The Ford Model and Mass Production - 1194 Words

Ford is a prestigious motor company with a successful production history spanning more than a century and involving several influential automobiles, most notably the iconic Model T. Indeed, the Model T was a supreme mechanical innovation, a remarkable marriage of â€Å"technical design and social context† (Boyer Dubofsky 275). Although simple in design, and relatively expensive, the vehicle performed very well against competitors’ models, surviving the primitive roads and almost nonexistent repair facilities thanks to a very robust frame, high wheel clearance and an easy-to-fix motor and suspension (Boyer Dubofsky 275). The popularity of the vehicle was the impetus for Henry Ford to look at innovative production techniques in order to quench the high demand of the American public. The production breakthroughs initiated by Ford in his assembly plants became known alternatively as the ‘assembly line’ approach, or Fordism (Boyer Dubofsky 275). Hence, o utside of the automobile industry and culture of car aficionados, the Ford motor company has had its greatest influence on the world through its primary innovation – assembly line production. Like anything else, mass production did not simply originate with Ford’s acumen, though he certainly was an innovator. The 1890 Westinghouse Air Brake Company also used a prototype of assembly line production. William Klann, head of Ford’s engine department, was most responsible for the adoption of the conveying system at Ford (CurcioShow MoreRelatedLean Production : Toyotas Secret Weapon1314 Words   |  6 PagesBook Summary The Story of Lean Production – Toyota’s Secret Weapon in the Global Car Wars That is Revolutionizing World Industry In the beginning of the book, the authors generally introduce three kinds of the worldwide industry in its production system’s development from the very first one to the newest approach, which are craft production, mass production, and lean production respectively. The Industry of Industries in Transition. they look through the history of the automobile manufacturingRead MoreResearch Paper Henry Ford1111 Words   |  5 PagesDaniel Rodriguez English 10 Mrs. Toman March 29, 2011 Research Paper: Henry Ford Imagine how life would be if our society did not have cars. Today, our society is dependent on cars for our daily routines. From transporting our food, clothes, and technology to just going to the store across the street, cars are a very important part of our society. In the 19th century, only the wealthy and upper middle class had access to automobiles, and they only used cars for fancy transportationRead MoreFord Model T1057 Words   |  5 Pagesto become a world renowned country. An advancement that will be focused on is the Ford Model T. During this time owning a car was a symbol of wealth. Henry Ford, the creator of the Model T, made a system that revolutionized the automobile industry as we know it today. Henry Ford made it possible for people with an average income to own a motor vehicle by creating the assembly line and the theory of mass production. The horse, which had been the chief means of land transportation for 3,500 yearsRead MoreMustafa Mond And Aldous Huxleys Brav e New World1001 Words   |  5 Pagessimilar to that of Henry Ford, and Huxley draws attention to parallels between Ford and Mond throughout the book. He mocks their style of leadership, which values science over nature, and demonstrates the detrimental effects of it. In Aldous Huxley’s work, Brave New World, he utilizes the character Mustafa Mond to reflect the life of Henry Ford in order to warn readers of the negative effects of an overbearing leader. Mustafa Mond and Henry Ford both enforce mass production in their communities, andRead MoreHenry Ford : Influential Entrepreneur Project1053 Words   |  5 PagesEntrepreneur Project Henry Ford The name â€Å"Henry Ford† is familiar to almost everyone in the country. Certainly those who drive regularly will have seen, if not owned, at least one Ford Automobile. There’s a simple reason for that. Henry Ford was a visionary. Innovative and efficient, he became the model for a competitive business enterprise in his revolution of the automobile industry. Through his implementation of an assembly line and the concept of mass production, Ford changed the very face ofRead MoreHenry Ford s Lasting Legacy1483 Words   |  6 Pageswants so long as it is black.† (Henry Ford). Henry Ford is one of the world’s most renowned leaders for the automobile industry. The son of a farmer, Ford has always been interested in how things worked. He has improved the models of his cars to make manufacturing them faster and more efficient by using assembly lines. He also set a balance between his employees’ wages and hours worked. Ford never stopped innovating and it is shown in his later Models of his car. Ford set standards for future motor companiesRead MoreFords Effect On Manufacturing Industry1438 Words   |  6 Pages he was known as Henry Ford (1863-1947). Ford grew up on his parents farm in Michigan. He loved to work on the farm machinery. He was good at fixing things and could even repair watches. Although Ford did not invent the automobile but his introduction of the Model T automobile revolutionized transportation and American industry, his inventions are still marveled in the modern world today. Henry Ford installed the World’s first moving assembly line in December 1913. Ford and the assembly line improvedRead MoreBiography of Henry Food757 Words   |  3 PagesHenry Ford is the man who forever changed American automobiles. Henry Ford converted the automobile from a luxury toy to a mainstream item of American society. During the beginning of the 20th century, the automobile was considered a luxury for the wealthy but Ford was determined to create an affordable and reliable car that a majority of Americans could invest in. This model that Henry Ford created was called the Model T, and it is one of the main reasons why Henry Ford is remembered as an extremelyRead MoreThe Story Of Lean Production : Toyota s Secret Weapon951 Words   |  4 PagesBook Summary In the book â€Å"The Story of Lean Production – Toyota’s Secret Weapon in the Global Car Wars That is Revolutionizing World Industry†, published in 2007, James P. Womack, Daniel T. Jones, and Daniel Roos generally introduce and discuss about three worldwide industrial manufacturing methods from the very first approach to the most current one, which are craft production, mass production, and lean production respectively. The Industry of Industries in Transition. they look through theRead MoreHenry Ford : A Major Part Of History1064 Words   |  5 PagesHenry Ford A major part of history started during the Industrial Revolution when Henry Ford founded The Ford Motor Company. Ford’s family had a part in the company with ideas and presidency. The first ideas of the company came out of Ford’s backyard with him using a bicycle to make a vehicle. The assembly line had a big impact that affected other companies by making production much faster. A wide variety of vehicles made patrons be interested in seeing what kind of inventions could be made next

