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The Operation Of The Smart System Construction Essay

The Operation Of The Smart System Construction Essay Kuala Lumpur is the capital of Malaysia and turns into a notable worldwide city with...

Tuesday, August 25, 2020

The Operation Of The Smart System Construction Essay

The Operation Of The Smart System Construction Essay Kuala Lumpur is the capital of Malaysia and turns into a notable worldwide city with an enormous number of tall structures. Klang River flooded its bank and overflowed the city which between Tun Perak Bridge and Dang Wangi Bridge on 26 April 2001. Other than that, Kuala Lumpur has an exceptionally thick populace and the vast majority of the occupants are driving their own vehicle to works. This considerably brings a genuine blockage particularly during working hours. Government has chosen to detail the Stormwater Management and Road Tunnel (SMART) undertaking to alleviate the floods and simplicity of traffic clog which is helped out through a joint endeavor agreement between MMC Corp Berhad and Gamuda Berhad with the Department of Irrigation And Drainage Malaysia and the Malaysian Highway Authority. Each super undertakings on the planet will experience long process during the structure stages so as to deliver a best and special item. Shrewd undertaking additionally confronted a similar circumstance and it has its own uniqueness whereby it joins the wet and dry passage in an auxiliary component. The SMART Project is an imaginative arrangement that it fills a double need of mitigates the floods and simplicity of traffic clog at Kuala Lumpur. For the most part, the SMART passage comprise of a detour burrow built from underground from the upstream of Kang River towards Taman Desa which is about 9.7km long. Other than that, there will be a holding bowl in Kampung Berendam, a capacity supply at Taman Desa, a twin box course structure and control entryways structures. Savvy burrow is built by utilizing the passage exhausting machine strategy. The passage is developed into two decks motorway which is the upper deck and lower deck. In addition, at the base of lower deck, there will be a spot for the water to channel through the passage. The security of the passage is consider as acceptable on the grounds that it is encircled by close circuit TV, 24 hours of watch, outfitted with the essential firefighting gear, medical aid and crisis telephone in case of crisis occurred. Different highlights of passage are acceptable ventilation to keep up the air quality in the passage by utilizing solid ventilators. This SMART passage composed another page of building innovation in Malaysia by get a couple burrowing innovation, for example, burrow exhausting machine. It unquestionably demonstrated another progression took by the administration in upgrades the national transportation framework and flood issue also. 1.2 Problem Statement Kuala Lumpur is an operational hub for Malaysia⠿⠽⠿â ½s economy and it is a capital of the Malaysia. Consistently, there is an event of overwhelming floods around there and brought about broad harms. The city is likewise liable to traffic clog because of the populace increment in the city. So as to address the issue, government chooses to manufacture a Smart Tunnel to tackle the both issue helped out through a joint endeavor agreement between MMC Corp Berhad and Gamuda Berhad with the Department of Irrigation And Drainage Malaysia and the Malaysian Highway Authority as the executing government organizations. Savvy Tunnel is filling a double need which is simplicity of traffic clog and mitigates the floods issue in Kuala Lumpur. Nonetheless, Kuala Lumpur⠿⠽⠿â ½s SMART Tunnel isn't looking so savvy any longer as the there is event of overwhelming flood at Jalan TunRazak and Kampung Baru (The Star Online, 2011).Besides that, the substantial traffic clog in Kuala Lumpur still can't be understand even the SMART passage has been built with its optional capacity which is serve to facilitate the traffic issue. So as to see better on how the SMART passage works, keep up and the viability of its capacity, it is important to do an examination on how the water is occupies and how it⠿⠽⠿â ½s serve to facilitate the traffic at Kuala Lumpur. 1.3 Aim and Objectives Title A Study and Evaluation of SMART Projects in Malaysia Point To set up the reasonable model of SMART activities in filling the double need of flood moderation and simplicity of street blockage. Goals The goals of the examination are (I) To determine the working framework and support arrangement of SMART passage. (ii) To recognize the viability of the keen passage in moderate flood and simplicity of traffic clog. (iii) To contemplate the advantages of SMART passage by looking at when the development of SMART passage. 1.4 Scope of Study In this examination proposition, three principle perspectives will be engaged and completed, for example, the working and upkeep arrangement of SMART Tunnel. This is essentially concentrate on how the SMART passage responds; work when there is an overwhelming flood and how is the support arrangement of the SMART passage. Other than that, an investigation on the viability of the SMART passage will be done. Advantages of the SMART passage will be concentrate by contrasting the when of the development of SMART passage. Then again, the other three angles that won't be center all through the examination proposition will be the administration arrangement of the SMART passage, the correlation on the presentation of the structure under seismic stacking when there is an event of quake and the development strategy utilized in building SMART passage. 1.5 Research Methodology Strategy in a streamline term can be characterized as a term whereby it empower the research⠿⠽⠿â ½s objective and goals can be accomplished successfully. Along these lines, it is significant that a precise system should complete so as to gather all the fundamental and significant data to get a best outcome for the investigation. For the most part, the approach of this examination proposition is as per the following: First stage (Literature Review) In this stage, the investigation will start with the detailing of examination point, goals and issue proclamation. At this beginning time, a portion of the optional information will be use as reference, for example, articles, reference books and paper. Optional information is utilized in this phase so as to comprehend the subject completely in this manner defines the point, issue explanation and goals of the examination proposition. Second stage (Interview/Questionnaire/Case Study) After the definition of point, targets and issue proclamation, other vital data will accumulate from essential information. The important data will be gained through essential sources, for example, meeting, survey and contextual investigation. The significant respondents that have information towards the theme will be meeting and survey approach will likewise be directed by convey various polls to the respondent to top off. Third Stage Subsequent to gathering all the pertinent information, the information will be dissect by utilizing an examination technique to break down whether the goal of the exploration has meet. The adequacy of the SMART passage in mitigates the floods and simplicity of traffic clog will be examined at this stage and another strategy for examination will be finished by contrasting the advantages when the development of SMART passage. At that point, the outcome will be introduced in the proposition itself. 1.6 Chapter Planned The exploration proposition fundamentally includes five parts which as demonstrated as follows: Section 1 Section 1 of the exploration proposition is only a brief on the examination proposition. In this part, a short presentation of SMART passage will be talked about. At that point the point, destinations, issue explanation and extent of study will be defined after perused the applicable data of SMART passage. Other than that, research procedure, the progression of part and arranging of section will likewise be distinguished at this stage. Finally, a work program will be set up by looking at the pre-arranged work and real work done all through the exploration proposition. Part 2 The destinations that figured in section 1 will be talked about more detail in this stage. In this section, the method of working and upkeep arrangement of SMART passage will be study and talked about by alluding to the books, diary and articles. In the mean time, the viability of the SMART passage in mitigates the flood and simplicity of traffic blockage will be detailed completely by alluding to the articles. At that point, the advantages of the SMART passage by contrasting the when its development will be distinguished and talked about at this stage. Part 3 This part is essentially center around the procedure utilized in setting up the examination proposition. Clearly, the system utilized which is essential information. Meeting and poll will be led by meet an individual who had information on the SMART passage, for example, Architect, Engineer and Quantity Surveying. Poll will be dispersed to the street clients that utilizations SMART passage in any event multiple times in seven days. Part 4 After the assortment of essential and auxiliary information, a detail examination will be done by utilizing the SPSS programming to ascertain the result. This will be applied to the poll gathered after topped off by the street clients and the meeting being directed with the Architect, Quantity Surveyor or Engineers while the meeting will be break down by composing it into a paper structure in research proposition. Section 5 Section 5 is the end part arranged after the examination of the information gathered. A potential suggestion will likewise be created so as to give elective answer for the announcement as expressed in Chapter 1. 1.7 Summary of the Proposal Stream Chart 1: Summary of the proposition Source: Wong Yee Vern 2.1 Introduction In the time of 2001, Government has sort out an answer that would permit a serious flood to go into the city without flooding or cause harm to the downtown area. A thought was proposed by the Government to actualize an undertaking named SMART Project by developing a passage which fill a double need in mitigates the flood issue and simplicity of traffic blockage. The acquirement technique for this undertaking is plan and fabricate contract and is complete by a joint endeavor between Malaysian Mining Corporation and Gamuda Sdn Bhd. In the mean time, the conce

