Precise Molded Products, Inc Case Study Example | Topics and Well Written Essays - 500 words

Precise Molded Products, Inc - Case Study Example This implies that, the staff might be concerned more with the technical part of production at the expense of the other parts such as the wrapping part that records the highest number of rejects. A critical analysis of both wrap and short suggests that wrapping does not require much expertise to do it, whereas measurement may require one to have knowledge of what they are doing. Sower (2003) asserts that the biggest cost of quality results from carelessness of the workers. Employees may become careless due to fatigue, lack of motivation as well as poor working conditions. It has been noted that, workers who are highly motivated when doing their work, make less mistakes (Sower, 2003). Moreover, if employees are overworked the probability of making many mistakes is very common. Consequently, managers should always ensure that all their employees are well kept in order to avoid small mistakes. By so doing the cost of quality will greatly be reduced. Mistakes that cause rejects cannot be avoided but can only be reduced because man is to error (Sower, 2003). Mistakes like discoloring and stains are caused as a result of simple human errors. Products may be handed by employees in a way that they are not supposed to be handled causing damage. Appearance of a product plays a very big role in the rejection of the product since a customer will dislike anything that is not appealing to the eye. Thus managers should ensure that products are presented in a way that is appealing to the customer. In addition, customer satisfaction also encompasses good delivery services, production of a variety of products and the product taste should be to the preference of a customer (Sower, 2003). The quality manager specifically complains of a rise and fall of rejects depending on the days. Sower (2003) explains that this is a clear reflection that the firm is experiencing accuracy as well as effectiveness problems. This can only be

Milk and Formula Essay Example for Free

Milk and Formula Essay There are many different types of formula feed and there are many different factors to take into account before choosing the right formula feed. * Health * Dietary needs * Age * Cost and preparation time of different formula milks. There are three different types of formula: * Cow’s milk-based formula * Hydrolysed protein formula * Soya-based formula Most babies can have cow’s milk-based formula, however there are some who have a health or dietary reason why they can’t. The different range of formula milks are described below. (information obtained from the baby centre website). Cow’s milk-based formula Most baby formula milks are based on cows milk, which is modified to resemble breastmilk as closely as possible. Manufacturers modify cows milk for babies by adjusting carbohydrate, protein, and fat levels and adding vitamins and minerals. There are also special types of formula manufactured for premature babies. The protein in milk can be broken down into curds (casein) and whey. The ratio of casein to whey can vary according to the type of baby formula milk. There are two main types: First-stage formula. These milks consist of mostly whey, with a casein:whey ratio of 40:60, which is about the same as breastmilk. They are suitable for babies from birth up to about a year, and are thought to be easier to digest. Second-stage formula. These milks consist of mostly casein, with a casein:whey ratio of 80:20. They take longer to digest and are often promoted as being for hungrier babies. Nutritionally, babies will only need first-stage formula, although we may decide to move the baby onto second-stage formula as they grow. It is important to be cautious when changing a baby’s milk. Switching from first to second-stage milk too early can give a baby constipation. Although many milk manufacturers market their second-stage milk as suitable from birth, it’s best to wait until the baby is at least four weeks old. If the baby doesn’t seem content with the formula we first started them on, the parents should talk to their health visitor before changing formulas. When the baby’s a year old, we can move them on from first or second-stage formula to cows milk. Cow’s milk is not recommended as a main drink for babies under the age of one because it’s low in iron and vitamin C. But we can use small amounts in cooking for the baby when they’ve started solids, or on their breakfast cereal. Hydrolysed-protein formula This is a formula milk which is specially designed for babies with an allergy or intolerance to cows milk. If a baby has a cow’s milk allergy, the protein in the milk will cause an allergic reaction. And if they have a intolerance to cow’s milk, they will have difficulty digesting the lactose, or sugar, in the milk. Hydrolysed-protein formula milks are based on cows milk and have the same nutritional value as standard formula milk. But the protein in the milk is hydrolysed, which means it is broken down so the baby is less likely to react to it. These milks are also generally lactose-free, so babies with an intolerance to cow’s milk can digest them easily. If you think a baby has a cows milk allergy or intolerance, see your doctor or health visitor. Your doctor will be able to prescribe a hydrolysed-protein formula for your baby. You can buy these from your pharmacy, too. You can also buy special lactose-free formulas, which your doctor may suggest that your baby has lactose intolerance. Soya-based formula Soya-based formula is made from soya beans. It is modified with vitamins, minerals and nutrients to make it suitable for formula milk. Only give your baby soya-based formula on the advice of your doctor, health visitor or paediatrician. Even though manufacturers market their soya formulas as suitable for babies from birth, health professionals dont recommend them for babies under six months. Its not recommended that your baby has soya formula if she has a cow’s milk allergy. Babies who are allergic to cows milk are often allergic to soya, too. There is also no evidence that changing to a soya-based formula can help to soothe your baby if she is unsettled or colicky. Your baby may be colicky because she’s intolerant to lactose, and so a lactose-free formula is best if this is the case. Ask your doctor or health visitor for advice if you think your baby has an allergy or intolerance to cow’s milk. There are no particular health benefits that your baby would get from soya formula compared to other formula milks. In fact, soya formula milks can actually damage your baby’s teeth over time, because they contain glucose syrup. If you do give your baby soya milk, you’ll have to take extra special care of her teeth. What kind of formula milk does an older baby need? There are cows milk formulas that are marketed for babies from six months, because they are high in iron which growing babies need. However, these milks are not nutritionally necessary. Your baby will be getting the iron and other nutrients she needs from her solid foods. There’s no need to switch to a different milk if your baby is happy with breastmilk or her usual formula. Milks marketed for older babies include: Follow-on milks These are milks with higher protein and mineral content than ordinary infant formula. They are sold as suitable for babies from six months old. Follow-on milks are advertised as more nutritious than cows milk, because they contain added iron, vitamins and minerals. However, bear in mind that cows milk is not a suitable drink for your baby until she’s a year old anyway. Goodnight milks These are follow-on milks with added cereal, which are marketed at parents as helping babies to sleep better at night. However, there’s no evidence that they help babies to settle at night or that they take longer to digest. Don’t give goodnight milk to your baby if she’s less than six months old because cereal isn’t suitable for younger babies. Also don’t give this milk to your baby if she is overweight. Growing-up milks Growing-up milks are marketed at parents as being better than cows milk because they contain added iron and other vitamins and minerals. They are promoted to be used for babies from about one year old. However, growing-up milk isn’t needed, as once your baby’s a year old she can have full-fat cows milk as her main drink. She’ll also be eating a varied and balanced diet, which should provide her with all the essential vitamins and minerals, without the need for growing-up milk. These extra formula milks are not really necessary at all. Your baby can get all she needs as she grows by having her standard formula milk alongside calcium-rich and iron-rich foods. You can then move your baby onto cow’s milk when she’s a year old. The only reason you may want to change your baby’s milk is if you’re raising her as a vegetarian. When your start her on solids from six months, you may find it difficult to find enough vegetarian foods that are rich in iron. So an iron-rich formula may be a good option.

Liberal Democracy Essay -- Government Argumentative Persuasive Essays

Liberal Democracy Liberal democracy, with a capitalist economy, is the only form of social organization that will work in this world. Socialism and Communism appear to be sound in theory, but would never come close to achieving what capitalism does. Liberal democracy and capitalism allow for a beneficial competition where communism does not. This competition, in the liberal tradition, on both political and economical levels, allows for the best balance of security and freedom to the people under the government. However, this liberal tradition does not take care of every problem, but it does a better job than any alternative. Competition is a necessity in this world. A more competitive market allows for a more functional government. This market generates the most wealth, making the government’s job much easier. When the government is working better, it takes care of the people better. People are most happy when they feel secure in their living environment and when they feel their liber ties are protected. Liberal democracy; thereby, creates a successful foundation for liberty and security. A balance between liberty and security in a country can be achieved with political and economic competition in the liberal tradition. When the market is at its peak of competition, the government is at its best performance. A government will work well if it has sufficient funds. The more money a government has the more tasks it can accomplish. It can build parks and restore highways, and many other things that make everyday life more enjoyable. The government depends on the economy for support. The more competitive the market is, the more wealth it acquires. The government will run better with a competitive market. This... ... organization that will do better than a liberal democracy; all of these failed. They all failed because they don’t work, and won’t work. The system of political and economic competition is not perfect, but it the best solution compared to any other alternative. This system works better than all the others because there is no coercion. The free market thrives on voluntary choices made by the population. Competitive elections are the only way to go. There is no other method that allows the masses of people to voice their opinion; every person’s vote counts. This way the people put in office who they want, instead of putting up with someone that the government appointed. In history lies the real proof that a liberal democracy works. There is no denying the liberal democracy with a capitalist economy allows for a balance between liberty and security.