Importance of Risk Management in the Adventure Leisure Industry Free Essays

Critically illustrate the importance, and societal context of risk management within the adventure leisure industry In recent decades the emphasis on risks and risk management within the adventure leisure industry has been has been escalating and is now greater than ever. This emphasis is due to the introduction of more stringent legislation from the associated governing bodies, threatening more severe consequences if businesses do not practice within the regulated guidelines.The objective of this essay is to analyse risks within adventure activities and to determine the importance of the management of risk within this field of outdoor leisure. We will write a custom essay sample on Importance of Risk Management in the Adventure Leisure Industry or any similar topic only for you Order Now This will be achieved by researching past occurrences in the leisure industry that have resulted in accident or death, which could have been avoided had a thorough risk assessment been constructed. In addition, by exploring the motivation behind participating in such activities, this essay will uncover the degree to which risk is actually required in order for an adventure activity to occur.As written by (Barton 2007:2) â€Å"We are exposed to risk from the moment of our conception to our death†. If this is the case, then undoubtedly there must be forces set into place in order to manage and assess these risks that we are subjected to in day to day life. If a risk is able to be assessed, the severity of it is able to be calculated. Consequently, the hazard that resulting from that risk is able to be determined and prevented. When planning a leisure activity, it is imperative that the organising party carries out an incredibly thorough and informative risk assessment.Hazards in adventure activities include falls from height, drowning, falling objects, lightning strikes, equipment failure, assault, cold injury, and many more (Barton 2007:12). The reason why a complete and logical risk assessment is necessary is so that leading personnel are able to provide proof that everything in their power has been done in order to prevent the activity resulting in any hazards or injuries to those participating.This will not only supply the organising body with a sense of comfort that the activity they are planning and instigating is safe so as to protect them from any potential legal involvement, but also the availability of a risk assessment is likely to be an appealing factor to prospective partakers‘. Risks are iden tified by reviewing historical information and industry standards; interviewing subject matter experts; conducting brainstorming sessions with the organising team, vendors, and key stakeholders; and some times through simulation and scenario forecasting (Silvers 2004:52).Wilks and Davis (cited in Swarbrooke, 2003) explain how all discovered risks are able to be rated in order to decide the way in which they should be tackled. This can be done by comparing the predicted frequency of a hazard, by its severity. Frequent incidents with slight consequences can, in most situations, be considered an entirely tolerable risk, we might even say a trivial risk (Barton 2007:12). By rating a risk, it can be differentiated between a risk that has great potential to cause injury of death, and a risk that can easily be tackled and therefore will barely be influential in the construction of an activity.In March of 1993 four teenagers were killed in a canoeing accident in Lyme Regis whilst on a school trip. The deaths of the young students was widely put down to lack of supervision and negligence which consists in â€Å"the duty of care and consequent injury† (Scott 1993:45). When carrying out such potentially dangerous activities â€Å"One cannot overemphasize the importance of supervision† (Hronek et al 2002:255). The evidence that supported the Llyme Bay legal battle that followed was that ‘the coas tguard owed the kayakers a duty of care and that they had conducted the search and rescue operation negligently’ (Fulbrook 2005:27-28). Being careful and prepared are not only sensible attributes for activity co-ordination, it is ever more important for the organising personnel. This is progressively more significant as the management of risk is increasingly regulated into legislation and policy (Silvers 2004:170). The law is becoming much more focused upon the adventure leisure industry after such events as Lyme Bay illustrated above. Bradford (2000) explains that during the early 1990‘s, organisers of outdoor adventure activities were able to volunteer to abide by codes of practice set up by a variety of independent organisations.A company may have wished to have done so in order to improve their business. By stating that they were operating within an organisations health and safety regulations, they would have been able to project a sense of reassurance across to their customers. Following the tragedy in March 1993, the attitude of many changed dramatically and there was a wide spread belief that more needed to be done to encourage safer organisations. This would help to prevent any further disasters and deaths. The first development of more enforced regulations being placed into practice was in 1993.The English Tourist Board brought together a group representing most of the voluntary approval bodies and other interested parties, who issued a code of practice for outdoor adventure leisure activities (Bradford 2000). Followed by the Activity Centres (Young Persons safety) Act 1995. The introduction of more intense and purposeful legislation has consequently placed evermore pressure upon the organisers of such activities. This has lead to leisure managers having to direct far more attention to the health and safety of those participating in the activities they are providing.As well as an activity organizing company wishing to protect their customers to the greatest extent for fear of the legal confrontation that may follow if accused of irresponsible and neglectful practice, there are other reasons why an organizing body may wish to carry out a thorough risk assessment. If an accident was to occur which involved a member of staff, the employer risks losing money through the provision of sick pay, as well as losing an employee for an undetermined period of time. Pro-active management helps to eliminate such an occurrence arising.In addition, the execution of the introduction of control measures helps to define areas of responsibility and communicates a standard for performance. Despite the owner of an organization having the most recognized power concerning any health and safety issues, authority is able to be un-officially segregated throughout the businesses personal hierarchy. This is determined by the position of power an individual is in within the organization: Manager, assistant manager, supervisor, and so on. The benefit of dividing up job roles and esponsibility in such a way is that every position of employment will experience a sense of responsibility; each to a different degree, yet still the sensation of business involvement and therefo re the motivation to excel in their field will be present. Pro-active management strategies can be the most effective strategies because they are implemented according to the planning of the organization, rather than because of a need to respond to outside pressure and expectations from the public or a governing body Smith (2005:82). Essentially this is the detection and managing of a problematic issue, before it has the opportunity to present itself within the business. Risk assessment therefore plays an intricate part of this process. Successful pro-active management within the organization will help to ensure that the customers along with the members of staff are constantly and consistently satisfied and comfortable. It is evident that the success of an activity regarding its safety and reliance is significantly related to the experience and awareness of the activities leader.Experienced leaders develop a sixth sense of when the odds are beginning to stack up against them and they will automatically see an activity in the wider context, Barton (2007:89). It is therefore imperative that that a leader of any nature of leisure activity is able to predict potential future hazards and subsequently learn from their previous mistakes. According to Barton (2007:89), leader of activities that are not so experienced are less likely to see the signals of an approaching risk, and tend to view minor set-backs as isolated incidents, rather than as bricks in a growing wall. Organisers’ must realise that these seemingly unimportant hindrances will gather pace and build up to a much larger scale problematic occurrence. Despite the increasing demand for safer and risk free activities, a balance must be established in order to keep within legislation created by the governing bodies, whilst still creating the same sense of adventure and possible danger that has lead to the success of an adventure activity. If every risk in life was assessed and accounted for, and every hazard was liminated, the world would be an incredibly safe, organised, and trouble free place. However, risks cause excitement and adrenalin within one’s life. Without risk, there is no fear of risk, in which case there are no opportunities presented for one to take risks. As explained by Barton (2007:2) If we bring up children to believe that physical, emotional or intellectual risks are to be avoided, then we can hardly be surprised if the future does not bring great people; p oets, artists, play writes, successors to Captain Cook, to Darwin, and to Shakespeare.Without some form of risk, engineers could never have designed the great bridges that span the widest rivers, homes would still be heated by fireplaces or parlour stoves, electric power utilities would not exist, polio would still be maiming children, no airplanes would fly, and space travel would just be a dream (Aven 2003:2) The word ‘Adventure’ implies that there is an element of risk involved in the activity that is to be undertaken. The reason why this is a positive attribute to the organising body is that many leisure seekers are in search of a sense of adventure, risk and an adrenaline rush. Despite the general consensus that every risk should be accounted for and every attempt should be made to ensure no hazards present themselves, without the lingering sensation in the very back of a participant mind that something may go wrong; a rope may break, a parachute may not open, the ‘Adventure’ is almost completely removed from the ‘Leisure Activity’.To conclude, when regarding the adventure leisure industry, the concept of risk management and assessment are fundamental aspects that must be constantly considered when running a business that provides such activities. The laws that have been introduced throughout recent years have placed increasing pressure on organizations to concentrate on the health and safety of their patrons to a much greater degree. Failure to do so, as has been seen i n the past throughout such incidents as Lyme Bay, may well result in powerful legal consequences or even closure of their establishment.There is no doubt that risk and uncertainty are important concepts to address for supporting decision-making in many situations. The challenge is to know how to describe, measure, and communicate risk and uncertainty (Aven 2003:4). However, the popularity that adventure leisure activities hold derives from the exact concept of risk itself. Participants of such activities choose to take part in order to; gain a sense of personal accomplishment, face their fears, experience a surge of adrenalin, and ultimately test themselves to their physical and mental boundaries.A balance must be established within the process of managing risk. If this balance can be successfully determined, than the adventure leisure industry will be able to provide the same level of audacious activity, whilst staying within all governing guidelines’, and providing the highest degree of safety for all those that they accommodate for. How to cite Importance of Risk Management in the Adventure Leisure Industry, Papers

CSL and Macquarie Group

Question: Discuss about the CSL and Macquarie Group. Answer: Introduction In the current business environment, CSR and sustainability has emerged as an important pillar of business. There was a time when the organizations used to operate only with a single focus of profitability. With time, this focus has changed and today, organizations have started to give importance to the support factors like values, CSR and sustainability (Carroll Shabana, 2010). This change or transformation could be attributed to the change in the perception of consumers also. Today, the end consumers wants to get associated with the businesses that values society and social attributes like corporate social responsibility and sustainability. This paper discusses the comparison between CSL and Macquarie Group in terms of strategic values, corporate social responsibility approach and sustainable development. A brief organizational background for both the organizations can be discussed as: Organizational background: CSL CSL Limited is the global company in the field of biotechnology and pharmaceuticals. The company has a revenue of $5billion, more than 16000 employees and presence in 16 countries (Cheng Ioannou, 2014). The company is a global specialty biotherapeutics company that develops and delivers innovative biotherapies that save lives, and help people with life-threatening medical conditions live full lives. Organizational background: Macquarie Group MACQUARIE Group Limited is a global investment banking and diversified financial services group, providing banking, financial advisory and investment and funds management services to institutional, corporate and retail clients and counterparties around the world. The company was established in the year 1970 and today it has a revenue of AUD 8.1 billion. Both the companies realizes the importance of sustainability and corporate social responsibility. Both the companies are large companies and they have their own agenda of CSR and sustainability. The comparison between these two companies can be discussed as: Vision and Mission The mission of CSL is to be the market leaders in the pharmaceutical industry and the vision of CSL is to provide continuous value to its internal and external stakeholders through high quality product and services. The mission of Macquarie is to create a platform where all of its stakeholders can get benefited. The vision statement of the company states that, to realize opportunity for the benefit of our clients, our shareholders and our people. We are in business to be profitable, but it is the way we do business that defines us. It can be said that both of these companies have strong mission and vision statement. However, it appears that the mission statement of CSL is better than the mission statement of Macquarie group. The mission statement of Macquarie group does not qualify well as the SMART goal (Dempsey Power, 2011). The mission is specific in nature; however, it is difficult to measure. The mission statement is attainable and realistic in nature but it does not have a timeline attached to it. On the other hand, the mission statement of CSL is specific and measurable as it says market leader. However, the mission statement of CSL also lacks the timeline. The vision statement of Macquarie group appears better than the vision statement of CSL Limited. The vision statement of Macquarie group shows a balance between different objectives of profitability and sustainability. It is specific, attainable and realistic. Since, it is a vision statement, therefore any specific timeline is not attached to it. The vision statement of CSL is good. However, the vision statement of Macquarie group would score high in terms of any comparison. Organizational values According to Kujala, Heikkinen, and Lehtimki (2012), organizations that only serve shareholders will not achieve their full potential for value creation. Kujala et al. (2012) also noted that firms that focus solely on shareholders may suffer from a false sense of security. Instead of a single-minded focus on shareholders, Kujala et al. (2012) argued that organizations should strive to understand the ethical and strategic interests of all stakeholders, and that they should enlist the cooperation of those stakeholders in the process of joint value creation. CSL established five core values across the organization in 2002. These five values are, Customer Focus, Innovation, Integrity, Collaboration, and Superior Performance. All these five values are the basic philosophy of CSL. These values are believable and it actually adds value to the society. Therefore, it can be said that CSL scores high in this area. Macquarie Group has three key values that drives the organization. These three values are Opportunity, Accountability and Integrity (Hwang, 2010). Macquarie Group also has good and impressing values. These values are believable. In terms of absolute comparison between the organizational values of CSL and Macquarie group, it can be said that CSL has slightly better values as compared to the defined values of Macquarie group. CSR and Sustainability Regardless of the design, the concept of efficiency is at the root of contemporary organizational design because of the complexities of the global economy and the need to maintain sustainability and economic growth. Both the companies have a deep focus on CSR and sustainability. CSL has defined six key areas of corporate social responsibility. The first area is the research and development in the field of medicine for the unmet needs. The second area is to ensure that all the therapies are safe, secure and pertains to high quality standards. The third area for CSL is to operate responsibly in the market place (Deng Kang, 2013). The fourth area is to provide a high quality working environment to its employees. The fifth area is to support the patients and the local communities. The sixth area is to minimize the impact on the environment. The management of the company believes that it has a responsibility towards the future generation. Therefore, the efforts should be taken for sustai nable development. The CSR policy of Macquarie Group focuses to have high accountability among its stakeholders through training and development around CSR and sustainability. The organization has strong sustainable policies in place that are based on the discussion with key stakeholders (Lankester, 2013). In terms of absolute comparison, it can be said that both of these companies scores good in this dimension of CSR and sustainability. Stakeholders Involved It can be said that like non-profit organizations, for-profit corporations must be mindful of stakeholder interests. Both the organizations realizes that to ignore stakeholder interests can have catastrophic effects to an organization including the demise of the organizations. This is especially true when an organization must deal with conflicting stakeholder interests (Yu Wu, 2009). The management of CSL believes that the management of conflicting stakeholder interests in the for-profit arena may be best aided by recent innovations in technological data mining. Macquarie Group manage stakeholder interests, particularly those interests of external stakeholders that may conflict with internal stakeholder interests such as stockholders, by understanding the state of public opinion. However, the management believes that is not just important to the organization to understand the current status of public opinion regarding corporate issues relevant to stakeholder interests. The key lies in predicting the future trend of public opinion regarding key issues which allows corporations to more fully maximize traditional stakeholder management tools (Gauvin, 2009). Gauvin (2009) reviewed particular data mining programs and argued corporations should employ modern technology to map projected opinions regarding trends key to the organization. An organization equipped with fairly accurate projections of external stakeholder beliefs may adjust corporate communication to better address stakeholder conflicts. In terms of absolute comparison, it can be said that both of these companies scores good in this dimension of stakeholders interest. Conclusion The above paper discusses the comparison between CSL and Macquarie Group in terms of strategic values, corporate social responsibility approach and sustainable development. With the above discussion it can be said that both organizations are doing good and the organizations have attractive mission and vision. However, the above comparison reveals, that CSL is better placed that Macquarie group in terms of communicating the organizational values, or stakeholders interest or the basic philosophy around CSR and sustainability. References Carroll, A. B., Shabana, K. M. (2010). The business case for corporate social responsibility: a review of concepts, research and practice.International Journal of Management Reviews,12(1), 85-105. Cheng, B., Ioannou, I., Serafeim, G. (2014). Corporate social responsibility and access to finance.Strategic Management Journal,35(1), 1-23. Dempsey, N., Bramley, G., Power, S., Brown, C. (2011). The social dimension of sustainable development: Defining urban social sustainability.Sustainable Development,19(5), 289- 300. Deng, X., Kang, J. K., Low, B. S. (2013). Corporate social responsibility and stakeholder value maximization: Evidence from mergers.Journal of financial Economics,110(1), 87- 109. Gauvin, S. (2009). Modelling trends in the digital sphere - a comparison of two methods. Gestion 2000, 26(1), 67-84. Retrieved from https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=truedb=bthAN=37276562site=eds-livescope=site Kujala, J., Heikkinen, A., Lehtimki, H. (2012). Understanding the nature of stakeholder relationships: An empirical examination of a conflict situation. Journal of Business Ethics, 109(1), 53-65. doi:10.1007/s10551-012-1379-2 Lankester, A. J. (2013). Conceptual and operational understanding of learning for sustainability: A case study of the beef industry in north-eastern Australia.Journal of environmental management,119, 182-193. Young, W., Hwang, K., McDonald, S., Oates, C. J. (2010). Sustainable consumption: green consumer behaviour when purchasing products.Sustainable Development,18(1), 20-31. Yu, T., Wu, N. (2009). A review of study on the competing values framework.International journal of business and management,4(7), p37.

