Understanding Job Analysis Research Paper Example | Topics and Well Written Essays - 1000 words

Understanding Job Analysis - Research Paper Example Understanding Job Analysis On the other hand, jobs are grouped according to specific categories such as skill requirement, products and services offered, matching credentials, among other data that makes sense. Some users are on the purpose of identifying the jobs that fall under a specific description, and the other three search tools enable O*NET to accommodate this need. One search field centers on job classes, the other on job specification and description, and the last on specialized skills that do not belong to any of the first two groupings. Those are shown alphabetically for fast tracking, with their degree of relevance shown alongside. When the term â€Å"health information management supervisor† was keyed in the quick search box, the job title that appeared to be most relevant was Medical and Health Services Manager followed by Medical Records and Information Technician. The top answers did not seem to exactly associate with the occupation searched for, although these were indeed the most rele vant compared to the others in the list which were mostly educator and counselor positions that should be involved in providing information—not managing it. Nevertheless, O*NET Online offers users a bird’s eye view of what a job entails. The main tasks are specified, including the tools, technology, and talent obligatory in its performance. In this case, applicants will have a clear picture of what is in store for them upon employment and know beforehand whether they are qualified for the job. While users will be content at knowing the job responsibilities and basic qualifications, O*NET Online is packed with information that answers almost any question that you can think of about a particular job. Question 2: What did you think of the occupations O*NET suggested as matching your skills? Was the occupation you are in or preparing among those listed? As previously mentioned, O*NET Online features different sets of search menus. Users can select from among the list of oc cupational category and information, and all jobs with specific relevance will be displayed in alphabetical order. Should users opt to search jobs by skills required, they can use the Advanced Search menu and highlight skills. One good thing about O*NET Online is that there is no way users will misconstrue any of the terms used. For example, the term â€Å"basic skills† is not only presented a connotation, but is also detailed out. The said term can easily be distinguished as fundamental proficiencies that all individuals must possess in order to be deemed as ready to hold a job, but then the website does not seem to allow any sort of misinterpretations; thus laying out its exact specifications. In addition, the level of requirement of each skill is provided, so users can instantly determine how much of a certain skill is required for the position searched for. When resource management skill was picked, and under that, management of material resources was highlighted, the tit le Medical and Health Services Manager was among the jobs that appeared as relevant. Majority of those jobs were at the managerial or supervisory level. But because the job searched for involves management of information which should be held as a material resource, it was expected that the level of relevance would be as much as 80% or higher; but it turned out to be only 50%. Although the site gives comprehensive information about a

Unethical Business Behavior (Monastato company) Essay

Unethical Business Behavior (Monastato company) - Essay Example Unethical Business Behavior (Monastato company) This can be furthered with the ideologies of libertarians or Aristotle, specifically which helps to develop a deeper understanding of what the moral and ethical problems are within a company. When analyzing Monsanto, an agricultural company, there is an understanding of the deeper problems of ethics as well as why this becomes important to alter with the company. Background of the Problem: The company Monastato was chosen because it is recognized as the top unethical company in the world. The company is located in Missouri and offers agricultural products to grocery stores. The company is known for providing genetically modified foods and seed to the world as well as agricultural products that are used to change the quality of foods. The company is known for being unethical first because of the approach taken to competition. If there is a farmer that is working ethically or which provides organic food, then Monsanto will try to sue them for offering the wrong products. The company’s strategy isn’t one based on winning or losing the suit, but instead of driving the farmers out of business because of the amount of money that is spent on putting them through court.The company moves beyond this with the foods and weed killer that is used. The particular company was chosen because of the current controversy which they are under as well as the controversies that are associated with the food and agriculture, both politically and in society. There are several that are now pressuring companies to begin altering the way in which food is provided with the concept of processing food and other components being difficult with those that are looking at the different processes for agriculture. The current health issues which many are facing and which are causing difficulties are leading to problems in becoming more renowned in political and social groups. Examining the different layers of Monsanto and the unethical behaviors that are associated with this then builds a deeper understanding of why it is important to pay attention to the problems that the company currently is sending to others while developing a deeper understanding of how ethics in terms of agricultural reform need to be reconsidered with this particular company as an example (Cesca, 2010: 1). Theories on Ethics The concepts that are associated with Monsanto relate directly to theories on ethics and the association which this creates with how the corporation needs to alter policies specifically for ethics. The first concept which can be looked into in terms of reform for ethics is the libertarian point of view. According to this viewpoint, every individual should have rights while restricting the political or corporate affiliations that are linked to this. More important, there needs to be a sense of independence and freedom that is associated with how one is able to maintain their own needs and concepts within society. This moves into the understanding that each individual has specific rights and expressions that are associated with the individual while creating the understanding that there needs to be a sense of balance with different needs. The belief is that this will associate with changes with class struggle as well as understanding wha t one’s natural rights are within society (Sandel, 2009: 60). The libertarian viewpoint is one which is looked at with the different policies and practices of Monsanto. The first is with

