Risks Associated With the Use of Tobacco Term Paper

Risks Associated With the Use of Tobacco - Term Paper Example Sadly, the users of tobacco seem not to care or are so addicted to this substance, such that are at an impasse to act. Today many researches by medical practitioners point out that 75% of all lung cancer deaths are tobacco related. Unfortunately, some of those affected are direct passive smoking. Likewise, use of tobacco accounts for more than 20% of heart diseases deaths (Cordry, 2001). Many individuals such as myself have had it difficult coping with the users particularly close friends. Despite these known alarming rate that are associated with use of tobacco and the cause of poor health as well as death many still put their love ones and the public at risk through second hand smoking related risks. However, there are behavioral or other changes can be made to minimize the situation. One of such can be heavy penalty on users of tobacco in public for it affects many non-smokers. Likewise, there is need to regulate advertisement and if possible ban it all together to help curb new users. These will have a direct influence in users and help minimize the associated risks (Graves, 2000). In summary, there are a lot of risks that are directly associated with passive users of tobacco. The risks are health related and affect large portion of the population. However there are a lot that can be done by the government including fines to minimize these

Causes Of Failure At Lehman Business Essay

Causes Of Failure At Lehman Business Essay The article examined and analysed for this coursework is entitled for Lehman, More Cuts and Anxiety by Jenny Anderson and Eric Dash. It was published in the New York Times in August 29th 2008. Lehman Brothers was formed in 1850 and is a much diversified globalised financial institution with its headquarters in the United States1. Lehman had a client portfolio of corporations, governments and various individuals across the globe meeting their financial needs. However, the once successful Lehman Brothers is facing a tough time. This is due to the sub prime mortgage crisis, an ongoing economic problem of contracted liquidity in the global market and banking system, in the United States. This adversely destroyed the operations of Lehman brothers significantly as their finances were seriously affected. Lehman undervalued risk in the subprime market together with false accounting leading to catapulting collapse of the organisation2. As a result of these problems, together with external for ces Lehman had to lay off 6000 of its workers. As quoted from main article by anderson3 Lehman has laid off more than 6000 workers since June 2007. Speaking in the same vain, this influences the morale on the remaining staffs expected round of cuts is stark reminder of basic truth on wall street, in good times you get rich, bad times you get fired3. The repercussions such as layoffs backfiring, dissatisfied workers and employment laws are some of the challenges that management at Lehman will be facing and therefore needs to apply various management theories and concepts to overcome it. These include analytical frameworks of Jackson and Schuler4 and Kochan and Barocci5 in relation to internal human resources management, together with the rights and responsibilities which can be exercised by Lehman Brothers. Causes of failure at Lehman: There was not a single variable which lead to the fall of Lehman brothers but rather a culmination of factors such as greedy Wall Street traders, debt load of American household, Rating Agencies and degregulations6. However, out of these factors the main one was the market of credit default swaps. Morin and Maux6 gave an explanation of the sub-prime market as follows inferior quality real estate loans whos higher risk of payment default is countered by the bank with higher rates. The mortgage loans granted at variable rates were granted to households with modest incomes. Moreover in a separate report and SWOT analysis done by Datamonitor7 gave an insight into how Lehman exposure to sub prime market caused a risk to the company and went further to criticise it. Investments in sub-prime mortgages and mortgage backed securities are at risk of being written off amid a crisis in US sub-prime mortgage market. Much of that prime dept was repackaged as collateralised debt obligations (CDOs) and mortgaged backed securities and was sold in the whole sale market7. Another factor which needs to be considered is known as Repo 105. This is a purchasing agreement used to manage cash flow by organisations. It normally involves an agreement in which the bank gives one of its counterparts highly liquid securities in exchange for cash. But in the case of Lehman they acted differently, according to Wilchins and Da silva8, Lehman Bought government bonds from another bank using its Lehman Brothers Special financing unit in the states. Before the end of quarter, the US unit transferred bonds to London affiliate called Lehman Brothers International. Afterwards, the London office gave assets to its counterparty and received cash and agreed to buy the assets back later at a much higher price, at least 105% of original price. The money that was received was used to cover and pay off a large amount of liabilities. Therefore the reduction in assets and liabilities showed a much better quarterly financial statements and corresponding ratios, appearing much bette r to regulators, investors and the general public. At the start of the next quarter Lehman borrowed more money using its falsely made up financial statements and then only to repurchase the securities from its affiliates in London and in so doing its financial statement will revert back to its preceding poorer position. Discussion With reference to the main article2 for the essay, after the mortgage crisis, management at Lehman had to re-structure their strategies for managing. Lehman executives are examining many options, among them is the sale of investment management division, which includes Neuberger Berman and could fetch $7-10 billion. Other options include the sale of about $40 billion of troubled commercial real estate, and the creation of separate unit that would be owned by Lehman shareholders and house a substantial portion of Lehmans commercial and residential mortgage assets, as well as making thousands of staff redundant2. According to Jackson and Schuler4, the implementation of a specific human resource management (HRM), practices, policies and philosophies and organisational performance are derived from an assortment of macro-level environmental influences. It was apparent in the case of Lehman Brothers that they should adopt the practice of organisational resizing in response to the economic and environmental conditions8. The degree to which their remaining employees respond and execute their duties will be deeply depended on how the human resource department handles the staff. In their model, the human resource management of Lehman needs to think about external factors such as culture, laws and regulations, politics and industry partners relevant to investment banking9. Moreover, the model shows the dependency between the processes of information interpretation, decision making and communication management in relation to the organisations technology, structure, size, strategy and life cycle stage. As a conglomerate company operating in different countries, the amalgamation of the globalisation strategy and sustainable technology would help Lehman Brothers. Henceforth, Lehman should apply the model and reduce its financial burden as well as job dissatisfaction. It was sensible for Lehman to lay off some of its staff as the article said but an alternative strategy could have been to keep its staff but give a pay cut. Although how feasible this option is unknown. In the same way, Kochan and Barocci5 provided an analytical framework demonstrating the informal linkage between the constantly evolving environmental conditions, HRM strategies and policies, and stakeholders goals and needs. It was significant for Lehman to understand the framework proposed by these management gurus as they have to make Human Resource decisions to convince both the organisation and its stakeholders including but not limited to maintaining profit, sustainable dividend payment to shareholders, provide a healthy and safe working environment, and customer service6,7. The management model proposed by Kochan and Barocci went further to advocate that organisational HR analysis should be able to recognise the need for HRM strategies and policies to adopt and response to both internal and external organisational changes9. As said earlier, Lehman brothers could have kept their staff on and reduce their wages or find them temporary jobs and in so doing their financial woes cou ld have been reduced and at the same time fulfil its responsibilities by providing short-term compensating jobs. However according to article used2, Lehman decided to permanently layoff 6000 workers which lead to backfiring by various stakeholders including some of the staff taking Lehman to court for unfair dismissal, retained workers felt job insecurity in a fearful environment, and loss of consumer confidence as reflected in the decline of mortgage financing applications in 2007. Lehmans stock has been rattled by persistent rumours about what the firms next move will be. Last week, the stock fell 12% and rose 16% on two separate days. The shares have lost 73% of their value this year, rankling employees and customers2. Therefore to prevent Lehman Brothers being in the news for similar reasons, it should layoff its staff in accordance with employment law. However, if the law does not sanction this act then a revised job package needs to be considered as discussed earlier. Although different Human resource management (HRM) strategies and practises exists such as human resource (HR) planning, staffing practices, performance and appraisal, workplace participants rights, responsibility and safety in the work place and etc. Not all of them are applicable in the article in the case of Lehman; the most relevant is HR planning and workplace participants rights and responsibilities. A tactical plan showing the elementary ideology and criteria fundamental to the success of such programmes is vital11. For the most part, strategically based organisations are now finding it beneficial to appraise the affectation of reduction measures in advance because an under-employment or over employment might obstruct accomplishments to change the organisations niche11. The conventional all plans fit in every situation i.e. uninterrupted layoff plans by Lehman brothers of staffs in unsteady conditions, cannot be used as forecast anchor in low growth, volatile business environm ent. An assortment of management gurus have given support to the human resource practice as it is important in deciding which jobs are critical, which jobs will be lost, and to establish whether terminations should be concurrent or implemented using a phase down approach12. Accordingly, this enables the justification and magnitude of importance for Lehman to conduct a Human resource planning by engaging themselves in an ongoing environmental scanning of both the internal and external labour market in line with an analysis of their organisational objectives, strategies and policies in order to determine the right quantity and quality of employees. Perhaps it can argue that because Lehman had to lay so many staffs off during their problems, there was a bit of Human Resources Policy failure i.e. the institution was overstaffed. The main other Human Resource practice which needs to be considered by Lehman is the workplace participants right and responsibilities. This is because the employment liaison between Lehman and other respective parties are determined by signed contracts. Henceforth, the employment law in all countries around the globe sets the minimum standards and conditions for employment in a given region13. As the employment options are diverse and multifaceted, it is imperative for Lehman Brothers to have up to date and precise understanding of employment laws both in the home and host country. In referring back to the situation in which Lehman laid off staff launched a court claim for unmerited dismissal, it seems Lehman was oblivious to the employment law. Whilst at the same time, it was apparent that how to reduce the financial loss was what was dominating the irrational managerial executives. The Human relation practitioners at Lehman should have known better in the sense that you cant just dismiss a member of staff without cause and the member wont refer to the Director General of Industrial Relations Act 6713. Lehman in principle needed to endow with their offer of contract in agreement with what the content said. And Lehman has the duty to pay remuneration if employers are prepared to work. Conclusions In the current global economy, various organisations will face many uncertain external environment pressures, which will significantly influence the Human Resource Aspect of the organisation16. In the case of Lehman Brothers, due to the sub-prime mortgage crisis it lead to a range of negative outcomes such as laid off staff taking Lehman to court for unfair dismissal, retained staff had lots of job insecurity in an apprehensive environment, and finally the loss of customers assurance as seen in the decline of mortgage financing applications. Therefore with reference to the main article, two pertinent strategic human relations management theories were used to explain how Lehman could improve its organisational circumstances. The analytical frameworks of Jackson and Schuler3 and Kochan and Barocci5 were discussed. In the application of the former framework to Lehman it was suggested that they should adopt the practise of rightsizing i.e. temporary layoffs of staffs and pay-cuts. It was also analysed that extend to which the staff kept behind would react and perform was seen to be greatly determined by the ability of the human relations department to control the situation15. Moreover the framework also recognized the need for Lehman to adopt HRM strategies with response to the changes in the external environment i.e. temporary layoff plan and job repackaging. Speaking in the same vein, two internal HRM practices were suggested to help Lehman out of its situation namely HRP and workplace participants rights and responsibilities. With respect to the HRP proposal, Lehmans one fit alls application was damned and instead, the significance for Lehman to conduct a HRP taking into consideration continuous environmental scanning were emphasised as their past HRP was a disaster- permanently laying off surplus labour leading to wastage of resources and excessive payrolls. References New York Stock Exchange (2008) Lehman Brothers Holdings Inc. Retrieved 20th Oct 2012. Weng Marc Lim. Organisational Strategic Human Resource Management. The case of Lehman Brothers. Journal of Management Research (2012) 4: 20-24. Anderson J Dash E. For Lehman, More cuts and Anxiety. The New York Times. August 2008. (Last accessed on October 30th 2012). Jackson S Schuler R. Understanding Human Resource management in the context of organisation and their environments. Annual Review of Psychology 46: 237-264. Kochan TA Barocci TA. Human Resource Management and Industrial Relations (1985) 15: 21-28. Le Maux J Monin D. Black and White and Red all over: Lehman Brothers inevitable bankruptcy splashed across its financial statements (2011). International Journal of Business Social Science 2:39-65. Lehman Brothers Holdings, Inc. SWOT Analysis (2008). Lehman Brothers holding SWOT Analysis 1: 1-10. Wilchins Dan Da Silva Silvio. Graphic How Repo 105 worked. Blogs.reuters.com/reutersdealzone/2010/03/12/graphic-how repo 105 worked. Hartel C.E.J, Fujimoto Y, Strybosch VE Fitzpatrick K. Human Resource Management: Transforming Theory into Innovative Practice. Malaysia: Pearson Education Australia 2007. Luoma M. The Essence of HRD orientation: evidence from Finnish Metals Industry (1999). Journal of European Industrial Training 23(3): 113-120. Zeffane R Mayo G. Rightsizing: The strategic Human Resource Management Challenge of the 1990s. (1994). Management Decision 32(9): 5-9. Khandekar A Sharma A. Managing Human Resource Capabilities for Sustainable competitive advantage (2005). An empirical analysis from Indian global organisation. Education Training 47: 628-639. Norman RN Fowler MP. Recent Changes in UK employment Law (1989). International Journal of Manpower 10(4): 28-30. Gee G Kleiner BH. How to downsize legally (1996). Managerial Law, 38(9): 22-31. Jimenez DJ Valle R. Innovation and Human Resource Management Fit: an empirical study (2005). International Journal of Manpower 26 (4): 364-381. Weng Lim. Organisational Strategic Human Resource Management. The case of Lehman Brothers (2012). Journal of Management Research. 4(2): 1-8.