Primary Mission of Universities free essay sample

In contrast, other people may argue that college and universities should focus on academic material without thinking whether it is useful for the workforce or not. Students, after being employed the company, they have to work in their special field for about one to two years. So they must acquire not only theoretical knowledge but also practical knowledge and skills before graduating from the university. Hence, the main function of the university and college is to either deliver only academics or to prepare the students for future employment had become an argument for many parties like government, college management, employer as well as other scholar. Universities, indeed, teach students a lot of useful information regarding academic subjects but no one can deny that this knowledge is not valuable for their future working purpose. Initially the purpose of the student to get into the university is to acquire sufficient knowledge to find a better job in the future. We will write a custom essay sample on Primary Mission of Universities or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, if the universities only deliver academic knowledge such as theory to the student without any practical knowledge, this is not sufficient for the student to grant a better job opportunity in the future. It is necessary or the university and college to provide practical related knowledge to the student. While at the same time the importance of soft skills should not be neglected as well such as communication skill, decision making skill etc. Also the students should be responsible and be thorough in both academic knowledge and practical knowledge. In the dialogue from article of National education association web site (2009), Karen learner was asked that Is the purpose of college to make students employable? She answered Yes, as college instructors, our mission is to increase our students life opportunities. She although mentioned that My mission is to ensure that my students are prepared for the world beyond school. The free ride eventually ends. Being ready for life means getting a good solid education whether it is at a trade school, community college, or university.In school, the students need to learn whole subjects as much as they could from the basic academic matters to advanced practical subjects in special field. In college it is essential for them to be ready to become a qualified person to enter the company before graduating from the university. It is the duty and mission for all the universities to provide appropriate environments to help students to get enough skills. On the contrary, Daniel Rigger answered to the same question that No, higher education must have more of a purpose than making students employable.In addition he pointed out that Since we possess these capacities for a lifetime, the primary purpose of higher education must be to provide a foundation for educating the whole person; it must be geared to develop as fully as possible the whole of a students human potential. Developing workforce skills does not necessarily entail fostering inquiry, reflection, understanding, integration, or creative expression. Consequently, higher education must have more of a purpose than simply making students employable.Many of them appreciated his opinion as his thought seems idealistic. But as per the present world, it is very tough to the new comer who just graduated from college. If the people dont have necessary skill to their job they definitely encounter to the obstacle which need long term hard work to overcome. When asked to Ronald B. Stander(website(DODD)), Why Attend College? , He mentioned that I think the goals of education should be: To prepare students to learn on their own, by reading books and by doing experiments.Anyone with a bachelors degree should be able to teach themselves whatever technical skill(s) they may need. Every student should study not only on the desk but they also should study in another place, such as research laboratories, internships and workplaces. In addition, having technical skills that to be able to teach others are very important to students. If they were not taught the technical skills, its means he or she doesnt understand yet. In other words, they arent employable and are not yet ready to work in any company or organization. Internship is one of the good methods to get job skills before graduating from the university. By the internship work, student can gain real job experience. In Careerisms website, six Reasons Internships Are a Must in College (2012), we can know about useful reasons by doing internships. One of the reasons is Get the Experience Employers Want they describe that There are millions of job seekers nationwide, yet 52% of U. S. Companies report difficulty filling positions.

