Modernism, Postmodernism

The youth culture of the 1960s represents the threshold between modernism and what, in most circles, passes for postmodernism. On the one hand, it is clearly an extension and reinvention of the historical avant-garde, and, on the other, it signals the increasing obsolescence of the (modernist) divide between elite and mass culture, between the artisanal and the mechanically reproduced.Reacting against the universalizing tendencies of high modernism (from abstract expressionism to the international style), and its dedication to seriousness, abstraction, and elegance, the new artists delighted in extending the range of art, in juxtaposing the exalted and the abject, the sacred and the profane, in being vernacular and relevant, and in rudely transgressing bourgeois norms.From the point of view of post-modern theory, the recent history of popular music can be seen to be marked by a trend towards the open and extensive mixing of styles and genres of music in very direct and self-conscious ways. Put very simply, the argument about the transition between modernism and postmodernism in pop music can be seen as the Beatles in the 1960s. The songs of the Beatles drew explicitly on diverse classical and popular forms and made a claim to what was for pop a new kind of musical and lyrical seriousness.Postmodernism first emerges out of a generational refusal of the categorical certainties of high modernism. The insistence on an absolute distinction between high and popular culture came to be regarded as the ‘unhip' assumption of an older generation. One sign of this collapse can be seen in the merging of art and pop music. For example, Peter Blake designed the cover of the Beatles' Sergeant Pepper's Lonely Hearts Club Band.Jameson (1991) distinguishes between modernist and post-modern pop music, making the argument that the Beatles and the Rolling Stones represent a modernist moment, against which punk rock and new wave can be seen as post-modern. In ‘Popular Mus ic and Postmodern Theory', Andrew Goodwin (1991) quite correctly argues that for various reasons this is a very difficult position to sustain. The Beatles and the Rolling Stones are as different from each other as together they are different from, say, the Clash and Talking Heads. In fact, ‘it would be much easier to make an argument in which the distinction is made between the â€Å"artifice† of the Beatles and Talking Heads and the â€Å"authenticity† of the Rolling Stones and the Clash' (55).Perhaps the best way to think of the relationship between pop music and postmodernism is historically. In most accounts, the moment of postmodernism begins in the late 1950s-the same period as the emergence of pop music. Therefore, in terms of periodization, pop music and postmodernism are more or less simultaneous. This does not necessarily mean that all pop music is post-modern. Using Raymond Williams's model of social formations always consisting of a hierarchy of cultu res-‘dominant', 'emergent' and ‘residual'-post-modern pop music can be seen as 'emergent' in the 1960s with the late Beatles, and the rock music of the counter-culture, as principal examples, and in the 1970s with ‘art school' punk, to become in the late 1980s the ‘cultural dominant' of pop music.It is also possible to see the consumption of pop music and the surrounding pop music culture as in itself post-modern. Instead of an approach concerned with identifying and analysing the post-modern text or practice, we might look instead for postmodernism in the emergence of particular patterns of consumption; people who actively seek out and celebrate pastiche. The notion of a particular group of consumers, people who consume with irony and take pleasure in the weird, is very suggestive.Flirtations with Eastern mysticism in the 1960s brought new influences; the success of the Beatles, and George Harrison’s fascination with the Indian sitar, increased exposu re to Indian music and to Ravi Shankar, probably the first distinct ‘world musician’, unquestionably promoting musical sounds and structures quite different from those in the West. Prior to the successes of Miriam Makeba, Ravi Shankar and Manu Dibango, the first African musician to have an international hit, and whose music helped usher in the disco era (Mitchell 1996), musicians with exceptional local and regional popularity were otherwise largely unknown in the West, because their music was unfamiliar and inaccessible, and the words incomprehensible (hence Western recording companies took little interest).The Beatles’ quest for mysticism, enlightenment and innovative sounds (which could be incorporated in Western musical structures, rather than being given a life of their own) was the forerunner of other Western performers’ similar searches for authenticity and difference. Paul Simon’s Graceland (1986) recorded English lyrics over tracks performed by black South African bands and the vocal group Ladysmith Black Mambazo.As many critics noted, rock may have been the most popular and influential art form during the late '60s, â€Å"the deepest means of communication and expression† that negotiated the incompatibility of the post-modern with the preindustrial by attempting to unite â€Å"a mass culture† with â€Å"a genuine folk culture.† In the mid-Sixties, electricity, poetry, sex, and rhythm mixed with another combustible element, drugs, to create psychedelia. Baby boomer parents worshipped doctors and high medicine and avidly ingested antidepressants and other medications to achieve altered states of mental and physical health.Likewise, baby boomers' drug experimentation aimed for transport to a new personal and world consciousness that would eliminate human barriers— class, race, ideology—dividing their parents' world. By 1965, a suite of drugs coursed through the rock community. Dylan and marijuana influenced the Beatles' Rubber Soul (1965), a folk rock record of soft edges and personal introspection. Attracting a male following, The Who, the Mod heroes, thrashed through early singles such as â€Å"Anyway, Anyhow, Anywhere† and â€Å"My Generation† with amphetamine-fed punk fury.Acid rock borrowed sounds, scales, chords, and rhythms from around the world to distort space and time. The Beatles adapted Indian ragas and modal jazz to dislodge the rhythmic anchor and erase the four cardinal directions. In England, the Beatles were introduced to acid in 1965; they recorded Revolver a year later. Their variable tape speeds, tape loops, backward guitar and voice lines, and other experiments transformed basic rock and roll chords, beats, and voices into a tableau of acid-soaked sound, rhythm, and poetry. Especially disorienting was â€Å"Tomorrow Never Knows,† an early trance-rock number. Ringo Starr's bass drum figure, a human heartbeat, kicked time in reverse, while John Lennon's filtered vocals, chants inspired by the Tibetan Book of the Dead, seemed piped in from creation.In a key contribution, ‘Postmodernism, or the Cultural Logic of Late Capitalism', Jameson overviews postmodernism as the cultural expression of a new phase of capitalism, characterized by communications technologies facilitating the virtually instantaneous shifting of international capital, the emergence of new centres of capital (e.g. Japan) in a global economy, new class formations breaking with the traditional labour v. capital division, and a consumer capitalism which markets style, images and tastes as much as actual products. The commoditization of culture has resulted in a new populism of the mass media, a culture centred around the marketing and consumption of surfaces and appearances, epitomised by the ubiquity of commercial television.Despite its obvious plausibility as a general explanation of developments in popular culture, postmodernism su ffers from a number of difficulties. To heavily generalise, these are: its frequent lack of specificity; its overpreoccupation with texts and audiences at the expense of locating these within the economic and productive context within which cultural products reside; its reduction of history and politics and its ignoral of ‘traditional' sociological notions of production, class and ideology.The postmodernist view of rock music regards it as exemplifying the collapse of traditional distinctions between art and the commercial, the aesthetic and the unaesthetic, and the authentic and unauthentic. This view is most prominent in discussions of music video, with its affinities to advertising (Kaplan 1987). Popular cultural texts of the Beatles are regarded as dynamic not static, mediated both by patterns of economic and social organisation and the relationship of individuals and social groups to these patterns. This puts politics in a position of central importance, as culture is vie wed as a site of conflict and struggle, of negotiations which constantly confirm and redefine the existing conditions of domination and subordination in society.Against the backdrop of these cultural studies signposts, the construction of meaning in rock can be seen as embracing a number of factors: the music industry and its associated technologies, those who create the music, the nature of rock texts, the constitution of rock audiences and their modes of consumption, and attempts to influence and regulate all of these. The role of the music industry, in its drive to commodify rock and maximise profits, is the starting point for understanding rock.In film or in rock a certain historical logic can be reintroduced by the hypothesis that such newer media recapitulate the evolutionary stages or breaks between realism, modernism and postmodernism, in a compressed time span, such that the Beatles and the Stones occupy the high modernist moment embodied by the ‘auteurs' of 1950s and 1960s art films.Although animation was used in the early days of filmmaking and became just another form of studio production, it underwent big changes in the late twentieth century. A major break in such style occurred with the Beatles' animated film, Yellow Submarine (1968). Not only was the colour startling – a psychedelic experience of sorts, as some commented – but the animation also used a mixture of media that inspired what was later called the â€Å"blendo† style in which cels, cut-outs, clay figures – and more recently – computer graphics are blended (Cohen 1998).The application of postmodernism to popular music is primarily based on two perceived trends: firstly, the increasing evidence of pastiche, intertextuality, and eclecticism; and, secondly, increased cultural fusion and the collapsing of high-low culture type distinctions in rock. However, rock history demontrates that the first trend frequently actually reaffirms the distinctions supposedly being broken down in the second trend. Post-modern music clearly contributed to the increasingly global nature of cultural and economic linkages, mapping out new networks of commodity flow and entrepreneurial activity.At least at a surface level, all countries’ popular musics were shaped by international influences and institutions, by multinational capital and technology, by global pop norms and values. Even the most nationalist sounds—carefully cultivated ‘folk’ song, angry local dialect punk, preserved (for the tourist) traditional dance—were determined by a critique of international entertainment. The rise of rock ‘n’ roll, the success of the Beatles, alongside transitions in other cultural forms, ensured some measure of ubiquity.ReferencesCentore, F. F. (1991). Being and Becoming: A Critique of Post-Modernism, Greenwood Press: New York.Goodwin, Andrew. (1991). â€Å"Popular Music and Postmodern Theory†, Cultural Studies, 5.Jameson, Fredric (1991). Postmodernism, or, The Cultural Logic of Late Capitalism, Durham, NC: Duke University Press.Kaplan, E.A. (1987). Rocking Around the Clock: Music Television, Postmodernism, and Consumer Culture, New York: Methuen.Mitchell, T. (1996). Popular Music and Local Identity, Leicester University Press, London and New York.