Calculations of Rare Earth (Y, La and Ce) Diffusivities

Calculations of Rare Earth (Y, La and Ce) Diffusivities First-principles calculations of rare earth (Y, La and Ce) diffusivities in bcc Fe Xueyun Gaoa,b,[*], Huiping Rena, Chunlong Lia,c, Haiyan Wanga, Yunping Jia, Huijie Tan a ABSTRACT: The impurity diffusivities of rare earth elements, Y, La and Ce, in bcc Fe have been investigated by the first-principles calculations within nine-frequency model. The microscopic parameters in the pre-factor and activation energies have been calculated. For the three elements, the first nearest-neighbor solute-vacancy interactions are all attractive, in which Y and La solute atoms more favorably bond to the vacancy. The solute-vacancy binding energy can be explained in terms of the combination of the distortion binding energy and the electronic binding energy, and the decomposition results of the total solute-vacancy binding energy suggest that the strain-relief effect accounts for larger portion of the binding energy for Y and La than that for Ce. The diffusion coefficients of Y are one order of magnitude larger than that of La, and predicted to be comparable to that of Fe self-diffusion. Compared with Y and La, Ce shows large migration energy and small solute-vacancy att ractive interaction, which accounts for the lowest diffusivity of this element. Keywords: Diffusion; Rare earth; Bcc Fe; First-principles calculations 1. Introduction In the past years, the addition of rare earth (RE) elements has been regarded promising in steels. A series of beneficial research for the development of rare earth addition have been focused on the purification and modification of inclusion, since RE elements are characterized by significant negative free energy changes for compound formations [1-3]. RE doping also improve the high-temperature oxidation resistance and the corrosion resistance of steels due to the reactive-element effect (REE) [4,5].In addition, the solidification, phase transformations, recrystallization behavior, of steel can be improved by adding RE [6, 7]. Knowledge of the above mentioned mechanism is essential to understand the influence of RE additions on the physical, chemical and various properties of steels. In spite of the progress so far in RE application, it is apparent that many questions still remain rather controversial. A thorough theoretical study on the diffusivities of RE elements in Fe-based alloy is still lacking, which is essential for understanding the effects of RE on the structure and properties of steel, and is also helpful for designing and preparing RE doped steels [8]. For the three commonly used RE elements, Y, La and Ce, to our knowledge, only the diffusion coefficient of Y has been reported [9]. The diffusion of substitutional-type solute is mainly controlled by vacancy mechanism. In this case, the interaction of solute atom with vacancy plays significant roles in understanding of the diffusion properties of solutes. To understand the microstructure evolution in bcc Fe alloy, DFT method has been applied in calculations of the binding energies of solute atom with vacancy [10]. Based on the nine-frequency model of Le Claire, Ding and Huang et al. [11,12] developed a computational framework to calculate the solute diffusion coefficients in bcc Fe, which presents an effective method in investigation of the diffusion properties in bcc Fe alloy. The purpose of this work is to investigate the impurity diffusivities of rare earth elements, Y, La and Ce, in bcc Fe by the first-principles calculations within nine-frequency model and the semi-empirical corrections for magnetization[11,13], calculate the associated solute-vacancy binding energies, migration energies, pre-factors and activation energies for these impurity diffusivities, as well as the self-diffusion coefficient of Fe, thus discuss the related factors of the diffusion coefficients. 2. Methodology The temperature dependence of diffusion coefficient D is expressed in the Arrhenius form D=D0exp(-Q/kBT), where D0 and Q are the pre-factor and activation energy, respectively. Below the Curie temperature, the self-diffusion and solute diffusion coefficients in bcc Fe deviate downward from the Arrhenius type relationship extrapolated from the paramagnetic state [14]. These deviations are attributed to the change of magnetization which affects the diffusion activation energy. To investigate the effect of magnetic disorder on the diffusion activation energy of spin-polarized metals, Ding et al. [15] reported a first-principles approach based on the spin-wave DFT method for studying the self-diffusion of bcc Fe and fcc Co, and the calculated values of ÃŽÂ ± agree well with the experimental data. More recently, by combination of the first-principle calculations and Heisenberg Monte Carlo simulations, Sandberg et al. [16] presented a quasi-empirical model to study the magnetic contribu tion to the self-diffusion activation energy of bcc Fe. Murali et al. [17] conducted a systematic study of the effects of phonon and electron excitations on the free formation energy of vacancy, the solute-vacancy binding energy, and the vacancy migration energy in bcc Fe. The authors then calculated the Fe self-diffusion coefficient based on the computed free energies, by employing the semi-empirical model presented in Ref. [18]. The diffusion associated data yielded by these methods are in good agreement with experiments. We employ the semi-empirical model to describe the dependence of the diffusion activation energy on the magnetization in the ferromagnetic state [18]: QF(T)=QP[1+ÃŽÂ ±s(T)2] (1) where QP is the activation energy in the paramagnetic state; s(T) is the ratio of the magnetization of bcc Fe at a certain temperature T to that at 0K, and has been experimentally measured [19,20]; the constant ÃŽÂ ± quantifies the extent of the influence of magnetic on activation energy, the measured value of ÃŽÂ ± for Fe self-diffusion is 0.156 [11].In the case of the solute species investigated in this context that have no measured ÃŽÂ ± values available, the values can be estimated from a linear correlation with the induced changes in local magnetization on Fe atoms in the first and second neighbor shells of a solute atom [21]. The first-principles calculations give direct access to the magnitude of the activation energies for self- and solute diffusion in the fully ordered ferromagnetic state (T=0K). Given the values of ÃŽÂ ± and s(T), we can compute QP through the relation , and QF(T) from Eq. (1). We based the diffusion calculations on the assumption that the mechanism of diffusion is primarily monovacancy mediated. The self-diffusion and solute diffusion coefficients on a bcc lattice can be expressed as following [11,22]: Dself=a2f0Cvw0 (2) Dsolute=a2f2Cvw2(-ΆGb/kBT) (3) where a is the bcc lattice constant, f0=0.727 is the self-diffusion correlation factor, f2 is the correlation factor for solute diffusion which depends on the relative vacancy jump frequencies around the solute atom. Cv denotes the equilibrium vacancy concentration, can be written as Cv=exp(ΆSf /kB)exp(-ΆHf /kBT), where ΆSf and ΆHf are the vacancy formation enthalpy and entropy, respectively, the harmonic approximation makes these two become temperature-independent constants. and kB is Boltzmanns constant. w0 and w2 are the vacancy hopping frequencies for Fe and solute atoms to exchange with a nearest-neighbor vacancy, respectively. Based on transition state theory (TST), the vacancy hopping frequency w is written as , where and are the phonon frequencies in the initial state and transition state, and the product in the denominator ignores the unstable mode; ΆHmig is the migration energy, gives the energy difference for the diffusin g atom located at its initial equilibrium lattice position and the saddle-point position. The solute-vacancy binding free energy ΆGb can be expressed as ΆGb =ΆHbTΆSb, where ΆHb and ΆSb are the binding enthalpy and entropy, respectively. The correlation factor f2 can be calculated using the nine-frequency model developed by Le Claire [13] which involves different jump frequencies of vacancies to their first neighbor position in the presence of the solute atoms, as illustrated in Fig. 1. In this model, the interaction of solute-vacancy is assumed up to second neighbor distance. The nine frequencies shown in Fig. 1 illustrate all of the distinct vacancy jumps in a bcc system with a dilute solute concentration, including the host Fe atom jump w0 without impurity. The detailed calculation procedures could be found in Ref. [11]. Fig. 1. Schematic illustration of the nine-frequency model for the bcc Fe crystalline with a solute atom. The arrows denote the jump directions of the vacancy. The numbers in the circle represent the neighboring site of the solute atom. For convenience, we can represent the self- and solute diffusion equations (Eqs.(2) and (3)) in Arrhenius form to obtain the pre-factor and activation energy of diffusion. By combining the above Eqs., the diffusion coefficient for Fe self-diffusion and solute diffusion can be expressed as: (4) For self-diffusion, the pre-factor is, and the activation energy given as . Also, the solute diffusion coefficient can be expressed in an Arrhenius form with the pre-factor is, and. The first-principles calculations presented here are carried out using the Vienna Ab initio Simulation Package(VASP) with the projector augmented wave(PAW) method and the generalized gradient approximation of Perdew-Burke-Ernzerhof functional(GGA-PBE) [23]. All calculations were performed in spin polarized. The computations performed within a 4à ¯Ã¢â‚¬Å¡Ã‚ ´4à ¯Ã¢â‚¬Å¡Ã‚ ´4 supercell including 128 atoms. The binding, vacancy formation and migration energies were calculated with 300eV plane-wave cutoff and 12à ¯Ã¢â‚¬Å¡Ã‚ ´12à ¯Ã¢â‚¬Å¡Ã‚ ´12 k-point meshes. The residual atomic forces in the relaxed configurations were lower than 0.01eV/Ã…. The transition states with the saddle point along the minimum energy diffusion path for vacancy migration were determined using nudged elastic band (NEB) method [24] as implemented in VASP. We adopt the harmonic approximation (HA) to consider the contribution of normal phonon frequencies to free energy. The normal phonon frequencies were calcu lated using the direct force-constant approach as implemented in the Alloy Theoretic Automated Toolkit (ATAT) [25] package. Similar cutoff energy, k-point mesh size and supercell size used for the total energies were used for the vibrational calculations. 3. Result and discussion Table 1 illustrates our calculated energies for vacancy formation, migration and binding, as well as the constant ÃŽÂ ± for solute species, the associated paramagnetic activation energies and fully ordered ferromagnetic activation energies for both self- and solute-diffusion. For pure bcc Fe, the vacancy formation energy and migration energy obtained here are consistent with the reported range of values, ΆHf=2.16-2.23 eV and ΆHmig=0.55-0.64 eV [11,26,27]. For Y impurity in bcc Fe, the calculated vacancy binding energy in full ordered ferromagnetic state also compare well with the previous first principles work [28], in which ΆHb=-0.73 eV. It can be seen that Y and La have smaller activation energy than that for Fe self-diffusion, while Ce is predicted to have a lager value of activation energy than that for Fe self-diffusion, in both the ordered ferromagnetic and paramagnetic state. Table 1 Vacancy formation energy ΆHf , solute-vacancy binding energy ΆHb, migration energy ΆHmig, the ferromagnetic activation energy and the paramagnetic activation energy QP; the variable dependence parameter of activation energy on magnetization ÃŽÂ ±. Fe Y La Ce ΆHf(eV) 2.31 à ¢Ã¢â€š ¬Ã¢â‚¬â„¢ à ¢Ã¢â€š ¬Ã¢â‚¬â„¢ à ¢Ã¢â€š ¬Ã¢â‚¬â„¢ ΆHb (eV) à ¢Ã¢â€š ¬Ã¢â‚¬â„¢ -0.69 -0.66 -0.43 ΆHmig (eV) 0.54 0.09 0.17 1.09 ÃŽÂ ± 0.156 0.088 0.038 0.125 (eV) 2.85 1.71 1.82 2.97 QP (eV) 2.47 1.57 1.75 2.64 Solute-vacancy binding energy plays a crucial role in understanding solute diffusion kinetics. Table 2 presents the binding energies of Y, La and Ce atoms with vacancy in their 1nn, 2nn and 3nn coordinate shells. From Table 2 it can be seen that referring to the first nearest-neighbor solute-vacancy pairs, the binding energies are all negative, which implies the solute-vacancy pairs are favorable. Specifically, Y and La impurities are computed to have higher values of solute-vacancy binding energies -0.69 eV and -0.66 eV in 1nn configuration, respectively, while that for Ce is -0.43 eV. Correspondingly, we found that Y, La and Ce atoms relax towards the 1nn vacancy by 22.3%, 19.6% and 12.2% of the initial 1nn distance (2.488 Ã…) after the structure optimization. The interactions of the solute-vacancy pair at the 2nn shells tend to be smaller in magnitude than that of 1nn, and that of Ce-vacancy predicted to be repulsive. The interactions of the 3nn solute-vacancy are relatively we ak, indicating that the interactions of the solute-vacancy are local. According to Le Clair model [13], in the situation that the interactions of the first and second nearest solute-vacancy neighbors are appreciable, the nine different jump frequencies should be considered. To obtain information on the origin of these attractive behaviors, we decompose the total binding energy into the distortion binding energyand the electronic binding energy as [29] . The distortion binding energy can be obtained by the distortion reducing of the bcc Fe matrix when a solute atom and a vacancy combine to form a solute-vacancy pair, and can be expressed as: (5) where and can be calculated as follows: after the supercell containing a solute-vacancy pair (or a substitutional atom) has been fully relaxed, the solute-vacancy pair (or the substitutional atom) is removed from the system, then the total energy can be calculated. denotes the total energy of the pure bcc Fe supercell, and denotes the total energy of the supercell containing a vacancy. Then can be calculated from . The calculated solute-vacancy binding energies of 1nn, 2nn and 3nn are shown in Table 2, along with the energy decomposition for 1nn solute-vacancy binding. The distortion energies (-0.31 to -0.65 eV) for all solute elements(Y, La and Ce) are negative, and much bigger than their corresponding electronic binding energies (-0.04 to -0.12 eV). This implies that the distortion energy accounts for a major part of the total solute-vacancy binding energy, i.e. the strain relief effect contributes significantly to the interaction between the impurity atom and the vacancy, esp ecially for the solute Y and La, which accounted for 94.2% and 97.0% of the total binding energy, respectively. Furthermore, there is a strong correlation between the binding energy and the distance of the solute-vacancy, and the lattice relaxation around the vacancy is local. For the case of Ce-vacancy , specifically, we found that Ce atom relax away from the 2nn vacancy by 4.3% of the initial 2nn distance, which leads to the positive binding energy. Table 2 Decomposition of the total solute-vacancy binding energy into distortion binding energy and electronic binding energy. Units are eV. Solute element Y La Ce ΆHb (1nn) -0.69 -0.66 -0.43 (1nn) -0.65 -0.64 -0.31 (1nn) -0.04 -0.02 -0.12 ΆHb (2nn) -0.16 -0.21 0.10 ΆHb (3nn) -0.06 0.09 -0.05 The calculated migration energies of the different vacancy jumps corresponding to the paths in Fig. 1 are listed in Table 3. The migration energies of w2 jump for Y and La are lower than that of w0 jump for host Fe atom (0.54 eV), while the migration barrier of Ce in bcc Fe is higher than that of Fe self-diffusion. The migration barrier of w2 jump for Y is 0.09 eV, comparable to the reported value of 0.03 eV and 0.02 eV [9, 30]. The results indicate that there is a correlation between the binding energy of solute-vacancy and the migration energy, i.e. the strong attraction of solute-vacancy in 1nn configuration gives rise the low migration energy of the corresponding vacancy jump. For the three solute atoms, because of the strong attraction of 1nn solute-vacancy, the migration barriers of which the 1nn vacancy jump away from the solute atom, i.e. w3, w3, and w3, are higher than that of the opposite jumps, i.e. w4, w4, and w4, as well as that of Fe self-diffusion in pure bcc Fe. And t he same tendency can be found in the results of jump w5 and w6. Table 3 Migration energies for different jumps in the presence of Y, La and Ce in bcc Fe matrix. Units are eV. Jump Y La Ce w2 0.09 0.17 1.08 w3 1.81 1.84 1.55 w4 0.91 0.99 0.92 w3 0.93 1.23 1.07 w4 0.04 0.03 0.08 w3 0.86 0.92 0.87 w4 0.12 0.05 0.11 w5 0.94 0.98 0.89 w6 0.69 0.67 0.82 The correlation factor f2 is related to the probability of the reverse jump of a solute atom to its previous position [31]. Table 4 lists the calculated values of correlation factors for Y, La and Ce at representative temperatures of 850, 1000 and 1150K. The correlation factor of Y is 3.3ÃÆ'-10-5 at 1000K, close to the value of 1ÃÆ'-106 obtained by Murali [9]. For the three elements, the correlation factors of Ce have the highest values, and the correlation factors of La are one order of magnitude lower than that of Y. Therefore, Ce atom is the most difficult to return back to its original position in the temperature range of our investigation. Including the smallest binding energy, highest migration energy and correlation factor, provides an explanation for the low diffusivity of Ce atom. Table 4 Correlation factors (f2) for Y, La and Ce solute-diffusion at representative temperatures of 850, 1000 and 1150K. T(K) Y La Ce f2 f2/ f0 f2 f2/ f0 f2 f2/ f0 850 6.4ÃÆ'-106 1.111 2.9ÃÆ'-107 1.264 0.379 1.373 1000 3.3ÃÆ'-10-5 1.070 2.4ÃÆ'-106 1.223 0.381 1.370 1150 1.2ÃÆ'-104 1.034 1.4ÃÆ'-10-5 1.188 0.383 1.367 Table 5 lists the calculated diffusion activation energies and pre-factors for Fe self-diffusion and Y, La and Ce impurity diffusion. For pure bcc Fe, we find our calculated results are in good agreement with the published values. For Y impurity in bcc Fe, the calculated activation energy in full ordered ferromagnetic state is lower than the previous first principles work, and the pre-factor is as much as two orders of magnitude lager than the reported value. The experimental or calculated diffusion coefficients of La and Ce are not available to the best of our knowledge. For the case of experimental investigation, due to the very small solubilities of La and Ce in iron, the measured data may be affected by segregation of solutes, grain boundary, other impurities and the method of detection. Besides, the theory calculations, e.g. molecular dynamics (MD), first-principles etc. have not been applied widely in the study of RE contained steel yet, so the fundamental data of RE elements i n iron, such as the potential functions of Fe-La and Fe-Ce, is lacking. Table 5 Activation energies in the fully ordered ferromagnetic state () and paramagnetic state (QP), along with diffusion pre-factors for Fe self-diffusion and impurity diffusion of Y, La and Ce in bcc Fe. Reference (kJ mol-1) QP(kJ mol-1) D0(m2/s) Fe Present work 275.3 238.1 2.99ÃÆ'-10-5 Huang et al. [11] 277 239 6.7ÃÆ'-10-5 Nitta et al. [32] 289.7 ±5.1 250.6 ±3.8 2.76ÃÆ'-10-4 Seeger[33] 280.7 242.8 6.0ÃÆ'-10-4 Y Present work 165.9 159.9 1.09ÃÆ'-109 Murali et al. [9] 218.1 à ¢Ã¢â€š ¬Ã¢â‚¬â„¢ 8.0ÃÆ'-107 La Present work 175.6 169.2 2.88ÃÆ'-1010 Ce Present work 286.3 275.8 7.66ÃÆ'-106 Fig. 2 presents a direct comparison between the calculated and published temperature dependent diffusion coefficients for Fe self-diffusion and Y solute diffusion. For Fe self-diffusion, the calculated values are in good agreement with Huang et al. [11] and Nitta et al. [29], but smaller than the measured d