Brand management. Dove Essay

1) Why does Unilever want fewer brands? First of all let’s define what we mean does â€Å"brand† mean? I think brand is the practical, emotional, or instinctual response that is stimulated in the brain by a product or company. Brand is the image and feeling that get to people minds and hearts when they hear, smell, see and think of your name, product, and benefit. A brand may identify one item, a family of items, or all items of that seller. If used for the firm as a whole, the preferred term is trade name. Unilever wants fewer brands because it takes time, energy and resources to manage each brand. The more brands you brandish, the more resources you expend. In addition, brands compete with other brands for mental real estate in the customer’s mind. So, Unilever needs to have fewer brands, but these brands have to be stronger. Also, Global decentralization brought problems of control to the company and its portfolio had grown is a relatively laissez-faire manner and that makes Unilever has lacked of g lobal identity. 2) What was Doves market positioning in the 1950’s? What is its position in 2007? In the 1950’s, Dove’s position was a functionally superior cleanser than soap, centered on science. Today, Dove is transforming into a lifestyle brand, centered on an emotional connection between consumer/product. In the 1950s Dove’s positioning was based on the functional superiority of its products and Dove’s position was a functionally superior cleanser than soap, centered on science. Since the formula for the soap had come from military research conducted to find a non-irritating skin cleaner with high levels of natural skin, Dove did not call their product ‘soap’. The advertisements clearly conveyed that Dove was one-quarter cleansing cream and further reinforced this fact visually with photographs that showed cream being poured into a tablet. Thus their positioning in the 1950s was solely based on conveying the benefits of Dove as a moisturizing agen t and a cleanser. However, Dove changed its positioning in 2007. A reason for this change was the parent Unilever’s initiative ‘Path to Grow’. Under this initiative Unilever wanted to reduce the diversity of its brands and bring down the number of brands from 1600 to 400. Unilever had selected Dove as one of its portfolio of brands that would serve as ‘Masterbrand’. Each of these Masterbrands would be an umbrella  identity over a range of product forms. Under this new initiative, Dove was transforming into a lifestyle brand, centered on an emotional connection between consumer and product. This meant that Dove is no longer communicating functional superiority as functionality meant different things in different categories. 3) How did Unilever organize to do product category management and brand management in Unilever before 2000? What was the corresponding structure after 2000? How was brand meaning controlled before 2000 and how is it controlled at the time of this case? Throughout the years, Dove has kept a consistency with their appreciation for natural women. However, their style of messaging has changed. From emphasizing the functional benefit of a moisture rich cleansing bar and having the product sell itself, Ogilvy and Mather advertising agency has created a life stage of confidence for the natural women. They rely on more edgy concepts, though maintaining respect to the product and mission statement. On other word, before 2000, Unilever’s brand management strategy was decentralized and cannibalistically capitalistic, pushing each brand manager to compete with in-house brands. After 2000, organizationally Dove sought to thin the herd and focus on building super-brands. Prior to 2000, the meaning of Dove was simple and aspirational: soap that would not dry your skin. After 2000, Dove used emotional stimulus to implant the product deep in the customers’ minds. Dove became a statement of who you are, so one of the big differences between then and now is the additional availability of options to communicate a branded message to consumers. 4) Spend a little time searching blogs, using Google Blog Search, Technorati, BlogRunner, or any other blog search engines, to get a sense of what people are saying about Dove today. What does this discussion (your blog search) contribute to the meaning of the brand? There is some kind of political or social message included in their advertisements of the real beauty campaign, which heat up discussions on the Internet. On the blogs, I feel there are mostly negative critics about Dove. However, this is with regard to their advertisements so it means the reactions are about the message included in it, not specifically about the products. In addition,  Dove does not include its products in the advertisements of the campaign.†¨Among the blogs, Dove is perceived as a brand which tries to express what the average women looks like. Dove emphasizes on true beauty and naturalness, which concerns a true challenge by expressing this in its advertisements. To some people it is appealing w hile for some others it is not. This comes forth out of believe that the women in the advertisements are not really natural; there is some distrust among a group of customers when it comes to unknown possibility of putting on make-up and using Photoshop in the advertisements. This is what the discussions on blogs can result in; it can generate distrust as well as trust of the Dove brand among people and/or customers and I want to focus on two factors here Image building: Once I typed the term â€Å"Dove†, thousands of posts come out. No matter the comment is good or bad, the more the posts are. From different bloggers, there are different point of views for this brand which provide consumers a whole scope of a product. And if read comment for a famous blogger, his neutral comments not only impress consumers but also even persuade them into buying Dove’s products more. Second, Brand identification: Besides persuasive comments from famous bloggers which make customers devote to it, most discussions are usually customers’ reviews based on their personal experiences and usually follow a product page or a link connected to purchasing pages. In fact, these kind of reviews are almost good words, but even though knowing that the reviews are over exaggerated, customers still identify with Dove unconsciously and furthermore purchase instantly. I believe it is hard to know the effect on the sales of the Dove products and it is not clear, the discussions mainly focus on the message of the advertisement campaigns. †¨In the end, the discussions generate favorable and unfavorable arguments for the Dove brand. The image of women in advertisements is a sensitive subject among women in the world. The term ‘beauty’ captures many different meanings among people and therefore it is a topic, which can lead to endless discussions. Moreover, for Dove this means that it is not perceived as solely a brand for products however, also as a brand which tries to make people aware of the impact of brands and its advertisements in general. Finally, I think they should have focused in both genders or mentioned how males can affect women’s’ decision-making. 5) Footnote 1 of the case leads you to a blogger who asks, with reference to the age of YouTube advertising, â€Å"Is Marketing now cheap, fast and out of control?† Footnote 2 refers to Dove as having started a conversation â€Å"that they don’t have control of.† In â€Å"When Tush comes to Dove† Seth Stevens writes about the â€Å"risky bet that Dove is making†. Do You see risks for the Dove Brand today Summery: Dove consider as the world’s number one brand for health and beauty product sector. In the past it has built its success on innovating products such as its early toilet bar with moisturizing cream, which was quite a revolution on the soap market at that time. Dove’s marketing strategy since 1957 and the launch of the first â€Å"cleansing bar† was to communicate on the functional superiority of its product (no dry sensation) over traditional soap. It was a great success that made the brand the leader on this market. But as I read it in the case, Dove became a â€Å"masterbrand† of Unilever in 2000, which started to sale many health and beauty product (deodorants, body lotions, hair care, etc) under the brand name of Dove. That’s why Dove had to change its advertising strategy. Marketing could no longer base its strategy on the functional superiority of its â€Å"soap† but had to communicate on a wider message. That’s when Dove started with its â€Å"Campain for real beauty† and builds the image of a brand with â€Å"ideas† and â€Å"point of view† on the society. Dove had always preferred natural-looking women for its ads rather than stereotypical models but each time, it was only to promote the benefits of Dove products. In this campaign, it was the first time they promote controversial message against the common image of women’s beauty. They communicated on the natural beauty (provided by Dove products) instead of â€Å"unreachable† and â€Å"fake† beauty that you can see in the majority of advertisement. This controversial marketing campaign had a huge success in terms of media coverage but some people talked about the risks taken by Dove in opening a social debate that they couldn’t control and the fact that they might get the image of the â€Å"fat people† brand which could put them in an uncomfortable marketing position. First of all, Dove made this range of ads to discuss about the common image of beauty in our society. They were taking position as they present themselves as the leader of a battle against non-natural and unreachable beauty. It is a good way to build the image of a brand that has a point of view and cares about women’s problems beyond the need of the product itself (lack of self-esteem, etc). They made some TV ads that to launch the â€Å"buzz† and it worked better than expected as the media started to talk about a new social debate and some TV shows mention it as cultural phenomenon. Then they posted videos on YouTube. After a quick and large spread on the web, the message took another dimension as bloggers and forum’s users start to talk about it. That’s where the risks has begun. As Dove’s message was diffused widely, it was getting harder and harder to control the content of it and the image it wanted to promote. I think the only field where it is risky is for the non-potential consumers that can speak in a bad way about the brand and then change the mind of the potential consumers. As is mentioned in the case, every controversial message is dangerous if you can no longer control it. Some voices started to see Dove as the brand for â€Å"fat women† and saw the no-aspiration aspect in Dove’s advertising. There were a lot of parodies done on the ads and some of them were very critical about Unilever hypocrisy and real motives. Though Unilever was very careful about public relations, there was a risk with this campaign of losing the power of delivering a clear image and message. To conclude, I think that if I could find some risks in this strategy, the benefits of it are far more numerous. . I do not consider it risky for Dove to put an advertisement campaign in this way. Because using this new way of distributing their advertisements only enhances the brand awareness and the attachment and loyalty of customers of the Dove brand. Also, They successfully touched many people in a very short time and, above all, besides the first TV and banner ads, this campaign grew up hugely without costing a thing, which is an amazing advantage and smart act. TV shows and debate, as well as Internet diffusion were doing the work for it. I think their strategy is not a big problem for the brand’s image if we compare it to all Dove’s sales and financial results.