The Salton Sea Essay -- Geography

The Salton Sea Introduction The Salton Basin , a below-sea-level depression which extends on the north from Palm Springs , California, to the Gulf of California , in the south. The Salton Sea has undergone historic cycles of filling with water and later drying up. The most recent predecessor to the Sea, that being Lake Cahuilla , last filled this area between 300 to 500 years ago and at one time had a surface elevation above sea level. In 1905 the flooding of the Colorado River was accidentally diverted into the Salton though and thus the Salton Sea was born. When the Colorado River floods retreated in 1907, the surface elevation of the Salton Sea slowly began to drop until the 1930ï ¿ ½s when agricultural drainage from the Imperial and Coachella Valleys sustained its level. Soon after , this Sea was turned into a state recreation area, wildlife refuge and a sport fishery. To this day, agricultural drainage and run-off is the major source of water inflow to the Salton Sea. When it was Healthy When the Sea was healthy it, drew recreationists from all around and was a popular sport fishing site. The marine level of salinity made it a great place to race boats and allowed for the introduction of salt water marine life. With all this attention the north side shore line soon became the Salton Sea State Recreation Area . Not only was this area attractive to people , but it was soon populated by birds and turned into a critical link for flocks of migratory birds along the Pacific Flyway. As a result , the Salton Sea National Wildlife Refuge was established on the south end of the Sea in the 1950ï ¿ ½s.(The Salton Sea Authority and the Bureau of Reclamation , 1997) Current Conditions Today the Salton Sea contains 7.3... ...tm 4. Hunter, Duncan & Lewis, Jerry & Brown, George &Calvert, Ken(1998).Speaker Gingrich, Mary Bono join Salton Sea Task Force in unveiling "Sonny Bono Memorial Salton Sea Reclamation Act". Congressional Salton Sea Task Force. 5. Kellert, S.R. and E.O. Wilson, editors. 1993 The Biophilia Hypothesis. Island Press, Washington, DC 6. NEPA. 1998. The NEPA Fact Sheet. Online. Available http://www.gsa.gov/pbs/pt/call-in/factshet/0397/03_97_9.htm 7. Salton Sea Authority and Bureau of Reclamation .1997. The Salton Sea : Opportunities and Challenges. A brochure. 8. Taylor, Dan. 1998. Audubon Society Inspired to Action by Bird Die -offs . 17 Jan. 1998 . E-mail . Available bkus@sunstroke.sdsu.edu 9. The Salton Sea Authority and the California State Water Commission presentation of : Salton Sea Symposium II - various speakers. The Salton Sea - January 1998

Product Design

Executive summary Contents: 1. Introduction 2. 0Current design 2. 1Product Description 2. 2Applications 2. 3Value analysis 2. 4Product life cycle 2. 5Manufacturing method and materials 3. 1Re- Design 3. 2Value analysis 3. 3Design for manufacture 3. 4Design for assembly 3. 5Design for Dis-assembly 3. 6Design for sustainability 4. 1Conclusion References Appendix Executive Summary A blinder is a smooth maker which provides various services. It has different kind of functions and used in household and restaurant. The operation method is very simple. Input Ac current from a wall socket and ingredients needed to mix a desire finish goods as output. To develop or re-design a new product that will be appealing to the consumers. This is challenges for any kind of product. We analysed this product used various tools such as value analysis. From analysis this report explained there are little room to improvement for design, manufacture and assembly. The many component of the product made from plastic and which is cheap as produce with economic of scale and recycle these parts easy. This report will explain about sustainability and how EU control the waste by the implementing low. Introduction: The main objective of the blinder is to mix different ingredients to form of a new product, e. g. banana shake involved with mixing banana and milk. This is not always easy to bland because of different out put required different speeds to create a good mix. Because of that a blander will provide several speed settings. For smooth, well mixed products, it becomes necessary that a blinder will able to spin at a Varity of speed. The speed can be varying with the desirable output. The redesign of the product can be produce with economics of scale with maintain of environmental issue. Weihrich & Koontz (2005) explain that, create product ideas by examining consumers needs and screening the various alternatives, after the product is designed, prepare to lay out of the facilities to be used, plan the system of production, and schedule the various tasks that must be done. 2. 0 Current design: This type of blender can be made of glass, plastic, stainless steel or porcelain. Design is a problem solving activity (Lecture notes). Designer must be developing a product or service that meets a customer wants and needs through dissatisfaction. (Appendix 1). The demanded for the blinder is defined. The PDS shows that top of the container are a lid to prevent ingredients from escaping during operation. At the bottom is a blade assembly, sometimes removable for cleaning purposes. In cases where the blades are removable, the container should an o-ring between the body of the container and the base to seal the container and prevent the contents from leaking. The container rests upon a base that contains a motor for turning the blade assembly and has controls on its surface. Most current blenders offer a number of possible speeds. Low – powered blenders require some liquid to be added for the blender to operate correctly. High-powered blenders are capable of milling grains and crushing ice without such assistance. 2. 1 product description: Stand Blender XB9196G -5 Speeds with pulse -Capacity: 1. 5 L -Powerful 450 W motor -Stainless steel blade -Transplant glass Jug. -Voltage: 120V/230V -Wattage: 500/450 W 2. 2 Application: First, after remove the blender from the box and plug it in to a 120V wall socket. The consumer must then assemble it by placing the lid on the pitcher, the nozzle on the bottom, and attach the pitcher to the blade turner. Second, the pitcher can only fit in to the base one way because of the grooves and the markings. Third, the consumer would then fill the pitcher with whatever they would like to blend before adjusting the speed. There are three options: smooth, mix, and pulse. These basic descriptions for the speeds are clear and easy to understand. â€Å"Smooth† could be perceived as blending something thoroughly therefore it is the higher speed of the two locking buttons. Mix is slower and could be perceived as more stirring. Pulse can be used to intermittently blend the contents of the pitcher at a highest speed. Forth, trying to keep consumers hand on the top of the blender while pushing the buttons can lead to some difficulty. To pour, the consumer removes the top of the blender and grasps it by the handle or the grooves. To store the blender, unplug it and clean thoroughly. Fifth, to clean, the consumer takes apart the blender by removing the pitcher from the blade holder by twisting. This is usually kept tight so that liquid does not leak out the bottom therefore it is difficult to remove. Once the base is screwed off, the blades are easy to access. The nozzle must have water passed through to clean thoroughly but it is not intuitive how to screw the nozzle apart. 2. 3 Value analysis: (VA) Value is monetary terms of product and services relates with consumer desirability, worth and utility. ‘Value analysis is an organised programme to optimise the value of the product by eliminating unnecessary cost. (Lecture notes). The price for the final consumer can be reduced by the producing as bulk. The Fixed cost (FC) should set up as minimise level as possible and control on Variable cost (VC). When Marginal cost will be Zero, there will be possible to reduce the price than competitors. But the some of the specific components production cost is higher than other parts of the blender. The Pareto Principle (also known as the 80-20 rule) states that 80% of the effects come from 20% of the causes. 2. 4 Product life cycle: PLC goes through many phases, required skills, knowledge and many professional disciplines. As a product blander is a mature product as voice of the customer. But according to manufacturing it may not be mature product. Because of this product still required many components. There are four things to assert for PLC: 1. Product have a limited life. 2. Product sales pass through different stages and face different challenges. 3. Profits rise and fall in different stages. . Product required combination of marketing, finance, manufacturing, purchasing, RD, HR in each life cycle stages. A blinder is in a perfect competition market. So manufacturer need to combine different marketing and production mechanism with efficiently and effectively. So, Boone and kartz (1990) explain four stages through which a successful product passes: introduction, growth, matu rity, and decline. 2. 5 Manufacturing method and materials: The current product main four components: The motor, base, the pitcher and operational control. The pitcher made from glass. The component made from glass, plastic and stainless steel. 3. 0 Re-design: Redesign of the product transforms the quality better. So what is quality? Galloway ET (2000) explains that this represents the degree to which the design of the product or service meets the requirements of the market. Re-design of the blinder is not dramatic change. There are two major changes than previous model. The jar made by glass (previous) new model made from plastic. There are two main reasons, e. g. it is very cost effective as a material used and re-cycle is more environmental friendly. Another major change is touching Pad. There ware knob for the increase and decrease of the speed (old model). New model touch pad is implemented by numbers. Because of easy to operate in terms of level of speed required for specific output and usable friendly for all kind of consumer. (Appendix 2). This report will explain about different component of the blinder in re-assemble section. 3. 1 Value analysis: Value is interpreted in macro sense; it does not explain not only the cost of material but factor of other productions. The final product needs to face challenges of satisfactory. Does the product value with money? The utility of new jar can be appropriate with SMART analysis. Consumers can relay on this product as any condition of mixer. But glass jar is not friendly with hot condition of mixer. This product is Hazard Free to use, easy to maintenance and the life time depends on use. But it is completely disposal product. There is little sound pollution during operating time. 3. 2 Design for manufacturer: The current product is composed of 4 major components: the pitcher, motor, base, and operator control. The pitcher is made of plastic and is made by injection molding. The subparts of the pitcher are assembled with the use of fasteners. The parts of the pitcher are ease of assembly. There is a blade holder assembly at the base of the plastic pitcher. This piece is plastic and is used to attach the pitcher to the base of the blender. This blender blade fixture is also plastic. But it needs to be bored out with a drill through the middle forming an area for a long screw from the blade assembly. The production of the blades is from a slab of metal where slices of equivalent sizes are taken in order to produce mass amounts of blades at one time. The blender blade setup uses two identical blades 90 degrees to each other that sit on top of one another that are kept in place with simple washers and a long screw. The second major component is the motor which is inside the base and directly under the pitcher. The motor is produce from a specialized motor company. The problem of heat transfer must be examined. The heat produced from the motor will not melt the parts nearby. The motor is made to fit under the base and is sufficiently mounted. The mounting clips are under the blender base and are made to withstand the movement associated with the vibrations from the motor. The mounting clips are extensions on the base allowing for more strength. However, many parts of the motor attachment are attached by gluing which may result in problems with reusing or taking apart the glued components during the assembly process. The third main component is the base. It is made of plastic and is mass produced most likely by injection molding. The base is made durable enough to withstand added liquid in the pitcher as well as a running motor. The last component is the operator control that allows the user to choose different blending speeds. 3. Designs for Assembly: The blender actually consisted of over 50 components. Although we only mentioned the 4 main parts of the blender assembly, the actual manufacturing process was actually very difficult and time consuming due to the mass amount of components and attachments. The future design for the blender would most definitely need to reduce the amount of components to speed up the rate of the manufacturing process. 3. 4 Design for dis- assembly: This report will explain all component of a blinder. So readers can get the information in micro level of the operation. Pitcher: Pitcher made from plastic and it holds liquid and it injection moulding. Cover: Cover top of the pitcher made from plastic and has two parts of moulding. Handle parts: This is for the user to hold pitcher and made from plastic. Pitcher Nozzle: It’s manufacturing process injection moulding and dispenses liquid from pitcher. It is made from plastic. Plunger stick: It is converts force of nozzle into plunger and made from plastic. Plunger Rubber: The function of this part opens up passage for liquid flow and made from rubber. Round Knob: The function of this part directs plunger stick and made from plastic. Plunger washer: The manufacturing process of this part is stamped and function is distributes load over spring. This is made from aluminium. Spring: Spring loads the nozzle lever and made from steel. The manufacturing process is coiled. Nozzle Lever: This pat use for dispense liquid and made from plastic. Blade Subassembly: Upper blade: The main function of this part is cuts food and ice and made from steel. The manufacturing process is milling stamping bending. Lower blade: This part has similar function like upper part. It has same weight as well. Blade shift: The function of this part is transmit rotation of blade turner to blades and made from steel. Washer: The function of this part is distributes load evenly on blade and made from hard fiver. The manufacturing process is stamping. 3Flange Nut: It is attached blade holder to shift and made from steel. Blade Holder: The main function connects blade to pitcher and made from plastic. Bearing: This part made from brass and main function is allows blade to rotate in respect to holder. Blade holder O-ring: It main function is reduces liquid drip page and made from rubber and manufacturing process is injection moulding. Yellow clip ring: This part attaches pitcher to motor cover and made from plastic. White black ring on blade holder: It has similar function of blade holder o-ring. Blade turner: The main function is transmits rotation of motor shaft to blade shaft and made from steel or plastic. Motor sub- assembly: There are few parts e. g. damper, damper/blade washer, motor/damper washer, motor/damper bias, motor cover screw washer and another three main components e. g. Motor fan: The main function of this part is to reduces temperature of motor and maid from plastic. Upper and lower motor bracket: This part made from either plastic or aluminium or copper. The function is holding the motor in place. Motor Assembly: The function is the magnetic field run generates an magnetic field on the motor. This part made from plastic. User interface subassembly: Base and motor cover: Both are made from plastic. One function covers the top of the motor and another cover the bottom of the motor. The other parts of the components are motor cover screws, base screws, button, spring, bottom bracket, signal transmitter. 3. 5 Design for sustainability: Sustainable design is also called ‘Green design, ‘eco design’. It is art of designing physical objectives, the build environment comply with the economic, social and ecological sustainability. Most of the parts of blander are non-toxic and almost all components are recyclable and required little energy to process. The product has powerful 450 W motor which required 120V which require less energy. This is more household and restaurant useable product so it lasting longer. The most of the materials can be use in commercial new production afterlife. The processing of e-waste is causes serious health and pollution problems. The technology change, low initial costs have the fasted growing problem around the world. In the 1990 some of the European countries banned the disposal the electronic waste in lands fields. All unwanted electronic goods can return to sales points with free of charge. This is the producer responsibility for dispose. The EU implemented a system in 2003, under the waste Electrical and electronic Equipment Directive (WEEE 2002/96/EC). The directives transform in national low. The producer should collect their goods from customer and dispose it ecologically friendly manner. 4. 0 Conclusion: Re-design of the blinder is more cost effective and can be produce by economic of scale. It needs to satisfy the consumer demand and needs to face competition in the market. It had been redesign cost effectively and use environmentally friendly. The all components can be reusable for produce of the other new product. The production organisation has more CSR in terms of disposal. As finished goods it needs to face different stages of life. It can be redesign with the time goes and market mechanism change. There are more R&D required for this product in terms of assembly and noise pollution. References: Galloway L and Rowbotham F & Azhashemi M (2000) Operations Management in Context. 1st edi. Oxford, BH. Weihrich H & Koontz H (2005) Management. 11th edi. London, Mc Graw hill. Boone L & Kurtz D (1990) Contemporary Business. 6th edi. London. The Dryden Press. Lecture notes http: //direct. asda. com/on/demandware. store/sites-ASDA-site http:// inventors. about. com/library/inventors/blblender. htm. Appendix :1 Design Flow chat