The Zoo Story by Edward Albee Essay -- essays research papers

In a crowded city such as Manhattan, it was no wonder that a man like Jerry felt lonely. He was without a friend, a mother and father, and the typical 'wife, two children, and a dog,'; that many others had. Jerry was thrown in a world that he felt did not want him, and his human flaw of wanting to escape loneliness led to his tragic death. In Edward Albee's play, The Zoo Story, all Jerry wanted was to be heard and understood, and in the end, after sharing his life story with a complete stranger, he got his final wish - death. The Zoo Story not only tells of the alienation of man in modern society, but also reflects the philosophy of twentieth century existentialism.   Ã‚  Ã‚  Ã‚  Ã‚  Jerry made a conscious choice of wanting to end his life, while Peter, a man that chose to act as the 'guinea pig'; and stayed and listened to Jerry's story, made a conscious choice of picking up same knife that killed Jerry. Although it was Peter who held the knife that killed Jerry, it was Jerry who took the responsibility to - despite great effort and pain – 'wipe the knife handle clean of fingerprints'; to allow no trace of the murderer. However, although Peter escaped without responsibility, he had to deal with the guilt that it was him who held the weapon that ended the life of Jerry. Peter had to face the rest of his life being aware of how others lived, and how one can feel so indifferent to the world yet live in the very same part of the city.   Ã‚  Ã‚  &n...

Special Interest Tourism

Some of the SIT categories are: * Sports and Adventure Tourism: Sports tourism Is the Involvement In any sporting activity (actively or passively) where tourists participate in a sporting activity or attend a sport event as spectators. Adventure tourism may include a physical activity and usually interaction with nature and/or cultural interchange. Adventure tourists generally go out of the comfort zone to experience some degree of risk or physical danger. Some examples in Dubbed are undressing, scuba diving, sky diving, mountain climbing, etc.They usually have an income above average and are professionals aged between 30-50, their profile is similar to that of the cultural tourist. Tourism trends and factors in holiday interests The rapid growth of the travel and tourism is one of the most important social and economic phenomena in the last decades. The tourism sector has evolved and international travel is no longer a â€Å"luxury', holiday trips have become accessible to irking c lass families.AS/ Market segmentation is a useful strategy to provide a close match between tourism products and customers. Market segmenting is dividing the tourism market into different groups of people with similar characteristics, motivations and needs in order to respond with the appropriate products and satisfy the preferences of the chosen segment; and thus, increase the profits. The intention is to identify these groups of similar type of customers, understand their behavior and requirements, and develop the right product to attract them.PA/ Peter in Jordan – Introduction Peter is an archaeological and historical site located in Jordan that is famous for its rock-cut buildings and tombs in the mountains, composed of reddish sandstone. Peter was created by the Anabases, a nomadic tribe from Arabia, sometime around the 6th century BC. The city was disappeared from Western awareness until it was discovered in 1812 by a Swiss explorer. Today Peter is Cordon's main landmar k and one of the new Seven Wonders of the World. Features and benefits * Historical site of great value: Vast area of tombs, temples, ceremonial buildings ND theatres dated from 6th century BC.It is a Unesco World Heritage site since the year 1985. * Natural attraction: Peter is a natural beauty with rugged mountains and reddish sandstone rocks. The main entrance leads to a narrow natural gorge, which used to serve as waterway flowing into the city. There are man-made steps to walk up on top of the mountains and enjoy the spectacular views. * Worldwide famous for the Hollywood movie â€Å"Indiana Jones and the Last Crusade† where Harrison Ford enters The Treasury (Al-Channel) at Peter.