Developing a relationship between student and teacher

In recent clip, there is more to learning than merely presenting course of study ; therefore Teachers are more concerned about how to develop a good acquisition environment. Teaching procedure is now focused on how to undertake issues such as the type of inquiries to be asked, who should reply them in Class, approximately when to acquire involved in treatments, when and how to promote and censure pupils and besides when to stir or decelerate down. These inquiries are assorted and the list could travel on and on. Teachers are besides cognizant of the differences in categories with each category developing its ain alone larning environment. Therefore when instructors teach two categories in the same twelvemonth degree with the same class, the category needs varies as a consequence of their differences A relationship exists between Students and Teacher as a consequence of the Learning environment. In given clip norms of behavior are established, both on the portion of the instructor every bit good as by the pupils, as values and outlooks on both sides become clear. A behavioral form consequences from this based on the cognition that pupils have of their instructor and frailty versa. Therefore ensuing in a acquisition environment which may either be a really encouraging one where pupils enjoy their work and experience respected or be detering if the work ethos and satisfactory relationships are absent. Harmonizing to a Research into schoolroom larning environments by Fraser1994, and Wubbels & A ; Levy, 1993 which is based upon pupils ‘ perceptual experiences of their acquisition environment it is established that pupils ‘ larning behaviors in category will be mostly determined by the manner in which they perceive their acquisition environment. This can be farther substantiated, by another survey carried out by Brekelmans, Wubbels & A ; Creton, 1990 which besides indicate that pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior accounted for more discrepancy in pupil results than did the debut of a new natural philosophies course of study. Besides, Brekelmans, Wubbels & A ; Levy, 1993 besides illustrated that pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior accounted for discrepancy of a full appraisal class.CONCEPTUAL FRAMEWORKGoodrum, Hackling and Rennie ( 2000 ) structured the research towards specifying the â€Å" ideal † image of quality in scientific discipline instruction and acquisition, to happen out the â€Å" existent † pattern of what is go oning in schools, and in conclusion, to develop effectual recommendations to travel towards shuting the spread between the existent and ideal. This was achieved through a assorted method of informations aggregation which includes systematic reappraisal of educational research, scientific discipline course of study and studies ; group meetings of scientific discipline instructors ; random telephone study of instructors ; pupil ‘s studies and aggregation of informations from stakeholders. .IDEAL PICTUREThe ideal image cardinal footing is that scientific literacy is a high precedence for all human therefore enabling them to develop involvement and understanding the universe around them, besides leting them to prosecute in discourses of scientific discipline, to be doubting and inquiring of claims of others on scientific related affairs in order to be able to place inquiries and give decisions based on grounds, and besides to transport out determinations about the environment and their ain good being and wellness. The ideal and existent image is therefore described by Goodrum, Hackling and Rennie ( 2000 ) in the undermentioned subjects: â€Å" ( 1 ) The scientific discipline course of study is relevant to the demands, concerns and personal experiences of pupils. ( 2 ) Teaching and acquisition of scientific discipline is centred on enquiry. Students investigate, concept and trial thoughts and accounts about the natural universe. ( 3 Assessment serves the intent of acquisition and is consistent with and complementary to good instruction. ( 4 ) The teaching-learning environment is characterized by enjoyment, fulfillment, ownership of and battle in acquisition, and common regard between the instructor and pupils. ( 5 ) Teachers are life-long scholars who are supported, nurtured and resourced to Construct the apprehensions and competences required of modern-day best Practice. ( 6 ) Teachers of scientific discipline have a recognized calling way based on sound professional criterions endorsed by the profession. ( 7 ) Excellent installations, equipment and resources support instruction and acquisition. ( 8 ) Class sizes make it possible to use a scope of learning schemes and supply Opportunities for the instructor to acquire to cognize each kid as a scholar and give Feedback to persons. ( 9 ) Science and scientific discipline instruction are valued by the community, have high precedence the school course of study, and scientific discipline instruction is perceived as exciting and valuable, Lending significantly to the development of individuals and to the economic and societal wellbeing of the state † .Actual PictureThe existent image of scientific discipline instruction and larning seem to be a really dissatisfactory one and besides of great variableness. Goodrum, Hackling and Rennie ( 2000 ) , explained that course of study statements by and large â€Å" supply a model for a scientific discipline course of study focused on developing scientific literacy and assisting pupils progress toward accomplishing the stated results, the existent course of study implemented in most schools is different from the intended course of study † . In their research it is observed that in some instances some primary schools do non learn scientific discipline at all hence, pupils lack the scientific background and where taught on a regular footing, all activities are centred towards the pupil, resulting a high degree of pupil satisfaction hence making a room to encompass scientific discipline. Many of the pupils on acquiring to the high school feel greatly defeated, because the scientific discipline they were taught is neither important nor appealing and does non look relevant with their involvements and experiences. The new acquisition environment characterized with the Traditional chalk-and-talk Teaching procedure, note copying and practical lessons which the pupils are now sing gives small challenge and no room for exhilaration. A high figure of scientific discipline instructors feel undervalued, with no equal resource and overloaded with non learning responsibilities. As the instruction systems is invariably altering in response to the alteration in society demands, â€Å" many of the instructors lack resources and professional development support needed for this clip of alteration to be a period of personal growing, instead it becomes a clip of emphasis and feeling of insufficiency † . It is hence as a consequence of this that up to half of instructors of scientific discipline degree Celsius ) hypertext transfer protocol: //www.aare.edu.au/98pap/fis98269.htmonsider alteration in calling.LITERATURE REVIEW.Goodrum, Hackling and Rennie ( 2000 ) carried out a research literature on course of study paperss and studies refering scientific discipline instruction in schools followed by synthesis of research about the instruction and acquisition of scientific discipline. Foregrounding the importance of scien tific literacy as a general intent for scientific instruction for all pupils and besides taking a place that good instruction provides the experiences and supportive environment that encourages scientific discipline acquisition.Meaning AND IMPORTANCE OF SCIENTIFIC LITERACY.Science is an component of the human hunt for understanding and wisdom, therefore reflecting human wonder about the universe. Obtaining an penetration to what scientific literacy is, will guarantee that we acknowledge its importance as it is cardinal to quality instruction and acquisition in scientific discipline. Scientific literacy is defined clearly in the National Science Education Standards ( NSES ) [ NRC, 1996 ] . Briefly, it is â€Å" the cognition and apprehension of scientific constructs and procedures required for personal determination devising, engagement in civic and cultural personal businesss, and economic productiveness † ( p.22 ) . . Scientific literacy has many aspects, from leting a individual to inquire, happen, or determine replies to inquiries derived from wonder about mundane experiences.- the ability of a individual to depict, explicate, and predict natural phenomenon.Therefore leting Persons to expose their scientific literacy in different ways, such as utilizing proficient footings in the appropriate ways, or in scientific constructs applications and procedures. Besides making the avenue for persons to frequently hold differences in literacy in different spheres, such as more understanding of life-science constructs and words, and less understanding of physical-science constructs and words. Scientific literacy has diverse signifiers and grades which lasts over a life-time, it widens and deepens, and non limited to old ages in school. But It hence follow on the attitudes and values that has been established toward scientific discipline during the early old ages and so determine a individual ‘s growing of scientific literacy as an grownup. Layton et Al. ( 1994 ) grouped scientific discipline and engineering together, uncovering the manner that the two are normally spoken or written about in analysis of scientific literacy. The nexus between scientific discipline and engineering is debatable, this explains the ground they are separated in some school course of study or placed together at different instruction degree in the National Curriculum. While some facets of engineering, and its definition when perceived in footings of doing or planing, might be distinguished from scientific discipline, there lies the fact that scientific discipline can non be split up from engineering and up to this clip will stay important to the universe of pupils and the wider human race. Jenkins ( 1992 ) makes a instance that scientific discipline has changed in the terminal parts of the twentieth century therefore, going more commercialised and industrialised and more integrated with engineering. He besides stated that the hereafter citizens pupils â€Å" should cognize something of the great rational accomplishments of scienceaˆÂ ¦their lives will be affected more straight, personally and, sometimes, adversely, by the ways in which scientific cognition is deployed through arrange of engineerings runing from medical specialty, conveyance and communicating to employment, design and fabrication † . Harmonizing to Jenkins, it is arguable â€Å" that the scientific discipline to be taught in schools should be relocated within these contexts, instead than, as at nowadays, be concerned with the grammar and sentence structure of the scientific subjects † .Teaching and Learning in ScienceA societal constructivist position is the prevailing position of lar ning in scientific discipline. Driver, Asoko, Leach, Mortimer, & A ; Scott, 1994 wrote that basically this means † that scholars construct their ain cognition and apprehensions based on what they already know and the socio-cultural context in which they find themselves † . Learning is an effectual process in which scholars adopt doing sense of their understanding about the universe. However this is required of everyone so as to be able to work in the universe around them. Learning either in scientific discipline schoolrooms or any environment, from any beginning occurs in similar ways. Learners build cognition and thoughts in scientific discipline which logical to them by associating the new information acquired to their bing conceptual models. Significantly, the extra information is integrated into bing mental model in ways that are meaningful to the scholar. Therefore, scholars ‘ old cognition and experiences are of import in placing what their new cognition and apprehension will be like. Accountability of how pupils learn can be measured through effectual instruction. In another sense, good instructors know a great trade more than the capable affair they teach. Darling Hammond ( 1997 ) points out that Research confirms that instructor cognition of capable affair, pupil acquisition and development, and learning methods are all of import elements of instructor effectivity. The recent reappraisals of more than two 100 surveies contradict the long clip established myths which indicates that anyone can take up learning and that so called instructors are born and non made. Because scholars and contexts differ, there is no individual best attack for instruction of scientific discipline. Alternatively, in accomplishing effectual acquisition in scientific discipline assorted attacks are needed, to do a peculiar facet of scientific discipline available to each peculiar group of scholars. Clearly, significant contemplation and apprehension is indispensable on the portion of the scientific discipline teacher although this requires clip and experience but its ownership should non be undervalued. Shulman ( 1986 ) explained pedagogical content cognition to be a quality which involves careful planning in mixing the cognition of the topic and cognition of the scholar. Lemke 1990 demonstrated that Teachers must further the usage and development of linguistic communication accomplishments in scientific discipline as it is a topic which require the usage of linguistic communication in peculiar ways when depicting scientific constructs. For illustration, Words such as energy and work have specific significances in scientific discipline that are reasonably different to mundane significances. .Student besides need to be capable of utilizing appropriate linguistic communication in conveying and clear uping their thought and to pass on their apprehension of scientific discipline constructs in a scope of signifiers, including diagrams, tabular arraies, words, graphs and symbols.RESEARCH APPROACH /METHODOLOGY.David, Rawnsley, Darrell Fisher ( 1998 ) carried out an fact-finding research appraising a sample of 490 pupils in 23 Year 9 mathematics categories in Adelaide, South Australia. Year 9 pupils were chosen in this study sing that they are of the age wher e the instructor plays a important function in their schoolroom. During the twelvemonth 8, which is the first twelvemonth of the secondary school, there is a edifice block of newness and freshness about schooling, whilst in senior old ages pupils frequently have a motivational factor about their future employment or third survey. Besides, Year 9 by and large contains common mathematics across the twelvemonth group, which eliminates the divisions of concern and applied mathematics present in some Year 10 cohorts. Year 9 besides is known to be a complex twelvemonth for pupils and as a consequence one where the instructor has an cardinal function in the initiation of an proper schoolroom larning environment. Two instruments were used to obtain the information from pupils ; 1: A alteration of What is Happening in this Classroom? ( WHIC ) was used to find the perceptual experiences of pupils about their schoolroom acquisition environment. 