Competency Goal 6 Essay

To maintain a commitment to professionalism. To maintain a commitment to professionalism in preschool classroom I set a goal for myself. My goal in my classroom is to set a standard of excellence within the room and to commit myself to the growth and development of each child in offering a positive, kind, loving, and safe atmosphere. I have respect, not only for myself but, for my class, each child, and their families. I keep all parental information shared with me confidential. I also uphold all health and safety regulations and make children’s well-being my top priority. I also respect family diversity. This includes but is not limited to cultural differences, orientation, or economic status. I encourage individuality in children. I treat each child with respect and help them to build a positive self- image. Being informed is being ready to assist any child with any need they may have. I feel it is important to always stay positive and keep a smile on my face. Stay on top of new regulations for the school as well as updated laws and other developments within early childhood education; Always making sure to have information to help parents that have children with additional needs. I feel I am a kind and loving person and am genuinely concerned about the growth and development of each child entering in the class. I want to give them every opportunity to grow and learn in a safe environment. I love working and being around children not just in a group setting but also a one on one setting. I became an early childhood assistant teacher, because I enjoy working with preschool children, and looking forward to becoming a teacher soon.

Innate Learned Behaviour Essays

Innate Learned Behaviour Essays Innate Learned Behaviour Paper Innate Learned Behaviour Paper The argument regarding innate and learned behavior is one that will never be settled. The natives believe that some areas of behavior are Innate and argue that we Inherit the qualities that decide what kind of person we will be. They believe that our behavior Is mostly due to genetics. However against this argument emplacements (who believe that aspects of behavior are learnt), argue that a childs development Is more Influenced by the care and attention they receive during their childhood. This Is oscillation. An example Is that a child can be taught not to cry, for Instance during the war, when people who where in hiding could not possibly allow their babies to cry or else they would be found. They may also state that sleep can also be taught I. E. : a baby who is not picked up and cuddled as soon as they start to cry would soon learn to go back to sleep. I feel that many of the reflexes are in born in a baby. I have noticed with my own children, in particular, the moor reflex and the rooting reflex, although the extent of Hess do seem to diminish after a short period and seem to be re-learnt in later life, or maybe they Just hibernate! Young babies seem to have surprising abilities which they could not have learnt. As far as breathing, a baby will breath the fluid inside the womb. Therefore am inclined to call it instinctive, because it seems so automatic. However, I know that babies are usually encouraged to cry right after birth in order to get them to start breathing well. I suspect that since breathing is something we can control pretty well, t is a blend of instinctive and learned behavior. Examples tend to indicate that from birth babies will instinctively suck things that come near their mouth, grab things that touch their palm, and try to stiffen their legs when you hold them as if they were standing. They seem to be Instinctively afraid of falling, and loud noises. They also Instinctively cry when they are uncomfortable. These things do not seem to have to be learned, but are present from birth. Of course, some of these things may have been learned In the womb. For example, a fetus will grab things, suck their thumb, and kick around in the womb. A baby is not a blank slate at birth, it already knows its mothers voice, and has been practicing many behaviors. Ana tensely extend tenet arms IT sat rattle, make eye contact Walt people rater auto 1 week of age, and they do breathe on their own usually even without much stimulation although sometimes they need a bit of a Jolt to initiate the reflex. But the ultimate proof that behavior is partially genetic is this: Would you rather eave your child with a golden retriever or a pit bull? Yes, SOME pit bulls are gentle and loving and SOME golden retrievers are berserk, but these breeds have well- earned reputations for being respectively gentle, loving, and loyal and violent and unpredictable. This is because the behaviors are partially genetic in nature and these dogs were bred for certain behaviors. In conclusion, I feel that some behaviors are innate and are instinctive, but they may also have been learnt to some degree.

Words Essays - Parts Of Speech, Linguistics, Syntax, Grammar, Adverb

Words Essays - Parts Of Speech, Linguistics, Syntax, Grammar, Adverb Words WORDS the ones we continuously misuse and confuse Luke Bobek Final Paper Semantics 04/25/00 Why write a paper on some obscure and complicated subject that you wont remember what you wrote two days after you turn the paper in? All that time on the computer and in the library finding information on something you are interested in only because of a grade. Then say you put in fifteen hours in on a paper and you get a C, you feel like you wasted your time. Well, Ive decided to write this paper on something that really caught my attention, something I that really interested me. While I was researching my previous topic for this paper, Language in Advertising and the Psychology Behind It, I came across a web site dedicated to commonly confused words. After reading a few I felt really stupid because I didnt know the difference between a number of the sets of words. I then went on a hunt for other sites that featured commonly confused words, and I found a ton. I decided to ditch the old topic and write the paper on commonly confused words. It subject relates to the course and intrig ues me. Ive compiled a list of the most commonly confused words which starts on the next page. 1) Affect / Effect Affect is a verb meaning to influence or change. Effect is usually a noun meaning result. (3) 2) Accuracy / Precision Accuracy is the agreement between the true value and the result obtained by the measurement. Precision is the agreement among repeated measurements of the same quantity. (1) 3) Alright / All right Alright is not a word. All right is two words. (1) 4) Allusion / Illusion Allusion is a noun that means an indirect response. Illusion is a noun that means a misconception. (4) 5) Amusement Park / Theme Park An amusement park is where people go to have fun with food, rides, and shows. A theme park is an amusement park with a theme, a subject that everything in the park has in common. (4) 6) Alternate / Alternative Alternate is to occur in successive turns; first one, then the other. Alternative means substitute or second choice. (1) 7) Assure / Insure / Ensure Assure means to convince or to guarantee. Ensure means to make certain or make sure. Insure means to guard against loss. * Assure and ensure are often used interchangeably, yet they have to different meanings. You assure someone that something has been done. You ensure that something has been done. (1) 8) Besides / Beside Besides is an adverb that mean also. Beside is a preposition that means next to. (2) 9) Bimonthly / Semimonthly Bimonthly is an adjective that means every two months. Semimonthly means twice a month. (2) 10) Cement / Concrete Cement is the powder in the bag that is used to make concrete. (1) Concrete is the substance made from cement, water, sand and gravel. 11) Cite / Site Cite is a verb that means to quote as an authority or example. Site is a noun meaning location. (2) 12) Cologne / Perfume Cologne is a scented liquid made from alcohol and fragrant oils. Perfume is a quickly evaporating scented oil either obtained from flowers or manmade. (1) 13) Complement / Compliment Complement is a noun or verb that means something that completes or makes up a whole. Compliment is a noun or verb that means an expression of praise or admiration. (3) 14) Connote / Denote Connote is a verb that means to imply or suggest. Denote is a verb that means to indicate or refer to specifically. (4) 15) Continual / Continuous Continual means to be repeated regularly and frequently. (3) Continuous means to be extended or prolonged without interruption. 16) Dinner / Supper A dinner is always the main meal of the day, whether it is eaten at noon or in the evening. A supper is eaten only in the evening whether it is a large or small meal. (4) 17) Discreet / Discrete Discreet means prudent, circumspect, or modest. Discrete means separately or individually distinct. (4) 18) Disinterested / Uninterested Disinterested means unbiased or impartial. Uninterested means not interested or indifferent. (3) 19) Dough / Batter Dough is a thick mixture of flour, liquid, and other ingredients that is usually rolled or shaped into bread and other baked goods. Batter is a thinner mixture than dough and is made of flour and liquid. (4) 20) Envy / Jealousy Envy is the desire to have something that another person has and the feelings of