Translation of dracula Essay Example

Translation of dracula Essay Example Translation of dracula Essay Translation of dracula Essay history remains the most valuable and sacred bequest of a state and therefore it should non be, by any agencies, profaned. The chosen text was written by Professor Ioan Prahoveanu in the signifier of historical essay, framed by popular beliefs sing the unusual nature of the Un-dead ( lamias ) that have Dracula as cardinal representative. Although publicizer in nature, the text ( posted on a touristry website advertisement the Bran Castle in Romania ) , is non at all commercial in content, since the message it conveys is non taking to increase the popularity of the palace by concentrating on Count Dracula as a touristic icon. On the contrary, Prof. Prahoveanu intends to unveil the manner Draculea decayed, rendering from the position of greatest, yet most ill-famed Rumanian voivode Vlad the Impaler to the disused image of a touristically exploited character,count Dracula. Furthermore, the writer h3ly accuses Stoker for the black degeneracy he has projected over the mediaeval voievode, for he has wholly ignored the effects of weighing the character s historical ground tackles ; his careless act resulted into Draculea s random float towards future, with nil but a label on that said Vampire watch out! Not to advert the laziness of making research for his novel merely in British libraries and museums ( where old maps and German histories were at disposal ) , alternatively of really prosecuting in a trip to Transylvania, for the exclusive intent of placing his character s reliable beginnings. These are the grounds why Prahoveanu had chosen to stress historical truth over phantasy, an attack meant to mirror discontent towards Stoker s insanity of falsifying history in favor of his much profitable vampire-story of which 90 % is fiction. Purportedly, the text in treatment was originally written in English, since it is presented like a complex and well-referenced essay, whereas its Rumanian version played the function of a summary-translation ( whole paragraphs of the ST are here omitted ) , adapted to the original. Possibly, the transcriber s scheme was to supply a shorter TT for the readership, in order to avoid their deficiency of involvement in the topic, for the ST is, as you may see, so excessively long for an online text. To some extent, this attack may be acceptable, due to the fact that the TL is Rumanian and so is the nationality of the mark readership ; in this context, a summary-translation of the original text is non unconventional, since the enlargement ( dwelling in elaborate historical facts ) provided for an English speech production populace would be excess to the Rumanian readership, already familiarized to the scenes depicted. On the contrary, our pick to this respect was to supply the readership with a full interlingual rendition of the ST, since it presents the couple Draculea-Dracula in an outstanding comparative mode, supported by rich mentions to popular beliefs and patterns that mirror the barbarian dimension of the world. We have considered the human-faced devil ( the motivation of the ST ) , presented in the cases of autocratic voivode and immortal count, the really look of adult male s double nature ( societal animate being and animate being ) , therefore supplying the full interlingual rendition of the ST for a better apprehension of the myth, as karyon of historical truth. In regard to the TT length, a solution in showing the whole interlingual rendition, without losing the readership s involvement in the events depicted, is suggested: a different format of the text. So as to continue the same sober and cryptic tone induced by the web page design, the TT presentation might take the form of a dust-covered manuscript, waiting to be opened by the reader. Furthermore, the text, written with Gothic characters, could be divided in two subdivisions entitledDraculea s Historic TruthandThe Legend of Dracula, each structured on conclusive episodes, easy to be accessed by the reader with a individual mouse-click on the page. In this manner, the lector may jump whatever portion he is non interested in, he will be able to read faster and understand better the TT due to its clear construction and page layout. Translation Commentary Purposesand schemes in the interlingual rendition procedure The cardinal intent of this interlingual rendition is to supply our readership with a transparent TT, for we aim at doing our reader perceive the text as an original and non as a interlingual rendition. Consequently, the TT was born in conformance with the norms imposed by the Rumanian linguistic communication, with regard to all lingual degrees. Furthermore, we desire to maintain Prof. Prahoveanu s discontent towards Stoker s attitude emphasized and integral all the manner through, in the sense of carefully continuing the writer s irony and lasting tone of dissatisfaction in all lingual facets. This step needs to be taken for we portion the writer s reaction to Stoker s insanity and by protecting his place, we really strengthen ours. In this sense, the interlingual renditionis non so much concerned with giving information as with making in the reader something of the same temper as was conveyed by the original.( Venuti, 2004: 154 ) With respect to the scheme adopted in the TT, the one to match wholly to our ends wasdomestication, as: a ) It is non practical to enforce the SL norms on the TL ; B ) To interpret is to pass on ;hence,while transfering a text into another civilization, a transcriber must consider over the cultural intension ; degree Celsius ) Readers may hold a better apprehension if the content and signifier of the version are within their easy range, so a transcriber should seek his best to subject the beginning civilization to the mark civilization ; vitamin D ) A transcriber should non be so demanding on readers intelligence and imaginativeness as to go forth them in a battle in understanding the different universe reflected in another linguistic communication.( Guo, 1998: 13 qtd. in Preliminary Literature Review on Domestication and Foreignisation ) . Furthermore, the type of equality adopted wasdynamic equality( Nida qtd. in Venuti, 2004:156 ) , since wepurpose at complete naturalness of look( Venuti, 2004:156 ) . Further, we would prefer to allow the TT speak for itself. Text Analysis In the first paragraph, the auctorial dissension is mirrored in buildings such asdramatically accentuated by the Irishman Bram Stoker interpretate dramatic? n viziunea irlandezului Bram Stoker orfictional character, Dracula personajul fictiv, contele Dracula , as opposed tothe consequence of legendary yet, echt historical facts of Vlad the Impaler s reign rezultatul interferen? ei unor fapte istorice legendare, definitorii pentru domnia voievodului Vlad? epe? , buildings that build a h3 antithesis betweenthe voivode Dracula, symbol of historic truth, andcount Dracula, symbol of fable, subjectivism and wildly irresponsible imaginativeness. Furthermore, the dualityvoivode-countwas intentionally stressed within the interlingual rendition with the clear intent of indicating out the historical complexness of the former character compared to the ordinary simpleness of the latter. As one may detect the wordcountis non mentioned by the writer in the ST ; still, it was added in the TT in order to kill the count s shadow over the voivode s aureate yesteryear. Furthermore, the wordcountwas consciously non-capitalised, for obtaining a minimisation consequence of the character, by contrast to Stoker s original spelling,Count ( Dracula ). Another manner used in accomplishing minimisation is expressed in the phraseby the Irishman,replacement for Irish writer in order to cut down Stoker properties as a author. The same sarcastic tone was dependably preserved within the interlingual rendition by the lexical attacks mentioned above. The writer adopts a somewhat different agencies in laudingWallachia s swayer domnitorul? arii Rom A ; acirc ; ne? Ti during the following textual sequence: he does non showthe voivodeandthe countrelatively any longer, but refers toVlad the Impaler„Vlad? epe? entirely. As a maestro of words, Prahoveanu designates an highly powerful vocalization for the beginning of this paragraph, which sinks the portrayal of the count in an ocean of limbo, without even adverting his presence:The truth about Wallachia s swayer, Vlad the Impaler ( 1456-1462, 1476 ) is known from infinite academic documents written by both Romanian and foreign historians Adevarul despre domnitorul? arii Rom A ; acirc ; ne? Ti, Vlad? epe? ( 1456-1462, 1476 ) , este consemnat A ; icirc ; n numeroase lucrari autentice, scrise de istorici read-only memory A ; acirc ; ni? one straini deopotriva. Appositions such asWallachia s swayer, Vlad the Impaleror word associations likeinfinite academic documentsandboth Romanian and foreign historiansexemplify the popularity and acknowledgment of the voivode at national and international graduated table likewise. Furthermore, the auctorial esteem for Vlad the Impaler is highlighted by looks such ash3 leading domnie autoritara , h3 defense mechani sm defensiva puternica orlaudably encompassed ? nglobate admirabil . Notable is the fact that this paragraph is the first of a series in which quotation marks arelaudably encompassedwithin the ST. The inquiry is whether to interpret these quotation marks or look for their original signifier in mention plants ; the pick was to supply the readership with the original quotation marks, as they occur in histories or history books, since their sacred kernel is non to be profaned by the lexical intervention of an foreigner. Consequently,When a adult male or Godhead is h3 and powerful he can do peace whichever manner he wishes yet, when he is weak, person h3er will come onto him and submit him to his clemency, the message addressed to the people of Bra? Orange Group in the missive of September tenth 1456, was translated with the original quotation mark Atunci degree Celsius A ; acirc ; nd un om sau un domn este tare Si puternic A ; icirc ; n interior, atunci poate face pacea cum vrea ; iar c amp ; acirc ; nd este fara putere, unul mai tare Virginia veni asupra lui Si Virginia face copper vitamin D A ; acirc ; nsul ce va vrea. The ground for this pick, which applies with no exclusion to all similar state of affairss, consists in the desire of non losing the historical burden of these great words, placed in a peculiar context and era and carefully interpreted by the historiographers of the clip. Further conclusive illustrations in this sense will be provided for the reader in the undermentioned heroic poem sequences. The specificity of this interlingual rendition is outlined non merely by the fidelity shown to the ST with respect to the lasting show of 3Dimensional irony, but besides by several imposed TT attacks, distinctive from the writer s initial preparations, needed in the building of TT transparence. As one may detect in the 3rd paragraph, the interlingual rendition ofVlad the Impaleris non Vlad? epe? any longer, like in the first transition of the essay ( where the full interlingual rendition of the name is used for mirroring the magnificence of the historic figure it denotes ) , but ? epe? the appellative recounted in histories every bit good as in the corporate memory of the Rumanian people, given after the cold penalty he practiced. The thought is that in a Rumanian historical text, the frequent usage of the signifier Vlad? epe? would be unusual and excess, as if decreasing the impact of this name on the readership, whereas in a similar English text, the writer would hold no oth er alternate than composing the swayer s full name, otherwise put on the lining to destruct the integrity of the appellative and go forth it nonmeaningful: merely note the difference in sense and stylistic consequence for Vlad the Impaler and ( the ) Impaler . A similar instance would be the one ofWallachia, the feudal district situated north from the Danube and south from the Carpatians, the external mention for ? Ara Rom A ; acirc ; neasca or Zemli Ungrovlahiscoi , as counted in Slavic paperss. For an English reader,Wallachiais the widely recognized name given to the feudal state in histories ; replacingWallachiabythe Rumanian Statewould be a cultural catastrophe, since no 1 is familiar to this version of the name. In a Rumanian interlingual rendition ofWallachianevertheless, the phrase ? Ara Rom A ; acirc ; neasca should be introduced at all times, since this is the official name counted in Slavic paperss and histories. TranslatingWallachiaby Valahia , a coined hist orical term, is non incorrect, but the phrase ? Ara Rom A ; acirc ; neasca would be more appropriate. In add-on, there would be the slippery interlingual rendition ofTurkish soldiers = soldati turcithat appears as soldati otomani in the TT. The debate of this pick would be that the type text, i.e. historical essay, should under no fortunes be ignored. If mentioning toTurkish soldierspresents, the Rumanian interlingual rendition of the adjectivalTurkishwould decidedly be turci , but since a historical essay is in treatment, the transcriber must follow the manner and esteem the norms of history authorship. Merely by look intoing the nomenclature used in history books for case, one would detect the presence of otomani as adjectival or nominal signifier forTurkish/Turks. Another observation regards the phraselocallandowners ( boyars ), translated by one word boier , the singular forboyars.A native Rumanian with common history cognition would easy calculate out the ground for this pick in the Terrestrial time: the fact that back in feudal times there were no other landholders in t he state but the boyars ( and the voivode ) is really good known among the Rumanian people ; consequently, interpretinglandholdersby proprietari de pam A ; acirc ; nt and so adding in brackets the interlingual rendition ofboyars boieri would hold been pointless. Alternatively, merely the wordboyarswas translated for a natural, even simplistic consequence in the TT. As mentioned above, the remarkable signifier of the nounboyarsappears in the TT ; the ground for this pick is imposed by grammar norms, since the sentence was reinterpreted and given a general tone, like in No affair who,Transylvanianbargainer,Turkishsoldier orlocalboyar, was to be punished if found guilty of such a offense and so the understanding between a remarkable topic and its predicate needed to be decently identified. In the same paragraph, the phraseenforcing honestness and difficult work as virtuousnesss to be hadis translated by utilizing a displacement order of the wordshonestnessandworkin order to avoid the blare munca ca ; hence, the interlingual rendition would be impune munca? I cinstea ca virtuti . The interlingual rendition of the 5th transition may be regarded as debatable because of the wrong information provided by Prahoveanu with respect to the focalised historical eventthe retaliation of his male parent and brother s killing right on Easter Day when he proceeded to transfix the full aged population of T A ; acirc ; rgovi? Te while saving the younger 1s merely to reprobate them to hard labor to raise the Poienari bastion.The manner it appears, this text contains one incompatibility between the message conveyed in the ST and historyhe proceeded to transfix the full aged population of T A ; acirc ; rgovi? Te; Vlad the Impaler did non transfix the full aged population of T A ; acirc ; rgovi? Te, but the senior boyars involved in the deceases of his male parent and brother. The TT clarifies this facet for the reader O alta fapta plina de cruzime ( ) este razbunarea pentru uciderea tatalui? i a fratelui sau chiar? n ziua de Pa? Ti, degree Celsius A ; acirc ; nd ordona tra gerea A ; icirc ; n? eapa a tuturor boierilor V A ; acirc ; rstnici blare T A ; acirc ; rgovi? Te. Another specialness in the ST is the abbreviationHormone replacement therapy, which stands for Hormone Replacement Therapy, besides known as theFountain of Youth.The interlingual rendition of this abbreviation is THS ( Terapia de Substitu? Internet Explorer Hormonala ) . Unlike the ST which usesHormone replacement therapymerely, without supplying accounts of its significance, the TT refers to both the abbreviation and the complete interlingual rendition in brackets, out of two grounds: foremost, this medical pattern is non as common in Romania as it is in the western states and secondly the supplimentary account topographic points accent on the auctorial irony and sarcasm towards Countess Elisabeth BathorySince HRT was some five centuries off, the Countess ( ) was reputedly to bathe in maiden s blood in order that she could continue her vernal expressions„Cum THS ( Terapia de Substitu? Internet Explorer Hormonala ) avea sa apara peste nu mai plutonium? in de cinci sute de an i, Contesa aplica propria sa terapie de A ; icirc ; nfrumuse? are ( ) A ; icirc ; mbaierea A ; icirc ; n s amp ; acirc ; nge de fecioara, tratament menit SA A ; icirc ; i ofere tinere? ea ve? nica. The following TT paragraph outlines another domestication grade: the usage of Roman figures for denoting centuries ; therefore, the phraseSeventeenth centurywill be translated by secolul Seventeen and non by secolul? aptesprezece ; even though the latter attack is besides right, the former is preferred in the context of historical texts. This transition dares the transcriber s accomplishments with the presence of an old English lookBar for the malodor, which may be attributed the much recent equivalentIn malice of the odor Trec A ; acirc ; ndpeste mirosul de cadavru? n putrefactie , mentioning to the malodor of exhumed organic structures. Since adverting the footings historical , history or historic so often, an inexplicit tense pick should be desirably used in Prahoveanu s essay interlingual rendition: the historical nowadays tense, which harmonizing toliterary critics and syntacticians has the consequence of doing past events more vivid ( Encarta.msn.com ) . Furthermore, omission is necessary in illustrations such asKing Matias Corvin, translated merely by Matei Corvin , since the Rumanian readership is cognizant of this character s political position and an enlargement such as regele Ungariei Matei Corvin , would hold been adrift. Another facet which needs to be taken into history is the appellative used by the writer to mention to Vlad the Impaler: Prahoveanu calls himKing, which is non peculiarly right since He was a voivode ; hence, the interlingual rendition ofKingwill ever be voievod or domnitor . Particular attention should be taken to the registry used in the TT. Since this is a historical essay, specific footings are to happen in the interlingual rendition, as to make a kind of feudal ambiance. In conformity, one should neer interpretoffendersorviolatorsby infractori in the present context, since this is a modern-day lexeme ; alternatively, nelegiuiti or raufacatori would be the right picks. Other illustrations in this sense would belarceny and sloth, translated by punga? Iowa? I tr amp ; acirc ; ndavia , and non interpreted as hotia? one lenea . All these considered, one may province that the provided interlingual rendition isthe closest natural equivalent to the source-language message( Nida qtd. in Venuti, 2004:163 ) , where equivalent points toward the beginning linguistic communication message, natural points toward the receptor linguistic communication and closest binds the two orientations together on the footing of the higher grade of estimate.( Venuti, 2004:163 ) ( Venuti, 2004:163 ) Furthermore, the TT isa reproduction of the original( ) ( G.A. Black, 1936:50 qtd. in Venuti, 2004:163 ) , a interlingual renditionthat bears no obvious hint of foreign beginning( Venuti, 2004:163 ) , a text in whichthe linguistic communication if interlingual rendition ought, we think, be a pure, intangible and unseeable component, the medium of idea and feeling and nil more ; it ought neer to pull attending to itself( J.H. Frere, 1820:481 qtd. in Venuti, 2004:163 ) . As farther demonstrated, the TT places great accent on the writer s irony and sarcasm in response to Stoker s cowardly attack to authorship, sinceit is indispensable that a interlingual rendition incorporate certain positive elements of manner which provide the proper emotional tone for the discourse. This emotional tone must accurately reflect the point of position of the writer( Venuti, 2004:165 ) . The elements Venuti alludes to are irony, irony and capricious, all of which have been carefully preserved within the TT. Furthermore, the technique of replacing, non interpreting, quotation marks by their Rumanian original equivalents has a major impact on the TT, since it transfers the alive characters in the ST, together with their concise representations, within the kingdom of interlingual rendition. Here, every bit good as in the ST, those characters arepermitted to hold the same sort of individualism and personality as the writer himself gave them in the original message.( Venuti, 2004:166 ) . As farther mentioned by the same writer,persons must be decently characterized by the appropriate choice and agreement of words, so that such characteristics as societal category or geographical idiom will be instantly apparent. In add-on, great attending is paid to the registry in the ST ; since the nature of the text is historical, it imposes particular attention to the usage of linguistic communication ( slangs ) , that the interlingual rendition has managed to continue, as demonstrated in the analysis. At the same clip, although there is greater importance given to the writer s place within the ST, the historical class of events should non be less considerate. If this had happened in the TT, so the transparence of the interlingual rendition would hold been interrupted and a untrue information sent to the readership ( with respect to the impalement of the full aged population in T A ; acirc ; rgovi? Te ) . The success of text domestication is mirrored in TT natural texture, indistinguishable to that of texts originally written in Romanian and characterized by eloquence, consistence, coherency and coherence. As demonstrated, all our intents have been achieved.