Saturday, August 22, 2020

Free Essays on Pulp Fiction And Its Religious Thought

also, are looting the café that they were eating at. This beginnings the film, yet later you understand this parts of the bargains, in the genuine request it would be inside the primary hour. Mash Fiction† has three primary characters Jules, Vincent, and Butch, yet there is other optional character. Every one of these characters carries something to the film they are not simply cutout characters. Tarantino makes a marvelous showing ensuring that every individual has profundity and some feeling of trustworthiness. There is no place this is increasingly clear then in the improvement of Jules and Vincent. Jules and Vincent are recruited firearms for a crowd manager named Marcellus Wiley. Vincent has a bind to Tarantino’s first film â€Å"Reservoir Dogs† in which one of the characters is named Vic Vega. Is this his cousin or sibling remaining in the privately-owned company? The greatest thing with the narrative of Jules and Vincent is that there is broad exchange. They talk a considerable amount and this is amazingly not the same as the picture that is put out in huge amounts of other horde films. Another thing that makes it complex is that they don't simply murder witho... Free Essays on Pulp Fiction And Its Religious Thought Free Essays on Pulp Fiction And Its Religious Thought Mash Fiction what's more, Religious Thought â€Å"Pulp Fiction† has become the â€Å"Citizen Kane† of this age. It has roused thought and addressed film making rationale, as we had recently known it. Quentin Tarantino composed and coordinated this film, which has been a faction great since its origination in 1995. Numerous individuals will mention to you what makes Pulp Fiction astounding is it regard for detail, while others may state it is the way the story’s clarified. Quentin Tarantino put in everything about somebody coming out of his film may address, yet it is this detail that leaves those scrutinizing. The film begins with a blast as you wind up in a café with a flawless couple as they talk you discover they are not unreasonably exquisite. The before you know it they are utilizing various revile words and are looting the café that they were eating at. This beginnings the film, yet later you understand this parts of the bargains, in the genuine request it would be inside the main hour. Mash Fiction† has three principle characters Jules, Vincent, and Butch, however there is other optional character. Every one of these characters carries something to the film they are not simply cutout characters. Tarantino makes a mind blowing showing ensuring that every individual has profundity and some feeling of genuineness. There is no place this is increasingly evident then in the improvement of Jules and Vincent. Jules and Vincent are employed firearms for a horde manager named Marcellus Wiley. Vincent has a bind to Tarantino’s first film â€Å"Reservoir Dogs† in which one of the characters is named Vic Vega. Is this his cousin or sibling remaining in the privately-owned company? The greatest thing with the narrative of Jules and Vincent is that there is broad exchange. They talk a considerable amount and this is very not quite the same as the picture that is put out in huge amounts of other crowd films. Another thing that makes it complex is that they don't simply slaughter witho...

Sunday, August 9, 2020

OReilly Primes

O’Reilly Primes Before you ask where my blog title (The McGann Factor) came from, Ill just come right out and tell you: Ben made me choose it. But Ive grown to really like it, for a few reasons. Certainly, it is a swiping of the nomenclature of a certain telecasters forum. Now I dont care much for that telecasters politics, but within that nomenclature you can a couple nerdy things that I like. First, the word factor, which is something I like to do to numbers. You could not imagine my joy when earlier this summer I realized that my nine-digit social security number is prime. I dont quite recall how the topic came up, but as we were talking, I was applying various divisibility tests. I wasnt certain, though, until I got to a factoring program, since I didnt know the divisibility tests for larger primes (if you can factor nine-digit composite numbers in your head and Im not talking about easy ones like 10^8 or 2^27 here you should totally list that as a talent on your application). Number theory is fun stuff. If you havent read a biography of mathematician Paul Erdos, Id recommend that as fun end-of-summer reading. Second, the obscured telecasters name is OReilly, which is also the name of the publisher of every good nerds favorite programming books. The other day, I was thinking back fondly to the days when OReillys Programming Perl was one of my best friends. You may or may not know that the OReilly books are noted for their friendly animal mascots; for example, my Perl books mascot was a camel, and Javas mascot is a tiger. This got me thinking that the various OReilly animals would make a great component to a Mystery Hunt puzzle. I brought this up to one of my housemates, Josh, who was on the winning 2003 Mystery Hunt team, and thus got to write Mystery Hunt 2004. His reply was, We did have an OReilly puzzle, dude. I was suddenly reminded that yes, in fact, there was an OReilly puzzle of sorts, and it was one of the coolest aspects of this past years Hunt. Josh, through connections still unknown to me, had been able to slip a cluephrase into the Perl Cookbook, Second Edition before it went t o press. The penultimate step of the puzzle gave you an ISBN (for the Perl Cookbook) and page number, which sent my teammates scouring the libraries for a copy of this new book. We were all in awe of Joshs ability to slip in the clue months beforehand. I feel bad for going off on a large Mystery Hunt tangent without talking in depth about it, but thats a topic for another entry. Until then, my friends, keep factoring those large numbers, and never lose sight of whats truly important (such as the Mystery Hunt). Current music: Alice In Chains, I Stay Away (old school grunge) Post Tagged #Mystery Hunt

Saturday, May 23, 2020

Til Death By William Faulkner - 1567 Words

‘Til Death In literature, readers often see topics that one can relate to; topics that mimic everyday life, personal anecdotes or situations one has experienced . â€Å"A Rose for Emily,† a fictional story written by William Faulkner, shares eerily similar details with an article written in the Philadelphia Inquirer on January 30, 1987, â€Å"A Woman’s Wintry Death Leads to a Long-dead Friend,† by Dick Pothier and Thomas J. Gibbons JR. Faulkner’s narrator depicts the reclusive life of Miss Emily Grierson and the events leading to the discovery of a dead man’s body that had been locked away in her 2nd story bedroom for over forty years. In the article, Pothier and Gibbons report how a woman named Frances Dawson Hamilton was found to have â€Å"lived with the skeletonized remains† of her long-time companion for over two years after being discovered frozen to death in her home (153). Faulkner’s short story heavily relies on the narrator’s kn owledge in addition to his point of view and experiences whereas Pothier and Gibbons report facts observed on scene or learned from interviews of neighbors, police, and investigators. Although fear of solitude initially motivated both women to behave so outlandishly, it is the authors’ distinct portrayal that illustrates each individual’s intentions. In â€Å"A Rose for Emily,† Faulkner employs a narrator to describe Emily Grierson, a recently deceased old woman. Apart from her manservant, she does not interact with others, save for a short period of time inShow MoreRelatedDelprà ¸ve 11607 Words   |  7 Pagesâ€Å"Authoritative† fortà ¦ller noget om den mà ¥de han tà ¸rrede sin overlà ¦be pà ¥, det vil sige det fortà ¦ller noget om verbet. ï  beskriver †flourish† (substantiv) 4 attentively Ordklasse: Mà ¥desadverbiumï   Forklaring: â€Å"Attentively† beskriver den mà ¥de de lyttede til drengen, altsà ¥ beskriver det verbet. (ï  )†listen† 5 incredulously Ordklasse: Mà ¥desadverbiumï   Forklaring: â€Å"Incredulously† beskriver den mà ¥de hun stirrede pà ¥ ham og fortà ¦ller igen noget om verbet. (ï  ) †stared† 6 demurely Ordklasse: Mà ¥desadverbiumï  