2: . The Questionnaire on Teacher Interaction ( QTI ) was used to find pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior in the schoolroom. Choices of pupils besides were interviewed to supply qualitative informations to assist explicate and magnify the findings of the instruments. The version of the WHIC instrument used in this survey has been late developed for mensurating pupils ‘ perceptual experiences of their schoolroom acquisition environment. The instrument which was developed in two signifiers consist of a Personal signifier and a Class signifier, both of which are indistinguishable but the accent in the Personal signifier is based on pupil ‘s perceptual experiences of his or her personal interaction with the schoolroom environment while, on the Class signifier each point focuses on pupils ‘ perceptual experiences of the category ‘s interactions with the schoolroom environment The instrument contains 64 statements, mensurating pupils ‘ perceptual experiences based on eight graduated tables. These 8 graduated tables step pupils ‘ perceptual experiences of the sum of ( 1 ) Student Cohesion, ( 2 ) Teacher Support, ( 3 ) Involvement/Negotiation ( 4 ) , Investigation, ( 5 ) Cooperation, ( 6 ) Undertaking Orientation, ( 7 ) Equity, and ( 8 ) Emphasis on Understanding in the schoolroom. Below are two given illustrations of the statements on the ( 1 ) personal and category signifiers and ( 2 ) Teacher support ( one of the eight graduated tables of measuring ) On the Personal signifier the first two points are, â€Å" I make friendly relationships among pupils in this category † and â€Å" I get to cognize other pupils in this category well † . These points have a personal focal point. The same points in the Class signifier have a category focal point: â€Å" Friendships are made among pupils in this category † ; and â€Å" Students in this category get to cognize each other good † . The instrument has been shown to be dependable, with acceptable discriminate cogency and to satisfactorily discriminate between categories. An illustration of the statements in the instrument based on instructor support that the pupils were asked to reply was ( a ) †The instructor takes a personal involvement in pupils † , and ( B ) â€Å" The instructor considers pupils ‘ feelings † . Given the undermentioned option for them to take ‘Almost Never Happens ‘ , ‘Seldom Happens ‘ , †˜Sometimes Happens ‘ , ‘Often Happens ‘ or ‘Almost Always Happens ‘ to find the state of affairs traveling on in the schoolrooms. After which Students ‘ perceptual experiences of their schoolroom acquisition environments are so profiled harmonizing to the category point average mark for each graduated table The 2nd instrument used in the study was the Questionnaire on Interaction ( QTI Teacher ) . This is a 48-item instrument which measures pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior in the schoolroom. It is based on the Leary ( 1957 ) theoretical account of interpersonal behavior and measures pupils ‘ perceptual experiences of the grade of dominance/submission and cooperation/opposition in the instructor ‘s behavior in the schoolroom. Brekelmans, Wubbels & A ; Creton, 1990 attest to Its dependability and cogency and it has been good documented for surveies in The Netherlands. Interpersonal behavior by the instructor scores extremely on the Leadership graduated table and this is chiefly the dominant behavior in the schoolroom. Wubbles, Creton, Levy & A ; Hooymayers,1993 explained that with a 2nd feature of cooperation, that such instructor will â€Å" detect what ‘s go oning, lead, organize, set undertakings, determine processs, construction the schoolroom state of affairs, explicate, keep attending † . . Table below shows the primary and secondary features and sample points from each of the eight dimensions of the QTI. When the category is surveyed, the category point mean for each dimension can so be mapped to demo the profile of pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior in the schoolroom.ConsequenceAssociations Between Student Perceptions of their Classroom Learning Environment, Using the WHIC, and Student Outcomes can be grouped into two a ) Attitudinal results and B ) Cognitive resultsAttitudinal result ; The consequence obtained showed that there is high correlativity between the represented behavior in the graduated tables of the WHIC and pupils ‘ attitude towards their acquisition of mathematics. The consequence is both clear on the Personal and Class signifiers. In larning mathematics a more encouraging consequence were established in categories where pupils see coherence among themselves and just intervention, and where f act-finding work was carried out by pupils, and obtained a clear way of their undertaking. The surveies besides show that pupils appreciate a small sum of competition instead than stressing cooperation. Hattie, Byrne & A ; Fraser ( 1987 ) found that pupils were more ready to clash and fight, and more marked in male pupils. Cognitive results in footings of simple correlativity and standardised Regression coefficients ; the graduated table of Investigation was negatively correlated with pupils ‘ cognitive results. This suggests that pupils who have the highest cognitive results see that they are involved in less fact-finding work in their mathematics categories. On the other manus, those pupils who observe they are involved in more fact-finding behavior scored lower on the cognitive trials. The QTI examines the interpersonal behavior between instructors and pupils, as perceived by pupils. The graduated tables of Leadership, Helping/Friendly, Understanding and Student Responsibility/Freedom each had positive correlativities with pupils ‘ attitudes towards the mathematics category. Conversely the staying four graduated tables of Uncertain, Dissatisfied, Admonishing and Strict interpersonal behavior each had negative correlativity It was discovered that a more positive attitudes was developed in categories where the instructor was perceived to be just, extremely supportive, stressing strongly on pupils ‘ understanding the work, were involved in probes, showed leading, helping-friendly behavior and lesser admonition of pupils. Students displayed the highest cognitive additions in categories where pupils discovered that the instructor emphasised understanding the work. The lowest cognitive additions was seen in categories where pupils perceived that the instructor was dissatisfied, gave excessively much freedom to them and duty, and where they were involved in probes. David, Rawnsley, Darrell and Fisher ( 1998 ) reported that † In categories where pupils view their instructor as largely demoing high degrees of Leadership, Helping/Friendly, and Understanding behavior, and give high degrees of Student Responsibility and Freedom, pupils have much healthier attitudes towards their category and bask their lessons more than in categories when the other side of instructor behavior is common. Where instructors show high degrees of Strict, Admonishing, Dissatisfied and Uncertain behavior, pupils do non bask their categories as much and develop more negative attitudes towards the topic. Consequently, the usage of the QTI in this survey, showed a strong correlativity between pupils ‘ perceptual experiences of their instructor ‘s interpersonal behavior and their attitudes towards the mathematics category. .This survey confirms the importance of interpersonal behavior which shows strong leading, coupled with helpful, friendly and understanding behavior.RECOMMENDATION.It is by and large acceptable that scientific literacy is a high precedence for all, assisting them to be interested in, and besides understand the universe around them, to prosecute in the discourses of and about scientific discipline, to be doubting and inquiring of claims made by others about scientific affairs, to be able to place inquiries and pull grounds based decisions, and to do informed determinations about the environment and their ain wellness and wellbeing. Osborne and Collins ‘ ( 2000 ) averment that a critical constituent of any scientific discipline class is to let geographic expedition of facets of modern-day scienceaˆÂ ¦such an component is indispensable to supplying a linking yarn between school scientific discipline and the â€Å" existent † universe of grownups, induing the topic with a relevancy that no other mechanism can. Whilst students will accept a course of study diet which consists mostly of the standard wisdom of uncontested and pre established cognition, modern-day scientific discipline offers a glance into the universe of here and now, non the universe of past. This is a universe of science-in-the-making, of future possibility and uncertainness where their positions can Get down.Teacher alteration is the footing of educational invention, reform and betterment. The research findings presented in this study emphasize repeatedly that the most of import factor in bettering acquisition is the instructor. Attempts to shut the spread must concentrate on assisting instructors recognize the spread between pupils ‘ existent demands in scientific discipline and what is offered in the existent course of study. Changes to instructors ‘ professional pattern involve important displacements in beliefs and professional Knowledge, and accordingly, take considerable clip, resources and attempt. A teaching manner that emphasizes an inquiry-oriented, student-centred, outcomes-focused attack requires more refined learning accomplishments than those associated with traditional didactic methods. Teachers working entirely in their schoolroom can do little stairss towards alteration. Teachers working jointly can do larger paces. Schools join forcesing make a greater impact still. But choice scientific discipline instruction course of study and professional development resources are really expensive and necessitate the really best expertness to develop. Collaborative ventures that pool the fiscal and human resources from a figure of legal powers have the possible to bring forth the world-class stuffs that are required for a modern-day, relevant and prosecuting scientific discipline instruction for all pupils.DecisionThe intent of school scientific discipline is to better scientific literacy of pupils. Scientifically literate individuals are interested in developing an apprehension of the universe around them, are doubting and inquiring of claims made by others about scientific affairs, take part in the discourses of and about scientific discipline, place inquiries and pull evidence-based decisions, and do informed determinations about the environment and their ain wellness and wellbeing. Educational legal powers have developed modern and progressive course of study Structure for school scientific discipline but despite this actions, there is a important spread between the † ideal † or intended course of study and the â€Å" existent † or implemented course of study. There is a high incompatibility between schools in the quality of scientific discipline instruction. Goodrum, Hackling and Rennie ( 2000 ) research indicates that In primary schools, where scientific discipline is taught, † it is by and large student-centred, activity-based and stimulates the wonder of pupils. In the compulsory old ages of secondary schooling, most pupils find scientific discipline unrelated to their involvements or concerns, and in many schools scientific discipline does non develop the acquisition outcomes that contribute to scientific literacy † . The set of carefully expressed recommendations given in their study provides the schemes that can be used in bettering the instruction and acquisition of scientific discipline in schools. This nevertheless enhances the consciousness of all stakeholders of the nature and importance of scientific literacy as the first measure. This is so followed by constructing the expertness of the instruction profession through improved resourcing of initial instructor instruction, motives to intrigue and keep our best immature people in scientific discipline instruction, and provides improved support for come oning professional growing of practising instructors within a construction of professional criterions. Qualified and experient instructors need greater course of study stuffs, comfortss and equipment if they are to set into consequence a quality scientific discipline plan. In the present clip, the quality of scientific discipline instruction and acquisition is restricted by attacks to assessment which are non focused on results that promotes scientific literacy or on the agreement of feedback to instructors and scholars so that learning and larning can be enhanced. A deficiency of national focal point, coaction and pooling of resources across legal powers presently limits the quality of the course of study and professional development resources that are being developed.