The Nutritional Requirements of a Healthy Diet for Children

Food groups| Outline the nutritional requirements of a healthy diet for children and young people. | Describe examples of healthy meals and snacks | | Bread, other cereals and potatoes | Children need carbohydrates to give them energy as they are very active. | One carbohydrate meal could be :Baked potato:Bake a potato in the oven prick the potato a couple of time with a fork before putting I the oven. Leave in the oven for 10 minutes when fully cooked you can put any filling inside i. e. tuna or cheese etc. | | Fruit and vegetables| Children need fruit and veg as they need vitamins . hey need vitamins to keep their skin healthy. | Vegetable soup:With vegetable soup you can add any type of vegetable i. e. tomatoes dice the tomatoes. Put the olive oil or butter into a pan and leave to cook if you would like more flavour add garlic or onion. Once cooked add wine or stock and leave for an hour to cook. | | Milk and diary food| Calcium to make their bones and teeth healthy as they are gr owing. | Pasta and cheese:Fill a pan half way with water and add the pasta leave to boil for 10 minutes. Grate the cheese add to the pasta. | | Meat , fish and alternatives| Children need protein to develop muscles and strength. Fish pie:Choose a type of fish you would like to make the fish pie with cook the fish add water and milk in the baking tray with the copped up fish cook for 5 – 8 minutes. Once the fish has cooked add any vegetables to the fish mix the fish and vegetables into mash and put in the oven for 40 minutes. | | Fatty and sugary foods| Children need small amounts of sugar and fats in their diet. | Ice cream:3 vanilla pods 568ml whole milk 50g skimmed milk powder 4 egg yolks 90g caster sugar misk together and put in the freezer till ready to eat. Add fruit| |