Tuesday, May 12, 2020

Direct Commands in Spanish The Imperative Mood

The imperative form of verbs, used for giving commands, is one of the more unusual in Spanish. As a distinctive conjugation, it exists only with tà º and vosotros, in the familiar second person. Different conjugations are sometimes used in the affirmative (do something) and negative (dont). Because direct commands sometimes can sound rude or impolite, native speakers often avoid the imperative in favor of other verb constructions. Easy to Learn The imperative form of verbs is fairly easy to learn. For regular verbs, the familiar affirmative imperative (the one that goes with tà º and vosotros) is formed by dropping the final letter (the r) of the infinitive, except for verbs ending in -ir, in which case, the ending is changed to -e. In the plural, the final letter of the infinitive is changed to a d. For formal and negative commands, the subjunctive conjugation is used. The imperative form is equivalent to the use of the unconjugated verb in English without a subject. For example, if youre telling someone in English to look, the command is look. The Spanish equivalent can be mira, mire, mirad or miren, depending on whom you are speaking to. Direct Commands for -ar  Verbs Using hablar (to speak) as an example, the conjugations include: Singular familiar: habla tà º, no hables tà º speak, dont speakSingular formal: hable Ud., no hable Ud. speak, dont speakPlural familiar: hablad vosotros, no hablà ©is vosotros speak, dont speakPlural formal: hablen Uds., no hablen Uds. speak, dont speak Use the imperative form only for the familiar affirmative commands. In other cases, use the present subjunctive conjugation. The same is true for -er and -ir verbs. Direct Commands for -er Verbs Using comer (to eat) as an example, the conjugations include: Singular familiar: come tà º, no comas tà º eat, dont eatSingular formal: coma Ud., no coma Ud. eat, dont eatPlural familiar: comed vosotros, no comà ¡is vosotros eat, dont eatPlural formal: coman Uds., no coman Uds. eat, dont eat Direct Commands for -ir Verbs Using escribir (to write) as an example, the conjugations include: Singular familiar: escribe  tà º, no escribas tà º write, dont writeSingular formal: escriba Ud., no escriba Ud. write, dont writePlural familiar: escribid vosotros, no escribà ¡is vosotros write, dont writePlural formal: escriban Uds., no escriban Uds. write, dont write The pronouns are included in the above charts for clarity. The familiar pronouns (tà º and vosotros) are usually omitted in actual use unless needed for clarity or emphasis, while the formal pronouns (usted and ustedes) are more often used. Tips for Using the Imperative Mood Use of the imperative is fairly straightforward, but learning a few guidelines will help you to use it correctly. The singular affirmative familiar imperative (used with tà º) is usually regular. The irregular verbs are these eight, along with verbs derived from them: Decir, di to sayHacer, haz to make or doIr, ve to goPoner, pon to putSalir, sal to leaveSer, sà © to beTener, ten to haveVenir, ven to come All verbs are regular in the plural affirmative familiar imperative. The vosotros commands are rarely used in Latin America. Normally, the ustedes form is used when speaking even with children or relatives. Object pronouns and reflexive pronouns are attached to the affirmative commands and precede negative commands, for example: Dime. Tell me.No me digas. Dont tell me.Escrà ­beme. Write to me.No me escribas. Dont write to me. When a pronoun is attached, add an accent to the verb to maintain the correct pronunciation. If there is a direct and indirect object, the indirect object comes first, as in: Dà ©melo. Give it to me.No me lo dà ©. Dont give it to me. In written instructions, use either the familiar or formal forms, depending on the tone you want to convey as well as your audience. The familiar form generally comes across as friendlier, as in: Haz clic aquà ­. Click here.Haga clic aquà ­. Click here. You can also use the impersonal command. Some writers put commands between exclamation points to help indicate that they are commands. When you use it this way, the exclamation marks dont necessarily translate to written English, as in,  ¡Escucha! (Listen.)

Wednesday, May 6, 2020

Gypsum Seting Time Free Essays

g [pic] Faculty of engineering Civil engineering department ENCS 314 Building material lab Experiment No. 1516 â€Å"Determination of water content used to prepare gypsum samples and the determination of the final setting for gypsum† Prepared by: Rasha Abed 1031107 Partners: Hazem No’man 1060155 Mohammed Hashlamoun 1060173 Ehab Alawi 1051449 Instructor: Ms. Randa Al- Asmar Date of experiment: 25-03-2008 Date of submitting: 01-04-2008 â€Å"Determination of water content used to prepare standardized gypsum samples and the determination of the final setting for gypsum† Introduction: In civil engineering, gypsum plays a role as a building material that contributes to many products such as cement and plaster. We will write a custom essay sample on Gypsum Seting Time or any similar topic only for you Order Now In this experiment, we investigated some properties considering hardening of gypsum, such as the standard water content and setting time. Aim of the experiment: – Determination of the proper water content to prepare gypsum paste samples – Determination of the final setting time for gypsum paste. Theory: Standard water content: amount of water added to gypsum to form a paste that’d allow the pointer of Vicat’s apparatus to descend to a point (30-32) mm above the base of the mold. Setting time of Gypsum: the amount of time that passes from the moment of adding water to the gypsum paste (would be already determined); to the moment that Vicat’s needle would descend to reach 3 mm above the base of the mold. Apparatus: †¢ Determination of the water content: – Vicat apparatus – Balance – Metal tray – Graduated cylinder †¢ Determination of the setting time for gypsum: – Vicat’s apparatus (the pointer is replaced by Vicat’s needle of 10 mm diameter. – Stop watch Procedure: †¢ Determination of the water content: . A 200 gm sample of gypsum is prepared, and put over a plate, to be added with a specified amount of water. 2. The gypsum is mixed thoroughly with water for 3 minutes, to form a moist paste. 3. A part of the paste is poured in the Vicat’s mold, until the mold is filled completely with the paste and the surface of the mold is rimmed. 4. Vicat’s mold is applied on the ba se of Vicat’s device. The pointer of the device is adjusted to just touch the surface of the mold, then left to fall freely under the influence of its weight. . The reading of Vicat’s pointer is taken. This reading indicates the depth that the pointer has reached above the base of the mold. 6. The experiment is repeated using a new sample each time; until the standard water content is reached (Vicat’s needle would reach a height of (30-32) mm above the base of the mold. †¢ Determination of the setting time for gypsum: 1. A 200 gm sample of gypsum is prepared. The amount of water determined in the previous experiment is added to the sample. 2. The gypsum is mixed thoroughly with water for 3 minutes, to form a moist paste, and then part of the paste is poured in the Vicat’s mold, until the mold is filled completely with the paste and the surface of the mold is rimmed. 3. Vicat’s mold is applied on the base of Vicat’s device. The needle of the device is adjusted to just touch the surface of the mold, then left to fall freely under the influence of its weight. 4. The reading of the device’s pointer is taken, until we reach a reading of 3mm. 5. The time needed for the needle of the device would descend to a height of 3mm above the base of the mold is recorded using a stop watch. Data and calculations: |measured depth |The amount |Trial no. | |from the base (mm) |of added water (%) | | |39 |48 |1 | |34 |49 |2 | |35 |48. |3 | |32 |50 |4 | |50 |Standard water content (%) | |4. 16 |setting time (minutes) | Conclusion: As we can see from the results, the standard water content needed to prepare a standard gypsum paste = 50%, and we obtained a setting time = 4. 16, which compared to other building materials considered quick hardening. This advantage increases the role of gypsum as a component in Portland cement and plaster industry. [1] Engineering use: Gypsum is considered very valuable from the economical and industrial side, since it can be found a lot in nature. It can be used to manufacture plaster moldings (ceramic industry and engineering industry). Also gypsum plays apart in cement industry (for example: Gypsum cement and Portland cement). Many new techniques have been developed get benefit from gypsum and Portland cement. these techniques uses both the advantages of gypsum (early hardening, high early strength, enhanced workability) and Portland cement (improved durability in moist conditions), but are free of the deleterious effect of ettringite and thaumasite, which are formed when gypsum and Portland cement interact. Such properties enhance the workability of cement. [2][3] References: [1]: http://www. sciencedirect. com/science? _ob=ArticleURL=B6V2G-4BRRGD8-2=10=1==search=d=c=C000050221=1=0=10=4e71cbde7aba9b4d1338fea79920ab39 [2]: http://www. sciencedirect. com/science? _ob=ArticleURL=B6TWG-40GRJTP-7=10=1==search=d=c=C000050221=1=0=10=5c7ed60e8eed63f2ad9c9a5412b00080 [3]: http://www. apitco. org/Profiles/Gypsum%20based%20building%20materials. pdf How to cite Gypsum Seting Time, Papers