Classroom Rules for High School Students

Classroom Rules for High School Students Rules are an important aspect of every classroom, especially when youre working with high school students. Teenagers- with their budding hormones and complex social lives- can be easily distracted, and though many are mature and highly capable, they can still benefit from structure and rules. Classroom rules provide guidelines that allow students to know what is expected of them. Ideally, they should be simple, easy to follow, and posted somewhere for all of your students to see. One of the keys to writing effective classroom rules is to keep them general enough to cover a variety of situations but also specific to your students, classroom, and school. Key Takeaways: Classroom Rules for High School Students Classroom rules provide the structure and guidelines needed to create a productive learning environment.You can create a set of classroom rules yourself or solicit input from your students and work together to make a list of rules. At the beginning of each school year or semester, go over the rules in class with your students, leaving time for questions and discussion. Students are more likely to follow the rules when they understand the purpose behind them; rules that seem excessive or unnecessary are more likely to be ignored. For this reason, it is important to communicate why you have established certain rules and how those rules will help create an effective, well-run classroom. Sample Classroom Rules for High School Students There are a number of different ways to create a list of classroom rules. You could do it all yourself, setting the rules however you see fit. Another way is to solicit suggestions from your students; you might even have them vote on which rules they prefer. The benefit of this method is that it allows you to learn more about what kind of classroom environment your students favor. Some possible rules for a high school classroom include: Arrive on Time: To keep the classroom running smoothly, everyone needs to be on time and ready to start class. Students  outside the door and rushing in after the bell has begun to ring will be considered tardy. You must be in your seat when the bell rings to be counted present.Turn Off Cell Phones and Electronic Devices: When class is in session, cell phones and other electronic devices (mp3 players, tablets) must be turned off. If they are not turned off, they will be confiscated.No Food or Drinks: Eating and drinking should be reserved for lunchtime and breaks between class. (However, exceptions should be made for students with medical needs.)Attend to Personal Needs Before Class: Use the restroom or stop at your locker before class to avoid causing disruption for your fellow students. Hall passes are limited, so please do not ask for a pass unless you have a true emergency.Bring Required Materials Every Day: Unless you have been instructed otherwise, come to class prepared with all of the required materials you were advised to bring at the beginning of the school year. Do not interrupt the teacher or other students to ask to borrow items you forgot to bring to class. Start Your Assignment When the Bell Rings: Directions will be posted on the board or on the projection screen when you arrive for class. Please do not wait to be reminded to begin your assignment.Use Polite Speech and Body Language: Always behave in a way that is respectful to your teacher and fellow students. Unkind teasing and impolite behavior are unacceptable  at all times and may lead to disciplinary actions. Be respectful of other students when they are speaking. Any form of bullying will not be tolerated.Speak When Permitted: Most of the time, you must raise your hand in class and wait to be called on before speaking. There may be times during group work when quiet talking is permitted. Be aware of when talking is and isnt allowed. It is important that students remain quiet during exams until all students have finished.No Cheating: Students caught cheating will receive a zero and a phone call home. Both the student who shares his work and  the person who copies it will suf fer the same consequences. Be mindful of accidental cheating by covering your paper during exams and preparation of other graded assignments. Listen and Follow Directions: It is important for you to pay attention in class and follow the teachers directions. You will be a more successful student if you listen in class and follow instructions.Never Pack up Before Its Time to Leave: It may be tempting to pack up early when its getting close to the end of class. Nevertheless, you should wait until the teacher has dismissed you before preparing to leave.Turn in Work on Time: Unless you have been given an extension, always turn in your work on time. Late assignments will receive a lower score.Use Technology for Learning: If the class is using a form of technology such as computers or tablets for a lesson, use the technology for its intended purpose- learning. Dont browse the web or use social media.Make up Missed Work: If you have missed a lesson or an assignment, make arrangements with your teacher to complete the work.If You Have a Question, Ask for Help: If something is confusing- such as assignment instructions or something in your reading materials- ask your teacher or another student for help.

M Essay Example | Topics and Well Written Essays - 3750 words

M - Essay Example It controls roughly 90 subsidiaries in the world. It’s the second largest packaged food company in the world just behind Procter & Gamble. Its current expansion programme includes a number of acquisitions and mergers. Its smaller acquisitions like the purchase of Kwality Group’s ice cream plants in Delhi, India by Hindustan Lever Limited (HLL) and bigger ones like Japans Ajinomoto Co. for $381 million. This acquisition gave Unilever the full management control and total sales and profits in seven Asian Ajinomoto owned companies. The strategic significance of these acquisitions has to be examined against the backdrop of their future revenue generating capacities. Above all they have to be considered as part and parcel of the overall Unilever operations in the world. Its organizational structure and culture have augmented this A&M drive despite a number of set-backs that it suffered in some of its operations recently. The strategic competitive environment of the global packaged food industry in particular and the consumer goods industry in general has been characterized by a series of causative factors such as demand-centric and supply-centric influences. Health worries on the part of consumers have taken a particularly worse turn for the packaged food industry while suppliers are going for mergers and acquisitions to achieve scale economies and bigger profit margins. This trend has brought with it a host of other consequences within and without the industry. Such developments have place Unilever in a particularly tight spot with regard to M&A activity. Both causes and consequences of these acquisitions and mergers can be considered on a broader set of strategic management choices and imperatives along with competitive expediencies of time and circumstance. Unilever has been operating on a uniformly defined platform of principles of which the corner stone is the strategic competitive edge over its rivals such as Nestle, Procter & Gamble and Kraft. Thus

Operation Management Case Study Essay Example | Topics and Well Written Essays - 2000 words

Operation Management Case Study - Essay Example Consequently, the total number of clients that the Seven Hills Hotel had to attend to during the conference was 810 clients. Seven Hills Hotel was the hotel approached by the events planner at Global Events Company to host these delegates during the entire period of the conference. Apparently, some mishaps happened during the organization process that made the entire conference turn up as a disaster (Amason, 2011). The case study provides complications in operations management in two major organizations involved in the organization and planning of the conference. The first organization is the Global Events Company, an events planning company contracted by Glo-Tech to arrange the event, and Seven Hills Hotel, the hotel approached by the events planner to host the event. Global Events Company experienced operational problems from the moment it failed to analyze the situation at the hotel first before contracting it to be the host of such a major event. It was apparent that the conditions of the hotels were not favorable to host clients of such large numbers. In addition, the location of the hotel was inappropriate, as it was both unsecure, as well as unapproachable (Belda, 2006). These aspects would have automatically ruled out the hotel as the best choice to host such an event. On the other hand, operations problems also emerged from the lack of appropriate communication between the organization and the hotel about the nitty gritty details of the clients they were expecting. For instance, the company failed to give the hotel the exact date from which to expect the clients, the total number of clients to receive, as well as the dietary specifications of each client expected to attend the conference. This in turn made it difficult for the hotel to plan appropriately on how best to host all the delegates. In addition, the company failed to plan for the best routes to use while transporting delegates from the airport to the hotel (Dennis and Harris, 2008). It is

Redo psychology in education Essay Example | Topics and Well Written Essays - 1000 words

Redo psychology in education - Essay Example In spite of their individualistic cognitive and behavioral differences, there are certain areas in which students from the 9th to 12th grade equally need guidance and education. Such areas include but are not limited to the study of ethics, and corporate social responsibility. There is need to teach such subjects at all levels, though their content can be customized to match the level of complexity understandable for the students at different levels. Learner diversity in the curriculum is fostered not only by the inclusion of diversity in he curriculum, but also by keeping a diverse force of teachers that have to teach that curriculum to the students. So there is a need to work on both levels i.e. curriculum and faculty because underestimating the need to work on one would have an adverse impact on the other. For example, let’s talk about a school teaching different languages to the students because the knowledge of different languages is fundamental to social integration in the contemporary multicultural society. The languages being taught include English, Urdu, French, and Arabic. Now there is a need to either have a teacher who is well-equipped with the knowledge of each of the four languages or the school needs to hire four different teachers each having expertise in his/her own language to teach the students effectively. On the other hand, curriculum can be made diverse by including content from different cultures de pending upon which area a certain culture is more developed in or what a certain culture has more to offer in comparison to other cultures. From this standpoint, the subjects of science and technology can be based on Western knowledge since advanced economies are more advanced in the research and knowledge of science and technology as compared to the third world countries whereas the subjects of arts and craft, including performing arts can be based on the knowledge of South Asian cultures

Summary the content into bullet point Essay Example | Topics and Well Written Essays - 250 words

Summary the content into bullet point - Essay Example During the second quarter, Amazon recorded a loss of 27 cents per share that is equivalent to $126 million in net loss. The loss of higher than that recorded during the first quarter, $7 million that is equivalent to 2 cents per share loss. Although Tom Szkutak, Amazon’s Chief Financial Officer, maintains that the company will continue to invest, it is recording losses in shares and drop in its stock price. Amazon is currently investing in innovative products including digital content and trading in consumer electronics. Its current investments are intended to compete other companies such as Apple Inc and Google Inc. On Thursday, 24 July 201, Amazon also experienced a fall in shares by 10 percent in late trade and a 27 cents loss per share. Seetharaman, Deepa and Orr, Bernard. Amazons heavy investing eats into bottom line, shares drop. Reuters. Web. Thu, Jul 24, 2014. Accessed Thu, Jul 24, 2014.

Nonprofit Sector Assignment 2 Coursework Example | Topics and Well Written Essays - 500 words

Nonprofit Sector Assignment 2 - Coursework Example The theories that will help understand the nonprofit sector include Lohmann (1989) theory of commons, which categorizes goods into three groups namely; public goods, private goods and common goods, entrepreneurship theory, trust-related theories, the interdependence theory and the stakeholder theory. The nonprofit organizations chosen for illustration in this paper include American Heart Association, Salvation Army and the American Red Cross. Due to different multitudes of different organizational components in nonprofit management literature, management concepts suggested by Gomez and Zimmermann (1993) provides a practical step towards the growth of management models that are more in tune with the realities of nonprofit organizations. There are different approaches applied in this field, including the public goods theory. As put by Weibrod’s theory of public goods, public goods theory is an extension of the public choice theories, whereby a collective action is taken by affected individuals to resolve public good problems. This theory states that public goods, which would have been otherwise provided by the government are provided by nonprofit organization through a donor. Services provided by the American Heart Association is a good example of an organization that help fill the gap, if need be. In other words, nonprofit provision is substituted for government provision under conditions of demand heterogeneity fo r the public good in question. Hansmann (1987) points out that the critical weakness in Weisbrod’s theory is that it does not explain why nonprofit and not for profit firms come up to fill unfulfilled demand for public goods, especially when applying to quasi-public goods. Hansmann’s trust-related theory picks up this point precisely. Trust-related theories take a different angle by pointing out information problems inbuilt in the goods and services provided and the

Law of Trusts Coursework Example | Topics and Well Written Essays - 750 words

Law of Trusts - Coursework Example In this case the testator in transferring property to his wife expressed a wish that she did was as right for their children with regards to disposing of the property.4 The only difference between Adam’s transfer and the transfer of property in Re Adams is that Adam’s words were more specific and contains more certainty relative to his intentions to create a trust. However, since, Alfred’s request came after he had already transferred the property to Barbara, Alfred did not create a trust as a declaration of trust can only occur upon or prior to the transfer of the property in question. In any event, a request is insufficient to constitute certainty of intention.5 Once Alfred transferred the property to Barbara he no longer had any authority over the property.6 As for Barbara, it is entirely doubtful that she intended to create a trust as she merely agreed with Alfred and can therefore be said to be acting on a moral obligation which is not sufficient enough to e stablish intention to create a trust.7 Certainty of objects refers to the certainty with which the beneficiary of a trust can be identified.8 At the end of the day, it must be possible to state with some degree of certainty that a particular beneficiary is the intended object of the trust.9 In a fixed trust such as the one contemplated by Alfred, the identity of the beneficiary is expressed so that the trustee does not have a discretion to determine who is and should be included in the category of entitled beneficiaries. The important thing in both discretionary and fixed trusts is that there is someone that can be identified with a degree of reasonable certainty that is entitled to the benefits of the trusts.10 There is no question that certainty of object is established in this particular case as it is clear that Chloe is the intended beneficiary. With respect to certainty of subject, the trust property must be identifiable. At the end of the day, the trustee must be put in a posi tion to know what property transferred to him by the donor is applicable to the trust.11 There must be certainty as to what portion of the property must be shared or distributed among the identifiable beneficiaries.12 There is no uncertainty with respect to the division of the property in question. The intended disposition is for Chloe to be able to live in the house as long as she needs to. However, there are two main problems with certainty of subject. First, it is not binding on Barbara and therefore not binding on David. The three certainties are fluid and if certainty of intention is not found to exist, certainty of object will therefore be inconsequential. Secondly, the intended trust deals with the disposition of an equitable interest in land and thus there are certain formal requirements that must be observed in order for the trust to be valid and enforceable. Pursuant to Section 53(1)(b) of the Law of Property Act 1925, where a trust is declared in â€Å"land or interest t herein†