The French-Indian War in America

The French-Indian War in America The French-Indian War was fought between Britain and  Ã¢â‚¬â€¹Ã¢â‚¬â€¹France, along with their respective colonists and allied Indian groups, for control of land in North America. Occurring from 1754 to 1763, it helped trigger – and then formed part of ​the Seven Years War. It has also been called the fourth French-Indian war, because of three other early struggles involving Britain, France, and Indians. Historian Fred Anderson has called it the â€Å"most important event in eighteenth-century North America†. (Anderson, ​​The Crucible of War, p. xv).​ Note Recent histories, such as Anderson and Marston, still refer to the native peoples as ‘Indians’ and this article has followed suit. No disrespect is intended. Origins The age of European overseas conquest had left Britain and France with ​territory in North America. Britain had the ‘Thirteen Colonies’, plus Nova Scotia, while France ruled a vast area named ‘New France’. Both had frontiers which pushed against each other. There had been several wars between the two empires in the years preceding the French-Indian war – King William’s War of 1689–97, Queen Anne’s War of 1702-13 and  Ã¢â‚¬â€¹King George’s War of 1744 – 48, all American aspects of European wars – and tensions remained. By 1754 Britain controlled nearly one and a half million colonists, France around only 75,000 and expansion was pushing the two closer together, increasing the stress. The essential argument behind the war was which nation would dominate the area? In the 1750s tensions rose, especially in the Ohio River Valley and Nova Scotia. In the latter, where both sides claimed large areas, the French had built what the British considered illegal forts and had worked to incite French-speaking colonists to insurrection against their British rulers. The Ohio River Valley The Ohio River Valley was considered a rich source for the colonists and strategically vital because the French needed it for effective communications between the two halves of their American empire. As Iroquois influence in the region declined, Britain tried to use it for trade, but France began building forts and evicting the British. In 1754 Britain decided to build a fort at the forks of the river Ohio, and they sent a 23-year-old Lieutenant Colonel of the Virginian militia with a force to protect it. He was George Washington. French forces seized the fort before Washington arrived, but he carried on, ambushing a French detachment, killing French Ensign Jumonville. After trying to fortify and receiving limited reinforcements, Washington was defeated by a French and Indian attack led by Jumonville’s brother and had to retreat out of the valley. Britain responded to this failure by sending regular troops to the thirteen colonies to supplement their own forces and, while a formal declaration didn’t happen until 1756, war had begun. British Reverses, British Victory Fighting took place around the Ohio River Valley and Pennsylvania, around New York and Lakes George and Champlain, and in Canada around Nova Scotia, Quebec and Cape Breton. (Marston, The French Indian War, p. 27). Both sides used regular troops from Europe, colonial forces, and Indians. Britain initially fared badly, despite having many more colonists on the ground. French forces showed a much better understanding of the type of warfare North America required, where the heavily forested regions favored irregular/light troops, although French commander Montcalm was skeptical of non-European methods, but used them out of necessity. Britain adapted as the war progressed, lessons from early defeats leading to reforms. Britain was helped by the leadership of William Pitt, who further prioritized the war in America when France began to focus resources on war in Europe, trying for targets in the Old World to use as bargaining chips in the New. Pitt also gave some autonomy back to the colonists and began to treat them on an equal footing, which increased their co-operation. The British could marshal superior resources against a France wracked with financial problems, and the British navy mounted successful blockades and, after the Battle of Quiberon Bay on November 20th, 1759, shattered France’s ability to operate in the Atlantic. Growing British success and a handful of canny negotiators, who managed to deal with the Indians on a neutral footing despite the prejudices of the British command, lead to Indians siding with the British. Victories were won, including the Battle of the Plains of Abraham where the commanders of both sides – the British Wolfe and the French Montcalm – were killed, and France defeated. The Treaty of Paris The French Indian War effectively ended with the surrender of Montreal in 1760, but warfare elsewhere in the world prevented a peace treaty being signed until 1763. This was the Treaty of Paris between Britain, France, and Spain. France handed over all its North American territory east of the Mississippi, including the Ohio River Valley, and Canada. Meanwhile, France also had to give the Louisiana territory and New Orleans to Spain, who gave Britain Florida, in return for getting Havana back. There was opposition to this treaty in Britain, with groups wanting the West Indies sugar trade from France rather than Canada. Meanwhile, Indian anger over British actions in post-war America led to an uprising called Pontiac’s Rebellion. Consequences Britain, by any count, won the French-Indian war. But in doing so it had altered and further pressurized its relationship with its colonists, with tensions arising from the numbers of troops Britain had tried to call upon during the war, as well as the reimbursement of war costs and the way Britain handled the whole affair. In addition, Britain had incurred greater yearly expenditure on garrisoning an enlarged area, and it tried to recoup some of these debts by greater taxes on the colonists. Within twelve years the Anglo-Colonist relationship had collapsed to the point where the colonists rebelled and, aided by a France eager to upset its great rival once more, fought the American War of Independence. The colonists, in particular, had gained great experience of fighting in America.

Free Essays on Oedpius

The concept of sight is one of the major motifs throughout Sophocles’ play Oedipus the King. The play revolves primarily around series of events caused by many people’s insight or lack there of. Oedipus does not see that he is caught up in a web of cruel destiny that he can not escape. The gods demonstrate foresight and insight into the play. In addition to this, Tiresias has physical blindness but also has prophetic insight. Finally, both Oedipus and Jocasta portray types of mental blindness and shortsightedness. These are all examples of different uses of sight in the play Oedipus the King. Oedipus is a hero, but sometimes he can not see the reality of this. He goes into states where he lacks mental insight, making rash decisions without thinking about the future or consequences. One of his biggest downfalls because of this shortsightedness is that he does not realize that his destiny is solely in the hands of the gods. After Oedipus is told as a young boy about the prophecy of his life, he can not "see" how he is destined to marry his mother and kill his father. Furthermore, because of his lack of insight he truly believes that he can move without the Oracle’s prophecy following him. No matter what Oedipus does, he has no control over what the gods have predetermined. The gods also punish the people of Thebes with hard times since it is these people who brought Oedipus into the land as their king. The gods do this in order to make the people see through Oedipus’ extreme pride and quick temper. The gods apparently think that the only way to get them to see what Oedipus has done is by causing the city pain and suffering. The gods use their insight to affect Oedipus’ life, family and city. Although the gods do not initially favor Oedipus, his kingdom sees him as a noble ruler. Oedipus’ pride prevents him from seeing the truth and this leads to his great fall. His pride forces him to kill his father because he refuses to pa... Free Essays on Oedpius Free Essays on Oedpius The concept of sight is one of the major motifs throughout Sophocles’ play Oedipus the King. The play revolves primarily around series of events caused by many people’s insight or lack there of. Oedipus does not see that he is caught up in a web of cruel destiny that he can not escape. The gods demonstrate foresight and insight into the play. In addition to this, Tiresias has physical blindness but also has prophetic insight. Finally, both Oedipus and Jocasta portray types of mental blindness and shortsightedness. These are all examples of different uses of sight in the play Oedipus the King. Oedipus is a hero, but sometimes he can not see the reality of this. He goes into states where he lacks mental insight, making rash decisions without thinking about the future or consequences. One of his biggest downfalls because of this shortsightedness is that he does not realize that his destiny is solely in the hands of the gods. After Oedipus is told as a young boy about the prophecy of his life, he can not "see" how he is destined to marry his mother and kill his father. Furthermore, because of his lack of insight he truly believes that he can move without the Oracle’s prophecy following him. No matter what Oedipus does, he has no control over what the gods have predetermined. The gods also punish the people of Thebes with hard times since it is these people who brought Oedipus into the land as their king. The gods do this in order to make the people see through Oedipus’ extreme pride and quick temper. The gods apparently think that the only way to get them to see what Oedipus has done is by causing the city pain and suffering. The gods use their insight to affect Oedipus’ life, family and city. Although the gods do not initially favor Oedipus, his kingdom sees him as a noble ruler. Oedipus’ pride prevents him from seeing the truth and this leads to his great fall. His pride forces him to kill his father because he refuses to pa...

Albert Gallatin Inspired the Age of Canals in America

Albert Gallatin Inspired the Age of Canals in America An era of canal building in the United States began in the early 1800s, helped along to a considerable degree by a report written by Thomas Jefferson’s secretary of the treasury, Albert Gallatin. The young country was hobbled by a horrendous transportation system which made it difficult, or even impossible, for farmers and small manufacturers to move goods to market. American roads at the time were rough and unreliable, often little more than obstacle courses hacked out of the wilderness. And reliable transportation by water was often out of the question due to rivers that were impassable at points of waterfalls and rapids. In 1807 the U.S. Senate passed a resolution calling upon the treasury department to compile a report proposing ways that the federal government could address the transportation problems in the nation. The report by Gallatin drew upon the experience of Europeans, and helped inspire Americans to begin building canals. Ultimately the railroads made canals less useful, if not entirely obsolete. But Americans canals were successful enough that when the Marquis de Lafayette returned to America  in 1824, one of the sights Americans wanted to show him were new canals that made commerce possible. Gallatin Was Assigned to Study Transportation Albert Gallatin, a brilliant man serving in Thomas Jefferson’s cabinet, was thus handed a task he apparently approached with great eagerness. Gallatin, who was born in Switzerland in 1761, had held a variety of governmental posts. And before entering the political world, he had a varied career, at one point running a rural trading post and later teaching French at Harvard. With his experience in commerce, not to mention his European background, Gallatin fully understood that for the United States to become a major nation, it needed to have efficient transportation arteries. Gallatin was familiar with the canal systems which had been built in Europe in the late 1600s and 1700s. France had built canals which made it possible to transport wine, lumber, farm goods, lumber, and other essential products throughout the country. The British had followed Frances lead, and by 1800 English entrepreneurs were busy constructing what would become a thriving network of canals. Gallatins Report Was Startling His 1808 landmark Report on Roads, Canals, Harbors, and Rivers was astounding in its scope. In more than 100 pages, Gallatin detailed a vast array of what today would be called infrastructure projects. Some of the projects Gallatin proposed were: A series of canals parallel to the Atlantic coast from New York City to South CarolinaA major turnpike from Maine to GeorgiaA series of inland canals heading to OhioA canal crossing New York stateImprovements to make rivers, including the Potomac, Susquehanna, James, and Santee, passable to major river navigation The entire projected expense for all the construction work proposed by Gallatin was $20 million, an astronomical sum at the time. Gallatin suggested spending $2 million a year for ten years, and also selling stock in the various turnpikes and canals to finance their eventual upkeep and improvements. Gallatins Report Was Far Ahead of Its Time Gallatin’s plan was a marvel, but very little of it was actually implemented. In fact, Gallatins plan was widely criticized as folly, as it would require a vast outlay of government funds. Thomas Jefferson, although an admirer of Gallatins intellect, thought his treasury secretarys plan might be unconstitutional. In Jeffersons view, such vast spending by the federal government on public works would only be possible after amending the Constitution to allow for it. While Gallatins plan was seen as wildly impractical when it was submitted in 1808, it became the inspiration for many later projects. For instance, the Erie Canal was eventually built across New York state and opened in 1825, but it was built with state, not federal funds. Gallatins idea of a series of canals running along the Atlantic coast was never implemented, but the eventual creation of the intra-coastal waterway essentially made Gallatins idea a reality. The Father of The National Road Albert Gallatin’s vision of a great national turnpike running from Maine to Georgia may have seem utopian in 1808, but it was an early vision of the interstate highway system. And Gallatin did get to implement one major road building project, the National Road which was started in 1811. Work began in western Maryland, at the town of Cumberland, with construction crews moving both eastward, toward Washington, DC, and westward, toward Indiana. The National Road, which was also called the Cumberland Road, was finished, and became a major artery. Wagons of farm products could be brought east. And many settlers and emigrants headed west along its route. The National Road lives on today. It is now the route of US 40 (which was eventually extended to reach the west coast). Later Career and Legacy of Albert Gallatin After serving as treasury secretary for Thomas Jefferson, Gallatin held ambassadorial posts under presidents Madison and Monroe. He was instrumental in negotiating the Treaty of Ghent, which ended the War of 1812. Following decades of government service, Gallatin moved to New York City where he became a banker and also served as president of the the New York Historical Society. He died in 1849, having lived long enough to see some of his visionary ideas become reality. Albert Gallatin is regarded as one of the most influential treasury secretaries in American history. A statue of Gallatin stands today in Washington, D.C., before the U.S. Treasury building.