A painter's costs Research Paper Example | Topics and Well Written Essays - 500 words

A painter's costs - Research Paper Example 3) When a 1 percent rise in price evokes less than a 1 percent fall in quantity demanded, this is price inelastic. From the value that we have obtained, we then know that paint as a commodity is price elastic. How does this relate to revenue for companies? Total revenue is equal to price times quantity or PXQ. The three cases of elasticity correspond to three different relationships between total revenue and price changes: If a price decrease leads to a decrease in total revenue, it is a case of inelastic demand. If a price decrease leads to an increase in total revenue, it is the case of elastic demand. And if a price decrease leads to no change in total revenue, it may be the case of unit-elastic demand. Since our good is price elastic, it may be wise for firms to lower their prices if they are to expect an increase in total revenue or profits because slashing their prices down, they are hiking their sales up by a larger magnitude.

Kabbalahs Place in Jewish Mysticism Essay Example | Topics and Well Written Essays - 3250 words

Kabbalahs Place in Jewish Mysticism - Essay Example The essay "Kabbalah’s Place in Jewish Mysticism" is interested in exploring its impact upon the individual and collective life of the Jews on the one hand, and its association with Christian philosophy on the other. Since mysticism is considered to be the way of unveiling the concealed realities of universal phenomena through soul’s direct or indirect encounter with the Creator, by seeking inspiration from Him. It is therefore, one particular class out of the followers belonging to all Abrahamic faiths practice the same in one way or the other in order to obtain wisdom, unique mystic experience and spiritual uplift as well through meditation, rumination and contemplation. However, the ways and methods adopted by various sects appear to be divergent ones in nature, though the destination is one and the same i.e. examination of the truth and realities of universe in order to approach the Creator; the same is applied to Kabbalah, which not only enjoys imperative status in spiritualism and mysticism, but also appears to be the foundation of Jewish mysticism, followed by various communities and cultures in different forms. The first and oldest one among the three Abrahamic religious faiths, Judaism serves as one of the ancient belief systems of the world, which seeks its inspiration from divine revelation and complete code of leading a systematic life under the commandments introduced by the prophets of God to the progeny of Abraham by direct spiritual guidelines sent from the Creator of the universe to the holy men.

CANNIBALISM Essay Example | Topics and Well Written Essays - 500 words

CANNIBALISM - Essay Example In two fascinating articles on the subject, Billman, et al, and Dongoske, et al, explore these questions. In Billman's article, the archaeologists explored a site in Colorado, dating from about one thousand years ago. The authors describe the sites in detail and provide maps. A number of items were uncovered including tools. But the main discoveries are a number of disarticulated human bones consistent with the practice of cannibalization. A human coprolite also suggested that the people at the site had been consuming human flesh. The authors are careful to distinguish between different types of cannibalism. They carefully describe both: [I]n situ floor deposit sites and secondary deposit sites, might represent victim and perpetrator communities. At victim sites, villagers were killed, processed, and probably at least partially consumed. At perpetrator sites, captives and body parts would have been brought back, consumed, and then disposed of in a manner similar to routine food refus e. If in situ deposit sites and secondary deposit sites do represent victim and perpetrator sites, then high ratio of victim to perpetrator sites (8 to 1) in the Mesa Verde region suggests that cannibalism never became a multigenerational and institutionalized practice (Billman, et al, 2000).

Principles of Structural Design Essay Example | Topics and Well Written Essays - 3750 words

Principles of Structural Design - Essay Example Analysis of a structural collapse involves the study of the basic architectural principles, properties and operation of the different components of the structure, as well as knowledge of different possible causes of structural failure. The Seongsu Bridge is 11th bridge constructed over the Han River in Seoul, South Korea. Construction of this cantilever bridge was set about on April 9, 1977 and completed on October 15, 1979, 2 years and 6 months later. It was a four-lane bridge with 19.4m width and 1,160.8m length [20]. It became infamous when it collapsed on October 21, 1994. The bridge collapsed early in the morning when one of its concrete slabs fell in to river due to a failure of the suspension structure. Around 07:40 hours on October 21, 1994, Seongsu Bridge connecting Seongsu-dong and Apgujeong-dong of Gangnam-gu, Seoul, collapsed. The slab (48 m) between the fifth and the sixth leg of the Bridge collapsed so 32 people died and 17 people were injured while they were on the way to office or school. Seongsu Bridge is one part of arterial road that connects the Kanan district which is residential section in the southern in Seoul City and city center of Seoul City, and its has a lot of traffic volume. The steel truss digit division where the accident occurred was the 672m length, and it was one of the suspension digits of the center part. ... In addition, Seongsu Bridge complained that it had been trembling in motion, so the authorities in Seoul City also carried out the repair work of the emergency in the night in accident the previous day. It was said that the traffic jam arose, because especially, it was for commutation attending school hour in the accident-generation, and because the rain fell, the rolling stock was crowded [20]. Cause of collapse: Various reasons can be associated with the collapse of bridge. Major of them are as listed below [19]: Bad welding of the suspension which member of the I-type cross section, which was hanging the suspension digit of the center from the steel truss, seems to be a main cause. There was visibility cutting corners between surface and splice plate of the fillet welding, so construction management and inspection method in the construction of Seongsu Bridge seemed to be remarkably slipshod. Calcium chloride, which was scattered in order to prevent the road surface freezing, chloride ingress was uppued for the cracks by poor weld or stress corrosion, and so that the corrosion of steel product might be promoted. There is a possibility to produce unexpected partial cracks in the steel surface because in the cross-sectional shape of suspension steel product, the cone angle ( the relaxation curved surface ) for easing stress concentration was insufficient. Though there is no error at the content for the design, there was some possibility that the immature construction level was not sufficiently assumed. There were no technical standards on in-service maintenance repair of Seongsu Bridge. Because of the fiscal resource constraint (budget) of Seongsu Bridge while it was in service, the periodic check was