Saturday, May 2, 2020

HDI as a Measure of Human Development

Question: Discuss about the HDI as a Measure of Human Development? Answer: 1. Gross Domestic Product is known as GDP which is referred to as the money value of the total finished services as well as products within the territory of a country in a particular period of time (Blanchard and Johnson, 2013). GDP is calculated in quarterly basis as well as on yearly basis. The most important measure of standard of living is the measure of real per capita GDP. It can be said that the increased per capita GDP might be at the increased pollutions costs which will lead to a decline in the living standards of the rise in GDP. GDP is used to measure the Purchasing Power Parity. Thus, it assists to measure the real costs of living. Thus, it can be possible for the economists to compare the PPP of different countries (Goodhew, 2013). GDP is generally measured in dollars. Japanese measure GDP in Yen. Thus, the Japanese will convert the GDP to dollars to compare it with Yen. The conversion process will be done by Yen/Dollar. 2. GDP per capita may not be a good measure especially in the case of measuring living standards and the economic welfare. It is said to be an average and hence it fails to capture the picture of inequality, poverty and other economic activities (Gordon, 2012). It cannot measure the leisure value and also the longevity value. As an example, it can be said that a traffic jam will raise the GDP due to an increasing utilisation of gasoline but the quality of life or the living standards will be hampered by this. GDP per capita failed to capture this. The HDI can be used to measure the standard of living or countrys well-being (Ram and Ural, 2013). Table 1: Top ten countries (GDP level- 2010) It fails to determine the living standards and the well-being of the countries. Thus, to measure well-being and the living standards, it is better to use HDI, HPI etc. (Al-Hilani, 2012). Figure 1: Country-wise GDP Source: (Author) 3. To do a comparative analysis, the researcher can take India as developing country and US as developed country. Here, HDI is taken to show the standard of living trends between two countries. Table 2: UNDP report on HDI Source: (HumanDevelopmentReports, 2016) From table 2, it can be said that in the US, the HDI value had risen marginally in 2014 from 2013. Thus, a very high HDI can be seen in the US according to the UNDP report. In the case of India, the value is also increasing and in 2014, the value is 0.609. The rank is 131 according to the report of UNDP. It will imply that a medium HDI can be seen in India. Table 3: HDI growth (Dept, 2014) From table 3, it can be seen that the rate of HDI growth diminishes in 2010-2014. In the case of US, the rate has changed marginally but in the case of India, the rate has declined from 1.67 to 0.97. Figure 2: HDI in US and India Figure 2 has also shown the upward trend from the last 7 years. Table 4: Components (HumanDevelopmen ReportsComponents. 2016) There are some components include in the HDI Life expectancy, expected schooling years and mean schooling years, GNI per capita (Mankiw, 2012). HDI is said to be a composite index which measures the average achievement in basic 3 dimensions of development in human, these are a healthy as well as long life, standard of living and knowledge. Life expectancy is referred to as the number of period an infant newborn can expect to live. For knowledge, expected schooling years and mean schooling years will be taken. The first one is referred to as the entrance age of schooling which can be expected if age particularity enrolment is persisted. Mean schooling years refers to the average years of education which an individual can receive. GNI per capita is an economys aggregate income that is generated from its production and factors of productions ownership. It can be converted to global dollar value by utilising PPP divided by the population of midyear. Thus, by visualising table 4, it can be said that it will take more than 20 years to be doubled if there are no economic fluctuations in both of the countries. 4. The standard of living is referred to as the wealth level, level of comforts, necessities and material goods which are available in a general socioeconomic class under a specific geographical territory. The standards of living in the countries of NMSs have converged in a rapid manner towards the mean living standard of Europe in the first 10 years of this new century. In this region, many countries like Bulgaria, Baltic countries etc., per capita GDP has been adjusted for PPP. It has assisted in comparing the standard of living of different countries. It had raised greater than 100 percent in the year 1999-2008, but in case of euro areas Member States, the similar indicator had increased only by 30% on an average. However, the convergence rates of the standards of living of the NMS were not at all similar from 1999 to 2008. The countries were divided into two parts on the basis of convergence path. In the first group, Hungary, Poland and the Czech Republic were there and the highest standard of living was seen. In the second group, the rate of convergence was too slower over the 10 years. The countries present in the second group were Romania, Bulgaria, Baltic countries. The declination size of PPP-adjusted per capita GDP of the second groups countries in 1999 and many problems of them in the year 2009 has returned the convergence before the crisis had raised a question of imbalances. Latvia and Estonia had a CAD of 10% of the GDP levels whereas Bulgaria was present at 9% of the GDP level. The countries except Hungary belonging from the first group stood at CAD less than 5% of GDP. Thus, convergence and divergence had also arisen due to CAD effects in GDP (Moukarzel, 2013). The PPP adjusted per capita GDP extrapolation in 2010 had shown that living standard had resumed its increasing trend in most of the countries of NMSs in the year 2009-2010. However, it had faced a slower pace in between 1999 to 2008. This had confirmed that there were a lasting de-convergence did not occur. However, it can be said in this context that the global financial crisis adversely affected the process of convergence (Kokkoris, 2014). In 2010, there was another slowdown in the standard of living increment in comparison with the past decade which was relatively high pronounced for the countries belonging from the second group. The slowdown had arisen in the second group due to some macroeconomic imbalances. Thus, the countries belonging from the second group should perceive sustainable strategies of growth (Alonazi and Thomas, 2014). References Al-Hilani, H. (2012). HDI as a Measure of Human Development: A Better Index than the Income Approach?. IOSR Journal of Business and Management, 2(5), pp.24-28. Alonazi, W. and Thomas, S. (2014). Quality of Care and Quality of Life: Convergence or Divergence?. Health Services Insights, p.1. Blanchard, O. and Johnson, D. (2013). Macroeconomics. Boston (Mass.): Pearson. ConvergencePDF, (2016). [online] Tresor.economie.gouv.fr. Available at: https://www.tresor.economie.gouv.fr/file/326916 Dept, I. (2014). India. Washington: International Monetary Fund. Goodhew, P. (2013). Growth of what: GDP or quality of life?. European Journal of Engineering Education, 38(2), pp.119-120. Gordon, R. (2012). Macroeconomics. Boston: Addison-Wesley. HumanDevelopmen ReportsComponents. (2016). [online] Hdr.undp.org. Available at: https://hdr.undp.org/en/composite/HDI HumanDevelopmentReports. (2016). [online] Hdr.undp.org. Available at: https://hdr.undp.org/en/composite/trends Kokkoris, I. (2014). Introduction: EU and U.S. Competition Enforcement--Convergence or Divergence. The Antitrust Bulletin, 59(1), pp.1-8. Mankiw, N. (2012). Macroeconomics. New York: Worth. Moukarzel, C. (2013). Per-capita GDP and nonequilibrium wealth-concentration in a model for trade. J. Phys.: Conf. Ser., 475, p.012011. Ram, R. and Ural, S. (2013). Comparison of GDP Per Capita Data in Penn World Table and World Development Indicators. Soc Indic Res, 116(2), pp.639-646. Ryser, L. and Halseth, G. (2011). Informal Support Networks of Low-Income Senior Women Living Alone: Evidence from Fort St. John, BC. Journal of Women Aging, 23(3), pp.185-202.