Nature-Nurture and the Cloned Human

The three levels in biopsychosocial theory (explained in Myers, 2006) are biological, psychological (e.g., cognitive and emotional influences), and social-cultural (unusual since these influences include those studied by social psychologists, e.g., family, peer, and other group influences).   The influences in the three levels generally interact with each other in accounting for the variability between individuals.   However, if a person wanted to be cloned, the person and the clone should be genetically identical, i.e., a result of the first level.   We do know that identical twins are essentially clones (Myers, 2006). Genetics can fully account for characteristics such as genetic sex, and also can influence or fail to influence other personality characteristics of identical twins.   Influence, however, means that genetics interact with influences from the other two levels.   Until the last paragraph of this paper, the assumption that evidence based on identical twins can be generalized to clones has been accepted. Similar article: The Case of the Boy Who Became a Girl The goal of psychologists studying personality is to account for the variability between individuals.   Behavioral-genetic research, which has been furthering this goal, has been motivated by findings that similarities between identical twins do not vary as a function of whether the twins were reared together or apart, there is considerable between-twin variability, and adopted children do not share characteristics with their adoptive families but do share them with their biological families (reviewed in Harris, 1995).   There have been consistent findings that 40-50% of the between-individual variability in personality characteristics is attributable to genetics, and the percentage of variability accounted for by genetics depends on the characteristic being studied (reviewed in Harris, 1995). Studies of genetics and IQ scores (reviewed in Neisser, et al., 1999) have provided evidence that genetics account for a large percentage of between-individual (but not between-group) variability in scores (whatever these tests actually measure!), though results can be mediated by other influences, e.g., by social expectations (from level three) and cognition (from level two). For example, children who do not care enough about their grades to appreciate the worksheet and memorization approach that passes for teaching at many schools (social expectations) may interpret these tests (cognitive influences) as yet another obstacle invented by the educational system.   Nonetheless, if you score well on an IQ test, there’s a high probability that your clone will too.   There are genetic predispositions for many characteristics, with varying degrees to which non-genetic factors interact with genetic ones, e.g., depression (Behar, 1980), attitudes (Turner, 1993), alcoholism (Hill, 1990), altruism (Ruston, 1989), shyness (Kagan, Reznick, & Snidman, 1988). Need for Further Research When people think of cloning, they seem to be asking questions such as, â€Å"if Einstein or Mozart were cloned, would the clone grow up to be a scientific or musical genius?†   First, the clones and persons would differ in some or many of   their experiences both before birth (i.e., in the womb, identical twins differ in their positions, access to nutrition, etc.) and   after.   The clones would be predisposed towards scientific or musical accomplishment.   However, Watson and Rayner (1920/2000) demonstrated that classical conditioning resulted in â€Å"Little Albert† becoming frightened of anything furry after only two trials in which the presentation of a white rat was followed by a loud noise.   So who knows what would happen if Einstein’s or Mozart’s clone tripped over an encyclopedia or violin? However, Einstein and Mozart were at the extremes of scientific and musical genius, where genetics are a greater influence than for Aunt Edna, who teaches science at Dung Hill High School, or for Grandpa Patrick, who entertains his family with heart-warming renditions of â€Å"When Irish Eyes are Smiling.†Ã‚   So there should be a high probability that Einstein’s and Mozart’s clones would make important contributions to science and music.   To my knowledge, there have not been identical-twin studies, where one or both twins received historical recognition for their accomplishments. A second type of question is related to possible differences in reproduction and cloning.     Increasingly sophisticated methods of monitoring brain activity, e.g., functional magnetic resonance imaging, have resulted in studies that have provided evidence that particular areas of the brain become activated as we develop new abilities and acquire new forms of memories, and that over the course of development, there are permanent changes in a person’s brain (reviewed in Damasio, 2002). Probably the most interesting possible change is related to our understanding that we have an internal world separate from others.   Piaget (1952/1963) studied how such a sense of self developed during childhood, and there’s evidence that different brain areas are activated in response to self-relevant information than in response to other information (reviewed in Zimmer, 2005).     Thus the question arises:   Is it possible for Aunt Edna and her clone to have a shared sense of self? References Behar, D. (1980).   Familial substrates of depression:   A clinical view.   The Journal of Clinical Psychiatry, 41, 52-56. Damasio, A. R. (2002).   How the brain creates the mind.   Scientific American Special Edition, 12, 4-9. Harris, J. R. (1995).   Where is the child’s environment?   A group socialization theory of development.   Psychological Review, 102, 458-490. Hill, S. Y. (1990).   Personality resemblances in relatives of male alcoholics:   A comparison with families of matched control cases.   Biological Psychology, 27, 1305-1322. Kagan, J., Resnick, J. S., & Sidman, N. (1988).   Biological bases of childhood shyness. Science, 240, 167-171. Myers, D. G. (2006).   Psychology eighth edition in modules.   New York:   Worth. Neisser, U., Boodoo, G., Bouchard, T., Boykin, A. W., Brody, N., Ceci, S. et al. (1999). Intelligence:   Knowns and Unknowns.   In R. J. Sternberg & R. K. Wagner (Eds.), Readings in cognitive psychology (pp. 486-532).   Orlando, Fl:   Harcourt. Piaget, J. (1952/1963).   The origin of intelligence in children.   New York:   Norton. Rushton, J. P. (1989).   Genetic similarity, human altruism, and group selection. Behavioral and Brain Sciences, 12, 503-559. Tesser, A. (1993).   The importance of hereditability in psychological research:   The case of attitudes.   Psychological Review, 100, 129-142. Watson, J. B., & Rayner, R. (1920/2000).   Conditioned emotional reactions.   American Psychologist, 55, 313-317. Zimmer, C. (2005).   The neurobiology of the self.   Scientific American, 293, 92-101.

The Associative and Commutative Properties

The Associative and Commutative Properties There are several mathematical properties that are used in statistics and probability; two of these, the commutative and associative properties, are generally associated with the basic arithmetic of integers, rationals, and real numbers, though they also show up in more advanced mathematics. These properties- the commutative and the associative- are very similar and can be easily mixed up. For that reason, it is important to understand the difference between the two. The commutative property concerns the order of certain mathematical operations. For a binary operation- one that involves only two elements- this can be shown by the equation a b b a. The operation is commutative because the order of the elements does not affect the result of the operation. The associative property, on the other hand, concerns the grouping of elements in an operation. This can be shown by the equation (a b) c a (b c). The grouping of the elements, as indicated by the parentheses, does not affect the result of the equation. Note that when the commutative property is used, elements in an equation are rearranged. When the associative property is used, elements are merely regrouped. Commutative Property Simply put, the commutative property states that the factors in an equation can be rearranged freely without affecting the outcome of the equation. The commutative property, therefore, concerns itself with the ordering of operations, including the addition and multiplication of real numbers, integers, and rational numbers. For example, the numbers 2, 3, and 5 can be added together in any order without affecting the final result: 2 3 5 10 3 2 5 10 5 3 2 10 The numbers can likewise be multiplied in any order without affecting the final result: 2 x 3 x 5 30 3 x 2 x 5 30 5 x 3 x 2 30 Subtraction and division, however, are not operations that can be commutative because the order of operations is important. The three numbers above cannot, for example, be subtracted in any order without affecting the final value: 2 - 3 - 5 -6 3 - 5 - 2 -4 5 - 3 - 2 0 As a result, the commutative property can be expressed through the equations a b b a and a x b b x a. No matter the order of the values in these equations, the results will always be the same. Associative Property The associative property states that the grouping of factors in an operation can be changed without affecting the outcome of the equation. This can be expressed through the equation a (b c) (a b) c. No matter which pair of values in the equation is added first, the result will be the same. For example, take the equation 2 3 5. No matter how the values are grouped, the result of the equation will be 10: (2 3) 5 (5) 5 10 2 (3 5) 2 (8) 10 As with the commutative property, examples of operations that are associative include the addition and multiplication of real numbers, integers, and rational numbers. However, unlike the commutative property, the associative property can also apply to matrix multiplication and function composition. Like commutative property equations, associative property equations cannot contain the subtraction of real numbers. Take, for example, the arithmetic problem (6 – 3) – 2 3 – 2 1; if we change the grouping of the parentheses, we have 6 – (3 – 2) 6 – 1 5, which changes the final result of the equation. What Is the Difference? We can tell the difference between the associative and the commutative property by asking the question, â€Å"Are we changing the order of the elements, or are we changing the grouping of the elements?† If the elements are being reordered, then the commutative property applies. If the elements are only being regrouped, then the associative property applies. However, note that the presence of parentheses alone does not necessarily mean that the associative property applies. For instance: (2 3) 4 4 (2 3) This equation is an example of the commutative property of addition of real numbers. If we pay careful attention to the equation, though, we see that only the order of the elements has been changed, not the grouping. For the associative property to apply, we would have to rearrange the grouping of the elements as well: (2 3) 4 (4 2) 3

The National Assessment System (Nas) in Kenya Essays

The National Assessment System (Nas) in Kenya Essays The National Assessment System (Nas) in Kenya Essay The National Assessment System (Nas) in Kenya Essay Over the last few years Kenya has continuously sought to improve the educational system for its students. The National Assessment System (NAS) is an integral system of determining quality assurance in Education. It involves the monitoring of learning achievements of students to assess the quality of education. It is also a systematic evaluation of student learning achievement across the Country. The analytical results are used by policy makers and practitioners to inform the education quality reform process.With data that is comparable across various regions of the Country and over time, policy makers and stakeholders can identify gaps and bring about improvements in the curriculum, teaching and classroom support practices, as well as in the development of learning aids. Kenya’s National Assessment is currently set up as follows: 1. Standard One – Standard Eight : Kenya Certificate of Primary Education 2. Form One – Form 4: Kenya Certifica te of Secondary Education 3. College/University: Various degree examinationsNAS can be divided into six groups namely, Early Childhood Development Education (ECDE) , Primary level ( 8. 4. 4),Secondary Level (8. 4. 4), Tertiary Level, University Level and work world. The education system is facing a major crisis at the secondary and university level. Currently there is a task force on the realignment of the current education system with the new constitution in the bid to assist this problem NAS at the Secondary level focuses on the cognitive (or knowledge) domain.Students learn several subjects divided into categories, languages, humanities, sciences and technical subjects. Article 11 (ii) (a) of the constitution states that the curriculum should promote Science and Indigenous Technologies therefore students learn subjects such as Biology, Chemistry, Physics and Agriculture. The KCSE exam is taken by pupils in all public and private schools and by candidates who undertake private stu dy including prisoners. Every person has a right to education (Article 43).A candidate must take at least two of three science subjects and only a maximum of two humanities subjects. KCSE does not test in the affection domain, except, perhaps subjects in the ethics and religious studies which focus on knowledge rather than character formation. The psychomotor domain is also not covered, except, perhaps practical subjects like Physics, Agriculture, Home Science and Chemistry but again, the assessment focuses on knowledge as there is limited time and scope to assess lifelong skills and know how.Performance in KCSE largely determines progression to university and the profession or occupation in the world of work. In addition there is NAS at the university level. Public university assessments and exams are governed by the senate regulations under the University Act regulating each of the seven public universities. Senates have donated some powers to College Academic Boards (CABs) and sc hool or Faculty Academic Boards.Private university exams and assessments are managed by the respective senates, but subject to the Commission for Higher Education (CHE) under the Universities Act. Oversight on the curriculum (and perhaps the exam process) is increasingly being exercised by accreditation agencies and the relevant professional associations like the Kenya Medical and Dental Practitioners Board and the Kenya Medical Association or the Kenya Dentists Association, respectively. University exams at the undergraduate level are largely summative and still focus on the cognitive (or knowledge) domain.The affective and psychomotor domains are still not (sufficiently) assessed, tested or examined There have been concerns that University Education has now become a commercial venture so that many universities are beginning courses without much emphasis on quality but focusing rather on the profits they can make. Though the CHE has set up mechanisms to ensure that quality educatio n is provided in institutions of higher learning the follow up is not consistent and it is difficult to evaluate the teaching process.As a result many Universities are releasing students that are not quite ready to face the job market as the emphasis is not ensuring students are achieving the learning objectives but that the students are paying for the education. As more Universities offer similar courses it is important that a uniform assessment system is adapted to ensures that students do not leave school half baked but are ready to enter the job market. At the end of the day assessment should support learning as well as measure it.