Nonprofit Sector Assignment 2 Coursework Example | Topics and Well Written Essays - 500 words

Nonprofit Sector Assignment 2 - Coursework Example The theories that will help understand the nonprofit sector include Lohmann (1989) theory of commons, which categorizes goods into three groups namely; public goods, private goods and common goods, entrepreneurship theory, trust-related theories, the interdependence theory and the stakeholder theory. The nonprofit organizations chosen for illustration in this paper include American Heart Association, Salvation Army and the American Red Cross. Due to different multitudes of different organizational components in nonprofit management literature, management concepts suggested by Gomez and Zimmermann (1993) provides a practical step towards the growth of management models that are more in tune with the realities of nonprofit organizations. There are different approaches applied in this field, including the public goods theory. As put by Weibrod’s theory of public goods, public goods theory is an extension of the public choice theories, whereby a collective action is taken by affected individuals to resolve public good problems. This theory states that public goods, which would have been otherwise provided by the government are provided by nonprofit organization through a donor. Services provided by the American Heart Association is a good example of an organization that help fill the gap, if need be. In other words, nonprofit provision is substituted for government provision under conditions of demand heterogeneity fo r the public good in question. Hansmann (1987) points out that the critical weakness in Weisbrod’s theory is that it does not explain why nonprofit and not for profit firms come up to fill unfulfilled demand for public goods, especially when applying to quasi-public goods. Hansmann’s trust-related theory picks up this point precisely. Trust-related theories take a different angle by pointing out information problems inbuilt in the goods and services provided and the

Memorandum to Karen Saunders Essay Example | Topics and Well Written Essays - 500 words

Memorandum to Karen Saunders - Essay Example If there is too great a disparity in the costs, when weighed with the additional considerations outlined below, then we will immediately know which move to make. While capital outlay will be our driving concern, we will also consider other aspects of the site location so that we can make an informed decision based on a well-rounded analysis. Obviously, the question of transportation access will be an important consideration. The plant must be supplied and, once the product is ready, it must be distributed. The ease of access for both ends of the manufacturing process will be a key factor in our analysis. After consideration of costs and access, we will verify that we can comply with all zoning restrictions currently in place. This will include researching the previous operations of the bankrupt plant we are viewing for purchase, as well as any zoning issues related to expanding our current facility. We must confirm that our operational plan for each site is within the limits imposed by local governmental entities. Finally, we will evaluate the land use of both potential scenarios. This assessment will consider current use efficiencies, as well as any future potential for additional expansion. The land must serve our needs for today, as well as provide for our requirements tomorrow. Once these four factors are clearly understood within the context of corporate s

Benefits of Multiple Intelligences

Benefits of Multiple Intelligences As there is no standard definition of intelligence, it remains one of the most controversial subjects in psychology as well as education. While some researchers suggested that intelligence is a general ability; other believe that it is a combination of various ranges of skills and talents. Based on the theories of seeing intelligence as a general ability, IQ (Intelligence Quotient) tests which evaluate abilities as problem-solving, memory, learning, and pattern recognition have been widely popular in diagnosing learners abilities and potential, especially among young learners. However, some indicated that the tests were disputable and limited, as non-cognitive factors such as emotions also play an important role in peoples lives, which the IQ tests do not include. Also, the IQ tests were unable to reflect on how people learn and acquire knowledge. A successful language learner requires a wide variety of abilities which an IQ test is unable to diagnosis. (Lightbown Spada, 2002) It wa s until the introduction of Multiple Intelligences (MI) by Howard Gardner in 1983 that emotional intelligences were formally acknowledged and intelligences were seen as a range of interconnected abilities and talents (Gardner, 1983). Gardners theories revolutionize the intellectual world, brought new insights into education as MI theories seek to help students identify and develop their strengths; discovering more effective ways of teaching as well as learning. This article gives a brief introduction on the development of intelligence theories and MI theories. Then it focuses on the benefits of MI theories and how it could be accommodated with English language teaching methods. 2 Theories of Intelligence According to the Merriam-Webster Dictionary, the word intelligence means: the ability to learn or understand or to deal with new or trying situations or the ability to apply knowledge to manipulate ones environment or to think abstractly as measured by objective criteria (Retrieved May 18th, 2010, from http://www.merriam-webster.com/dictionary/intelligence). Historically, the first people who studied intelligence were neither psychologists nor educators but philosophers such as Plato who linked peoples intelligence to blocks of wax, differing in size and purity (Cianciolo Sternberg, 2004). It was in the early twentieth century that Charles Spearman, a British psychologist proposed the theory of general intelligence (or the g factor) which brought light into modern theories of intelligence. Spearman compared a number of mental aptitude tests and found similarities in the results. Therefore, he concluded that intelligence is a general cognitive ability which could be measured and anal yzed (Spearman, 1904). Later on, the French psychologist Alfred Binet invented the first intelligence test, known as todays IQ (Intelligence Quotient) test (Cianciolo Sternberg, 2004). However, as scholars began to realize that the general intelligence theory emphasized only on cognitive aspects such as problem-solving, the need for a new intelligence emerged. In the 1920s, Edward Thorndike described the term social intelligence as the ability to manage and understand people and to act wisely in human relations (Matthews et al., 2004). Similarly, in 1940, David Wechsler argued that conative non-intelligent factors which contribute strongly to intelligent behavior are essential to success in life and that the intelligence model would not be complete unless such factors are included (Boyatzis, 2007). In 1983, Gardner introduced the theory of Multiple Intelligence which included both Interpersonal intelligence (the ability to understand the inner feelings of other people) and Intrapersonal intelligence (the ability to understand oneself) which deals with emotions (Gardner, 1983). Gardner believed that the general intelligence was unable to fully explain cognitive ability and performance outcomes, and that intelligence is too complicated to be restricted in one concept. 3 The theory of Multiple Intelligences Originally, Gardner identified seven types of intelligence in 1983, which includes: Verbal/linguistic, Logical/mathematical, Musical, Bodily/kinesthetic, Spatial/visual, Interpersonal and Intrapersonal intelligence (Gardner, 1983). The first two have been highly valued in schools; the next three are often associated with arts; and the final two are what Gardner referred to as personal intelligences, dealing with feelings and emotions. An eighth intelligence, naturalistic, was added latter (Gardner, 1999). In Frames of Mind, Gardner pointed out that the traditional intelligence which school systems normally emphasis on is mainly based on a narrow range of verbal/linguistic and logical/mathematical skills. As though such skills are important to an individuals studies and future career; other types of intelligences, especially the personal intelligences are also essential to human development and almost impossible to live without (Gardner, 1983). Good interpersonal skills are of significant value to an enjoyable social life. For many children, the strongest skills lie in the other areas than verbal and logical intelligence, which tend to be frequently neglected according to the traditional intelligence theory. MI theories provide students an opportunity to learn through their strengths, become more successful at learning all subjects and even improving the traditionally highly valued basic skills. According to Gardner, the eight intelligences are separate and independent. Each individual possess a basic set of intelligences which develop at different times to different degrees (Gardner, 1999). However, Gardner also stated that the intelligences are closely related to each other and rarely operate independently. They are used at the same time and tend to complement each other (Gardner, 1983). For example, a dancer requires musical skills to follow the rhythm, but also kinesthetic skills to move properly and interpersonal skills to attract the audience and intrapersonal skills to express her emotions. As the different intelligences are closely connected; when proficiency in one area develops, another area or even the whole constellation of intelligence may be enhanced (Gardner, 1983). Therefore, it is important to encourage students to explore and exercise all of their intelligences. Gardner also emphasized that there is not one intelligence superior than the other; all the intelligences are equally important and essential to an individuals development (Gardner, 1983). Most people tend to neglect kinesthetic intelligence and limit it to athletes. However, many highly professional occupations require people with good kinesthetic skills, such as electronics, mechanics and surgeons. A surgeon must acquire the ability to control his muscles very finely. As Gardner stated, the eight intelligences are amoral; which could be put to constructive or destructive use (Gardner, 1999). Therefore, it is important for teachers to understand MI theories and use it positively in their classes. 4 The benefits of MI theories Though there are certain criticisms concerned on Gardners theory of MI, it received positive response from many educators and has been widely applied to schooling. On first thought, the idea of teaching different intelligences sounds impossible for formal education; teaching one is hard enough already, let alone eight. Gardner responds to this by clarifying that psychology does not necessarily dictate education; it helps to understand its conditions instead (Gardner, 1999). Also, eight types of intelligence could be seen as eight ways of teaching instead of one; which could be more accessible to learners one way or another. On a general basis, MI theories have three benefits: Self-development and formation. MI theories can help students and teachers better understand their abilities. It helps students to build up confidence as it demonstrates how they can use their strengths to address their weaknesses. It motivates students to find where their interest and strength lies and push their abilities further. A broader choice of schooling. All intelligences are required for an individual to live a full life. Therefore, teachers need to attend to all intelligences, not just the ones that the traditional intelligence focuses on. MI theories are suitable for differentiated and individualize learning; providing teachers the potential to develop new and flexible programs which might better meet the learners needs. Teachers could also redesign old courses to suit new requirements (Green Tanner, 2005). A variety of activities could be included in the new curriculum, which would easily motivate and attract learners. MI theories also look into morality. Gardner once considered adding a moral intelligence to the MI theories. But he later came to the conclusion that Morality is a complex concept combined with numerous psychological aspects such as personality, will and character. Therefore it is not an intelligence in itself (Gardner, 1999). But he did not give up on the idea of moral intelligence and stated that we must figure out how intelligence and morality can work together to create a world in which a great variety of people will want to live (Gardner, 1999). Sometimes teachers unconsciously adapt MI theories into their teaching program such as using visual support or playing a song. When they fully understand MI theories and its benefits; it could be more beneficial to them in their teaching process. Therefore, it is essential to include MI theories in teacher education. 5 Accommodating MI theories in ELT MI theories have the potential to be adapted into all teaching methods, although there are three main approaches which collaborate with MI theories constructively. They are the Communicative Language Teaching Approach (CLT), Task-based Learning (TBL) and the SAFER model. The Communicative Language Teaching Approach (CLT) The definition of CLT differs among different people; a narrow interpretation of is that it is a teaching approach used in second or foreign language education which sees communication as the method and the goal of learning a language. Activities in CLT typically involves student making conversations, role-plan and simulation being popular ones (Harmer, 2007). CLT considers learners needs and different requirements just as MI do, also being flexible in nature. CLT is a typical approach which combines different intelligences together. By making conversations, students have the opportunity to practice their verbal and logical skills. When talking to each other, they also practice their interpersonal skills. By asking students to make a conversation regarding a picture or ones own experience, visual and intrapersonal skills could also be developed. Students could also be asked to sing or dance along songs to practice their musical and kinesthetic skills. Task-based Learning (TBL) TBL is a teaching approach of making meaningful tasks the focus of the learning process. It is formed on the assumption that students will naturally acquire the language focused on tasks instead of language forms (Harmer, 2007). Willis (1994) suggested that TBL usually contains three stages: Pre-task, the Task cycle and the Language focus (cited from Harmer, 2007). Like CLT, TBL also frees the students from limited language control. In all three stages students are encouraged to use their own language rather than practicing one pre-selected item. The language explored arises from the students needs which are personalized and relevant to them. They will be exposed to a wide range of phrases, collocations as well as language forms. A TBL class also gives the students plenty of opportunities to communicate, bringing a large variety of enjoyable and motivating activities which could be combined with MI theories into the classroom. The SAFER approach Unlike the previous two, the SAFER approach is less popular and used by teachers. SAFER was proposed by Berman, indicating that this model is an alternative to the traditional ELT classroom pedagogy. Berman stated that the SAFER model incorporated former models such as PPP (Present Practice Produce) and TBL; combining educational kinesiology and Suggestopaedia techniques (Berman, 1998). The steps in SAFER includes: S: Setting the scene A: Authenticity F: Focusing on main features of each intelligence type E: Error correction R: Review (Berman, 1998) Berman believed that the SAFER method could help to create better learning conditions and enhance the learning process through revision. However, his approach is considered quite specified and not widely adapted. But Berman has indeed made a great effort in applying contemporary pedagogical thought to ELT, brining new insights to the application of MI theories. 6 Conclusions Among the two main theories of intelligence: general and multiple intelligence; MI theories have been generally considered more scientific, including non-cognitive factors such as emotions. Gardners MI theories brought new insights into education, helping students to identify and develop their strengths and discovering more effective teaching methods. Gardner stated that all the eight intelligences are equally important and essential to an individuals development. As though the intelligences are separate, they seldom operate independently. Therefore, development in one area often increases the development of another (Gardner, 1983). The intelligences could work positively and negatively, consequently, it is important for teachers to understand MI theories and how to apply it to their teaching methods. MI theories have the potential to be adapted to all teaching methods; although there are three main approaches which collaborate with MI theories constructively. Which are the Communica tive Language Teaching Approach (CLT), Task-based Learning (TBL) and the SAFER model. MI theories are of wide adaptability and flexibility, to use MI theories effectively, teachers should always remain open-minded and creative, prepared to make changes in their teaching methodology.