Strategic Management- Chiquita's Banana Business in Columbia Essay

Strategic Management- Chiquita's Banana Business in Columbia - Essay Example This is evident in the Chiquita group of companies, which is involved in banana trade within Columbia. Over the past six decades, Columbia’s political unrest makes it problematic to conduct business, despite its promise of growth. Paramilitary groups control various business organizations, in their efforts to dominate the nation’s political and economic platforms. These revolutionary groups achieve this through extorting money from multinational companies, such as Chiquita Brands International, and threats of death and property destruction to the repudiators. ChiquitaBrands International complies with this but faces legal challenges fro its home country, the US. This manuscript mulls over Chiquiata’s predicaments, and mitigation measures towards repositioning itself in the competitive industry within the politically unsafe nation. Factors compelling Chiquita into its Actions Chiquita Brands International has been extremely profitable within the conflict prone Col umbia. Sources indicate that the firm is the among the largest global traders in the banana industry. The company also benefitted the nation significantly, with the employment creation, tax payment and the general improvement of the inhabitants’ living standards.... However, the judiciary refuted this justification, claiming that the paramilitary group used such funds in the purchase of ammunition and other items that aided them in the accomplishment of illegal activities such as kidnappings, forceful extortions and murder of innocent victims who failed to comply to their rules. This also obliged the US judiciary department of employing personnel that looked into other such firms that conform to the terror groups’ demands. The legal suit found Chiquita firm guilty, and encountered various severe losses, including paying a fine of $25 millionand a probation of five years (Jennings, 2011, p. 656). Families of the victims of theAUC activities also filed suits against the firm, owing to its involvement in the funding of AUC. This has severe implications for the firm, since it tainted the image of the firm, thereby affecting its profitability. As such, the current management of Chiquita’s subsidiary group Banadexhavean enormous task, to improve its image, and reposition itself in the ever competitive industry. Though Chiquita’s management attempted unsuccessfully to rationalize their involvement in funding a terror gang, their act seems questionable (Gottschalk, 2010, p. 17). In my opinion, their claim to fund AUC, with the promise of security is ethically incorrect (Pohl, 2012, p. 68). They claim to protect their employees, without regarding the impacts their deeds have to other inhabitants of the nation (Hellriegel and John, 2008, p.31). As such, they ought to have sought protection from other legal organizations such as the authorized US security groups. They also display they self-centered behavior by

Minority politics Essay Example | Topics and Well Written Essays - 500 words

Minority politics - Essay Example the post- racial American society marred with widespread racial unemployment disparities and serious racial wealth gaps that are not primarily attribute to differences in educational attainment. Throughout the article, the two authors particularly espouses the view that bold policies for economic justices urgently need to be instituted in order to help redress the current racial economic inequalities in different parts of the United States. This is primarily based on the argument that throughout the history, the U.S has always been characterized by a longstanding pattern of structural racial inequalities that has further deepened due to the recent economic downturn. For example, the article argue that although the U.S Bill of Rights and the constitution guarantees freedoms to all Americans, the post slavery America has always been characterized by a highly stratified social system that has continued for many years. According to Darity and Hamilton (82), although considerable improvements have been made in the income gap, both the racial wealth gap and employment gap have remained stubbornly persistent. The article offers two potential remedies to the current economic justice that involve the implementation of racially neutral programs that could help eliminate racial economic inequality while at the same time benefiting all Americans. For example, one of the recommendations of the two authors is that the federal government should implement federal jobs guarantee to all American citizens by providing an economic security of a job and minimizing the threat of unemployment among Americans. On the other hand, the authors also propose that the government should also institute substantial child development accounts for all American citizens regardless of their economic position at birth. Such child development accounts will be expected to grow progressively depending on the familial asset positioning of the parents of a child and will be an important way of providing