Hunter Gatherers - People Who Live on the Land

Hunter Gatherers - People Who Live on the Land Hunter gatherers, with or without a dash, is the term used by anthropologists and archaeologists to describe a specific kind of lifestyle: simply, hunter-gatherers hunt game and collect plant foods (called foraging) rather than grow or tend crops. The hunter-gatherer lifestyle was what all human beings followed from the Upper Paleolithic of some 20,000 years ago, until the invention of agriculture about 10,000 years ago. Not every group of us on the planet embraced agriculture and pastoralism, and there are still small, relatively isolated groups today who practice hunting and gathering to one extent or another. Shared Characteristics Hunter-gatherer societies vary in many respects: how much they relied (or rely) on hunting for game versus foraging for plants; how often they moved; how egalitarian their society was. Hunter-gatherer societies of the past and present do have some shared characteristics. In a paper for the  Human Relations Area Files (HRAF) at Yale University, which has collected ethnographic studies from all types of human societies for decades and ought to know, Carol Ember  defines hunter-gatherers as fully or semi-nomadic people who live in small communities with low population densities, do not have specialized political officers, have little defines hunter-gatherers as fully or semi-nomadic people who live in small communities with low population densities, do not have specialized political officers, have little status differentiation, and divide up required tasks by gender and age. Remember, though, that agriculture and pastoralism werent handed to humans by some extraterrestrial force: the people who began the process of domesticating plants and animals were hunter-gatherers. Full-time hunter-gatherers domesticated dogs, and also maize, broomcorn millet and wheat. They also invented pottery, shrines, and religion, and living in communities. The question is probably best expressed as which came first, domesticated crop or domesticated farmer? Living Hunter-Gatherer Groups Up until about a hundred years ago, hunter-gatherer societies were unknown and unbothered by the rest of us. But in the early 20th century, Western anthropologists became aware of and interested in the groups. Today, there are very few (if any) groups who are unconnected to modern society, taking advantage of modern tools, clothing, and foods, being followed by research scientists and becoming susceptible to modern diseases. Despite that contact, there are still groups who get at least a major portion of their subsistence by hunting wild game and gathering wild plants. Some living hunter-gatherer groups include: Ache (Paraguay), Aka (Central African Republic and Republic of the Congo), Baka (Gabon and Cameroon), Batek (Malaysia), Efe (Democratic Republic of the Congo), G/Wi San (Botswana), Lengua (Paraguay), Mbuti (eastern Congo), Nukak (Colombia), !Kung (Namibia), Toba/Qom (Argentina), Palanan Agta (Phillippines), Ju/hoansi or Dobe (Namibia). Hadza Hunter-Gatherers Arguably, the Hadza of eastern Africa are the most studied living hunter-gatherer groups today. Currently, there are about 1,000 people who call themselves Hadza, although only about 250 are still full-time hunter-gatherers. They live in a savanna-woodland habitat of about 4,000 square kilometers (1,500 square miles) around Lake Eyasi in northern Tanzaniawhere some of our most ancient hominid ancestors also lived. They live in mobile camps of about 30 individuals per camp. The Hadza move their campsites about once every 6 weeks and camp membership changes as people move in and out. The Hadza diet is made up of honey, meat, berries, baobab fruit, tubers and in one region, marula nuts. The men search for animals, honey and sometimes fruit; Hadza women and children specialize in tubers. The men typically go hunting every day, spending between two and six hours hunting alone or in small groups. They hunt birds and small mammals using ​bow and arrow; hunting large game is assisted with poisoned arrows. The men always carry a bow and arrow with them, even if theyre out to get honey, just in case something turns up.​​​ Recent Studies Based on a quick peek into Google Scholar, there are thousands of studies published each year about hunter-gatherers. How do those scholars keep up? Some recent studies I looked at (listed below) have discussed systematic sharing, or the lack of it, among hunter-gatherer groups; responses to the ebola crisis; handedness (hunter-gatherers are predominantly right-handed); color naming (Hadza hunter gatherers have fewer consistent color names but a larger set of idiosyncratic or less common color categories; gut metabolism; tobacco use; anger research; and pottery use by Jomon hunter-gatherers. As researchers have learned more about hunter-gatherer groups, theyve come to recognize that there are groups who have some characteristics of agricultural communities: they live in settled communities, or have gardens when they tend crops, and some of them have social hierarchies, with chiefs and commoners. Those types of groups are referred to as Complex Hunter-Gatherers. Sources The Human Relations Area Files is an excellent place for conducting research on ethnographic studies on hunter-gatherers (or really any human society, past or present). See Carol R. Embers paper linked below. Berbesque JC, Wood BM, Crittenden AN, Mabulla A, and Marlowe FW. 2016. Eat first, share later: Hadza hunter–gatherer men consume more while foraging than in central places. Evolution and Human Behavior 37(4):281-286.Cavanagh T, Berbesque JC, Wood B, and Marlowe F. 2016. Hadza handedness: Lateralized behaviors in a contemporary hunter–gatherer population. Evolution and Human Behavior 37(3):202-209.de la Iglesia HO, Fernndez-Duque E, Golombek DA, Lanza N, Duffy JF, Czeisler CA, and Valeggia CR. 2015. Access to electric light is associated with shorter sleep duration in a traditionally hunter-gatherer community. Journal of Biological Rhythms 30(4):342-350.Dyble M, Salali GD, Chaudhary N, Page A, Smith D, Thompson J, Vinicius L, Mace R, and Migliano AB. 2015. Sex equality can explain the unique social structure of hunter-gatherer bands. Science 348(6236):796-798.Eerkens JW, Carlson T, Malhi RS, Blake J, Bartelink EJ, Barfod GH, Estes A, Garibay R, Glessner J, Greenwald AM e t al. 2016. Isotopic and genetic analyses of a mass grave in central California: Implications for precontact hunter-gatherer warfare. American Journal of Physical Anthropology 159(1):116-125. Ember CR. 2014. Hunter-Gatherers (Foragers). Human Relations Area Files. Accessed 19 June 2016.Hewlett BS. 2016. Evolutionary Cultural Anthropology: Containing Ebola outbreaks and explaining hunter-gatherer childhoods. Current Anthropology 57(13):S000-S000.Lindsey Delwin  T, Brown Angela  M, Brainard David  H, and Apicella Coren  L. 2015. Hunter-gatherer color naming provides new insight into the evolution of color terms. Current Biology 25(18):2441-2446.Lucquin A, Gibbs K, Uchiyama J, Saul H, Ajimoto M, Eley Y, Radini A, Heron CP, Shoda S, Nishida Y et al. 2016. Ancient lipids document continuity in the use of early hunter–gatherer pottery through 9,000 years of Japanese prehistory. Proceedings of the National Academy of Sciences 113(15):3991-3996.Rampelli S, Schnorr Stephanie  L, Consolandi C, Turroni S, Severgnini M, Peano C, Brigidi P, Crittenden Alyssa  N, Henry Amanda  G, and Candela M. 2015. Metagenome sequencing of the Hadza hunter-gatherer gut microbiota . Current Biology 25(13):1682-1693. Roulette CJ, Hagen E, and Hewlett BS. 2016. A biocultural investigation of gender differences in tobacco use in an egalitarian hunter-gatherer population. Human Nature 27(2):105-129.

History term paper Essay Example | Topics and Well Written Essays - 1250 words

History term paper - Essay Example He won his first election in 1881 as a member of the Republican Party to the state assembly of Albany, New York. As a state legislator he won respect for exposing a judge but also earned the ill will of his party members. Mistrusted by both liberals and party leaders, Roosevelt remained unsure of his career in politics. Although he socialized with America’s upper crust, he looked after the interests of the working class Americans. After family mishaps he returned to politics as a Republican reformist in 1989 where he served on the US Civil Service Commission (DesertUSA, 1998). In 1895, he became New York City Police Commissioner, and two years later, he was appointed Assistant Secretary of the Navy. Known popularly as the Rough Rider, he resigned navy to join the military. Returning home from the war as a hero in 1898, Roosevelt was elected governor of New York. He then ran as the Republican Party’s vice presidential candidate in 1900 and less than a year later following the assassination of President William McKinley, Roosevelt became the youngest ever President in history. President Roosevelt inherited an empire-in-the-making when he assumed office in 1901. He influenced foreign policy even before he came to power. After the Spanish-American war the empire that America had, comprised of Philippines, Puerto Rico, Guam, Cuba and Hawaii. Roosevelt anted to make America the world power. He wanted to spread the American values and ideals all over the world. His diplomatic maxim was to ‘speak softly and carry a big stick’ (Millercenter, 2006). He maintained that a chief executive must have the quality both to use force and the art of persuasion to be used as the situation demands. He was very active in foreign affairs and attempted to end the relative isolationism, following the footsteps of his predecessor. When

Public Health Care Problems Assignment Example | Topics and Well Written Essays - 500 words

Public Health Care Problems - Assignment Example The local and national health care providers are not responding adequately to those with mental disorders. This cannot however be blamed on them because the number of the health care providers with knowledge on how to handle such people is limited compared with the number of people with the mental disorders. They are therefore unable to cater fully for them. In some third world countries for example, the limited number of health care providers necessitates teaching of the family members the basics of catering for such people without necessarily having to keep them in health care facilities. The local health care communities cannot be held responsible for mandating specific care treatment for the affected population because they are aware of the needs of the locals and the abilities the local people have towards taking care and managing the mental diseases. They try to deal with the local patients suffering the mental illnesses according to the resources available locally without having to burden the people trying to seek resource nationally or outsource in other places which is not only costly but requires spending a lot of time. They have also spent a lot of time with the locals and hence are aware of the needs of the patients and can cater to them adequately (Compton & Kotwicki, 2007). Alcohol is a drug that is abused by the young population between the ages of 18yrs and 30yrs old. The young population use alcohol as a way to appear cool among their peers during the teenage stage of growth. As they continue to age, people use alcohol as a social drink and with time they use it as a way to forget the troubles or stressors in their environment. Older people from 35 years abuse prescription and over the counter drugs which they use to cure the pain in their failing bodies. They use the drugs to also relax their kinds as well as to induce sleep (McKenzie,