Schizophrenia Essay -- Schizophrenia Essays

Schizophrenia is a mental disorder that Encarta (2001) describes as an illness that results in delusional thought patterns, hallucinations, and inappropriate effect. It literally means â€Å"split-mind’, but is not a multiple personality disorder. According to DSM-IV (1996) schizophrenia is categorized under the diagnostic code, ICD-9-CM or International Classification of Diseases, Ninth Revision, Clinical Modification of 295.xx. Symptoms of schizophrenia can be positive, which occur during the active phase, and negative, which are present before the onset of the disorder. Positive symptoms of the disease include delusions of grandeur (a belief that one is a famous admired individual), delusion of control (when they believe something wants to control them), delusions of broadcasting (belief that another can read their minds or their thoughts are being aired on the radio), delusions of persecution, and thought withdrawal (belief that their thoughts have been removed from thei r brain). Negative symptoms include anhedonia (the inability to feel pleasure), alogia (disorganized speech), and flat affect (when the individual does not show any emotion even in situations that strong reactions are expected). According to the DSM-IV (1996) one must fall under these explicit categories in order to be diagnosed with schizophrenia: A.  Ã‚  Ã‚  Ã‚  Ã‚  Characteristic Symptoms: Two (or more) of the following, each present for a significant portion of time during a one-month period (or less if successfully treated): 1.  Ã‚  Ã‚  Ã‚  Ã‚  Delusions 2.  Ã‚  Ã‚  Ã‚  Ã‚  Hallucinations 3.  Ã‚  Ã‚  Ã‚  Ã‚  Disorganized speech (e.g.. Frequent derailment or incoherence) 4.  Ã‚  Ã‚  Ã‚  Ã‚  Grossly disorganized or catatonic behavior 5.  Ã‚  Ã‚  Ã‚  Ã‚  Negative symptoms, i.e., affective flattening, alogia, or avolition Note: Only one Criterion A symptom is required if delusions are bizarre or hallucinations consist of a voice keeping up a running commentary on the person’s behavior or thoughts, or two or more voices conversing with each other. B.  Ã‚  Ã‚  Ã‚  Ã‚  Social/occupational dysfunction: For a significant portion of the time since the onset of the disturbance, one or more major areas of functioning such as work, interpersonal relations, or self-care are markedly below the level achieved prior to ... ...mily members of the sick individual as most schizophrenics are released into their family’s care. It helps the family members learn to see â€Å"early warning signs† of probable relapse as well as different methods of problem solving. Self-help groups are for both the schizophrenic individual as well as their families. These groups are not led by professionals, but rather are groups of schizophrenics and their families leaning on each other for psychological support. Works Cited American Psychiatric Association (1996). Diagnostic Criteria from DSM-IV (4th ed.). Washington, DC: Author. (1, 22, 23, 147-152) â€Å"Schizophrenia†. Encarta Encyclopedia(2001). Ireland: Microsoft Co. Searles, Howard F. (1956). The Effort to Drive the Other Person Crazy-An Element of the Aetiology and Psychotherapy of Schizophrenia. New York University School of Social Work-Journal of Human Behavior in the Social Environment. 133-148. Taylor, Edward H. The Biological Basis of Schizophrenia (1986). New York University School of Social Work-Journal of Human Behavior in the Social Environment. 51-57. National Institute of Mental Health. Schizophrenia (1999). Retrieved from http://www.medhelp.org/NIHlib/GF-359.html

The Situation In Ireland :: European Europe History

The Situation In Ireland "But who are we that we should hesitate to die for Ireland. Are not the claims of Ireland greater on us than any personal ones? Is it fear that deters us from such an enterprise? Away with such fears. Cowards die many times, the brave only die once." Padraic Pearse (rebellion leader), 1916 (The New Republic, 34) Pearse's words, spoken just before the Easter rebellion, summarizes many Irish feelings toward rebellion for independence. In order to gain freedom from the British, revolutionaries were willing to sacrifice anything, even their lives. For centuries, the Irish had been part of the vast British empire and for most of that time, they struggled to obtain their sovereignty. Numerous events sparked this discontent in Ireland in the early 20th century. At the top of their list of grievances was the political treatment of the Irish. The Irish parliament was highly inadequate and inefficient with no real power to represent the people (The Outlook, pg 116). Additionally, Britain governed Ireland in the same manner that it governed all of its territories; it ruled according to what would best serve Great Britain, not the territory. For example, Ireland's commerce was discouraged and their manufacturing was paralyzed by British legislation (The Outlook, pg 116). Religious treatment of Roman Cat holics also angered the Irish. A large number of Irish were (and still are) Catholic and were repressed in many ways by English legislature. They were expected to pay taxes to support the Established Church of England, which gave Catholics no services. Furthermore, Britain forbade Catholics from providing education for their own children. Catholics could not be teachers and parents could not send their children abroad for education without forfeiture of their property and citizenship (The Outlook, pg 117). Although these actions by the British government infuriated the Irish, the new wave of rebellion actually began again in 1914 with the British government's repeal of the recently enacted Home Rule Bill, which gave the Irish some measure of political autonomy. These feelings came to a peak on Easter Monday, April 24, 1916 in the Irish capital of Dublin when approximately 1500 men, led by Pearse, seized the post office and other strategic points. These men were members of the Citizen Army, an illegal force of Dublin citizens organized by labor leader Jim Larkin and socialist James Connolly. From here, they established themselves in military fashion by erecting barricades of sandbags and closing off the streets with barbed wire.

‘God’ is nothing but the Supreme Truth Essay

Differing from world’s other great religions Buddhism, is not based on any conception of a Supreme Being or Godhead (Myss, 2006). Buddhism relies on human effort to relieve suffering, â€Å"These wise ones, meditative, persevering, always using strong effort attain Nirvana – the supreme peace and happiness† (Buddha, 5th Century B. C). The Buddha, the founder of Buddhism, is a human being who achieved great enlightenment or ‘Nirvana’; but, even the Buddha is not ‘God’. The acceptance of a Supreme Truth is the closest to the concept of ‘God’ in Buddhism. This Truth is to be realized by every individual, by following â€Å"Dharma†; one â€Å"who with clear understanding perceives the four noble truths: namely suffering, the origin of suffering, the cessation of suffering, and the eightfold holy way that leads to the cessation of suffering†¦Ã¢â‚¬  (Buddha, 5th Century B. C). By being righteous and practicing ‘ahimsa’ or non-violence, the misery-filled human life can be transcended to a state of Nirvana or ‘Self-Realization’. In this enlightened state, there is neither happiness nor misery; when questioned by a disciple about the state of ‘Nirvana’, Buddha is said to have answered â€Å"I am the State of Pure Consciousness, that is reflected in all beings† (as cited by Swami Sukhabhodanda, 1997). Buddhism initially evolved as a repudiation of Hindu God and God-heads. Hence, even the so-called god-heads have to attain perfection. Supreme State of Enlightenment is achieved only by the individual’s efforts and thus the soul undergoes the cycle birth-death-and re-birth according to its â€Å"Karma†- or its doings in adherence to the path of Dharma, until it reaches ‘Nirvana’. While accepting the Karmic cycle of Hinduism, the eight-fold path of Buddhism are very similar to the Biblical sayings; for example Buddha’s Dharma of Right Action is very similar to â€Å"Faith by itself, if it is not accompanied by action, is dead† (James 2:17). But differs from Christianity in that, 1) there is no ‘God’, 2) there is no Judgment Day, and 3) the acceptance of the concept of re-birth. ‘That Thou Art’ The Vedas or the Holy Scriptures are the basic foundation on which Hinduism stands. And in the Upanishads, which are a part of the Vedas, one finds a numbers of instances in which the concept of the Supreme Being or ‘God’ is analyzed. The Atharva Veda says â€Å"Verily He is One/ Single, Indivisible, Supreme Reality† (Atharva Veda 13/4/20). In fact, the Rg Veda, the oldest of the existing Vedas, elaborates the concept of ‘God’ thus: â€Å"He is One Brahma/ The Creator of the cosmos/ Who pervades and protects/ And enlightens aft beings/ He is One Supreme Entity/ Whom sages call by various names/ Such as Indra, the glorious/ Mitra, the benign friend/ Varuna, the greatest, the noblest/ Agni, the resplendent, the bright/ Yama, the dispenser of justice/ Matarishwa, the almighty† (Rig Veda 1/164/46). ‘God’ is neither male, nor female, the Supreme Sovereign of all creation, animate and inanimate, Mother and Father. It is important to note, that ‘God’is all this but not limited to this. Therefore, it is not possible to merely say ‘God’ is ‘He’ or ‘She’, or ‘It’. Nameless and formless, infinite and incomprehensible, pervading all things yet not confined to anything. The various names by which ‘It’ is addressed denote the names by which human beings identify ‘It’, the name â€Å"Brhaman† including. The Kenopanishad (2/1/3), puts the concept as difficult to comprehend for the limited human mind, â€Å"He who thinks that he knows (Him) really, does not understand anything and proves himself ignorant. He who realizes that he cannot know (Him) has best understood†. The same concept is further explained in the Bhagavad Gita (2/25) too, â€Å"This Atman (the ParaBrhman) is beyond the comprehension of the five senses; Unconceivable by the mind; Unchanging. Hence, O Arjuna, perceive the Atman truly as such, since it does not become you to grieve†.