Thursday, March 5, 2020

Good Citizen vs Good Man essays

Good Citizen vs Good Man essays The good man and the good citizen are not one and the same. What can be said about one cannot be necessarily said about the other. It is essential for the good man to be a good citizen. It is not, though, vital for the good citizen to be a good man. This distinction is important to make, because it helps one understand that the qualities a good man possesses far supersede those of a good citizen. A good citizen does what is best for the community, his city. As long as he is no harm to his surroundings, and cares for the improvement and betterment of his city, he is a good citizen. Who a person is doesn't greatly affect what kind of citizen he will be. What if a man is a secret murderer? If we were to say that he only kills people outside of his city, would he be affecting the city in any way? If he was a great politician and lived this secret life as well would he still be a great citizen? The answer is yes. This is because the good citizen doesn't have to care about others. He can allow his desires to overpower his calculating. He doesn't have to have a well-ordered soul. In other words, he doesn't have to be a good man. Aristotle chooses to search for the difference between the good man and the good citizen by examining and analyzing their virtues. He concludes that, "Hence, the virtue of a citizen must be suited to his constitution. Consequently, if indeed there are several kinds of constitution, it is clear that there cannot be a single virtue that is the virtue-of a good citizen. But the good man, we say, does express a single virtue: the complete one. Evidently, then, it is possible for someone to be a good citizen without having acquired the virtue expressed by a good man" (1276b). What Aristotle doesn't tell us is who is better off. Is it sufficient to be the good citizen or is it definitely more satisfying to be the good man? The good man is recognizably superior to the good citizen. ...

Tuesday, February 18, 2020

UN Millennium Development Goals Essay Example | Topics and Well Written Essays - 500 words

UN Millennium Development Goals - Essay Example le progress have been achieved with regards to gender equality in primary and secondary education and most regions of the world including the developing countries have equal enrollments of boys and girls in primary and secondary education institutions (Sweetman, 2005). The case of tertiary and advanced education is different because there is a marked gap between the enrollments of boys and girls in higher education institutions, particularly in the developing world. Poverty, marginalization, food insecurity, armed conflicts and disease are the various different reasons of such trends of disparity in male and female higher education. The Gross Enrollment Ration in tertiary education institutions in Africa is 4.8% for women and 7.3% (Nwonwu, 2008). Financial issues are one side of the picture; there are many cultural and religious issues which are barring women for acquiring education and in some of the regions women eager to acquire education are subjected to violence. Education is one sector, gender disparity can also be observed in other spheres of life as well. Most of the developing countries have a very meager female population having paid jobs. The recent global recession has further aggravated the situation because the unemployment rates for women which rose up during recession did not fall down during the economic recovery of 2009-2010 however the unemployment rates for men fell down significantly (World Bank, 2011). Lack of representation of women in the legislative and administrative bodies is an issue being faced by the developed as well as the developing world. The target of equal representation of women in the legislative bodies of the world is still far from being achieved, according to 2011 UN report on MDG, the women shared only 19.3% of the total parliamentary seats in the world (United Nations, 2011). Education indicators in the United Arab Emirates show that the women are getting a remarkable share in the educational institutions but disparity

Monday, February 3, 2020

Ethical Dilemma Case Study Example | Topics and Well Written Essays - 750 words

Ethical Dilemma - Case Study Example Linet came alone to the clinic, though had been married for 7 years and the last born was 3 years of age. At the clinic, she stated that her husband did not know of her pregnancy as they had agreed 3 years ago not to have other children due to their financial difficulties. Linet was determined to have another child despite her husband’s ignorance on the issue. When it came to HIV testing recommended as part of routine prenatal care, Susan declined saying they had both been tested with her husband before entering their marriage 7 years ago. She claims that she her first three children had been home delivered, and it is because of her complication that resulted in her last pregnancy, pre-eclampsia, that she decided to start attending clinics. Several weeks later, the nurse practitioner receives another new patient, â€Å"Peter Wanyama.† The patient states that he is concerned about occurrence of thrush symptoms, which had originally been treated 4 months ago. Peter states that he is HIV positive and had discovered his status 2 years ago. He is a long distance truck driver and sometimes sleeps out. He states that he always has protected sex with his wife. He says that in the past 1 year, he had been visiting an infectious disease specialist who lived 150 miles from where he lives. He states that he had consulted his specialist about th e recurrence of his symptom, of which he recommended Peter to seek immediate attention in the town which he lived. 2. Include one ethical principle and one law that could be violated and whether the violation would constitute a civil or criminal act based on facts in the law. The nurse on pulling the file of Linet Wanyama realized that Peter Wanyama was indeed her husband. The nurse practitioner became torn on this scenario as she had an ethical responsibility of informing Linet Wanyama of her need to have an HIV test due to a risk of transmission from her husband who was HIV positive (Lipe, 2008). Furthermore, Linet was living in a world where she believed her husband to be faithful to her when he went on long distance journeys (Lipe, 2008). In addition, informing Linet would help her make a decision on whether to have the child or not as the risk of mother to child transmission would be existing. Furthermore, such a disclosure would help in protecting the unborn child (White, 2008 ). Next, in informing Peter of his wife’s secret and coming open about his status to his wife, would at least help them make a decision as a family whether to continue with the pregnancy or not (Timby, 2009). The nurse got herself in such an ethical dilemma as in doing one right thing, would resulting in breaking some of the ethical rules which the medical practice stood by (White, 2010). If the nurse decided to inform the Linet about Peter’s HIV status, then he would have gone against the medical code of ethics of confidentiality. Nurse practitioners are often required to keep information about their patient’s secret (Martin, 2010). Going against one’s confidentiality usually leads to civil lawsuit (Janie, 2012). A nurse can be sued and even lose her job and certificate from the medical board in case of such a lawsuit. But in this scenario, in trying to keep quiet, would only result to more harm to the family (Daniels, 2009). If Linet is not informed for instance, she may not know her HIV status and hence not get enrolled in taking HAART; therefore increasing the chance of HIV related