Chromatography Experiment Essay Example for Free

Chromatography Experiment Essay Aim: To identify different unknown amino acids, within given substances. Apparatus: List 1 List 2 * 2 test tubes * Test tube rack * 2 bungs * 2 pins * 5 known amino acids: * Proline * Leucine * Lycine * Asparagine * Arginine * 1 unknown amino acid * Paper Chromatography * Paper Solvent * Pencil * Ruler * Tweezers * Paper Towel * Pipette * Ninhydrin * Incubator * Scissors * 1 Jam Jar * Treated Orange Juice * Untreated Orange Juice * TLC * TLC Solvent * Pencil * Ruler * Tweezers * Pipette * Paper Towel * Ninhydrin * Incubator Diagram 1: Diagram 2: Method (Part 1): * Cut 2 strips of paper chromatography using tweezers and scissors while resting on paper towel * Measure 1cm from bottom of strip and draw a line across * Draw a cross in the centre of this line * Attach a pin to the top of the chromatography paper, and put pin in bung * Place inside test tube, and measure 5mm from where the bottom of the paper lies, draw a line across the test tube * Do the same with both strips * On the cross put 10 drops of a known amino acid, wait for each drop to dry in between * On other strip put 10 drops of unknown amino acid * Pour paper solvent into both test tubes up to line drawn * Put bung in both test tubes, let solvent work its way up chromatography paper * When near top of paper, take out, and draw line across where solvent has reached. Method (Part 2): * Place TLC on paper towel, draw line across at 1cm from bottom * Draw 2 crosses each 1/4 way across line * On 1st cross put 10 drops of treated orange juice, letting each drop dry in between * On second dot put 10 drops of untreated orange juice * Pour TLC solvent into bottom of jam jar * Using tweezers place TLC into jam jar * Let TLC soak up solvent * When nearly at top take out and draw solvent line across Method (Part 3): * Take the results of method part 1 and 2 and spray all with ninhydrin spray * Place in incubator until amino acids can be seen * Draw lines across where colours end, and work out Rf values for all lines Results Chromatograms: Results Table: Rf value = distance moved by solvent / distance moved by solvent front My Results Solvent Front Substance Front Rf value Treated Orange 4.6 1.8, 2.8, 3.3 0.39, 0.61, 0.72 Untreated Orange 4.7 0.5, 2.0, 2.6, 3.0 0.11, 0.43, 0.55, 0.64 Leucine 7.9 4.7 0.59 Unknown 7.0 4.2, 4.8 0.60, 0.69 Class Results Calculated Rf value Average Actual Rf Proline 0.76 0.87 0.82 0.48 Leucine 0.79 0.59 0.69 0.73 Lycine 0.41 0.45 0.43 0.14 Asparagine 0.26 0.54 0.40 Arginine 0.53 0.53 0.2 Conclusion and Evaluation: From these results I can say that in the unknown substance, were two amino acids, and from what my results tell me, I can predict that they were Arginine and Leucine. The Treated orange juice appeared to have three amino acids in it, my results tell me that these are Asparagine, Arginine and Leucine. The untreated Orange Juice seemed to have four unknown amino acids, my results tell me that these were Asparagine, Lycine, Arginine and Leucine. I could tell this as I matched up the Rf values with the ones that seemed to be the closest match. I know that these results were not that accurate as I know the Rf values for four of them. For Proline the real Rf value is 0.48, but our class results got 0.76 and 0.87 with an average of 0.82. This is clearly wrong. Therefore anything that I have predicted to have Proline in, might not have it in. For Leucine the real Rf value is 0.73, and our class results are 0.79 and 0.59 with an average of 0.69. This is a very close result, so it is quite accurate. So it is likely that if I have predicted it to have Leucine in it, it probably does. For Lycine the real Rf value is 0.14, and our class values are 0.41 and 0.45, with and average of 0.43. This is not a very good match. From this I can tell that anything I have said to have Lycine in it, probably does not have it in. For Arginine the real Rf value is 0.2, and we only have one class result for that and it is 0.53 which is clearly wrong. This shows us that anything I have predicted to have Arginine in, probably wont. For Asparagine, we are not sure of the real Rf value, so I can not tell if our results are right, but guessing from the rest not being accurate, it probably is not. Saying this, not only could our results from the known amino acids be wrong, but also so could our results from the unknown amino acids, and the treated and untreated Orange Juice. This tells me that our results could have been wrong on both accounts, and so could possibly be right! We can not be sure, but we do know that the results for the known amino acids were not as accurate as they should have been. These errors could be down to a number of things. Firstly if we had touched the paper chromatography or TLC at any time we would have left our own amino acids on it, and so our experiment would have been inaccurate. It was very hard not to touch either of these while cutting, or moving to place in test tubes or in jars. It could have been very easy to accidentally touch it, thus messing up the experiment. Another way these errors could have occurred could have been down to making the amino acid drop too big, due to not waiting until it is dry enough to put another drop on. This would have meant that when put in the solvent, the dot would have been emerged in it, and made our results inaccurate. Another way an error could have occurred could be not making the dots as concentrated as they should have been, not counting enough drops of the amino acid onto the paper or TLC. This would have changed our results. Another way would be if when put in the solvent the test tube or jar moved, and splashed the paper or TLC, making the solvent front longer then it should have been, so our calculations would be inaccurate. Another way could be putting too much TLC or Paper solvent into the jar or test tube, thus emerging the dot, making more inaccuracies. If the paper chromatography had been touching the side of the test tube while the solvent was working its way up, then this would have made our results inaccurate as well. All of these errors would make our results inaccurate and less reliable. One way of making our results more accurate would be to get rid of all these errors, which is very difficult as there are so many errors that could be made during this experiment. If I were to do this experiment again, I would start by wearing some rubber gloves, so that if I did touch the paper it would not matter as much. The second thing I would change would to be more accurate when putting the dots on the paper or TLC, making sure that they are dry properly, and that they do not spread too far. Another improvement I would make would be to make sure the paper was not touching the side of the tube, to not move the tube once the paper is in, and to make sure I draw my lines as accurate as I can. Also when I measure them, I will be more precise so that my results will be a lot more accurate then they were this time round.