Discussion And Implications For The Eap Program Education Essay

IntroductionThe two old chapters demonstrated the importance of researching Saudi pupils ‘ demands and the academic civilization that they encounter while analyzing in British establishments which relate to their English acquisition experience in Saudi Arabia, including their positions about larning English in the UK and analyzing in a British graduate student programme and to uncover single demands and battles in larning EAP. Without analyzing Saudi pupils ‘ positions about their demands analysis from the beginning in Saudi Arabia, and the EAP class in the UK, I would non be able to do any relevant connexions between the EAP and postgraduate context and demo how their positions and behaviors vary in footings of linguistic communication demands and academic demands. It is apparent that the Saudi pupils sampled in this survey happen it hard to get by with linguistic communication demands and the academic civilization differences despite the fact that they are given the cha nce to fix themselves either in Saudi Arabia or in the UK before get downing their graduate student plans in the UK. It is, hence, imperative to analyze their current readying in footings of EAP and cultural differences and to propose possible ways to better the support that is offered to these pupils. The three major theories that underpinned this survey were Present state of affairs analysis ( PSA ) , Target state of affairs analysis ( TSA ) and civilization analysis. The PSA and TSA are based on the Huticon and Water ( 1987 ) theoretical account which suggested happening out the pupils ‘ current and future demands. The cultural demands analysis is based on different research workers e.g. as explained in the 3rd chapter which suggested look intoing the academic demands of pupils analyzing in English speech production states. Second, this research aimed to place the relationships between Saudi pupils analyzing in British graduate student plans and their version to their new academic environment and the possible struggles they encountered. Last, this survey conceptualised the nature of Saudi pupils, as a specific group through their experiences in British graduate student plans. Refering these theories, this research provided findings that reflect the current jobs Saudi pupils face and inside informations possible parts to Saudi pupils, British faculty members and policy shapers in footings of better apprehension Saudi pupils ‘ acquisition procedures in British graduate student plans, get the better ofing the cross-cultural issues viz. academic civilization and get bying with troubles in footings of the new academic context they need to accommodate to in the British context. The first issue raised in this research was related to ( PSA ) on the subject of larning English. It focused on discourses that might uncover of import facets of English linguistic communication troubles through looking at Saudi pupils ‘ experiences in larning the English linguistic communication in the two different instruction systems. Harmonizing to the research findings here, Saudi pupils sampled in this survey were accustomed to a teacher-centred acquisition environment. The development of Saudi pupils ‘ cognition about larning forms in this system seems non to fit them good to larn English for Academic Purposes. For illustration, it seems that it is slightly difficult for EAP instructors to set up what kind of troubles the pupils have in larning the English linguistic communication. Basically, the teacher-centred acquisition system is likely to forestall them from managing the jobs they face because most instructors in this environment are non regarded as feeders. I n a word, the instructors ‘ function in this system is non appropriate for Saudi pupils ‘ development in EAP unless instructors work hard to suit the pupils. To set this merely, it would be helpful if instructors guided the pupils to accommodate to the British system of learning English bit by bit, as making this would heighten Saudi pupils ‘ experiences larning EAP. Harmonizing to literature, pupils can develop their English through interacting with equals, and these synergistic discourses are really of import to make ways of developing the proficiency degree of EAP scholars. Saudi pupils sampled in this survey are mostly those who have shifted to a student-centred acquisition system and therefore encountered many jobs with their new larning environment specifically when they start their graduate student surveies. They would hence hold more opportunity of sing unexpected English linguistic communication troubles in footings of interacting with native and non-native pupils, faculty members and people in the host community. It is natural that a student-centred acquisition system should supply a better environment for Saudi pupils to make synergistic discourses which they could use for the development of their EAP abilities. With respect to the importance of a tutorial type of activity ; this is non a formal portion of the Saudi instruction system. There are similar types of Sessionss offered by the private sector in third Saudi establishments, but this is different from the British instruction system which regards tutorials as an indispensable portion of the acquisition and learning teaching method. This means that Saudi pupils are non prepared to take part in concerted acquisition activities such as tutorials and squad work. They are non good at sharing thoughts or discoursing the issues that might be raised in category. This is a major trouble that Saudi pupils have in accommodating to cross-cultural differences faced in British graduate student plans. It is a new challenge for them to get the better of this indispensable undertaking in order to set about their classs successfully. However, it is besides true that this can non be changed in the short term because Saudi pupils have non been taught with a discussion-based manner including equals and instructors in Saudi Arabia. Therefore, this is a important issue for both the Saudi instruction system and British third instruction suppliers. For the Saudi instruction system, policy shapers who are involved demand to be concerned that they provide a instruction teaching method in line with the subject of a concerted group larning environment for Saudi pupils. This is because the findings of this research indicate that pupils ‘ deficiency of experience in a concerted acquisition environment to a great extent impacts on their EAP acquisition and academic success. In add-on, British third instruction suppliers, and people who are involved in this country, need to pay attending to the fact that Saudi pupils ‘ trouble in tutorial engagement is one which interferes with or prevents pupils from developing EAP acquisition and academic success while analyzing in British graduate student plans. The findings of this survey with cross-cultural version in the subject of cultural theories presented in chapter two of this survey revealed Saudi pupils ‘ experiences of larning English at place and in British graduate student plans are different. First, Saudi pupils did non hold adequate opportunity to larn about Britain, even though the UK had been regarded as one of the preferable English speech production states Saudi pupils seek for their graduate student surveies. In fact, Saudi English instruction plans do non supply adequate information about English talking states in their course of study. This besides tended to take to a deficiency of cognition and cross-cultural consciousness for Saudi pupils in respects to their targeted states. On the other manus, Saudi pupils ‘ exposure to such cognition and cross-cultural facets was likely to be recognised one time they arrived in the UK and commenced their classs in British establishments † plans. It can be argued t hat Saudi pupils ‘ well- organised readying before going their place state is important in guaranting better version to the new acquisition environment, particularly the academic environment. More significantly, the research findings in this context emphasised a deficiency of cognition of the academic context which is besides an of import issue. The fact that Saudi English instruction plans do non embrace the academic context is an excess concern. This may be the most serious job that causes current Saudi pupils ‘ English linguistic communication troubles when accommodating to the British academic context ( every bit good as other English talking states ‘ academic contexts ) . For this ground, Saudi pupils merely begin to gain the importance of the academic context as they encountered the new or existent academic environment. Refering the general tendency of Saudi pupils ‘ taking English speech production states for their instruction, it is necessary for people or administrations to originate plans of English linguistic communication for academic intents as an indispensable portion of the school course of study. These would better link with the demands o f the scholars in their new academic environment. In add-on ; consciousness about developing a better apprehension of academic cultural differences, particularly when aiming English speech production states, should be examined by both pupils themselves and policy shapers in Saudi Arabia prior to doing a concluding determination about who is traveling to analyze in English speech production states.Saudi pupils ‘ motions into British graduate student plansSaudi pupils are ‘on the move ‘ to see other states. They are go forthing Saudi Arabia as tourers, pupils, and man of affairs. In recent old ages, they have shown a penchant for sing foreign states with an increasing avidity to larn foreign linguistic communications, particularly English and deriving recognizable makings e.g. Masterss or PhDs every bit good as to hold an escapade larning about different peoples and civilizations. This quickly turning tendency has been encouraged by King Abdullah ‘s scholarship . There is no uncertainty that an of import drift for Saudis ‘ attending to the outside universe has been the high rate of growing of the Korean economic system and its economic promotion. As a consequence of this advancement, the figure of Saudi pupils using to analyze in British graduate student plans has increased steadily over the last five old ages. Recent information from the Ministry of Higher Education in Saudi Arabia ; which relates the Numberss of Saudi pupils analyzing abroad, the UK came 2nd after the US in popularity. At present, the necessity for English linguistic communication accomplishments and their importance in the present epoch is a primary influence exciting travel to the UK for academic intents. A good degree of English and its wider use are now important demands for all working and academic countries in Saudi society. The proficiency degree of English is a major demand in judging pupils ‘ eligibility to come in to third establishments, every bit good as in the enlisting of human resources in Saudi Arabia. This enthusiastically supported societal phenomenon has become a major issue nation-wide since the proclamation of King Abdullah ‘s scholarships. This accelerated the societal phenomenon and led finally to more Saudi pupils set abouting abroad surveies. It resulted in an sweetening of Britain ‘s place as one of the preferable finishs for such intents.The Main Characteristics of Saudi Students ‘ Experiences of Learning the English Language in Saudi ArabiaThe pro be into the features of Saudi pupils ‘ experiences in larning the English linguistic communication in Saudi Arabia focused on how they had been taught English as a foreign linguistic communication in the Saudi instruction system and their positions on their English acquisition in Saudi Arabia. In general, it was found that Saudi pupils sampled in this survey indicated that they had been dissatisfied with the English class that was provided by the ministry of instruction. These consequences were non surprising as old research conducted by Al-Tuwaijri ( 1982 ) , who was analyzing in the US at that clip, asked them how satisfied they were with English the course of study, and learning methods and the consequences showed the bulk of his participants were dissatisfied. The underpinning attack can be concluded as a chiefly teacher-centred larning teaching method. Furthermore, this research found that there were some extra facets of their anterior educational experience in Saudi Arabia that impacted upon their ulterior acquisition in an English speech production environment viz. the UK. First, the background of Saudi pupils sampled in this survey was that many had non had an chance to larn or pattern the English linguistic communication with native English talkers. Even though some of them had experience with those who speak English as their first or 2nd linguistic communication, the chief focal point of the learning teaching method affecting their speech production abilities did non look to assist their development of English linguistic communication proficiency. Due to the dominant environment of exam-based English linguistic communication acquisition, speech production in a communicative context is non a precedence concern for Saudi pupils prior to entry into the esteemed universities in Saudi ‘s instruction system. Therefore, Saudi p upils do non hold to show unwritten proficiency. In add-on, Saudi pupils sampled in this survey revealed a deficiency of cognition about the IELTS trial system because of the laterality of the TOFEL trial in Saudi Arabia. There are many more readying plans for the TOFEL trial in Saudi universities and private English linguistic communication establishments than there are IELTS proving Centres. The British Council in Riyadh provides IELTS trial Centres in Saudi Arabia. Unfortunately, from the information it seems that there are non any specific third readying plans for domestic Saudi pupils who seek to analyze in English talking states like Australia, Canada, UK, US and New Zealand. More significantly, the consequences revealed that there is small concern about the importance of English for academic intents in general in the English linguistic communication larning teaching method in Saudi. Learning English for the interest of larning a new linguistic communication was wholly absent from the participants points of position. The consequences besides, showed that English acquisition is chiefly undertaken because the high force per unit area placed upon larning English as an of import measure for entry into esteemed Saudi Arabian third establishments, or to derive a better chance to be employed by major companies such as ARAMCO and this has ever been a important facet of larning English. Refering the issue of a pre-departure readying scheme for Saudi pupils meaning to analyze in the UK, there is grounds here that Saudi pupils were non sufficiently prepared in Saudi to run into the demands of the proficiency degree of English needed for most British graduate student plans. Students needed to fix for such demands, including the by heightening their proficiency degree in English and their apprehension of the academic environment of British graduate student plans. However, the Saudi pupils sampled in this survey revealed that they did non go to any plan in Saudi Arabia in order to help them in get bying with such possible jobs while analyzing overseas. In general, even though those who wished to analyze overseas realised the importance of taking official English trials, more than half of the pupils in this survey took them in Saudi Arabia. The grounds of the study outcomes in this survey reveals that the IELTS trial is the most preferable by Saudi pupils come ining British graduate student plans. This is non surprising because most, if non all, British third establishments emphasise this trial as a important measuring of international pupils ‘ ability when finding whether or non they can set about British graduate student plans. Harmonizing to the findings from the study, the Saudi pupils sampled in this survey had begun to larn English as a foreign linguistic communication at an inappropriate age in footings of their cognitive development as 2nd linguistic communication scholars. They were between childhood and maturity when they began analyzing English linguistic communication. Harmonizing to Park ( 2006 ) larning the English linguistic communication at the age of 13 old ages is instead late in footings of sing the most effectual development of their 2nd linguistic communication larning accomplishments. It seems that Saudi pupils were non to the full confident about why they had to larn English and how far they could come on in their English proficiency degree. The consequences revealed in chapter one that Saudi pupils were taught the English linguistic communication in Saudi Arabia by unqualified English instructors who required them to larn in a inactive the top down manner. This meant that Saudi pupils needed changeless counsel from their