Microsoft Word Tips Comparing Two Documents - Proofed

Microsoft Word Tips Comparing Two Documents - Proofed Microsoft Word Tips: Comparing Two Documents When editing a document, it is easy to lose track of what you’ve changed between drafts. Wouldn’t it be useful, then, if you had a quick and easy way of comparing two documents? Good news! There is one! Say â€Å"hello† to the Compare function in Microsoft Word and read on below to find out how this works. What Is the â€Å"Compare† Function? Comparing two documents produces a document with all of the differences between the original and revised version shown as tracked changes. Tracked changes being shown in a document. As well as edits to the text itself, you can use this function to look for differences in formatting or comments that have been added between drafts. This is especially useful when a document has been edited by a third party (e.g., a colleague or friend). Comparing Two Documents To compare two documents in Microsoft Word, all you need to do is: Go to Review Compare on the main ribbon Select Compare from the dropdown menu The Compare function. Choose the original version of the document in the Original document section of the menu (click the file symbol or pick Browse from the dropdown if you cannot see the required document in the list) Select the edited version from the Revised document menu Select which changes you want to highlight and how you want them to be shown (we recommend displaying changes in a new document) Click OK to compare the documents and see the differences The Compare menu. You can then use the options under Review Changes on the ribbon to review each edit. If you then make further changes to the revised version, you may want to save it as a fresh draft. The â€Å"Combine† Function Microsoft Word also offers the option to Combine documents. This is very similar to Compare, but it is designed for use with documents that already contain tracked changes. The Combine function. For example, imagine you have a press release draft that has been redrafted by two colleagues in your office using the Track Changes option in Microsoft Word. You could then use Combine to merge the different drafts of the document into one, while still being able to see who made each edit. This option is therefore useful if you have a document that has been edited by several reviewers. However, for situations involving only two versions of a document, Compare is fine.