Introduction for Currys Essay Example for Free

Introduction for Currys Essay For this assignment I am investigating Currys and I will be getting information about my investigation from the customer service of Currys, but to do this I will need to know also a little bit about the customers profiles and what the customers think about Currys products and services that they provide. Background: Currys is the leading choice for families buying electrical devices for the home and other businesses. Currys also delivers their goods to their customers seven days a week to households and businesses throughout the UK. While delivering new products the Group collects 750,000 ends of life white goods appliances, fridges, freezers, cookers, computers, printers, radios, televisions, phones and washing machines, from customers homes each year, of which, until November, approximately 300,000 were fridges. Until November 2001 these were recycled or refurbished by a network of contractors, relieving Local Authorities, who would otherwise be obliged to collect or receive these products, of a significant burden. Many units were refurbished and resold at low cost, providing cheap products for families on low income (including through create, a Dixons supported project to re-train long term unemployed people as engineers). Others were exported for further use and the remainder recycled and disposed of following CFC gas extraction meeting environmental standards. In effect Dixons Group provided a cost-free channel for the disposal of this domestic waste and one which minimised the generation of extra journeys by householders or local authority collectors and is thus more environmentally acceptable. This shows how much Dixons group has been acting ethically. Services that Currys provides and competitive background: For my assignment, it is important to understand why retailers offer such services. Electrical retailing is highly competitive, like: Currys, Comet, John Lewis, Debenhams, House of Fraser, Argos, Powerhouse, Dixons and many thousands of small independent retailers all compete for trade in what many customers view as a product market. Low margins demonstrate the offer and that is the competitive nature of the industry. Because this is a competitive market, price pressure is intense and retailers will normally try to offer the lowest price in the market. So the customer gets used to the idea that prices will be similar in most outlets. Therefore there is a strict pressure to make different either by offering exclusive products or by excelling on service. That is why all retailers will offer competitive service offers including suitable delivery and after sales. No retailer will want to risk for too long a competitor being able to offer a new service recognized. As yet the leaving of take-back has had incomplete things on sales; however one of the two main peaks for sales, the hot summer months and this is the period of sales and a period that businesses look to maximise their sales. Customers profile: Most of customers of Currys are from a mixed group of age, gender and races. Most of customers that I personally see coming to the store of Currys in Chadwel heath are parents or just adults who are able to purchase products by credit cards or any other ways of payments. There are also other customers of Currys who are of an average age like teenagers who are able to pay musical items or games. Currys does not have any geographical customers because their customers are most of the time locally. Some customers have their information stored into Currys system due to their customers loyalty and due to Currys market researches. Currys gives to its customers a guarantee of purchasing items from their stores in case that the customer is not satisfied with the products or services that Currys provides to them, then the customer can take the products back and get a replacement or if possible get the customer can get his/her money back but this depends with the case. Some times if Currys cannot sort out the problem that the customer has with the products, they usually give to the customer the phone number of the company or the manufacturer of that particular product for further information or instructions about the usage of the product.