Research paper on drugstore retail management Essay

Research paper on drugstore retail management - Essay Example Rational for Investigating: As the drugstores increase in numbers across the country, its important to ensure that even those that are yet to come will have a scheme for success that will have been established earlier on. Teamwork in any organization is very important and it can see the company improve drastically as in the case of Walgreens, CVs and Albertsons. The increased number of drug stores is very much intriguing, which from previous research imply that the use of teamwork is very efficient in achieving greater sales. The Procedure: The research will be conducted via the library sources from which the mushrooming of drug stores and there strategic management will be explored by getting the answers to the following questions; - what determines the growth of drugstores; is teamwork a critical factor in growth of drugstores; how is the drugstore handling ethical issues. Some of the managers from successful drugstores will also be interviewed. In An interview, the then manager and founder of Walgreen, Charles R Walgreen Himself in 1925 claimed that then success of any organization was wholly dependent on the manager’s character. The same sentiments are again echoed almost 100 years down the line. Daniel L Jorndt 75 years after later reiterates that the success of the company was due to a very long history of work, positive interaction among workers, and work ethics. The success of any organization depends entirely on the management. From such words, it becomes clear that the success of this company is due to basically the efforts of the management and the workers combined. Working as a team towards common goal is very critical. The drugstore business in the US is lead by big stores that use teamwork as a stepping stone to success; Walgreen, Albertsons and CVS. Some people oppose that management is not fundamental claiming that Its very difficult to attribute the

Definition of Construction Essay Example | Topics and Well Written Essays - 250 words

Definition of Construction - Essay Example Construction is not restricted to new structures only; it encompasses even repairing and replacing worn out components for the already existing structures to resume their original functions. The distinction amid construction and maintenance is the extent and the area covered by either replacement. Construction entails renovation of large sections (more than 50%) contrary to maintenance whose action has small restriction and involves replacing small bits or components (OSHA, n.d). Chiefly, construction calls for appropriate and timely planning where activities have specified time set for them coupled with how they will be undertaken (OSHA, n.d). In addition, its activities usually affect large parts of the machine where it incorporates diverse changes that may emanate from the alteration of a single section. This has a core contribution in the working of the machine. Construction unlike maintenance requires competent specialists who will have ample knowledge to undertake the expected roles on the site meant to make everything to function normally. This will call for even contemplation of jobbing environment that will ensure workers undertake their responsibilities effectively. Maintenance due to its scope of operation entails just a restricted section meant to ensure that the whole system is in order and any further complications construction is implemented (OSHA, n.d). Occupational safety & health organization (OSHA). (n.d). Construction v maintenance. Retrieved on 12, Jan. 2012 from

Wicked Environmental Problems Research Paper Example | Topics and Well Written Essays - 1000 words

Wicked Environmental Problems - Research Paper Example This mixture of water, sand, and chemicals will hold the fractures open and let the gas trapped inside seep back through the drilled holes to the surface. This process has the problem of the quantity of water and chemicals used. The process has its benefits in the clean fuel and economic growth. This paper will explain the negative impacts of the process and why the negative impacts are difficult to manage. Negative Environmental Impact Drilling in Allegany county of Marcellus Shale seems like a brilliant idea and an excellent opportunity that many people seek to explore. There are many flaws, however, associated with this renowned energy source. This paper only discusses the proven and documented problems. First, the focus is on the many gallons of water that will be utilized in the process. In the drilling process, to retrieve the gas, approximately four million gallons of water are required (Campbell and Laherrere 79). This water is harnessed form the nearby rivers and streams and is used until the whole process is completed. Some may say that this volume of water is insignificant compared to the average water from the municipal council that is used on a daily basis (Campbell and Laherrere 83). The water from the municipal council is used in homes and institutions, whereas the water used in the drilling process is said to be a consumptive water loss; this water does not return to the water cycle, and most of it remains deep in the ground for many years. Regulation measures should be provided to ensure that the demand for water is not as high as to debilitate the local waterways (Olsthoorn and Anna 23). Water is just one of the many ingredients of the drilling process. The second alarming concern lies in the many chemicals that are used for the effective retrieval of the gas and to hold open the cracks in the earth. These chemicals include benzene, kerosene, hydraulic acid neurotoxins, and many other dangerous chemicals (Harvey 90). For each drilling process, more than 15,000 gallons of these harmful chemicals are used. The chemicals are transported via large trucks to the drilling site where they are mixed with water. The procedure of mixing the two is risky – if a spill occurs even in small scale, the great concentration of the chemicals will have many devastating effects on human health and the environment. Small scale spills are a common occurrence and collectively these small spills have a large cumulative impact (Harvey 96). Handling and treatment of the waste water that is generated is the other problem that is associated with the drilling process. The current municipal water treatment facilities are not equipped to handle the chemicals (Marion 44). Proper treatment of the waste water is an expensive process, and, in most cases, the water is left to sit in man-made ponds, which pose significant threat to the human population in the area due to potential leaks and the wild animals that may wander into the exposed chemical p onds. Such infractions have been witnessed in the drilling processes in Pennsylvania (Marion 28). Environmentalists have claimed that the process of hydro-fracking is an extremely detrimental to the water supply and natural habitat. The process has become controversial and has received a lot of debate in the recent years (Cunningham and Mary 34). A significant amount of forestland loss and surface damage should be available for an area to undergo the process of hydro-fracking. The effect is elevated when there are multiple drill sits and an increased number of access roads. The environmentalists have argued that the process causes earthquakes and many explosions above the ground and is responsible for draining stream water, which is a precious resource in many places (Cunningham and

Effects of marijuana Research Paper Example | Topics and Well Written Essays - 1750 words

Effects of marijuana - Research Paper Example Thus, the paper looks at these effects as they occur on the individuals and society as a whole. Marijuana, popularly known as pot, weed or cannabis, Mary Jane, Indian hemp, pot, grass, herb, dope, and ganja ranks third in the most popularly recreational drug in America. It is ranked after alcohol and tobacco respectively. It is, however, the most used of the illegal drugs in America. Cannabis sativa, from whose dried leaves marijuana is made, grows naturally in many humid and tropical parts of the world. Interestingly, its use as a mind-altering drug has also been tied to the pre-historic societies in Africa and Euro-Asia by archeological evidence. In recent times, marijuana usage statistics has been seen to escalate (Mehling 8-11). Nevertheless, as popular as it is, there are several effects of marijuana such as health and social effects. What are these health and social effects? The paper will examine these effects to answer this question. According to the United States government surveys, more than 25 million Americans have smoked marijuana during the past year. Over 14 million doing so regularly in spite of the harsh laws against its use. According to Hanson et al., (403), 10.1 out of 18.1 million illicit drug users in the United States used only marijuana in the past month making a significant 64.3 percent. In 2011, 38% of 8th graders, 82 % of the 12th graders and 68 % of the 10th graders reported marijuana as among the drugs that are fairly easy or very easy to get. It shows how highly accessible marijuana is (Maisto, Galizio and Connors 24-26). Perhaps, this is fueled by the fact that, while it grows wildly in some states, thus, is easily accessible to the populace, in some states it ranks among the largest cash-generating crops. California produces an estimated 40% of the marijuana consumed in the United States and generates nearly $18.8 billion in revenue. Marijuana is traditionally smoked in hand-rolled joints, in pipes,

Wicked Environmental Problems Research Paper Example | Topics and Well Written Essays - 1000 words

Wicked Environmental Problems - Research Paper Example This mixture of water, sand, and chemicals will hold the fractures open and let the gas trapped inside seep back through the drilled holes to the surface. This process has the problem of the quantity of water and chemicals used. The process has its benefits in the clean fuel and economic growth. This paper will explain the negative impacts of the process and why the negative impacts are difficult to manage. Negative Environmental Impact Drilling in Allegany county of Marcellus Shale seems like a brilliant idea and an excellent opportunity that many people seek to explore. There are many flaws, however, associated with this renowned energy source. This paper only discusses the proven and documented problems. First, the focus is on the many gallons of water that will be utilized in the process. In the drilling process, to retrieve the gas, approximately four million gallons of water are required (Campbell and Laherrere 79). This water is harnessed form the nearby rivers and streams and is used until the whole process is completed. Some may say that this volume of water is insignificant compared to the average water from the municipal council that is used on a daily basis (Campbell and Laherrere 83). The water from the municipal council is used in homes and institutions, whereas the water used in the drilling process is said to be a consumptive water loss; this water does not return to the water cycle, and most of it remains deep in the ground for many years. Regulation measures should be provided to ensure that the demand for water is not as high as to debilitate the local waterways (Olsthoorn and Anna 23). Water is just one of the many ingredients of the drilling process. The second alarming concern lies in the many chemicals that are used for the effective retrieval of the gas and to hold open the cracks in the earth. These chemicals include benzene, kerosene, hydraulic acid neurotoxins, and many other dangerous chemicals (Harvey 90). For each drilling process, more than 15,000 gallons of these harmful chemicals are used. The chemicals are transported via large trucks to the drilling site where they are mixed with water. The procedure of mixing the two is risky – if a spill occurs even in small scale, the great concentration of the chemicals will have many devastating effects on human health and the environment. Small scale spills are a common occurrence and collectively these small spills have a large cumulative impact (Harvey 96). Handling and treatment of the waste water that is generated is the other problem that is associated with the drilling process. The current municipal water treatment facilities are not equipped to handle the chemicals (Marion 44). Proper treatment of the waste water is an expensive process, and, in most cases, the water is left to sit in man-made ponds, which pose significant threat to the human population in the area due to potential leaks and the wild animals that may wander into the exposed chemical p onds. Such infractions have been witnessed in the drilling processes in Pennsylvania (Marion 28). Environmentalists have claimed that the process of hydro-fracking is an extremely detrimental to the water supply and natural habitat. The process has become controversial and has received a lot of debate in the recent years (Cunningham and Mary 34). A significant amount of forestland loss and surface damage should be available for an area to undergo the process of hydro-fracking. The effect is elevated when there are multiple drill sits and an increased number of access roads. The environmentalists have argued that the process causes earthquakes and many explosions above the ground and is responsible for draining stream water, which is a precious resource in many places (Cunningham and