Sunday, January 26, 2020

Does Language Influence Our Ethnic Identity English Language Essay

Does Language Influence Our Ethnic Identity English Language Essay In this essay I will argue that language influences and does play an important role in our ethnic and social identity. Language has many definitions, here are a few that have been proposed over time, Henry Sweet, an English phonetician and language scholar, stated: Language is the expression of ideas by means of speech-sounds combined into words, words are combined into sentences, this combination answering that of ideas and thoughts (Crystal, 1987:6). The American linguists Bernard Bloch and George L. Trager stated, A language is a system of arbitrary vocal symbols by means of which a social group cooperates and the Study of the relationship between language and culture; it usually refers to work on languages that have no written records (Crystal, 1987:7). The scholar Benjamin Whorf has noted language shapes thoughts and emotions, determining ones perception of reality (Pei, 1996:21). John Stuart Mill said, language is the light of the mind (Pei, 1996:21). Despite the research of e arly scholars in this field, it was discovered what they felt to be important relationships between languages, thought, and cultures. Some characteristics of language include à ¢Ã¢â€š ¬Ã‚ ¦different linguistic levels (phonological, intonation and rhythm, lexical semantic, syntactical and socialinguistics), language is a dynamic (changes constantly), has dialects (language variation), is sociolect (language depending on social class), and idiolect (individual language in which no two people speak exactly in the same way) (Pei, 1965:33). Language expresses many faces of a persons individuality or identity through speaking, belonging, providing the most natural badge, or symbol, and of public and private identity, the relationship between language and the many faces is very important to our identity as it shows how we interact with others. Ethnic and social identity plays an important role on the way in which language exercises a dominant influence on our perception, whatever our mother tongue. The most distinctive feature of ethnicity in groups is not their mother tongue, but the foreign accent and dialect that characterize their use of the majority language (Pei, 1965:35). Over the movement of time, many of these features have become established, resulting in new varieties of language. Well known cases include the range of English language and dialects associated with the Indian sub-continent, from the West Indies, even from Puerto Rico. A non-regional example would be people with a Jewish descent, whose speech has had a large influence on many European languages. Why would language play an important role in ethnic identity? Because language is such a widespread and evident feature of community life, to choose one language over another also provides an immediate and universally recognized badge of identity, language also provides a particular clear link to the past, often the only detailed link, in the form of literature. But this link exists even after the ability in language has been lost; for example, many present day Italian-Americans know very little Italian, but they still see Italian as a symbol of their ethnic identity. Ethnic identity is a commitment to a group with which one has ancestral links. Once a group becomes conscious of its ethnic identity, it will wish to preserve and strengthen its position. There is also a drive for language to act as a natural barrier between cultural groups, promoting conflict rather than cooperation. For example in bilingual communities, this factor is less important; but even here, language can focus the sense of political grievance in a clearer way than any other factor. Between the 1960s and 1970s, Western Europe and North America experienced an ethnicity thriving. Considerable progress was made in integrating immigrant groups within their communities and there was a widespread rising of consciousness about ethnicity issues. This was especially noticeable in the United States (US), where a census showed that 17% of the American population claimed a mother tongue other than English, and the largest claims relating to Spanish, German, Italian, French, Polish, and Yiddish. However, during the 1970s a further change took place, where there was still an overall increase in the number of people claiming a mother tongue other than English. The Spanish still had to find their identity within the culture, because they were less accepted and were more aware of the importance of maintaining traditional linguistic ties in order to find their identity within the culture. Language plays a crucial role in both the external perception of an ethnic group by outsiders and in the self-identification of an ethnic group (Schmidt, 2008:2). Language is explicitly mentioned in most academic works related to ethnic identity at the same time, it is emphasize that although identity is deeply anchored in a society, this leading to a strong emotional attachment to identity markers, is not the only crucial aspect of group identity (Schmidt, 2008:4). The major tendency is to regard ethnicity as composed of self-identification of a group, as well as its external perception by others. Ethnicity is considered the property of a group, associated with ancestry, culture, and of course language. There are other views that emphasize the importance of ethnic boundaries and regard ethnicity as an aspect of relationship which often consists of ancestral, cultural (and at times racialized) traits that are commonly associated with particular ethnic groups, both by the members of groups themselves and by others. There are subjective and objective characteristics of ethnic groups. For example, Jenkins states, the belief in common decent is of subjective nature, whereas language and cultural practices are objective means of facilitating a groups formation (Dwyer, Denis, and Drakakis, 1996, :13). He concludes that ethnic identification arises out of and within interaction between groups. Whereas Francois Grin considers ethnicity as the result of subjective assignation or self-assignation (Dwyer, Denis, and Drakakis, 1996:13). He defines ethnicity as a two-tier social construction in which one tier is non-elective (composed of ancestry, mother tongue, and cultural models internalized d uring childhood), and two-tiers result from assignation (by themselves and by others). His definition is consistent with Fishermans for whom ethnicity is made up of three elements: paternity- the perception of intergenerational continuity, patrimony linguistics and cultural substance of what is passed on and gives substance expression to this continuity, and phenomenology- the self-perceived character of ethnicity. No matter if those traits are subjective or objective, they are all means of facilitating a groups information. Why would language play an important role in social identity? Because social identity refers to the membership or association of an individual with a primary and other human groups, ranging from immediate family and expanding outward based on such factors as the individuals capacities, experiences, mobility, and location (Dwyer, Denis, and Drakakis, 1996:15). A groups native language spoken by an individual is likely the strongest social identity; it is usually corresponding with immediate family and extended family. The strength of language group identity resides with the fact that language provides the primary means to categorize, think about, make sense of, and express our understanding of reality. When distinct groups that are each homogeneous are closely located and their differences are significant the psychosocial concept of the other frequently becomes powerful. This means that the membership in ones group is regarded superior to the other and that the blame for a range of dissatisfactions or circumstances is assigned to the other group ((Dwyer, Denis, and Drakakis, 1996:18). Nationality, in the geographical sense of identity with or without a foundation can be a redoubtable social identity, especially in more developed countries with great mobility. Probably the clearest way people have of their desire to be close to or different from those around them is through their choice of languages. Few societies are wholly monolingual, and it is this possibility for different languages to act as symbols of the social structure to which they belong. The use of different languages is often a sign of a distinct religious or political group. Switching from one language to another may also be an indicator of distance in everyday circumstances, as can be seen in different bilingual areas. Languages have developed a wide range of varieties for handling the different kinds and levels of relationships, which identify the social structure of a community, for example, occupation, subject matter, social status, and setting, but may also have been used as signs of social identity. The role in which language plays in social and ethnic identity is the only way we have to acquire conceptual concepts (e.g. love, freedom, power, etc.) and to increase out knowledge, other than direct physical experience. Language offers belonging with those who share it, and the smaller the language group, the stronger the bond will be. Language is knowledge, and in todays world knowledge is one of the key factors in being competitive. Knowledge is what creates the successfulness and growth we tend to take for granted. In an advanced industrial society and in an increasingly co-dependent world, the knowledge of other languages becomes essential. Just think of how the Internet has changed our lives, millions of people all over the world, that share common interests are able to converse with each other and exchange ideas. Not only are they able to do this because of all kinds of various technical advances, but also its because they share a universal language. Language is obviously a v ital tool, not only is it a means of communicating thoughts and ideas, but also it forges friendships, cultural ties, and economic relationships (Dwyer, Denis, and Drakakis, 1996:42). Throughout history, as Ive shown, many have reflected on the importance of language. There would have been no poets, philosophers, political leaders, writers, and other forms of art introduced in the world if language was not there. Therefore it can rightly be said that language fulfills the basic human need of talking and enabled us to depend on others for its various needs in order to live. Language is a tool of communication in ones hand. Language has played a significant role in the service of mankind and it can be considered as a pioneer in the progress of human civilization. Crystal, David (1987) The Use of Language. pp.6-70 Schmidt, Ulrike (2008) Language Loss, and Ethnic Identity. pp.1-4 Duranti, Alessandro (2009) Journal of Linguistic Anthropology. pp.204-209 Pei, Mario (1965) The Story of Language. pp.21-38 Dwyer, Denis and Drakakis, David (1996) Ethnicity and Development. pp.13-45 Jannarone, August (2006) Journal of Social Identity. pp.1-2