Saudi Education System

Saudi Education System The previous chapter sought to clarify the research motivation, presented the rationale for the study and outlined the specific research questions. Given that this work was undertaken in Saudi Arabia, it is pertinent to provide an over view of the Saudi education system particularly its general characteristics, structure, curriculum being used in it. This chapter provides general background regarding the basic objectives of the Saudi education system. The strategies it employs for its on going development and advancement. 2.2 The Saudi Education System: A brief preview Education in all parts of Saudi Arabia was traditional until the late nineteenth century, the education was mainly restricted to reading, writing and recitation of the Quran. Higher education in religious studies existed only in the main cities of Saudi Arabia. The beginning of the Modern Education took place towards the end of the nineteenth century in the then Ottoman provinces of Hijaz and Al-Ahsa. By 1920s a few private schools began offering non-religious subjects in some major cities and larger towns. In the beginning of 1951 a network of secondary schools was set up. The ministry of Education was established in 1954 and prince Fahd Bin Abd al-Aziz became the first minister. The first non wholly religious university was opened up in 1957. In spite of the strong opposition of the conservatives of the Saudi clan the public education for girls began in 1964. The Ministry of Higher Education was established in 1975, and the development plans of 1970s and 1980s characterized remarka ble development in the Education setup, improving Saudi Education system considerably. The literacy rate in Saudi Arabia in 1970 was 15% for men and 2% for women. By 1990 it was 73% for men and 48% for women , and, in 2002 it reached 90.9% and 70.2%, respectively . According to the Central Intelligence Agencys World Factbook 2002, the literacy rate in 2002 was estimated at 84.2% for males and 69.5% for females and according to the latest facts it stands at 86.6% overall, with male literacy rate at 90.4% and female literacy rate at 81.3%. The reason for the positive results in combating illiteracy can be attributed to government support and encouragement. Private education institutions and Quran schools proved successful in increasing the literacy rate. The very first syllabus to educate adults, especially in terms of reading, was laid down in 1956. Initially, the period of education was reduced to three years, and then after some experimentation, four years. After this four year timeframe, the student attended a follow-up programme after which a he or she was then eligible for a primary school certificate. Around the mid 1950s, Saudis quickly started to realise that education, and reading in particular, were absolutely vital for the future of their country. Today, they look on in pride at a well-educated and successful nation. Saudi business is booming, and the rate of attendance at schools has reached 98.7 percent. Meanwhile, rectification work is continuing on educating elderly people who may have missed out on previous reading programmes. 2.3 Characteristics of Saudi education System Education in Saudi Arabia has four special characteristics: an emphasis on Islam, a centralized educational system, separate education for men and women, and state financial support. Islam is the core of each Muslims curriculum, with time each week devoted to the study of the Muslim sacred text, the  Quran, Islamic tradition, jurisprudence, and theology from primary through higher education. Religion is not separate from but is a part of the disciplines of education, economics, sociology, psychology, medicine, and law. It is expected that the  Quran  will be memorized, interpreted, and applied to all aspects of daily life. The centralized educational system for men is under the jurisdiction of the Ministry of Education; and for women, under the General Presidency of Girls Education. All schools at all levels utilize the same methods of instruction, textbooks, evaluation techniques, curricula, and educational policy. As stated in Article 155 of the Educational Policy of Saudi Arabia, there is strict separation of the sexes at all levels of education with the exception of kindergarten, nursery, and some private elementary schools, and in some medical schools. The separation of the sexes is related to the respected social status of women accorded to them by Islam. With the exceptions of physical education and home economics, the curricula are the same. The Saudi government is committed to the development of education at all costs and maintains exclusive control. Education is free but not compulsory beyond the elementary level. The government provides free tuition, stipends, subsidies, and bonuses to stude nts entering certain fields of study and to those continuing their education outside the country. Free transportation is provided for female students. 2.4 Objectives of Saudi Education Policy The objectives of the Saudi educational policy are to ensure that education becomes more efficient, to meet the religious, economic and social needs of the country and to eradicate illiteracy among Saudi adults. The main educational purpose of Saudi education system is a continuation of its Islamic Educational heritage. To prepare highly qualified individuals, scientifically and intellectually, so that they can perform their best in order to benefit their country and the development of their Nation. To play a positive role in the field of scientific research in order to contribute to the global progress in arts, science and inventions. To translate the scientific knowledge to the language of Quran (Arabic) and the development of the wealth of the Arabic language, to meet the needs of Arabization, by making knowledge accessible to the largest number of people. There are several government agencies involved with planning, administrating and implementing the overall governmental educational policy in Saudi Arabia. The Ministry of Education sets overall standards for the countrys educational system (public and private) and also oversees special education for the handicapped. Early in 2003 the General Presidency for Girls Education was dissolved and its functions were taken over by the Ministry, to administer the girls schools and colleges, supervise kindergartens and nursery schools and sponsor literacy programs for females.   The Structure and Curriculum of Saudi Public Education The Public education in Saudi Arabia, for boys and girls, is divided into three levels: elementary, intermediate, and secondary. Also, there is optional kindergarten level. The school year at all three levels consists of two semesters, which are fifteen weeks long. Classes per week vary from 28 to 33 class. The length of each class is 45 minutes. Passing the exam at the end of the school year is essential for moving to next grade or level. Students who fail need to take another test in the subject that was failed. Before the new school year starts, if the student fails again, he needs to repeat the grade. Elementary Education: Elementary education consists of six grades. Students start at the age of six. (May accept 3 months or 4 in Gregorian calendar- less than 6). Elementary education focuses mainly on Islamic religion and the Arabic language; mathematics, history, geography, and science. 2.7 Elementary School Curriculum: 2.8 Intermediate Education: Passing the sixth grade examinations is required to enter the intermediate level. The age of the intermediate student is between 12 and 15 years old. Students in the intermediate level study, besides Islamic and Arabic language courses, more general education courses. Completion of the third year of the intermediate level and passing the examination, students can select one of three options: (1) regular secondary school, (2) vocational education, (3) Quranic schools. 2.9 Intermediate School Curriculum Secondary Education Before 1937, there was no secondary-level education in Saudi Arabia. The first high school was the Saudi Institution opened in 1926. The real beginning of secondary education coincides with the development of the Foreign Mission preparatory school in 1937. The initial purpose of this school was to prepare Saudi students for higher education in Egyptian universities. The curricula were similar to the Egyptian curricula and most of the teachers were from Egypt. Secondary education is three-year program. The economic development in the oil sector in 1950s and 1960s led to dramatic industrial and commercial growth in Saudi Arabia. The need for an immediate reform of the secondary education system and more secondary schools became clear. The Saudi Supreme Committee of Education embarked on a large-scale expansion of the Saudi education system, which was influenced by the American education system. There are now three types of secondary education available in Saudi Arabia: Quranic school, (2) general (academic) school, and (3) vocational (professional) school. The first Quranic high school opened in 1977. General high school follows a general curriculum in the first year. Then, each student specializes in either liberal arts or science for the next two years. The general high school curriculum has been changed several times, as educational policymakers and curriculum planners have determined that the curriculum did not meet individuals and national needs. The Ministry of Education established the first comprehensive secondary school in 1975, as an experimental modern high school in the city of Riyadh. In 1977 and 1978, they opened three more schools in other cities round the Kingdom of Saudi Arabia. The intent in establishing these