The values and attitudes in Great Expectations Essay Example for Free

The values and attitudes in Great Expectations Essay The text Great Expectations by Charles Dickens reflects many of the values and attitudes of nineteenth century England. The terms values and attitude are somewhat linked, and are both an integral part of the context of this novel. There was a great divide between the classes at the time of Great Expectations, with each class having its own stereotypical views. This difference led to crime in the city, which served the need for better punishment, as the justice system was quite arbitrary. Attitudes towards the difference between city and country life were also changing with the coming of Industrialisation. Each of these values and attitudes are depicted in the novel through the use of various techniques, such as imagery, characterisation and irony. During the Victorian Era great differences arose in relation to attitudes towards class. The lower classes were seen as raucous and rude, while the upper classes maintained the image of high moral qualities and social status. It is this difference in Great Expectations which allows Compeyson to get away with a lighter charge than Magwitch for the same crime, simply because he was in the upper class. Magwitch is first characterised through a slight caricature as a fearful man who had been soaked in water, and smothered in mud, and lamed by stones. Nevertheless, there was a growing criticism towards the upper class during the century especially with the rapid growth of the middle class, and societys attitudes and views towards them changed. This is shown in Great Expectations through the use of irony and characterisation of Compeyson and Drummle, who are initially seen to be in the upper classes of society. Ironically, both are drawn in parallel and are characterised as morally corrupt, as Drummle mistreated his wife and Compeyson was involved in crime. Dickens is suggesting here that some of the upper class in the Victorian Era were no better than many of the lower class civilians. Money was also an important value and crucial aspect of class during the time of Great Expectations. We can see how much Magwitch valued class and wealth by his attempt to buy Pip into an upper class so that he (Pip) would have enough money to relax and enjoy a wealthy life. Indeed, the idea of a convict making someone rich is an example of situation irony constructed by  Dickens into the plot. Through character development and the narratorial perspective of the novel, we then see how Pip believes that this will allow him to escape his lower class and marry Estella from an upper class, perhaps now she would think twice about me. However this merely leads Pip to snobbery and a wasteful life, and we see how he eventually returns to his lower class. Pip had false expectations and allusions about class, and hence, Dickens has shown that money is not the only barrier between classes, as Pip was for the most part unsuccessful in making the transition. As crime escalated in the nineteenth century the need for an improved legal system arose, however the justice system proved to be quite arbitrary. Those who fell into the arms of the law received little mercy harsh retribution was the stock-in-trade of a perverse, tyrannical and unforgiving legal system. One of Pips first encounters in London, with the minister of justice is an example of symbolism, exceedingly dirty and partially drunk, indicative of the corruption of the legal system and the many injustices to come in Great Expectations.. An example of this injustice of the justice system in the novel can be through the character Jaggers who fixes up evidence to win cases. This is reflective of society at the time, where people with more money could buy justice by hiring pricy lawyers such as Jaggers to manipulate the case for them. Nevertheless, it is interesting to note that Jaggers washes his hands after every trial, which signifies his guilt of causing injustice. This can be viewed as a literary allusion to Lady Macbeth, where in the play Macbeth she tries to wash her hands clean of the blood that she spilt during murder, feeling a guilty conscience. Further corruption of the justice system can be seen through the influence of class. In Great Expectations, this is evident when Magwitch gets a harsher punishment than Compeyson for the same crime. In spite of this, a natural justice is served in the end as ironically, everyone who had committed a crime was duly dealt with, although they may have avoided it earlier. Orlick was captured and imprisoned after attempting to murder Pip, while Compeyson was drowned. This use of dramatic irony by Dickens emphasises the importance of justice as a value at the time of the novel. Another important attitude at the time of Great Expectations was the growing difference between the city and country as a result of the onset of industrialisation. As the cities grew they were seen as exciting and dynamic, so many of the city dwellers looked down at the country. However Dickens caricatures city life as polluting, and full of corruption. This is achieved again mainly through focusing on Pips character development as he moves from the country to the city in the hope of becoming a gentleman. Towards the beginning Pip is depicted as innocent and untainted by city corruption, however as he grows up he becomes selfish and snobbish. The difference is clear the city. When Pip first arrives in London, the difference between city and country life is duly emphasised by Dickens through descriptive imagery and caricatures, filth and fat and blood and foam seemed to stick to me. The images of criminals being executed and the sickening smells of the rotting meat in the markets tha t are described by Pip reflect the attitudes held towards the city by many of the people of the time, this was horrible, and gave me a sickening idea of London. Dickens has reflected many of the values and attitudes of the time in Great Expectations, with various stylistic techniques such as irony and characterisation assisting in emphasising their importance both in the story, and in society.