Re sit assessment Essay Example | Topics and Well Written Essays - 1000 words

Re sit assessment - Essay Example This issue can be resolved by an examination of the intention of the parties to the contract. Through the landmark case of Heilbut, Symons & Co v Buckleton,1 the House of Lords had established that whether or not a statement is a term of the contract shall be decided by employing the intention of the parties as the overall guide. This intention shall be ascertained under the four tests of timing, importance of the statement, reduction of terms to writing, and possession of special knowledge or skills. First, under the test of timing, the use of cream Welsh slate can be considered as a term of the contract if the reverend’s statement was made within a short interval of time from the writing of the contract. Otherwise, if there was a long lapse of time, then it is a mere representation and not part of the terms of the contract.2 The second test that could be used to determine the true intention of the parties is the importance of the statement. If the court determines that the s tatement was the principal reason for the aggrieved party to enter into the contract in question, then it is a term. Otherwise, if it was not the essential cause for the conclusion of the contract, then it is a mere representation. ... It is established that when a contract is reduced into writing, it contains all the stipulations agreed by the parties and all those not mentioned on paper are deemed not part of the contract. However this rule admits of some exceptions where statements were considered as part of the terms of the contract although they were omitted in the written contract.4 The final test for the intentions of the parties is the possession of special knowledge or skills. If the person who made the disputed statement has special knowledge or skills thus placing him in a better position to know the truth or validity of his claim than the other party, then the statement is a term of the contract. For example, between a veteran car dealer and a first-time car owner, the statements made by the former about the conditions of the car shall be considered as part of the terms of the contract.5 If after applying the foregoing tests it shall be found that the statement about the use of cream Welsh slate is a te rm of contract, it shall then be determined whether the term is one of condition or warranty. A condition is a key term of the contract which is important to its very existence while a warranty is a minor term which does not affect the main purpose for the contract. In addition, a breach of condition entitles the injured party to repudiate the contract and to claim damages6 while a breach of warranty only entitles the injured party to a claim for damages without the remedy of repudiation.7 Moreover, despite the breach of condition, the aggrieved party has the option to simply demand for damages and just proceed with the execution of the contract. Finally, a breach of condition gives rise to a remedy for

The Modernization and Dependency Theories of Development Essay

The Modernization and Dependency Theories of Development - Essay Example the United States and the United Kingdom) and the less developed countries found in Asia, Africa, and Latin America.This paper aims to present a comparative analysis between the modernization theory and the dependency theory; as such our aim is to highlight the differences in assumption and arguments of both theories that renders them to be of two opposing poles. We shall also attempt to investigate the points in which these frameworks meet and the issues they can find agreement on. It is imperative to first give a brief overview of the contents of both theories in order for as to clearly see the borders in which they work.Modernization as used in social sciences and in this case is defined as the transformation from a traditional, bucolic, and agrarian society into an urbanized and industrialized one (Johnson, 2005a). The social changes that constitute and results from such shift affects the society in which it is occurring entirely, a forward looking development in the lives of its constituents, and also deemed to be irreversible by modernist theorists.Modernization theory placed this concept as an overriding notion for its framework, initially putting emphasis and being born out of the rapid advancement of technology and the mass media during the 1950's and 60's (Johnson, 2005a). It can be recognized as having adapted features from the classic evolutionary theory as well as the functionalist theory. In terms of its evolutionary aspects, modernization theory is a process, literally a social and economic evolution, whereby it claims that all states go through various phases of development in a unidirectional/linear way. The most adopted formulation of such a view, is that of Walter Rostow's Stages of modernization: a.) the traditional (non-modern society that is still agriculturally based, and whose social structure is values and kinship oriented); b.) the takeoff stage can be triggered by natural, rapid climb to modernity because of the set of ideas of indivi dualism, democracy and economic opportunity or pressure to adapt in the rise of other developing countries (this phase may be further characterized by a rise in investment and entrepreneurship, transportation and communications, economic shifts being technological shifts); c.) Drive to technological maturity (marked by the flourishing of national economy and dependence on foreign trade links is dictated by economic calculations and political priorities, not by technical and institutional necessities etc.); and the last stage would be the d.) mass-consumption marked by increase income thus rendering mas consumption possible, consumer goods and services centered production, and an investment in the welfare state (Julkunen, 2006). The modernization theory asserts that the well developed countries have reached the advance stages if not the epitome of development and are at a position that could provide aide and role-modelling for the less developed states. One of the controversial claims of modernization is its appeal to homogenize society, by proposing that third world countries mimic/emulate the example of those in the western world. Dependency in itself refers to the over reliance of one nation on another. Dependency theory arised as a response to the modernization theory; it's core principles and assumptions can be considered to be opposite to those upheld by the latter mentioned. The central claim of this theory is that there exist a highly unequal distribution of Power and resources in the world economic system, and places less developed countries (LCDs) in a dependent position in relation to the industrial powers (Johnson, 2005b). Being one of the many