Tourism and Economy of UK Essay Example | Topics and Well Written Essays - 4250 words

Tourism and Economy of UK - Essay Example By now, the benefits that tourism brings to any country are plainly incontrovertible. But tourism has its own downsides or drawbacks. It is a volatile and mercurial national undertaking. It is subject to so many factors and influences that may slow down its growth or even send it to the doldrums. Effects of global warming, such as floods, frequent typhoons, hailstorms, tsunamis and other calamities discourage vacationers and affect the tourism industry. So do absence of peace and order, civil wars, religious fanaticism, epidemic outbreaks, â€Å"political instability, currency fluctuations, changes in fashion and changes in the economy† (Nagle 1999,p.5). Speaking of the economy, economic factors can drastically reverse the growth of the tourism industry or advance it further. Financial crisis or the slowing down of the economy or recession definitely gives the tourism industry a big blow that may decelerate it. However, currency devaluation, which increases the spending power of tourists has an opposite effect. In the late 1990’s when Asian currencies, such as the Thai baht and the Philippine peso were devalued, streams of tourists from Europe and North America took advantage of the weakened currencies and enlivened the tourism industry in those parts of the world. But a strong exchange rate will always dissuade tourists from coming. Instead, they will tend to flock to weakened economies where they will get more value for their money. Bad governance especially governance of the economy in any nation always contributes to tourism decline. Mishandling of the economy that always entails graft and corruption gives bad image to the country and travelers shun countries marred by claims of misgovernance and corruption. In tourism promotion, good image counts a lot. Besides misgovernance spawns a destitute citizenry who finds it difficult to travel domestically and domestic tourism provides a sizable chunk of the tourism earnings of any nation. Enacted le gislations inimical to tourism also affects its tourism industry as well as the budgeting of a measly outlay for tourism infrastructures. A hostile foreign relations policy may scuttle the tourism vessel of the nation and cause it to sink to oblivion. An example for this was the near-destruction of Cuba's tourism industry when USA imposed an economic embargo against Cuba in the 60's and 70's (Jafari 2000,p.122).

JULIAN OF NORWICH & MICHAEL HARNER Assignment Example | Topics and Well Written Essays - 500 words

JULIAN OF NORWICH & MICHAEL HARNER - Assignment Example So while Julian talks about Christ being â€Å"the foundation, he is the substance, he is the teacher, he is the end†, Harner talks about the matter of fact aspects of the tsentsak and non-drug forms of shamanism in ordinary, factual language (Harner 57-68; Julian of Norwich 43). Both sources narrate forms of spiritual quests, and a common element in both is a sense that both are honest and sincere in their quests and in the way they tried to make sense of their experiences and visions. This is important because both are narrating extremely subjective experiences whose validity cannot be experienced or confirmed by an external party, but only felt as genuine and believable from an intuitive point of view. The integrity of the narrators can make or break the narratives. One gets a sense of the integrity of Harner’s narratives especially with regard to the subjective experience of ayahuasca, confirmed by a blind shaman for instance. For Julian, her reputation and the internal consistency of her message attest to the sincerity and the genuineness of her narratives and religious insights (Harner; Julian of Norwich). Julian contextualizes her sufferings in the context of Christ’s own suffering and death, couched in language tied to compassion and love. She learns from a desire to suffer the bodily pains and sufferings of Christ also of the internal reality of the compassion that exists in men as a spark too of the divine in men, of the Christ in men. Her key insights are with regard to the love of God shown through the Christ’s own passion, so that she and all who love God and desire to follow the will of God may experience that love as well (Julian of Norwich). The sacred drink ingested by Harner is ayahuasca. When he ingested this he had visions of another dimension, including that of a creature that is reptile-like, who reveals to him an inner reality tied to the nature of man’s past, of the way man had evolved

Discussion Board 5-2 Research Paper Example | Topics and Well Written Essays - 250 words

Discussion Board 5-2 - Research Paper Example It appears to have a more pronounced effect on the client as a matter of trustworthiness (R.Pearson & Herlihy, 2013 ). There are several examples of dual relationships for which these ethics would define as appropriate. According to Pearson (2013), the counselor is supposed to avoid all conflicts of interests in the work he is doing. Such relationships that are inappropriate are inclusive of intimate relationships which in most cases involve sexual relationships, physical contact, counseling a firmer lover and use of gestures that are considered intimate. The second dual relationship is that which involve personal benefit in forms of monetary gains, emotional dependency and provision of goods and services (R.Pearson & Herlihy, 2013 ). In this context it is clear that each association has its take on dual relationship. Definitive guidance on these helps a counselor to make a wise decision on whether to join these associations or not. This is dictated by how severely the counselor feels oppressed or exploited because dual relationships can be beneficial or harmful in their relationships (R.Pearson & Herlihy, 2013 ). For instance, NAADAC clearly forbids sexual relations with current or former client .ACA on the other hand discourages non professional relations with close family member’s .This way a counselor stands a better chance to make an informed decision that he or she will be comfortable with and that will make it easier for him or her to work in a challenging environment (University, 2013). University, G. C. (2013, 01 05). Ethical,Legal and Professonal issues in Counseling. Retrieved 04 01, 2013, from Digital Resourses,eBooks:

Microaggressions Essay Example | Topics and Well Written Essays - 1250 words

Microaggressions - Essay Example Having a friend who belongs to the said racial group though, I felt that it was demeaning. As I recall now those episodes in high school, I realize that I was probably not just a witness then. Although I somehow felt that those microinsults were really demeaning, my passivity or inaction towards such incidents was probably reflective of my own distinct biases to people of color. It was clear that students who were clearly not Caucasians were being treated as second-class citizens. However, it was not just because they were of color that they were treated as such. Most of the African American students in high school did not come from well-off families. Their economic status was also a factor that contributed to the treatment. I believe that passivity towards the issue then could be attributed to the fact that while I might not have been very particular about race, I held the belief that society is stratified on the basis of economic status and that such status quo should be maintained. Incidentally, most African Americans and other students of non-Caucasian lineage that I knew in high school were relatively not well-off compared to many of the whites. It was because of this concept that made me think that their being second-class citizens has made them vulnerable to microinsults. I was caught between my belief that they should expect such treatment as second-class citizens and my tendency to develop sympathy to their plight. Such sympathy, however, was also constrained with the idea that in stratified society, such treatment is only normal. Not knowing how to react to over racism, I managed to make a stand that I now realize to be a case of microinvalidation. As I tried to make friends with fellow African American students, I actually introduced myself to them as being color-blind. Every time I meet African Americans whom I wanted to make friends with, I always try to insinuate that I do not mind about the color of one’s skin. Through different ways of