English instructors about their errors during the learning procedure.The Main Characteristics of Saudi Students ‘ Experiences in Learning EAP in the UKThe first issue raised in larning EAP in the UK context is about the composing of the scholars group inside the schoolroom as it might impact on the development of EAP larning procedure. Harmonizing to research findings about Saudi pupils ‘ experience of EAP larning in UK establishments, the groups of scholars larning English were chiefly composed of Saudis with two or three non-Arabic pupils who speak Arabic as their precedence. This means that Saudi pupils did non hold much chance to better their speech production proficiency degree. In add-on, it is natural that they would talk in Arabic if they had something to inquire to each other in category. It is necessary for EAP instructors to inquire or even to coerce them to talk in English. EAP instructors may state them that if they do no n talk in English they will lose some Markss. From the observation there were some EAP instructors who were truly rigorous about talking in English. It would be a positive move if the EAP instructors were to go on this pattern towards better proviso of the transmutation of the pupils ‘ wonts of speech production in English all the times at least in the schoolroom. A multicultural group larning environment, whether in the UK or Saudi Arabia, would offers Saudi pupils ‘ positive experiences including more chance to interact with pupils from different states who speak English as a 2nd linguistic communication. In these fortunes pupils have to utilize English in order to pass on with each other whether or non their proficiency degree of English is sufficient to pass on. One piece of grounds to back up this statement is that the consequences of this survey showed that Saudi pupils improved their English linguistic communication accomplishments one time they started conversation with those who speak English as a first or 2nd linguistic communication. Sing this result, it can be emphasised how of import it is to set up an appropriate environment for scholars of EAP. This is a ground why policy shapers in the UK should see the figure of each nationality in the schoolroom. In add-on to that the English instruction system in Saudi Arabia needs to enroll as many native English instructors as possible, particularly if the system does non germinate a multicultural group larning environment in Saudi instruction system. It is the best option to supply a similar environment to English speech production states. The last issue raised in this context is that linguistic communication intervention might happen during the procedure of English linguistic communication acquisition in a different environment. The acquisition environment where Arabic linguistic communication is dominant ( as in Saudi Arabia itself ) does non supply specific linguistic communication intervention. However, Saudi pupils in the UK are straight influenced by the differences between their first linguistic communication, Arabic, and English. For Saudi pupils sampled in this survey, English is their chief precedence, so it is natural that the distance between the two different linguistic communications would make linguistic communication intervention whenever they use English in activities that are a portion of the British academic context. However, both faculty members and EAP instructors in the UK should be able to place this job in order to better pupils ‘ proficiency degrees in the English linguistic communication .The English Language Difficulties that Saudi Students Face in the British academic ContextThe 2nd dimension of the first research inquiry was to place the English linguistic communication troubles that Saudi pupils faced from an educational position while they were enrolled in British graduate student plans delivered in English which related to both present state of affairss analysis and mark state of affairs analysis. The research findings revealed that Saudi pupils ‘ reading and authorship jobs are the chief issues to get the better of during their classs. There are several of import factors lending to pupils ‘ troubles in these two facets in the British academic context. As discussed in the background to Saudi pupils ‘ experience in larning English in Saudi Arabia, these factors could be related to jobs with English linguistic communication teaching method and learning methodological analysis in Saudi Arabia or in the UK. It can be said that Saudi pupils Ã¢â‚¬Ë œ background experiences in larning the English linguistic communication straight reflect the jobs of Saudi pupils ‘ reading and composing troubles in the British academic context. The findings obtained from this research clearly indicate that EAP plans did non supply adequate chances for the development of pupils ‘ reading and composing abilities. This survey indicates that engagement in tutorials or group activities and giving a presentation were amongst the more hard undertakings for Saudi pupils to get by with. The analytical results obtained from the three different methodological analysiss applied to this survey, viz. the descriptive consequences of the study, observation, and in-depth interviews, indicated three contributory factors. The first is a deficiency of assurance with their proficiency degree in English as a 2nd linguistic communication, which was due to a self-fulfillment about the insufficiency of their readying and tuition, with respect to the manner they were taught English in Saudi Arabia. Acerate leaf to state as many Saudi research workers have found ( ) , Saudi pupils were taught English in an examination-based and text-based system. These learning experiences tend sometimes to do them dying when required to take part in tutorial Sessionss and group meetings, which is the prevailing teaching method in th ird instruction. Furthermore pupils ‘ anxiousnesss arise from a deficiency of assurance with all major English linguistic communication accomplishment classs, including speech production, listening, reading and composing. These anxiousnesss as Park ( 2006 ) claimed besides lead to pupils holding psychological emphasiss. Consequently, it can be concluded that the displacement from a teacher-centred to student-centred acquisition system and being critical, non merely in composing but in all facet of larning are the chief cross-cultural factors that causes jobs. In short, Saudi pupils in this survey who spoke English as a 2nd linguistic communication and were presently enrolled in British graduate student plans were shown to hold troubles in accommodating to the usage of the English linguistic communication. With respect to version troubles, two of import findings of this survey were a deficiency of exposure to a existent English speech production environment and strangeness with the usage of English, peculiarly for academic intents. The research findings from sample responses in this survey clearly indicate that Saudi pupils chiefly face reading and composing jobs. The consequences of this survey revealed that Saudi pupils have trouble in reading rapidly through a text to acquire a general position of the content when reading. It was besides evident that they are unfamiliar with the construction of English academic authorship, have trouble in showing thoughts when composing and happen it hard to organize thoughts in a logical sequence. The research findings here indicate that Saudi pupils ‘ troubles in reading and authorship activities are affected by learning and larning methods that were adopted in the Saudi instruction system. Acerate leaf to state the teaching method in Saudi is preponderantly reliant on an examination-based model. Despite the attempts of EAP instructors in the UK Saudi pupils still find it hard to get by with academic reading and authorship. The difference between the two instruction systems in footings of learning authorship and reading are besides of import factors that were reported to impact Saudi pupils ‘ ability to get by with EAP in British graduate student plans.The Main Cross-cultural Factors that Impact on Saudi Students ‘ Troubles in the British ContextLast, this research asked about the chief cross-cultural fluctuations that impact on Saudi pupils ‘ troubles in the British graduate student acquisition environment. In general, the research findings indicated that cross-cultural discourses presented fewer jobs when compared to English linguistic communication troubles. However, the most of import determination of this research is that Saudi pupils are to a great extent influenced by changed forms in their acquisition environment, peculiarly traveling from a teacher-centred to student-centred system. This was besides shown to hold an impact on Saudi pupils ‘ troubles in take parting in some tutorials and some other in-class activities. The impact of this displacement besides influenced Saudi pupils ‘ assurance with the English linguistic communication and created anxiousnesss and emphasis in tutorial Sessionss. The research findings indicate that the Saudi pupils sampled were affected by different types of academic activities and cross-cultural differences as the research worker expected. In add-on, the undermentioned three of import facets of the new academic context influenced the Saudi pupils sampled in this survey. These were traveling from a teacher-centred to a student-centred, discussion-based and critical thinking-based acquisition system as found in British graduate student plans. Harmonizing to the consequences, pupils who had experience of go toing the EAP plan tended to hold fewer jobs in the discussion-based attacks of the instruction system. The older pupil participants in this survey, in peculiar, were likely to meet fewer jobs accommodating to a different acquisition system. Whilst younger pupils were likely to hold some trouble in accommodating to a British single ability-centred academic environment. Harmonizing to the survey ‘s findings, the pupils that undertook EA P plans still have trouble in fixing assignments. In contrast, these pupils showed a higher adaptability in all other classs with regard to the cross-cultural issues raised in this survey.The Best Preparation for Saudi Students to Succeed in British graduate student PlansThe research findings can lend to the treatment and preparation of schemes to develop more effectual ways for Saudi pupils to fix for British graduate student plans in footings of their linguistic communication and academic demands. Successful accomplishment of their ends and deriving an apprehension of their new academic context are the existent loads for Saudi pupils. Presently, these are barriers that prevent them from accommodating both academically and linguistically. The Saudi pupils sampled in this survey clearly indicated that they had shown different degrees of version harmonizing to the old plans they experienced prior to come ining British graduate student plans. The old two chapters detailed the current public presentation of Saudi pupils sampled and their responses in seting to the British academic context. More than half of the Saudi pupils who participated in this survey had experienced EAP plans before get downing their classs in British graduate student plans. In peculiar, a bulk of them attended a class offered by the university plan that was chiefly designed to fix them to come in the university and run into its demand but non for the official IELTS trial or any other trial. Saudi pupils sampled in this survey are likely to hold spent less than 12 months analyzing in such a readying plan. Typically, the Saudi pupils sampled in this survey appeared to depend on go throughing the EAP plan to derive permission to analyze in British graduate student plans one time they arrived in the UK. I would propose that the EAP plans provided by the universities should besides be concentrating on the IELTS trial because the consequences from the pupil interviews revealed that they are non confident about the university assessment process. Therefore, fixing pupils for the IELTS would forestall any misinterpretations on the pupils ‘ portion over whether they were tested based on their background. For the present sample of Saudi pupils, nevertheless, it has been revealed that as clip has gone on the IELTS trial is recognised to be merely one step of entry degree ability and non needfully the 1 that predicts success in third acquisition. In fact, this research indicates that most Saudi pupils continue to confront English linguistic communication troubles and academic cultural challenges in the academic context while set abouting their graduate student surveies. The EAP instructors who had old experience of learning Saudi pupils in this survey believed that the proficiency degree of English acquired by go throughing the IELTS trial differs from the proficiency degree of English which would be utilised in the existent life state of affairss which arise in the class of academic survey. A deficiency of cognition and accomplishments associated with English for academic intents is a major ground. Saudi pupils sampled in this survey admitted that the degree of English acquisition and instruction does non run into the degree that British graduate student plans require because the current Saudi English instruction system and its acquisition environment are non practical plenty to accomplish the high proficiency degree of English that is indispensable for Saudi pupils. The research findings clearly indicate that Saudi pupils who had experienced an EAP plan showed better public presentation in their academic surveies compared to those pupils who had non attended any EAP plans. The consequences besides showed that Saudi pupils were found to hold experienced trouble in run intoing the needed degrees of proficiency in the English for British graduate student plans. The acknowledgment of the English linguistic communication jobs that pupils encounter while set abouting their plans presently is described by sources as the deficiency of their cognition about the mark linguistic communication because of the manner it was taught in the EAP plan. Howevet, the research found that with regard to academic cultural issues, pupils who had undertaken EAP plans demonstrated more adaptability in most countries of subsequently larning. For illustration, some pupils responded that they were satisfied with proficiency degree of their English speech production and were confident and had less anxiousness when they needed to talk in a category. While others besides had trouble in organizing thoughts in a logical sequence when composing English. Furthermore, they were probably to hold fewer jobs than other nationalities when giving a spoken presentation in category.6.5 Chapter sum-upThis chapter discusses the results from the information analysis and connects them with the theories that have been discussed in chapters two and three. It was clear that pupil linguistic communication proficiency was non high plenty for Saudi pupils to get down their graduate student surveies at British establishments. It was besides revealed that pupils are confronting troubles in get bying with their new academic environment. Consequently, the research suggests that the best readying for Saudi pupils as they enter British graduate student plans and achieve successful consequences is to go to EAP plans where they can accomplish early socialization and pre-preparation by sing interaction with native English talkers in existent academic state of affairss. This suggested tract would probably offer future Saudi pupils a more realistic chance to get the better of jobs presently faced by Saudi graduate student pupils. These Saudi pupils must be regarded as grownup scholars when sing their age harmonizing to the consequences of the study. As grownup scholars, they would probably recognize the importance of EAP and the academic differences in their new academic environment. It can be said that their greater realization of this context was chiefly based on experiences of interacting with the British academic acquisition environment. As a consequence, they came to gain what kind of readying they needed and how they might better get by with unexpected jobs faced in British plans. It means that they had chances to detect, through their experiences, how to cover with EAP troubles and academic cultural differences at this degree. In add-on, these Saudi pupils revealed that their anxiousness, emphasis and deficiency of assurance with English as a 2nd linguistic communication created a psychological trouble when take parting in tutorials. Sing the issues discussed supra, a scope of possible recommendations can be offered that might supply a valuable way for Saudi pupils, the policy shapers in Saudi Arabia and British establishments, private suppliers and other people who are involved in this sector. These might be considered in order to better Saudi pupils ‘ public presentations in British graduate student plans in the hereafter.