Saturday, January 18, 2020

Form and Structure Essay

`A Taste of Honey’ is in two acts, both containing two scenes, and set in two flats. The play could be described as episodic, due to the fact that within the same situation by using a blackout, the play has moved on months from the previous scene (i.e. Jo’s pregnancy in Act II). Delaney has used a Brechtian device with using episodes to show different aspects of the characters lives, and how they fit together in the plot. The structure of the play is fairly basic as it follows the Brechtian influence of a Linear plot(beginning, middle, end) i.e. the play is easy to follow which symbolises the characters lives – monotonous and basically the same situations arising from one day to the next. However, a element of Stanislavski is used as the technique of naturalistic/realistic drama (soap opera effect) is apparent. `A Taste of Honey’ follows the life of a young girl call Jo over the period of approximately 12 – 18 months. It is realistic in the sense th at it portrays how working class people live and the struggles they have to endure, which would therefore allow the audience to relate to this and affect them emotionally. This relates to Stanislavski’s aim of wanting to depict the working class and show the rich and privileged how they live (realities of society). This idea is also indicated throughout the outcome of the play – the initial characters in the play Helen and Jo end up as they begun, rejected and the relationships they developed throughout the play have failed( Peter has gone off with another woman, Jimmie left Jo pregnant and does not come back to see her, and Geof leaves Jo). There is only Jo and Helen left, and Helen portrays selfishness and illustrates dislike towards her daughter, as shown on the final page( 86), which was the case in the opening of the play. This situation of the characters not progressing in their lives symbolises the genre of the play as they have no hope for the future because of the lives they lead. Due to their lack of education, morals and the general way they conduct their lives, (e.g. Jo dating a coloured man) they are outcasts of society. However, due to their working class status in the 1950s, they wouldn’t be given the chance. Therefore, I feel the that Brechtian idea of current political factors playing a part in this play when written, is illustrated by the characters lives due to their working class status, the feminist issue of two of the male characters(Jimmie and Peter) only after Helen and Jo for sex, and the racism and discrimination towards coloured people. Stanislavski uses methods of traditional, realistic drama such as method acting, where the actor becomes emotionally involved with their character to gain a deeper understanding. Delaney intended on using this idea, as in the early rehearsals for the play, improvisation lessons were used. Avis Bunnage, who played Helen in a `Taste of Honey’ described this experience as an actor: â€Å"When we came to bits that didn’t seem to work, we ad-libbed around the ideas, made it up as we went along. We used things that were around like an aspidistra that someone had left on the stage which became incorporated in the production. I said some of my lines to it. Jean gave us hell during the rehearsals. She had us running from the stage to the paint bay and back over and even again, to give us feeling of real tiredness† Example of method acting used in rehearsals for the play I would describe the genre of this play as â€Å"kitchen sink’ as it has certain characteristics such as being set in a working class environment (Salford, Manchester – in a flat). It deals with domestic issues such as conflicts between people who live in these poor conditions (e.g. Jo and Helen). The language even insinuates this genre of theatre, as it is simplistic and could be described as ordinary, everyday language, which is sometimes crude. An example of this is in Act II, scene I, where Helen and Peter have come to see Jo: Helen: â€Å"Take your bloody money and get out† Peter: â€Å"Thank you† Helen: â€Å"You dirty bastard† (Act II, scene 1, page 66 ) Another example of the language reflecting the genre of the play is Helen’s description of the flat: â€Å"There’s a lovely view of the gas works. We share a bathroom with the community† (Act 1, scene 1, page 7) Another element of this drama is the conflicts which arise due to the conditions in which the characters live (Jo and Helen). Helen kicks Geof out/makes him leave without Jo knowing about this, and she knows Jo wants him there. Another example is Helen arguing with Peter for touching her. Peter ( touching her) †Now you know I like this mother and son relationship† Helen: â€Å"Stop it† Peter: â€Å"Aren’t you wearing your girdle?† (Act 1, scene1, page 18) Helen argues with Peter about this because really she likes him touching her. This relates to Jo ‘s situation as she doesn’t want `boy’ (Jimmie) to touch her, due to the fact that she enjoys it too. This dismissal of affection is due to both the female characters not being really used to affection, as their relationship as mother and daughter certainly doesn’t entail this behavior. Therefore, the characters don’t know how to conduct themselves in a loving relationship, and are unaware of how to respond to affection, care and attention. The hostile relationship between Jo and Helen is established due to the many arguments they have, for example, when Jo tells Helen she’s getting married, Helen is angry. Jo: â€Å"My boyfriend, he asked me to marry him† Helen: â€Å"Well, you silly bitch. I could choke you† (Act 1, scene II) The domestic relationship is between Helen and Peter (mother and boyfriend). For example, when Peter finds out that Helen has a daughter he states: â€Å"That puts another 10 years on her† (Act 1, scene 1) This portrays Peter’s attitude towards Helen, as he talks about her here in a rather disparaging tone as he knows Helen always tries to act and look younger than she actually is. This idea of making fun of characters is displayed again in Act II, scene 1, when Peter finds out Jo is pregnant: Peter (singing): â€Å"Who’s got a bun in the oven? Who’s got a cake in the stove?† Within the play the Brechtian device of including music is used, as there is many musical interludes which represent the beginning or mark the ending of a scene. For example, in Act 1, scene II the boy (Jimmie) exits whilst singing to the audience. This music within the play seems to be a contrast to the harshness and reality of it – i.e. the characters are portraying happiness or humour when singing. However, even at times with the singing there is comic – sarcasm intended. For example; when Peter finds out Jo is pregnant, he sings: â€Å"Who’s got a bun in the oven? Who’s got a cake in the stove?† This idea of music being an important factor in the play is indicated in Act 1, scene 1, when Helen is reminiscing about her experience of working in a pub, and she starts to sing a song she use to apparently perform, at which she asks the orchestra to join in and play the piece. The fact that the script indicates that there is an orchestra in the play gives us the impression that Delaney intended to make music a definite aspect of the play. Singing is also a element frequently used in the play, as Helen performs a old song she used to sing in the pub, Peter portrays his sarcasm by singing many statements, i.e. ‘Walter, Walter, take me to the alter!’. We also see boy (Jimmie) in Act 1, scene 2 (page 26) singing to the audience as he exits. This Brechtian device portrays the characters mood and temperament at the time, which also adds to the overall atmosphere. Another example of this is when Jo is reminicing about Jimmie in Act two, scene one(page 53) which indicates to the audience that she still thinks about him and how she regards him as a liar. Another Stanislavski device used is sub-text. For example; is Act 1, scene 1, when Jo has gone to make coffee, Helen talks about her daughter to the audience: † I suppose I’d better clear some of this stuff away. She wouldn’t think. Well they don’t at their age, do they. Oh! it gets me right here when I try and do anything when I bend you know. Have you ever had it? This device allows us (the audience) to witness Helen’s personality and how self-obsessed she is, moaning about her cold and generally ordering Jo around. There is no real silences in the play, due to the fact that this portrays the monotony of their lives, always doing something, moving from one place to another, arguing, fighting, different relationships etc. The relationships throughout the play are fuelled by anger, where every couple seem to have disputes which lead to rash decision making, with no real thought of the consequences, i.e, boy asking Jo to marry him, Geof kissing Jo due to confusion etc. Therefore, the suspense is built up by the language, how the tempo of the dialogue speeds up as arguments take place, and the questions raised by the characters. For example, Jo inquires about her father and Helen divulges to her that he wasn’t exactly normal. This leads the audience into thinking what actually was wrong with him and how will it effect Jo in later life? This device links to Stanislavski’s idea of realism and how, for example, Helen is ashamed to admit firstly being adulterous and how this changed her life,(turned into a whore) and that she slept with the apparent village idiot, which in the 1950s would have been the gossip of everybody (fits in with the era). An element within the play which has had the influence of Brecht is the idea of Forum theatre. Brecht liked the audience to be involved in the play and in ‘A Taste of Honey’, Delaney has tried to incorporate an aspect of this by having the some of the characters speaking and interacting with the audience. For example, Helen addressed the audience frequently in Act one, scene One: †She can’t do anything for herself, that girl.† (page 10) Another example is Jo on page 7: †You packed ’em. She’d lose her head if it was loose.† This device allows the audience to actually get feel a of what the atmosphere is actually like for the characters, and therefore this incorporates Stanislavinski’s idea of wanting the audience to be able to react emotionally to the play.