Negotiation & cross cultural communication Essay

Negotiation & cross cultural communication - Essay Example It is noteworthy to mention that the company has successfully fulfilled all â€Å"minimum† requirements required by the State. Therefore, to hold the company legally wrong would not be practically possible. The company has a strong case since it has complied with the legal requirements. The question now arises as to the ‘ethical’ obligations of the company in a foreign land- a case that has historically been a complex one. The Chinese negotiator employs a mix of ‘win-win’ and ‘win-lose’ strategies (Fang, 2006). Ultimately, however, the choice of either strategy is dependent of the level of trust prevalent in the situation (Fang, 2006). Therefore, as mentioned earlier, the development of trust between the two parties by the company shall be a deciding factor. In this case, however, it is highly likely that the Chinese farmers shall deploy a competitive negotiation style (as opposed to a co-operative one) due to the presence of foreigners ( the British and Germans running Zhengcheng in this case) (Fang, 2006). High-ranking employees must, therefore, be sent to negotiate with the farmers as a sign of respect and regard to their concerns (Faure, 1998). The individuals dealing with the Chinese must demonstrate significant level of patience and power to take decisions. The negotiating team must include a lawyer who’s thoroughly abreast of Chinese law as well as international best practices. This individual shall also strengthen the link between the foreign party and the Chinese farmers. Furthermore, it would be fruitful to include the company’s Chinese counterparts during the discussion as these shall act to enhance the level of trust between the two parties. Given their native Chinese ‘sense’ they shall be able to understand and respond to the underlying Chinese tricks in a better manner compared to the Westerners (Fang, 2006). Considering the fact that the Chinese tend to have a low level of tr ust for foreign stakes in their land, it would also be useful to include government support for Zhengcheng’s operations during the negotiation process. Towards the end, it is highly desirable to demonstrate to the Chinese that similar contractual agreements have been formerly accepted by other Chinese parties (Fang, 2006). The Chinese are highly risk-averse individuals; hence, by doing so the company would majorly mitigate the risks faced by the Chinese farmers. However, this may not be possible given that it is a first-time situation in this case. The company lawyer, however, may be able to assist in this regard and demonstrate cases of other Western companies reaching similar agreements with the Chinese in the past. The communication process in this case is a complex one since it involves taking into account various cross-cultural dynamics between the parties. The major issue is the ethical concerns by residents of China regarding Zhengcheng Ltd.’s waste disposal mec hanisms that have contaminated the production of lychees. It is in the best interests of the company to deploy significant level of culture-specific communication strategies to deal with the concerns of the Chinese farmers. It is imperative that the Western party engages in pre-negotiation discourse with the Chinese farmer

Microaggressions Essay Example | Topics and Well Written Essays - 1250 words

Microaggressions - Essay Example Having a friend who belongs to the said racial group though, I felt that it was demeaning. As I recall now those episodes in high school, I realize that I was probably not just a witness then. Although I somehow felt that those microinsults were really demeaning, my passivity or inaction towards such incidents was probably reflective of my own distinct biases to people of color. It was clear that students who were clearly not Caucasians were being treated as second-class citizens. However, it was not just because they were of color that they were treated as such. Most of the African American students in high school did not come from well-off families. Their economic status was also a factor that contributed to the treatment. I believe that passivity towards the issue then could be attributed to the fact that while I might not have been very particular about race, I held the belief that society is stratified on the basis of economic status and that such status quo should be maintained. Incidentally, most African Americans and other students of non-Caucasian lineage that I knew in high school were relatively not well-off compared to many of the whites. It was because of this concept that made me think that their being second-class citizens has made them vulnerable to microinsults. I was caught between my belief that they should expect such treatment as second-class citizens and my tendency to develop sympathy to their plight. Such sympathy, however, was also constrained with the idea that in stratified society, such treatment is only normal. Not knowing how to react to over racism, I managed to make a stand that I now realize to be a case of microinvalidation. As I tried to make friends with fellow African American students, I actually introduced myself to them as being color-blind. Every time I meet African Americans whom I wanted to make friends with, I always try to insinuate that I do not mind about the color of one’s skin. Through different ways of

Strategic management Essay Example | Topics and Well Written Essays - 3000 words

Strategic management - Essay Example The products of the company are sold in the market with various brand names like Audi, Skoda, SEAT, Bentley, Bugatti, Volkswagen Commercial Vehicles, Lamborghini, Bugatti, and so on. The company’s business activities are mainly operated in the geographical locations of North America, Europe, Asia-Pacific, and South America. The organisation is headquartered at Wolfsburg, Germany and was founded in the year 1937 (Yahoo Finance, 2012a). The shares of Volkswagen are publicly traded in the Frankfurt Stock Exchange with the ticker symbol â€Å"VOW†. The company is found to have strategic alliances with other leading companies like Porsche AG, Chrystal Group, Daimler AG, etc. At present it is considered to be the market leader in the car manufacturing industry of Europe (Yahoo Finance, 2012b). This study entails about identifying and evaluating the business strategies followed by Volkswagen to maintain its leadership position in the market. Various strategic tools like PESTEL and SWOT analysis have been performed in this study to gain understanding and knowledge about the micro and macro environment factors having an impact on the company and how it has managed to become profitable and sustainable in the given market environment. Market Identification Volkswagen Group operates its business in the global automotive industry and has successfully managed to maintain its leadership position in the market through effective management of available resources in the industry. Porter’s five forces model helps an organization to assess the competitive forces which exists within the industry (Hill & Jones, 2012, p. 49). The forces which help in the process are named as a) threat of new entrants, b) threat from the substitute products or services, c) bargaining power of the suppliers, d) bargaining power of the consumers, and e) competition within the industry (Society for Human Resource Management (U.S.), 2006, p. 38-39). As regards the Volkswagen Group, co mprehensive analyses of these market forces existing in the global automotive industry have been discussed as given below: A. Buyer Power: The buyer power in the automotive industry is weak because it is mainly dominated by a small number of car manufacturers like Volkswagen, Ford, and General Motors. The primary buyers are the dealers and they are forced to sell the product brands that are preferred by the consumers in a particular market. Moreover, it is difficult for the dealers to integrate backwards because of different nature of the industry that requires high capital investment to manufacture products that are sold by them to the end customers. B. Supplier Power: The key inputs that are required by the automobile manufacturers like Volkswagen include certain commodities like metals and other fabricated components. These raw materials are sourced by the car manufacturers from outside suppliers who are mostly large multinational companies having a strong presence in the market. This increases the supplier power in the market. However, the supplier power is weakened due to low differentiation of raw materials required by the car manufacturers. Hence, overall the supplier power is moderate in nature. C. Threat of New Entrants: If we speak of the threat of new entrants in the market it can be adjudged as low because brand value plays a vital role in the industry and it is difficult for the new players to establish their brand reputation immediately after entering into the market. Companies

Dubai’s heritage and culture for future generations Essay Example for Free

Dubai’s heritage and culture for future generations Essay There has been a sufficient mention of a profound dearth of interest in preserving Dubai’s heritage and culture for future generations. The severity of Dubai’s cultural problems (both current and impending) is an overwhelming testament to the shortfalls of various cultural players. Dubai’s cultural scene is beset by issues ranging from funding to the non-existence of a governing agency on cultural arts and activities. The lack of funding allocation for Culture, Heritage and the Arts hampers government organizations from awarding prizes for artistic/literary achievements and awarding subsidies for the pursuit of the Arts. This phenomenon holds true for the Fine Arts and Literature although the UAE government has accorded ample financial support for Festivals like the Dubai Shopping Festival and Dubai Summer Surprises and theatrical infrastructure improvements. Support for Folklores Promotion and Archeology and Heritage Campaign, however, has not been reasonable; folklore presenters being imported from Oman and Archeology and Heritage Funds mostly channeled to administrative expenses. Education, being an essential tool for information dissemination, interest stimulation, and revolutionary change has not been aptly utilized to impact artistic/cultural perspectives among Dubai’s youth. This has crucial implications for both the quality and availability of indigenous workforce in that line. There are limited schools for Drama and Theatre, Music, and Folklore. Academic trainings for Archeology and postgraduate courses for Media are unavailable in the United Arab Emirates. Insufficient emphasis is given to Fine Arts, Literature, Folklore, and Heritage in school curriculums. Commercial Music Institutes, more than being of questionable quality, are beyond affordability by some Dubai residents. Lack of public interest is often the offered rationale for these academic limitations, although initiatives focused on the dilemma could have sparked a renewed public interest in Culture and the Arts. This dearth of public interest has crucial implications for the composition of Dubai’s cultural workforce and the artistic/cultural participation among the populace. The Nationals’ interest in theatre and performing arts is in congruence with the number of theatrical activities providers- both are limited. Dubai’s Fine Arts Exhibits showcase some unique talents and the artistic experience. However, the arena is beset by commercialism and a lack of appreciation among UAE nationals. Expatriates are more keen on Emirate Arts which benefits from an artistic enthusiasm peculiar to a wealthier society segment. Dubai’s Musical Arena is characterized by a musically-inclined, musically-upbeat society, and a commercialized musical education system. Songs and dances are an important part of celebrations, and there is an inordinate demand for international concert seats. Inadequate project experience and strong public participation, however, marks Dubai’s Film Scene. The launching of the International Film Festival in 2004 and the Dubai Studio City Project are predicted to generate a strong reception on Dubai’s film, TV, and music industries. Dubai’s literary domain, mainly focused on poetry, is not supportive of the development of intellectuals and thinkers. Government-sponsored poetry awards are an insufficient compensation for the limited career prospects for literature graduates. Festivals in Dubai such as the Dubai Shopping Festival and the Dubai Summer Surprises have acquired an international reputation, drawing tourists from the Middle East and beyond. However, a highly-trained festival-hosting workforce stands in stark contrast to the unprofessional and poorly-trained folklore performers, mostly from Oman. While Dubai’s rapid economic growth has made it a preferred destination for business meetings and international events, its vantage for exhibiting local folkloric performances to an international audience has not been fully utilized. It is quite ironic in that part of the reason of the businesses’ choice of Dubai is the pursuit of some Mideastern charm. Restoration attempts on Dubai’s historic buildings and the circulation of accompanying brochures and maps in multiple international languages are commendable efforts at giving tourists a glimpse of its ancient glory. The aforementioned measures are necessary to take advantage of Dubai’s vantage in the highly-competitive heritage tourism industry. However, the unavailability of Archeology programs in the UAE academe, and hence, the dearth of local Archeology specialists consequence in expatriate archeologists having to send artifacts to their respective countries for research/examination. Dubai’s Media Sector, with its state-of-the-art infrastructure and openness to competition, is in a struggle between foreign ownership and foreign workforce domination and calculated guardianship measures against Western infiltration. The media hub, albeit accommodating of the city’s cosmopolitan composition, suffers the dearth of a commercialized local cultural content. Islam is highly-inculturated and educationally-integrated in Dubai amidst its policy of accommodation and support to non-Muslim, expatriate religions. It is only a sober fact that the beauty of Islam has been overshadowed by negative perceptions pertinent to Terrorism. By and large, Dubai’s Islamic atmosphere, liberal for its multicultural make-up, is aptly guided by the Islamic values of tolerance and moderation. Technology can accord Dubai’s Arts and Culture a distinct vantage, but it can also effect otherwise. Electronic proliferation is a global trend, and cultural domination vis-a-vis high-technology is way unpredictable. It would also be of interest to note of the inadequate coordination among various cultural and arts providers and between Dubai’s public and private sectors. Dubai’s cultural scene is oblivious to common notice because of the dearth of literature in the subject; the absence of data on usage, patterns and preferences and the paucity of surveys and researches are common themes that beset Dubai’s cultural components. It is ironic that cultural/heritage problems prevail in Dubai, while the United Arab Emirates as a whole advocates culture and heritage. In the UAE, the preservation of many of its unique archaeological and architectural sites and its manuscripts have been given special preference. Literature and customs are widely studied in schools, while museum displays, heritage villages and the restoration of vanished monuments (based on photographs, local memory and documentary evidence) have helped to create a context and feel for this cultural legacy . It appears that most of the cultural development is occurring in Abu Dhabi; in 2005 a law was passed in this city establishing Abu Dhabi Culture and Heritage Authority. This new Authority’s goal is to sponsor intellectual and artistic activities and preserve the cultural heritage of the Emirates. This entails directly promoting Abu Dhabi’s cultural heritage, drawing up and implementing cultural policies, plans and programs, reviving cultural heritage projects, and organizing exhibitions and conferences on cultural heritage 1. Abu Dhabi signed a Memorandum of Understanding (MOU) with the New York-based Guggenheim Foundation to establish a world-class museum devoted to modern and contemporary art, called the Guggenheim Abu Dhabi (GAD), the museum designed by the eminent architect Frank Gehry will place the Emirates as a leading international cultural destination22. The researchers have asserted that situated in the center of Abu Dhabi, there is a Cultural Foundation which is now part of the Abu Dhabi Authority for Culture and Heritage (ADCH); this, at the heart of the capital’s cultural life benefits children, adults of all ages, UAE citizens and expatriates. One of the most significant features of the Cultural Foundation is the National Library which has well over a million books, primarily in Arabic, although there are also collections in a myriad of foreign languages. A majority of these volumes are available for reference for the public, plainly requiring a simple registration process. There is also an area for children where special programs are planned, especially during the school holidays2 . It is apparent that the culture of Dubai should be promoted in the same manner; perhaps these cities could share wealth in culture preservation through the Fine and Performing Arts and the Media.