Abstract Globalization Essay Example for Free

Abstract Globalization Essay Abstract Globalization is a term now circulating frequently in both popular media as well as formal academic disciplines. It has many meanings, some of which are contestable, others simply descriptive. This work attempts to explore some implications of globalization for the field of curriculum studies. This paper is an attempt to explore some of the symbols of nationality that are embedded in, or associated with, our curriculum, and to suggest that these may present some problems in terms of values and of equality. The work will explore the hegemonic relationship exerted by culture through the curriculum, relating this particularly to the ways in which a curriculum might be assessed. The particular curricular examination suggests that African-American life and history are reflected in various conceptions of the curriculum. Therefore the study will also consider how functional approach to teaching social skills to African American students is infused throughout the curriculum. Curriculum Development Introduction A vague presumption has come to pervade the publics understanding of education, namely that its content should somehow be apolitical and value-free. If values are not explicitly addressed in the classroom then what is taught are simple â€Å"facts† unadulterated and value-neutral. Values, however, are not a separate category of the mind, but arise, part and parcel, out of our total understanding of reality, our worldview. It is this realization that three of our contributors bring to bear, each in a different way, on the problems of the contemporary curriculum. James B. Macdonald (1971) asserts: The process of curriculum development includes selection from the total culture and the creation of a pattern of encounter that will maximize the authenticity of the material and the probability of its being internalized by learners. As a system of ideas and beliefs, it includes aspects of the cognitive world isolated by disciplines and/or subjects in terms of facts, information, generalization, principles, laws, and the like. It also includes awareness of and facility in the use of expressive symbols such as art, music and language. Further, it includes systems of value orientation for action in the form of such things as modes of inquiry, seeking new knowledge, respecting the integrity and worth of individuals, being concerned for other peoples, using democratic procedures , and so forth (pp. 97-98). Macdonald takes issue with the attempt of all scholars to mimic science as the only reliable path to â€Å"truth. † For him, restructuring the curriculum does not mean trying to integrate the disciplines as they now exist, but rather, seeking an altogether new worldview -what he calls a new â€Å"anthropology. † His point is that we need to consider values, meaning, and purpose in the curriculum in order to create a more adaptive and accurate vision of the world. A balance must be maintained between local culture and global culture. Thanks to that balance, groups win be able to develop or reinforce local cultures, and at the same time will be able to communicate with the main global culture in a mutually reinforcing relationship. We must of course agree as to what language to use to communicate throughout the global network. The problem is not very different from what we do for instance in air traffic control. At a certain moment we must accept that in order to communicate we must have a common global language. This does not negate local languages and cultures on the contrary. The fact that one speaks English does not prevent him/her from communicating in his/her native Italian, nor does it reduce his/her pride in Italian culture. By speaking English, he/she is able to communicate that culture to other cultures, and vice versa. The â€Å"Global Education† mentioned in the abstract might be understood as the universal education of humankind a worthy goal. But we first have to ask: what will we teach? There are too many facts to be taught, yet they are insufficient. We need instead to exercise our intelligence to grasp and teach what is best namely the promotion of our well-being. The cultural/historical dimension, whereby students are stimulated to broaden their perspective on life, is already being addressed in some programs of curriculum reform. At my home institution, Temple University, for example, a two semester course entitled â€Å"The Intellectual Heritage† is required for all undergraduate students. This course introduces seminal texts and ideas from Western, African, and Asian traditional intellectual histories and cultures. Through classic works such as the Tao Te Ching, the Koran, and the Analects, the heritage of all humankind, students are able to enlarge their intellectual and historical vision, while becoming sensitized to the values of their own, often unexplored, roots. This suggests that curriculum must include voices, visions, and perspectives of people of color and other marginalized groups. Literature Review Henderson noted in her paper that conventional economic theory is based more on the values of economic theorists and their wealthy sponsors than on actual observation of real economies (Davis 1988). Not only economics, but everything that is taught bears the stamp of someones values whether those of a legislator, a teacher, a textbook writer, or a group of academic theorists. Value-neutrality is one of the most pervasive misconceptions of modern education. The curriculum is not unbiased, and students are not left to form their own opinions. Whatever is taught bears the imprint of the values implicit in society, and if by chance those values are part of the cause of a societys problems, then it becomes necessary to address them openly and critically in the educational curriculum. This, of course, is the real meaning of â€Å"academic freedom,† something that the American public has yet to accept. The problem of what set of values, what sort of vision of humankind, we could put in place of or at least use to modify our present faulty vision is taken up by Charles Weihsun Fu in a brilliant analysis of the distinctions between two of the worlds dominant worldviews: the Eastasian and the modern Western. Fu skillfully juxtaposes the Confucian and Judeo-Christian understandings, pointing out the social and political consequences of each, and especially their inherent weaknesses. More specifically, he contrasts their respective bases in personal morality and social responsibility on the one hand and in law and contractual relationships on the other. Fu concludes with a proposal for interweaving these two approaches which, if introduced into the Western curriculum, could serve simultaneously to correct our destructive tendencies toward alienation while softening our pretensions of moral superiority. His arguments seem to us to feed well into those of Johan Galtung, who discusses the path to global peace under the next theme. The process by which change is to be accomplished likewise is addressed by Frances Moore Lappe, as she critiques our political value system. Too often, Lappe argues, the curriculum teaches only superficial explanations for societys problems, relying upon the unexamined assumptions of single disciplines, which are often graced with the label of common sense. She calls for the introduction of dialogue into the curriculum to force us to delve deeper into the underlying causes of problems, thus revealing their true complexity. Such dialogue ultimately demands the critical self-evaluation of values and a sense of political engagement that she believes are essential for an active, informed, truly democratic citizenry. If they are to achieve a productive dialogue rather than a polarizing debate, both Western traditionalists and the multiculturalists must face some facts. The growing number of people of color in our society and schools constitutes a demographic imperative educators must hear and respond to. The 1999 Census indicated that one of every four Americans is a person of color. By the turn of the century, one of every three will be of color. Nearly half of the nations students will be of color by 2020 (Council for Exceptional Children 2002). Although the school and university curriculums remain Western-oriented, this growing number of people of color will increasingly demand to share power in curriculum decision making and in shaping a curriculum canon that reflects their experiences, histories, struggles, and victories. People of color, women, and other marginalized groups are demanding that their voices, visions, and perspectives be included in the curriculum. They ask that the debt Western civilization owes to Africa, Asia, and indigenous America be acknowledged (Grossman 1998). The advocates of the Afro centric curriculum, in sometimes passionate language that reflects a dream long deferred, are merely asking that the cultures of Africa and African-American people be legitimized in the curriculum and that the African contributions to European civilization be acknowledged. People of color and women are also demanding that the facts about their victimization be told, for truths sake, but also because they need to better understand their conditions so that they and others can work to reform society. The significance of culture in curriculum implementation is supported by Michaels (1981) study of differences in narrative styles used by African American children and their European-American teacher. In Michaels study, a European-American teacher did not make explicit the literate narrative style employed in school learning and, thus, African-American children did not acquire a prerequisite skill for reading acquisition. Narrative styles are culturally acquired. The narrative style employed in school is based on the European-American culture and does not need to be made explicit to most members of that culture. Schools and the curriculum are often portrayed as culturally neutral and, because the practice of schooling has become traditional, it is difficult to identify the specific aspects of culture that are present. A more specific example of teachers response to students cultural or ethnic background is found in a research study reported by Perry Gilmore (1985) in which African-American childrens access to advanced literacy is denied on the basis of their level of acculturation rather than acquisition of prerequisite skills. Creators of the standard curriculum as members, of the society, function in multiple settings (e. g. , systems) and, as a result, are socialized by many agents. Attitudes about what children should be taught and how they should be taught are shaped. Likewise, attitudes about social issues such as race and ethnicity are also influenced heavily by multiple systems-giving messages, sometimes conflicting messages, about the importance of these factors. Branch (1993) suggested that the ethnicity and race of the teachers/educators and learners figure prominently in the learning equation. He posits that the attribution of characteristics to learners influences how they perform in the classroom, perhaps as much as their abilities. Frequently, teachers view African-American childrens academic performance as a function of their race and ethnicity and the children themselves may develop limiting self-perceptions as a consequence of their interactions within the ecosystem. For example, Fordham and Ogbu (1986) reported that some African-American high school students perceive academic excellence as an instance of â€Å"acting White. † Background It was not easy, even in the heyday of nineteenth-century nationalism, to define what was meant by national identity. Nations were often based on some notion of unity, or of consanguinity, or of some shared culture, or appearance, or language. None of these seems to be either a necessary or a sufficient condition, however. The United States manages without consanguinity, for example—though it currently seems to see language as a defining issue, as can be seen in the moral panic about the possibility of non-English speakers forming a majority. The pedagogic will seek to produce structures and curricula that are designed to maintain national identity, particularly at moments when national authority might seem to be in question. Bernstein (1971) expressed part of this when he wrote that â€Å"how a society selects, classifies, distributes, transmits and evaluates the educational knowledge that it considers to be public reflects both the distribution of power and the principles of social control†. If existing power structures and distribution are to be maintained, knowledge, and the particular kinds of knowledge that constitute cultural capital, must be selected and transmitted to particular groups. Such cultural capital must be identified, protected and valued over other cultural phenomena. Authorities need to assert their identity and control, and, in the context of the arguments presented in this paper, they need national and cultural symbols to do this, and they need control over the way in which they are transmitted. Some of the unhappy facts of our condition are being disseminated through the media, but in spite of this we still suffer from serious misunderstandings about the nature of global problems. While we have all been told that there are environmental, economic, and political crises the greenhouse effect, species extinction, the hole in the ozone layer, the Third World debt, the instability of political institutions and have been informed that there are some causative agents such as carbon dioxide emissions, deforestation, poverty, and a dearth of the appropriate sustainable development, we clearly do not comprehend. We misunderstand precisely because an insistence on the facts alone constitutes that little bit of knowledge that is a dangerous thing. Western traditionalists and multiculturalists must realize that they are entering into debate from different power positions. Western traditionalists hold the balance of power, financial resources, and the top positions in the mass media, in schools, colleges and universities, government, and in the publishing industry (Duckworth 1996). Genuine discussion between the traditionalists and the multiculturalists can take place only when power is placed on the table, negotiated, and shared. However, multiculturalists must acknowledge that they do not want to eliminate Aristotle and Shakespeare, or Western civilization, from the school curriculum. To reject the West would be to reject important aspects of their own cultural heritages, experiences, and identities. The most important scholarly and literary works written by African-Americans, such as works by W. E. B. DuBois, Carter G. Woodson, and Zora Neale Hurston, are expressions of Western cultural experiences. African-American culture resulted from a blending of African cultural characteristics with those of African peoples in the United States (Wald 1996). Rather than excluding Western civilization from the curriculum, multiculturalists want a more truthful, complex, and diverse version of the West taught in the schools. They want the curriculum to describe the ways in which African, Asian, and indigenous American cultures have influenced and interacted with Western civilization (Combleth 1988). They also want schools to discuss not only the diversity and democratic ideals of Western civilization, but also its failures, tensions, dilemmas, and the struggles by various groups in Western societies to realize their dreams against great odds. The inclusion of African-American literature (a) clearly reveals the conflicts and contradictions of class, race, and gender bias in a democratic society, (b) puts students in touch with their own bias and that of their peers, and (c) helps students learn to challenge bias in themselves, their peers, and the larger society, and in the literature they read. The teachers personal commitment allows to overcome aspects of the school culture and resistance and racial conflict among students to reach a point of shared understanding and experience for students. The racial conflict clearly raises the issue of personal and group identity, however. Method Curriculum development is designed to reflect the course of study in schools. It is intended to present information to students in an organized manner through various instructional methods and strategies. Teachers must be cognizant of creative and innovative ways to individualize and maximize learning for pupils by providing practical learning activities. Designing curriculum involves two major methodologies (Grossman 1998). The first methodology is experimental instruction. Experimental instruction is designed to intrinsically motivate student interests inside and outside of the classroom. The second approach, systematic instruction, involves teacher/student interaction. The major purpose of systematic instruction is to develop a skill or concept and design materials and activities that enable students to achieve the selected objectives. Curriculum development in most school districts is concerned with developing academics in order to equip pupils to master the complex tasks presented by our society. This approach is valid for most pupils. However, due to poor social and interpersonal skills development of many minority and young African-American students, social skill development may be necessary before academic skills can be mastered. It is generally agreed by most professionals in the field of education that schools should be involved in teaching social and interpersonal skills. For example, social skills education and interpersonal skills development are ideal ways to teach responsibility for self and others and for exploring the meaning of human interaction and relationships. A social skills curriculum can also help students understand: (1) how to develop self-esteem along with their emotions and how their emotions affects others; (2) how to develop positive social relationships; (3) respect for others; (4) respect for rules and regulations; (5) ways to develop moral and character; (6) ways to examine ones values; (7) ways to make responsible choices; (8) their potential and worth as human beings; (9) How to develop a sense of responsibility toward others and ways of behaving appropriately in public places; (10) the role and duty of responsible citizens; and (11) how to develop effective communication skills. Curriculum strategies outlined in this text are designed to address the social skills and others as they relate specifically to African American students. Experimental, direct, and systematic curriculum methodologies were employed. The phenomenon of educating African-American students has been studied and investigated extensively, resulting in numerous educators advocating that these â€Å"special† students demonstrate inappropriate social skills/ behaviors inside as well as outside the classroom. Developing the appropriate social skills for successful interaction with peers and significant adults (teachers, parents) can be considered one of the most important accomplishments of childhood and early adolescence should be addressed as soon as possible. This is particularly true in the area of establishing and maintaining relations with peers and authority figures. Not only can social skills deficits have a negative impact on future interpersonal functioning, it may also affect current functioning, reducing the quality and quantity of the learning experiences to which students are exposed in their educational settings. Social skills have been defined as goal-oriented, rule-governed, situation-specific learned behaviors that vary according to social context. Social skills involving both observable and nonobservable cognitive and affective elements that help elicit positive or neutral responses and avoid negative responses from others. As such, social behavior constitutes an intricate interfactional process. As a result, the behavior of school-age children influences and is influenced by that of their partners (e. g. , teachers, mentors, tutors, and peers) within the interaction. Society expects that when children reach various developmental stages, they will demonstrate greater foresight and more controlled behaviors. Society also expects that children will be capable, not only of meeting increased demands within learning tasks, but also more complex, subtle social situations. Failure to meet these expectations may increase their sense of social alienation and helplessness. The curriculum presented here is designed to enable African American students to become socially contributing members of society by meeting expected standards. Strategies have been developed to assist educators in providing these students appropriate social skills training to enable them to operate successfully in the schools and society. Intervention techniques have been selected based upon research techniques to assist young Black students in controlling aggression, assuming responsibility, and becoming productive members of the group. The author highly endorses that proactive approach be employed when teaching social skills to African-American students. Since proactive instruction provides children with social intervention before negative behaviors occur, this approach is preferable to reactive teaching. Whereas proactive instruction teaches social skills before social rejection is experienced, reactive instruction waits for the individual to fail and then applies intervention strategies. Many African-American students have problems developing appropriate social skills due to the problems outlined throughout the text. Proactive instruction will prevent many of the negative consequences of inappropriate social skills, as well as improve the self-image of young African-American males. Recommended strategies for proactive instruction may assist the boys in: 1. dealing positively with accusations 2. accepting the feelings of others in a nonthreatening manner 3. respecting the feelings of others 4. avoiding fights and conflicts 5. dealing effectively with teasing 6. giving praise or compliments to others 7. accepting compliments from others 8. apologizing for inappropriate behavior 9. expressing anger in a positive way 10. showing affection and appreciation toward others 11. practicing self-control These instructional activities may be expanded or modified as needed. As indicated, African-American students must be taught appropriate social skills if they are going to be contributing members of society. The social skills outlined here should be infused throughout the curriculum and integrated as needed by the teacher. These strategies are seen as immediate, useful sources for teaching pro-social skills to African-American students. Additionally, the curriculum is based upon in-depth research and years of teaching and observing the social skills development of African-American students. Results The initial step in developing a social skills curriculum is to identify those general social behaviors that are critical to successful social functioning. These general social behaviors are then rewritten as general objectives, which provide the framework for constructing other components of the curriculum. The second stage is to sequence specific objectives as they relate to the general objectives. All specific objectives are designed to achieve the general objectives. Specific objectives are stated in behavioral and measurable terms. The third step is to identify activities and resources that can achieve the stated objectives. Activities should be functional and reflect real life experiences that African-American students are exposed to. As much as possible, parents should be involved in reinforcing the social skills taught. Parents may be used as resource individuals and may offer suggestions relative to material and activities. The fourth step is to include cultural, ethnic, and racial diversity into the curriculum. This approach affords young African-American males the opportunity to appreciate and understand their own self-worth and sense of importance and belonging as well as identify Blacks and other minorities who have made significant contributions in several fields. An additional benefit is that the young Black males can identify and associate with appropriate role models. A curriculum that does not highlight the contributions of Blacks and minorities gives an inaccurate and distorted view of the many significant contributions made by them. Multicultural activities and strategies enrich the curriculum by showing differences in cultural styles, patterns, and interests of diverse groups. Conclusions and Recommendations A social skills curriculum should be based upon those social skills needed to function successfully in ones society. Much of the research reviewed indicates that a significant number of y African American students have not mastered the social skills needed to function successfully in our society. A functional approach involves exposing the learner to real-life situations, concepts, and activities such as self-identity, acquiring self-concept, achieving socially acceptable behavior, bonding, respecting the rights of others, maintaining good interpersonal skills, achieving independence, employing problem-solving skills, taking turns, and communicating appropriately with others. It is language the exquisite use of symbols that makes us truly human, and I would like to see a core curriculum in which students study the origins of language not just parts of speech (Frisby 1993). I would also like to see students consider how symbol systems vary from one culture to another, how language can be shared, and perhaps all students should become familiar with a language other than their own, so they can step outside their own language skin to understand better the nature of communication. And surely a course of study on the centrality of language would include mathematics, which is a universal symbol system. All human beings respond to the aesthetic. This condition is found in all cultures on the planet, and students, in the new core curriculum, should study the universal language we call art. When Picasso confronts the unspeakable agonies of war, the dismembered child, the scream of a bereft mother, the shattered home, and puts them on a huge canvas called â€Å"Guernica,† he makes a universal statement about destruction that can be felt in the heart of every human being (Spears-Bunton 1990). I am suggesting that for the most intimate, most profound, most moving experiences, we need subtle symbols, and students should learn how different cultures express themselves through the universal language of the arts. Bibliography Bankee N. C. Obiakor F. E. (1992). â€Å"Educating the Black male: Renewed imperatives for Black and white communities. † Scholar and Educator: The Journal of the Society of Educators and Scholars, 15, 2:16-31. Bernstein, B. (1971). â€Å"On the Classification and Framing of Educational Knowledge†, in Young, M. F. D. (ed. ) Knowledge and Control: New Directions for the Sociology of Education, London: Collier-Macmillan. Bok, Derek. Higher Learning. Cambridge, Mass. : Harvard University Press, 1986. Branch C. (1993). â€Å"Ethnic identity as a variable in the learning equation. † In E. Hollins, J. King, W. Hayman (Eds. ), Teaching diverse populations. Albany: State University of New York Press. Combleth, Catherine. (1988). â€Å"Curriculum In and Out of Context,† Journal of Curriculum and Supervision, 3:2, pp. 85-96. Council for Exceptional Children (CEC). (2002). Addressing over representation of African American students in special education: The prereferral intervention process An administrators guide. Washington, DC: National Alliance of Black Schools Educators. Davis, Allen J. (1988). â€Å"Education for Citizenship: The Role of Progressive Education and Interdisciplinary Studies,† Innovative Education 13, 1. Duckworth E. (1996). The having of wonderful ideas and other essays on teaching and learning. New York: Teachers College Press. Falvey, M. A. (Ed. ). (1995). Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction. Baltimore: Brookes. Frisby C. (1993). â€Å"One giant step backward: Myths of Black cultural learning styles. † School Psychology; Review, 22(3), 535-557. Fu Charles Wei-hsun. (1988). On the Task of Constructive Modernization of Confucian Ethics and Morality, Taipei: Universitas (Philosophy and Culture) Monthly. Fordham S. Ogbu J. U. (1986). â€Å"Black students school success: Coping with the burden of acting white. † The Urban Review, 18(3), 176-205. Grossman, H. (1998). Ending discrimination in special education. Springfield, IL: Charles C. Thomas. Hirsch E. D. , Jr. , (1993). â€Å"The core knowledge curriculum Whats behind its success? † Educational Leadership, 50, 23-30. Macdonald, James B. (1971). `Curriculum Development in Relation to Social and Intellectual Systems. In The curriculum: Retrospect and Prospect, part I, pp. 97-112. Seventeenth Yearbook of the National Society for the Study of Education. Chicago: University of Chicago press, 1971. Michaels S. (1981). â€Å"Sharing time: Childrens narrative styles and differential access to literacy. † Language in Society, 10, 423-442. Obiakor, F. E. (1994). The eight-step multicultural approach: Learning and teaching with a smile. Dubuque, IA: Kendall/Hunt. Obiakor, F. E. (1999). Beyond the steps: Multicultural study guide. Dubuque, IA: Kendall/Hunt. Obiakor, F. E. , Schwenn, J. O. (1996). Assessment of culturally diverse students with behavior disorders. In A. F. Rotatori, J. O. Schwenn, S. Burkhardt (Eds. ), â€Å"Advances in Special Education: Assessment and Psychopathology Issues in Special Education† (Vol. 10, pp. 37-57). Greenwich, CT: JAI Press. Spears-Bunton, Linda A. (1990). â€Å"Welcome to My House: African American and European American Students Responses to Virginia Hamiltons House of Dies Drear,† The Journal of Negro Education, 59:4, pp. 566-576. Wald, J. L. (1996). â€Å"Diversity in the special education training force. † NCPSE News, 1, l6.

