example, in pair problem solving and small group work. †¢Courses that teach problem-solving skills nurture students’ metacognitive abilities. †¢The developmental needs of students are acknowledged and used as information in the design of the course. Teachers in these courses make standards explicit and then help students learn how to achieve them. Syllabus Functions: Establishes an early point of contact and connection between student and instructor †¢Describes your beliefs about educational purposes †¢Acquaints students with the logistics of the syllabus †¢Contains collected handouts †¢Defines student responsibilities for successful course work †¢Describes active learning †¢Helps students to assess their readiness for your syllabus †¢Sets the course in a broader context for learning †¢Provides a conceptual framework †¢Describes available learning resources †¢Communicates the role of techn ology in the course †¢Can improve the effectiveness of student note-taking Can include material that supports learning outside the classroom †¢Can serve as a learning contract Checklist Syllabus Design: †¢Title Page †¢Table of Contents †¢Instructor Information †¢Letter to the Student †¢Purpose of the Course †¢Course Description †¢Course and Unit Objectives †¢Resources †¢Readings †¢Course Calendar †¢Course Requirements †¢Evaluation †¢Grading Procedures †¢How to Use the Syllabus †¢How to Study for This Course †¢Content Information †¢Learning Tools Course Objectives: †¢What will the students know and be able to do as a result of having taken this course? What levels of cognitive thinking are required from students to engage in? †¢What learning skills will the students develop in the course? †¢Instructional Approaches: †¢Given the kind of learning I'd like to encourage and foster, what kinds of instructional interactions need to occur? Teacher-student, student-student, student-peer tutor? †¢What kinds of instructional approaches are most conducive to helping students accomplish set learning objectives? †¢How will classroom interactions be facilitated? In-class? Out-of-class? Online? Electronic discussion? Newsgroups? Chatroom?Course Requirements, Assignments: †¢What will students be expected to do in the course? †¢What kinds of assignments, tests do most appropriately reflect the course objectives? †¢Do assignments and tests bring forth the kind of learning I want to foster? Assignments (frequency, timing, sequence)? Tests? Quizzes? Exams? Papers? Special projects? Laboratories? Field trips? Learning logs? Journals? Oral presentations? Research on the web? Web publishing? Electronic databases? †¢What kinds of skills do the students need to have in order to be successful in the course? Computer literacy?Research skills? Wr iting skills? Communication skills? Conflict resolution skills? Familiarity with software? Course Policies: †¢What is expected of the student? Attendance? Participation? Student responsibility in their learning? Contribution to group work? Missed assignments? Late work? Extra credit? Academic dishonesty? Makeup policy? Classroom management issues? Laboratory safety? Grading, Evaluation: †¢How will the students' work be graded and evaluated? Number of tests? In-class? Take-home? Point value? Proportion of each test toward final grade? Grading scale? How is the final grade determined? Drop lowest grade? †¢How do students receive timely feedback on their performance? Instructor? Self-assessment? Peer review? Peer tutors? Opportunities for improvement? Ungraded assignments? Texts/Resources/Readings/Supplies: †¢What kinds of materials will be used during the course? Electronic databases? Electronic Course Reserve? Course Webpage? Software? Simulations? Laboratory equi pment? †¢What kinds of instructional technologies will be used? †¢Course Calendar: †¢In what sequence will the content be taught? When are major assignments due?Fieldtrips? Guestspeaker? Schedule for Term Examination? Result? Vacations? †¢Study Tips/Learning Resources: †¢How will the student be most successful in the course? †¢What resources are available? Online quiz generator? Study guides? Lecture notes online? Lecture notes on reserve in library? Guestspeaker to explain/demonstrate online resources? TA? Peer tutors? Study groups? Academic Services Center? Writing Center? Evaluation of online resources? Citation of web resources? Student Feedback on Instruction: †¢Anonymous suggestion box on the web and E-mail. Student feedback at midterm for instructional improvement purposes. †¢End-of-term student feedback. Supplement to departmental student feedback form. Bibliography 1. Brumfit, C. J. and Johnson, K. (1979) The Communicative Approach To Language Teaching. Oxford University Press. 2. Hutchinson, T. and Waters, A. (1987) English For Specific Purposes: A Learning Centred Approach. Cambridge University Press. 3. Long, R. W. and Russell, G. (1999) â€Å"Student Attitudinal Change over an Academic Year†. The Language Teacher. Cambridge University Press. 4. Nunan, D. (1988) Syllabus Design.Oxford University Press. 5. Prabhu, N. S. (1987) Second Language Pedagogy. Oxford University Press. 6. Richards, J. C. and Rodgers, T. S. (1986) Approaches And Methods In Language Teaching. Cambridge University Press. 7. White, R. V. (1988) The ELT Curriculum: Design, Innovation And Management. Blackwell Publishers Ltd. 8. Widdowson, H. G. (1978) Teaching Language As Communication. Oxford University Press.. 9. Wilkins, D. A. (1976) Notional Syllabuses. Oxford University Press. 10. Yalden, J. (1987) Principles of Course Design for Language Teaching. Cambridge University Press.