Personal development and study methods

Personal development and study methods Personal development and study methods help me to enhance self-development and build up individual personality. Besides that, it helps me to know more about myself and developed potential in the future. It helps me to improve my weaknesses and enhance the virtue by setting goal for the future. On the other hand, study methods can help me to improve my reading mistakes and get a better result in exam to achieve my goal in the future. I also improve self confidence and self-esteem in social skill from this subject. Before that, I am irresolute and less confidence in handling a task and make a decision in each part of life. But now, I become self-confidence to make decision in completing a task. (Mind Tools, 1995) Besides that, I also improve my self esteem in life. Before that, I have a low self esteem, always think negative and believe in negative comments. (Perera, 2002) I gives them impression feel without confidence to do something and negative influence on the decision making. But now, I have high self esteem by thinking positively and feel confidence to make a decision. (Perera, 2002) Besides that, I also learnt on thinking skill from PDSM. Before that, I always think negatively and emotional. But now, I know how to differentiate the advantage and disadvantage when I am thinking independently. I would open my mind to accept other opinions and make the correct decision. (qcda, 1993) Besides that, I will think logically for every decision made in order to achieve the task. (qcda, 1993) This subject teaches me to set up a personal career plan. It is to write down my proposed life agenda. (Answer.com, 2009) Before that, I never think about my life planning in future. But now, I know my objectives  and direction after I studied this subject. I will easily achieving my goal and I cant be hurry in taking any shortcut to achieve the goal by doing it randomly. I also have set up short term, middle term and long term goal separately to achieve it during period of time. I also learn the SWOT analysis to evaluate strategic planning method. (Answer.com, 2009) It will help me to overcome my weakness and develop my strength from internal and looking for opportunities and to occupy superiority in threat from external. (Wikipedia, 2009) In addition, PDSM also improve my personal skill such as listening skill and body language. Before that, after I listen lectures from lecturer, I cant understand what he taught. But now, I can understand the lesson. Besides that, I know the difference between hearing and listening. (Fodor, n.d.) After I study PDSM, my body language has improved. Before that, when I presenting something to them, they do not understand what I want to express. But now, I can present something by using verbal or non-verbal language to transmit a message to someone. (Mind Tools, 1995) I can attract my audience by using body language during my presentation. PDSM teach me how to improve my reading skills. So, I can read effectively by using the reading techniques. It is to determine objective, skim and scan through the text, and speed reading to understand the text. (Price and Maier, 2008) Now, I can read an article even more smoothly and faster than before. Besides that, I can understand meaning of phrases or sentences easily. It would help me improve my reading skills effectively for my degree study. I am learning about note making from PDSM. Note making is a technique to record important information effectively and recall it at any time. (Student and Community Services Unit, 1986) Before that, I am very confused when reading an article. But now, I am using note making technique to take down important information and memorize it easily. Besides that, it helps me to do revision more convenient and easily understand the content of an article. On the other hand, I will take notes in the class from lecturer. I can easily summarising and review the lesson base on the notes that I have made. (Jones and Mort, 1994) Other than that, I also learn about mind mapping in this subject. I would know how to make a mind map by using the notes. The note in a mind map is in order and clearly to analyze each part of the topic. It would help me easily to understand and have a direct vision for each part of the main topic. I can imagine the mind map by brainstorming and write down the notes and ideas easily. It helps me to remember each part of the ideas that I list down for examination and to overcome the information overload problem. (Mann, 2003) PDSM also teach me how to manage time. Before that, I always postpones my assignment until last minutes, thus I cant finish it. But after I learned the skill, I can overcome procrastination and manage time well. I am able to hand up my assignment on time. Besides that, I can plan and manage time usage more elastic in setting priorities by assigning and making decision between urgent and important criteria. (Haughey, 2000) In addition, I can set my personal goals via using S.M.A.R.T. principle to achieve lifetime goal in the future. (Haughey, 2000) Besides that, I also study learning method in PDSM. Before that, I do not know where I want to start on learning each subject. After I studied this subject, it helps me to find a ways to improve my study by the types of learning situations. For examples, I can discuss with classmates in tutorial and ask questions on lecturer. I will listen lectures from lecturer idea, recorded the notes and discuss with my classmates. I will know and understand the learning outcomes as a result on each courses of study. (Khathijah, 2004) I will manage my study and improve as well and enhance the quality of learning. (Khathijah, 2004) In conclusion, PDSM helps me in studying skills, personality and self-development. It will help me to become a successful person and as a student in the future. Reference: Mind Tools, 1995, Building Self-Confidence: Develop the Self-Confidence You Deserve!, Mind Tools Industry, Available from http://www.mindtools.com/selfconf.html, Last Accessed 25th July 2009. Perera, K, 2002, What is Self Esteem?, More-Selfesteem.com Company, Available from http://www.more-selfesteem.com/whatisselfesteem.htm, Last Accessed 25th July 2009. qcda, 1993, Developing skills: Thinking skills, Qualifications and Curriculum Development Agency Company, Available from http://www.qcda.gov.uk/1841.aspx, Last Accessed 24th July 2009. Answer.com, 2009, What is Your Personal Career Plan?, Answers Corporation Company, Available from http://wiki.answers.com/Q/What_is_your_personal_career_plan, Last Accessed 24th July 2009. Answer.com, 2009, SWOT analysis, Answers Corporation Company, Available from http://www.answers.com/topic/swot-analysis, Last Accessed 24th July 2009. Wikipedia, 2009, SWOT analysis, n.p. Available from http://en.wikipedia.org/wiki/SWOT_analysis, Last Accessed 24th July 2009. Fodor, J, Dr, n.d. What is Active Listening? The Elmhurst College Learning Center, Available from http://www.elmhurst.edu/library/learningcenter/Listening/what_is_active_listening.htm, Last Accessed 24th July 2009. Mind Tools, 1995, Body language: Understanding non-verbal communication, Mind Tools Industry, Available from http://www.mindtools.com/pages/article/Body_Language.htm, Last Accessed 25th July 2009. Richman, H, 1998, 11 Free Tips Improve Studying Results, Sound Feelings, Available from http://www.soundfeelings.com/free/studying.htm, Last Accessed 14th July 2009. Price, G, Maier, M, eds, 2008, Reading Skills, University of Southampton, Available from http://www.studyskills.soton.ac.uk/studytips/reading_skills.htm, Last Accessed 17th July 2009. Lamb, A, and Johnson, L, 1999, Skimming and Scanning, n.p. Available from http://www.42explore.com/skim.htm, Last Accessed 17th July 2009. Student and Community Services Unit, 1986, Note Making, Victoria University of Wellington, Available from http://www.victoria.ac.nz/st_Services/slss/studyhub/notes/Note-making.pdf, Last Accessed 22nd July 2009. Jones, G, and Mort, P, 1994, Note-Taking Skills, The Learning Centre Company, Available from http://www.lc.unsw.edu.au/onlib/pdf/notetake.pdf, Last Accessed 19th July 2009. Mann, B, 2003, Overcome Information Overload with Mind Maps, WebProNews Company, Available from http://www.webpronews.com/topnews/2003/08/20/overcome-information-overload-with-mind-maps, Last Accessed 23rd July 2009. Haughey, D, 2000, SMART Goals, ProjectSmart.co.uk Company, Available from http://www.projectsmart.co.uk/smart-goals.html, Last Accessed 23rd July 2009. Khathijah Abdul Hamid, Dr, 2004, A Guideline for the Development of Learning Outcomes for Courses of Study Offered at Private Higher Education Institutions, Linn-Benton Community College Media Service, Available from http://www.mqa.gov.my/fail/gpanduan/LearningOutcomesBI.pdf, Last Accessed 24th July 2009.