The Many Uses of Computers :: Expository Essays

The Many Uses of Computers Computers are helpful because they offer a wide range of functions and services that are not available anywhere else. There are four main uses: word processing, internet/communications, digital video/audio composition, and desktop publishing. Although one can create a typed paper with a typewriter, the computer has more features to do it with. Internet and communications, digital video and audio composition, and desktop publishing are all features that are only offered on computers. With these tools human society has progressed exponentially. The word processing capabilities of computers are amazing. They can automatically correct your spelling and grammar mistakes. The cutting and pasting features are incredibly simple and very useful for revision. Plus it is easier to read a word-processed document than one written by hand. Having a digital backup is an added benefit. All of these things help writers get the job done. If you want to add pictures to your writing, numerous software titles are available for desktop publishing. With desktop publishing, you can create page layouts for entire books on your home computer. For example, high school yearbook classes now use desktop publishing software for the creation and design of their yearbooks. Most of this cannot be done by hand, and if so, then it is painstakingly laborious. The Internet is one of the greatest inventions of humanity. It is a massive network of computers, each with the ability to access any of the others. Ungodly amounts of information can be found on the Internet. It is the ultimate form of media, a combination of newspaper, radio, and as the average bandwidth is increasing, television. Using the Internet, any two people anywhere can communicate for free, whether it is with text or voice. Video conferencing tools are becoming readily available to the public. New uses are being found for the Internet every day. Audio/video editing and composition have been made much easier by computers. Cutting and pasting is no longer comprised of using scissors and tape on large reels of film. It no longer costs thousands of dollars of equipment to make a film or to compose music. Now emerging musicians have the ability to compose their own songs and publish them without having to obtain a record contract. Amateur filmmakers can produce work from their own homes. Graphics engineers can use computers to create three-dimensional models, or even to generate short or full-length films.