Friday, January 10, 2020

Responsibility for Personal and Professional Development Essay

Effective personal and professional development is the result of co-operative and co-ordinating working at all levels in the University and also with the individual members of staff. At the strategic level the personal and professional development implications of strategy and vision must be recognised and resourced. Overall responsibility for the development and delivery of Personal and Professional Development policy and strategy rests with the Director of Human Resources and the Personal and Professional Development Unit. The Director of Academic Professional Development and the Academic Professional Development Advisory Group, convened by the Director of Human Resources, acts as a central focus for the co-ordination, planning and provision of a range of learning and teaching development activities. The Deans and/or Associate Deans for Learning & Teaching, as appropriate, liaise with the Director of Academic Professional Development in order to consider appropriate ways in which de velopment needs can be met, including delivery at department/section/unit or Faculty level, or through central delivery. The link between centrally delivered and Faculty-based development activities is supported by regular and ongoing contact between the Director of Academic Professional Development and Faculty contacts for Academic Professional Development, normally the Associate Dean for Learning & Teaching. Heads of department/section/unit ensure that all staff employed in their area receive appropriate advice so as to ensure direct and substantial benefits are achieved for staff undertaking any development, support towards identifying their developmental needs through the review process and by other means, and ensure that adequate time is made available within workloads to allow staff to engage in identified and agreed development activities, as appropriate, to address these needs. Faculties and departments/sections/units are expected to expand upon the centrally delivered personal and professional development programme by making effective use of any monies devolved to them for this purpose. Day-to-day management of university-wide generic personal and professional development and training, as well as management training and development, is the responsibility of the Director of Management and Personal Development. Generic personal and professional development and training comprises those  activities which serve a widespread need in the university such that is efficient and effective to provide them centrally, either in-house, bought-in or externally provided, rather than ask departments or Faculties to source them. They include interpersonal skills, administrative skills and management skills. They do not include skills narrowly applicable to only one specialist function or discipline, which are best sourced through a department’s or individual’ s links, perhaps to the research community or a professional society.

Thursday, January 2, 2020

Reasons to Learn French

There are all kinds of reasons to learn a foreign language in general and French in particular. Lets start with the general. Why Learn a Foreign Language? Communication An obvious reason to learn a new language is to be able to communicate with the people who speak it. This includes both the people you meet when traveling as well as people in your community. Your trip to another country will be greatly enhanced in both ease of communication and friendliness if you speak the language. Speaking anothers language shows respect for that culture, and people in every country prefer it when tourists make an effort to speak the local language, even if all you can say in it is hello and please. Also, learning another language can also help you to communicate with local immigrant populations at home. Cultural Understanding Speaking a new language helps you to get to know other people and their culture, as language and culture go hand in hand. Because language simultaneously defines and is defined by the world around us, learning another language opens ones mind to new ideas and new ways of looking at the world. For example, the fact that many languages have more than one translation of you indicates that these languages (and the cultures that speak them) place a greater emphasis on distinguishing between audiences than does English. French distinguishes between tu (familiar) and vous (formal/plural), while Spanish has five words that indicate one of four categories: familiar/singular (tà º or vos, depending on the country), familiar/plural (vosotros), formal/singular (Ud) and formal/plural (Uds). Meanwhile, Arabic distinguishes between nta (masculine singular), nti (feminine singular), and ntuma (plural). In contrast, English uses you for masculine, feminine, familiar, formal, singular, and plural. The fact that these languages have such different ways of looking at you indicates cultural differences between the people who speak them: French and Spanish focus on familiarity vs. formality, while Arabic emphasizes gender. This is just one example of many of the linguistic and cultural differences between languages. Also, when you speak another language, you can enjoy literature, film, and music in the original language. It is extremely difficult for a translation to be a perfect replica of the original; the best way to understand what the author meant is to read what the author wrote. Business and Careers Speaking more than one language is a skill which will increase your marketability. Schools and employers tend to prefer candidates who speak one or more foreign languages. Even though English is widely spoken in much of the world, the fact is that the global economy depends on communication. When dealing with France, for example, someone who speaks French will have an obvious advantage over someone who doesnt. Language Enhancement Learning another language can help you to understand your own. Many languages have contributed to the development of English, so learning those will teach you where words and even grammatical structures are from, and augment your vocabulary to boot. Also, in learning how another language differs from your own, you will increase your understanding of your language. For many people, language is innate—we know how to say something, but we dont necessarily know why we say it that way. Learning another language can change that.Each subsequent language you study will be, in some respects, a little easier, because youve already learned how to learn another language. Plus, if the languages are related, such as French and Spanish, German and Dutch, or Arabic and Hebrew, some of what youve already learned will apply to the new language as well, making the new language that much easier. Test Scores As years of foreign language study increase, math and verbal SAT scores increase. Children who study a foreign language often have higher standardized test scores in math, reading, and language arts. Foreign language study can help to increase problem-solving skills, memory, and self-discipline. Why Learn French? If you are a native English speaker, one of the best reasons to learn French is to help you understand your language. Although English is a Germanic language, French has had an enormous impact on it. French is the largest donor of foreign words in English. Unless your English vocabulary is much higher than average,  learning French  will greatly increase the number of English words you know. French is spoken as a native language in more than two dozen countries on five continents. Depending on your sources, French is either the 11th or the 13th most common native language in the world, with 72 to 79 million native speakers and another 190 million secondary speakers. French is the second most commonly taught second language in the world (after English), making it a real possibility that speaking French will come in handy practically anywhere you travel. French in Business In 2003, the United States was Frances leading investor, accounting for 25% of the new jobs created in France from foreign investment. There are 2,400 US companies in France generating 240,000 jobs. American companies with offices in France include IBM, Microsoft, Mattel, Dow Chemical, SaraLee, Ford, Coca-Cola, ATT, Motorola, Johnson  Ã‚  Johnson, Ford, and  Hewlett Packard. France is the second leading investor in the United States: more than 3,000 French companies have subsidiaries in the US and generate some 700,000 jobs, including Mack Trucks, Zenith, RCA-Thomson, Bic, and Dannon. French in the United States French is the 3rd most frequently spoken  non-English  language in US homes and the second most commonly taught foreign language in the United States (after Spanish). French in the World French is an official working language in dozens of  international organizations, including the United Nations, the International Olympic Committee, and the International Red Cross. French is the lingua franca of culture, including art, cuisine, dance, and fashion. France has won more Nobel Prizes for literature than any other country in the world and is one of the top producers of international films. French is the second most frequently used language on the internet. French is ranked as the 2nd most influential language in the world. Oh, and one other thing—Spanish is  not  easier than French! Sources Admissions Testing Program of the College Board. France in the U.S.  Franco-American Business Ties Rock Solid,  News from France  vol 04.06, May 19, 2004. Rhodes, N. C., Branaman, L. E. Foreign language instruction in the United States: A national survey of elementary and secondary schools. Center for Applied Linguistics and Delta Systems, 1999. Summer Institute for Linguistics Ethnologue Survey, 1999. United States Census, Ten Languages Most Frequently Spoken at Home Other than English and Spanish: 2000, figure 3. Weber, George. The Worlds 10 Most Influential Languages, Language Today, Vol. 2, Dec 1997.