Syllabus: Designing Needs Assessment

Syllabus: Designing Needs Assessment The two terms of prime focus of this study are: Syllabus and Needs. This chapter includes a literature review on different aspects of syllabus designing and needs assessment .The characteristics and many faces of Curriculum Development/ Syllabus Design are presented in addition to needs assessment, reasons for conducting needs assessment, steps in needs assessment and the relationship between syllabus designing and needs assessment. 2.1 Curriculum A key term of this study is-Curriculum, hence this section aims to give clarity on the meaning, scope and process of curriculum. A common error that comes into notice while studying curriculum development process is the synonymous use of the words-curriculum and syllabus. This section also attempts to demarcate and differentiate these two words so that the course designers and developers may systematically initiate the process in context to SGBAU. 2.1.1 Definitions of Curriculum Although the idea of curriculum is not new and has been extensively used by education planners yet there remains considerable dispute as to meaning. The word is from the Latin root currere. It means a course or race. It term originated from the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. Throughout the history of second-language programmes, the concept of curriculum has been important. However, there is little general agreement on actual form, function, and scope of curriculum. Before discussing the theory of curriculum development, some definitions of curriculum as quoted by Finch, A.E. (2000)1 are presented below: Stenhouse (1975) describes Curriculum as an attempt to communicate the essential properties and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice Eisner Vallance 1974, describe curriculum as: what can and should be taught to whom, when, and how Nunan 1988 adds to his curriculum elements designated by the term syllabus along with considerations of methodology and evaluation White et al. 1991,see curriculum as concerned with objectives and methods as well as content. Such a definition involves consideration of the philosophical, social and administrative factors of a programme. Richards, Platt ,and Webber 1985, definition of curriculum focuses on the components necessary for delivering instruction and evaluating the success or failure of the curriculum.: An educational programme which states: (a) the educational purpose of the program (the ends); (b) the content, teaching procedures and learning experiences which will be necessary to achieve this purpose(the means); (c) some means for assessing whether or not the educational ends have been achieved Tanner, 1980 define curriculum as : The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners continuous and willful growth in personal social competence. Celce-Murcia and Olshtain,2000, offer the following definition of curriculum: A language curriculum can be viewed as a document that provides guidelines for textbook writers, teacher trainers, language teachers, developers of computerized and hi-tech teaching aids, language testers, and many other populations that might function as stakeholders in the language teaching context. As such a curriculum should express the cultural, social and political perspectives of the society within which it is to be implemented. It combines past and present ideologies, experiences, philosophies, and innovations with aspirations and expectations for the future. It serves as the major framework within which educational decision making is carried out with respect to goal specification and teaching methodology, teacher training and text book selection. The term curriculum is generally seen to include the entire teaching/learning process, including materials, equipment, examinations, and the training of teachers and the syllabus, are therefore subsumed by this definition. From the above definitions and interpretations of curriculum , there emerge two broad perspectives According to the first of these, the term curriculum has a narrower scope and refers to the substance of a programme of studies of an educational system. In the second (and more recent) meaning, curriculum includes the entire teaching/learning process, including materials, equipment, examinations, and the training of teachers. 2.1.2 Curriculum Components Despite the different perspectives on the meaning and scope of curriculum, Stern (1983) identifies three major curriculum components, which are further amplified by Breen Candlin (1980) and Stenhouse (1975) as presented in table 2.1 below: TABLE 2.1: MAJOR CURRICULUM COMPONENTS OF SECOND LANGUAGE PROGRAMMES Stenhouse (1975) Breen Candlin (1980) Stern (1983) i) planning; ii) empirical study; iii) justification. i)language teaching (what is to be learned?); ii) methodology (how is the learning to be undertaken and achieved?); iii) evaluation (to what extent is i) appropriate and ii) effective?). i) purposes and content; ii)instruction; iii) evaluation. Source: STERN 1983 According to Richards, Platt ,and Webber (1985) the most important components of curriculum development are: (a) the study of the purposes for which a learner needs a language(needs analysis); (b) the setting of objectives, and the development of a syllabus, teaching methods, and materials; (c) the evaluation of the effects of these procedures on the learners language ability. Brown (1989) concentrates on the following curriculum components: needs analysis, instructional objectives, tests, materials, teaching, and evaluation. TABLE 2.2 Curriculum Process Model NEEDS ANALYSIS E V A L U A T I O N OBJECTIVES TESTING MATERIALS TEACHING (Source:Brown 1989) There are some components that are common in all the above perspectives and they are: Needs analysis Setting of objectives Teaching Evaluation However, it is important that the two prime stakeholders should be involved in the curriculum development process. As Hills 1976, puts it- no teaching/learning method however innovative or systematic can succeed without a proper consideration of the two main participants, the student and the teacher. every learner will bring a different set of knowledge and experiences to the learning process, and will construct in different ways, their own sense of the situation with which they are faced. (Williams Burden 1997:96) It is therefore necessary to involve teachers and students in the process of curriculum design and to allow for individual differences in learners (Breen Candlin 1980:94) and for changes in self-perceptions of these differences as the courses progress. In the light of these considerations, important questions about curriculum content to be addressed are: How do the learners perceive themselves as language learners? What effect do their personal constructs have upon the process of learning a new language? How do individuals go about making sense of their learning? How can teachers assist learners in making sense of their learning in ways that are personal to them? (Williams Burden1997:96) 2.1.3. The Stages of Curriculum Design Curriculum designing is a systematic process and every stage needs to be followed sequentially. Tabas outline (1962:12) of the steps which a course designer must work through to develop subject matter courses has become the foundation for many other writers suggestions. Her list of curriculum processes includes the following: Step 1. Diagnosis of needs Step 2. Formulation of objectives Step 3. Selection of content Step 4. Organization of content Step 5. Selection of learning experiences Step 6. Organization of learning experiences Step 7. Determination of what to evaluate, and the means to evaluate Cited in Yordanova Svetlana, 2000 According to Long Richards [quoted by Johnson, 1989: IX] language curriculum design is regarded as a decision making process and involves: Policy making. Needs assessment. Design and development. Teacher preparation and development. Programme management and evaluation. a) Policy making Based on the information collected about learners , educational objectives and strategies have to constructed. According to Breen (1980) -The communicative curriculum defines language learning as learning how to communicate as a member of a particular socio-cultural group. The social conventions governing language form and behavior within the group are, therefore, central to the process of language learning. For Nunan [1994] the aim of communicative language learning is achieving language proficiency based on the development of the four macro skills. The level of language proficiency therefore ,vary for different groups of learners and will depend on learners needs. Thus this a crucial stage of curriculum development as it spells out the scope of the curriculum as well as the strategy to be used for curriculum design and implementation. b) Needs assessment On the basis of the identified aim it is possible to make an analysis of the learners both linguistic needs (expressed in structures or functions) and communicative needs expressed in communication situations. Needs assessment is discussed in detail in a subsequent section of this chapter. c) Curriculum design With the aims of the curriculum identified and the needs of the learners analyzed, the specific learning goals can laid for the different levels of the course (year/term). These learning objectives can be categorized as follows: Product objective- specifying the learners target language proficiency and performance. Process or pedagogic objectives- specifying the the learning process and methodology that shall be adopted to the learning outcomes. While deciding the learning framework the following are usually ascertained: Objectives or what is intended. Means or what is to be done to achieve the objectives planned. The results or evaluation of what is achieved. L. M. Kamysheva It is important that there is a logical relationship between the ends and the means. If there is a gap or discrepancy between the objectives and the process adopted in the classroom language curriculum would fail to achieve the desired result. It is this problem that constantly challenges language planners and often results in failure of many well-conceived curriculum. Just as there are product and process objectives there are product-oriented (summative evaluation) and/or process-oriented (formative evaluation) approaches to evaluation [Weir Roberts, 1994]. Evaluation usually attempts to compare current performance with desired performance by means of testing. The evaluation can be quantitative (based on quantitative criteria) and/or qualitative (based on qualitative criteria). Sometimes a mix of both may also be adopted to obtain valid findings. d) Teacher preparation and development Teachers are a vital part of the jigsaw puzzle of curriculum development and the curriculum designing process would be incomplete without their active involvement during development and implementation stages. Moreover, they are the ones who experience the curriculum in the class and their inputs are invaluable in subsequent curriculum improvements and innovation. e) Curriculum evaluation Course evaluation acts as a measure of the effectiveness of the curriculum and also provides indicators for further improvements and innovations. Evaluation is defined by Brown as the systematic collection and analysis of the relevant information necessary to promote the improvement of a curriculum and access effectiveness and efficiency. [Johnson, 1989: 223] According to Johnson, curriculum development would consist of a process of continuous adjustments or fine tuning. Curriculum evaluation consists in the interaction of formative (process) and summative (product) evaluation. 2.2 Syllabus A syllabus outlines what will be taught and thus helps the teacher and the learner to work together towards the objectives of the curriculum. Breen offers a very general definition of syllabus: the meeting point of a perspective upon language itself, upon using language, and upon teaching and learning which is a contemporary and commonly accepted interpretation of the harmonious links between theory, research, and classroom practice. (1987a:83) Hutchinson and Waters (1987:80) cited in Rabbini Roberto, 2002, define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects of language and linguistic performance. This definition focuses on outcomes rather than process. However, a syllabus can also be seen as a summary of the content to which learners will be exposed (Yalden.1987: 87). Yalden sees it as a representation of what will be taught and that it cannot accurately predict what will be learnt. Prabhu gives a more specific definition:specification of what is to be learnt (1987:89). For Allen HYPERLINK http://www.finchpark.com/afe/appends/(1984), the syllabus is that subpart of curriculum which is concerned with a specification of what units will be taught (Allen 1984:61), whereas for Yalden (1987), it is primarily a teachers statement about objectives and content, with formal and functional components in a dual progression of linear and spiral learning (cf. Stern 1984:14). Brumfit (1984d) specifies content (linguistic, sociolinguistic, pragmatic, cultural, substantive), and also sequences the learning that takes place, while NunanHYPERLINK http://www.finchpark.com/afe/n.htm#Nunan (1988c) takes a wider, non-specific view of a framework within which activities can be carried out: a teaching device to facilitate learning (1988c:6), and Prabhu (1987) proposes a form of support for the teaching activity that is planned in the classroom and a form of guidance in the constructio n of appropriate teaching materials (1987:86). In contrast, Kumaravadivelu sees the syllabus as a preplanned, preordained, presequenced inventory of linguistic specifications imposed in most cases on teachers and learners and claims that this is a widely recognized perspective (1993b:72). The above definitions rather than bringing clarity, add to the complexity of understanding the term syllabus: every syllabus is a particular representation of knowledge and capabilities. And this representation will be shaped by the designers views concerning the nature of language, how the language may be most appropriately taught or presented to learners, and how the language may be productively worked upon during learning. (Breen, 1987a:83) 2.2.1 Curriculum/Syllabus The two termscurriculum and syllabus, are often used synonymously with each having areas and functions not distinctly defined. The discussion and confusion between the two terms continues since these can at times be very close in meaning, depending on the context in which they are used (Nunan 1988c:3). However for course designers and developers a distinction between the scope, objectives and functions of the two terms- curriculum and syllabus is necessary. Stern (1984) defines syllabus as connected with content, structure, and organization, while curriculum development is viewed as connected with implementation, dissemination and evaluation. For Yalden (1984) syllabus is connected with learners needs and aims. Syllabus along with selection and grading of content specifies and grades learning tasks and activities. While syllabus design refers to the what of a language programme, methodology is concerned with the how (p. 7). Nunan, 1994. Candlin (1984) as cited in Nunan, 1994,states the fact that while curriculum is connected with language learning, learning purpose and experience, evaluation, and the role relationships of teachers and learners, syllabus is a more concrete term, referring to the actual events in the classroom, i.e. the application of a syllabus to a given situation. Breen (1980) sees syllabus as a part of the overall curriculum: Curriculum can be distinguished from syllabus in that a syllabus is typically a specification of the content of teaching and learning and the organization and sequencing of the content. Content and its organization is subsumed within a curriculum as a part of methodology. A syllabus is therefore only part of the overall curriculum within which it operates. Stenhouse (1975:4), and Allen (1984) proposes: [a] clear distinction, similar to that which has been prevalent in Europe, the curriculum being concerned with planning, implementation, evaluation, management, and administration of education programmes, and the syllabus focusing more narrowly on the selection and grading of content. (1984:61, cited in Nunan 1988HYPERLINK http://www.finchpark.com/afe/n.htmc:8). The position presented in Dubin and Olshtain (1986:3): A curriculum is a document of an official nature, published by a leading or central educational authority in order to serve as a framework or a set of guidelines for the teaching of a subject area-in our case a language- in a broad and varied context. Thus , a state at the national level, aboard of education at the district level, a community at the municipal level or a university or college at the local academic level may choose to issue a document stating the scope and goals of its program for teaching a second or foreign language. Accordingly, such a curriculum will present broad overall perspectives that can apply to large number of different programs within the specified context. At the state level, the document will be concerned with goals that apply to all types of schools and segments of the population. At the district level it will apply to all schools within the district and at a given university to all the language courses-even though they may be taught in different depart ments. A Syllabus, in contrast to the curriculum, is a more particularized document that addresses a specific audience of learners and teachers, a particular course of study or a particular series of textbooks. Ideally, in this sense, a curriculum should be implemented through a variety of syllabuses and each of these syllabuses should be compatible with the overall curriculum. At the state level this would mean that the curriculum provides general guidelines for all educational planners and policy makers and all material and courseware developers. All textbooks, supplementary materials, tests and courseware would be designed so as to fit the goals specified in the general curriculum. The above definitions and perspectives on syllabus and curriculum thus make it clear that curriculum has a broader scope and starts with deciding course objectives and ends with evaluation to judge whether the course objectives have been met. The term syllabus is seen as a part of curriculum which specifically refers to content selection and classroom delivery. 2.2.2 Classifications of Syllabus and Approaches to Syllabus Design There are at present several proposals and models for what a syllabus might be . Yalden (1983) describes the major current communicative syllabus types which were summarized by J.C. Richards and T.S. Rodgers (1986) with reference sources to each model: Type

Hostage Rescue :: essays research papers

Hostage Rescue As a terrorist, your role in a hostage rescue level is to prevent counter-terrorists (CTs) from leading the hostages from where they are being held to the hostage rescue zone. Terrorists win hostage rescue rounds by eliminating the counter-terrorist force while preventing them from rescuing hostages. CTs win a round by finding the hostages and leading more than half of them to freedom. CTs can get the attention of a hostage by moving near him then pressing their ‘Use’ key (see Controls, Use). The hostage will now follow the CT back to the rescue zone. If a CT wants the hostage to stop following, they need to press ‘Use’ again and the hostage will stay put. Sometimes when you have a group of hostages following you, they may block you into an area; you can push them out of the way by simply walking into them. CTs can also win a round by eliminating the terrorists. Bomb/Defuse In a bomb/defuse map, the goal of the terrorist is to plant a C4 bomb in the designated area then prevent the CTs from defusing the bomb. Players must remember to stay well clear of the bomb when it explodes, as it has a large and deadly blast radius. The bomb is randomly assigned to a terrorist at the start of the round. Team members can identify the bomb carrier by the backpack they are wearing and the player with the bomb will see an icon on their Heads Up Display (see HUD, bomb carrier). To plant the bomb, the carrier must be in the vicinity of the bombing target. While having the bomb as their currently selected item, the player must then press and hold their fire key (see Controls, Fire) for three seconds for the bomb to be planted. The bomb will go off after a set period of time has passed (45 seconds by default). The level is won by the terrorists when the bomb explodes (maximum payoff) or if the CT team is eliminated (smaller payoff). CTs can win a defuse map in two ways: by defusing the bomb or by eliminating the Terrorists (if the Terrorists managed to plant the bomb before being eliminated, CTs must still defuse the bomb to win the round). To defuse the bomb, CTs must stand near the bomb, target it then press and hold their ‘use’ key until the bomb is defused.