schools was: To prepare students for real life by affording them with the knowledge and skills they need for employment, To meet the needs of both individuals and groups in society, To allow students to select the courses and activities that they need, To offer students access to an academic adviser to guide and help them during their studies. Because of the need to expand secondary education and include additional academic programs and areas of study, the comprehensive secondary education program was replaced by developed secondary education in 1983. This school allowed students to choose the courses that correspond to their interests, as well as developing a high school structure which allows students to experience different activities. Saudi educational policymakers phased the developed high school plan out in 1993 because of the negative social consequences for both students and the society. Higher Education Higher education became the focus of Saudi Education system when country embarked on its development ascent in 1970s. The oldest university in Saudi Arabia was opened in 1957 as Riyadh university which was renamed as King Saud university in 1982. In the academic year 2007-2008 the university had 42,312 students (Albaikan, 2010). There were only two universities in Riyadh, King Saud university (KSU) and Al-Imam Muhammad Ibn Saud Islamic university until 2004 when the first women university was established by combining women colleges. The ministry of Higher Education was established in Saudi Arabia in 1975 to supervise and regulate the higher education in the country. The ministrys major objective was to establish new higher education institutions throughout the country and expand the existing ones and to commence and renew the undergraduate and post-graduate programmes in most disciplines in these universities and colleges. Saudi universities and higher education institutions offer Di plomas, Bachelors, Masters and PHD degrees in various humanities and scientific specializations. A Bachelor degree requires four years study programme in the field of Humanities and Social Sciences and five to six years in the field of Engineering, Medicine and Pharmacy. The medium of instruction in science and technological fields is English, while the other subjects are taught in Arabic. Saudi universities have been increased in number from eight public universities to twenty one since 2004 (Ministry of Higher Education, 2008) Most of these universities were pre-established colleges, which were later upgraded to the status of universities. A large number of vocational institutes and private colleges have been established more recently, such as The Prince Sultan University and Arabic Open University. A considerable amount of annual budget is allocated for these higher Education institutions by the Saudi Government to ensure their smooth working and continuous advancement, For instance the budget in 2010 spent $36.7 billion on education and training out of $146 billion total budget. The Higher Education budget of 2010 covered funding for establishing new universities across Saudi Arabia and the expansion of the existing ones and increasing the students enrollment in Higher Education and scholarship programmes abroad. There are approximately more than 80.000 Saudi stude nts studying at Higher education universities around the world with Government scholarships. Moreover, The worlds largest Women University, The Princess Nora Bint AbdulRahman University, was inaugurated in the first quarter of the year 2011 by the then King Abdullah of Saudi Arabia, at the outskirts of the capital city Riyadh. The university has the capacity of accommodating 50.000 students and aims to improve womens access to courses such as Business and Science. The university has its own teaching Hospital , state of the art laboratories and libraries. The Movement to transform the Saudi society into a Knowledge Society was emphasized by the Minister of Higher Education in a speech, during the First Higher Education Symposium held in March 2010: The premises of Higher Education development adopted by the Ministry  are based on specified fundamentals, most important of them is  supporting Saudi society be transformed into a knowledge society. One  of the most important means to achieve this transformation is to develop  and employ a view of knowledge economy where knowledge is produced,  disseminated and ultimately consumed at various community products  and service works. Toward this there was collaboration with universities  to build real and realistic partnerships with production and services  sector, both governmental and private whether local or international.  Such move is justified in a view of a university or educational institution role as a manifestation of a balance stroked between producing knowledge and utilization of this produced knowledge, education output  that is fit for national development needs and those needs of labour  market. Such balancing highlights the real role and the positiv e  reflection of universities and Higher Education organizations at serving  their communities, not forgetting too their pioneering role at educating  and conducting research. (Ministry of Higher Education Portal, 2010): (para. 7) The Use of Internet In Saudi Education System Saudi Arabian citizens were enabled to access Internet in the year 1999 for the first time. According to the Communications and Information Technology Commission (2007) There were approximately 200.000 Internet users in Saudi Arabia in December 2000, the number which rose to 2.54 million users by the year 2005 and by 2007 it jumped up to 6.4 million users, making it nearly one third of the Saudi population which is approximately 24 million (Albaikan, 2010) The major reason for this rapid growth is that around 60% of Saudi population comprises of young people who are in their twenties or even younger (ArRiyadh Development authority, 2007) and they are adapting to the latest technologies faster than expected (Albaikan,2010). It is expected that Internet use will continue to grow In Saudi Arabia at the same pace, hence, raising the issue of incorporating methodologies to provide new learning strategies that include use of technology. In the major cities of Saudi Arabia, the residential, business and metropolitan areas including universities have been provided with the Asymmetric Digital Subscriber Line (ADSL) recently. Asynchronous virtual learning is used in the country due to the limitation in the bandwidth. The manager of Al-Dawalij company (Saudi Educational Software Producing Company) said supporting his view that his company has stopped producing online educational material for schools because of the network connection problems that prevented schools accessing that material (Albaikan, 2010). Therefore their soft wares and products are only available on CDs and DVDs (Abu-Hassana Woodcock, 2006). The ministry of Higher Education of Saudi Arabia has encouraged the use of Information and Communication Technology (ICT) in education sector, providing development projects to establish adequate IT infrastructure and content development for students seeking Higher education. Recently some universities and institutions have also been provided Commercial learning Management Systems such as blackboards, white boards, WebCT and Tadarus (Arabic Language Learning Management System) to facilitate online tea ching and learning. However, the number of instructors and lecturers who utilize these systems is limited, due to the lack of sufficient training workshops and practice. King Fahd University of Petroleum and Minerals (KFUPM) and King AbdulAziz University (KAU), established E=learning centers a few years ago, that provide assistance to their lecturers to develop interactive web-based supplementary material for traditional courses (Albaikan, 2010). The KAU, was the first Saudi university that employed a virtual learning environment, by offering online Bachelor degree. However in August 2007, the Islamic University of Al-Imam Muhammad Ibn Saud began offering a distance learning program that delivers instructions entirely through the Internet (Albaikan,2010), but only a few universities up till now have begun implementing E-learning for their distance learning programmes and offer online courses. To further aid and assist the development of education system, the Ministry of Higher Education of Saudi Arabia has established the National plan for Information technology which encourages the E-learning and distance learning for higher education. The National Centre for E-learning and Distance learning was established in 2006, to support E-learning and blended learning implementation in universities (Albaikan, 2010). The National centre provides tools, technical support and the necessary means for the development of digital education content for Higher education through out the country. Due to the lack of adequately trained lecturers and the ever-rising number of students, The National Centre of E-learning and Distance Learning has started various programmes that aim to enhance E-learning in Saudi universities. The principal goals and objectives of the National centre for E-learning, 2008 were: To work across all Higher Education Institutions to develop a national and international E-learning infrastructure. To develop infrastructures for the centre. To establish awareness of E-learning programmes. To provide full E-learning solutions to atleast three strategic partners by the end of 2010. To collaborate with Higher Education, government and corporate partners to provide solutions for complex E-learning problems. To develop new E-learning projects. To develop rules and regulations to supervise and govern E-learning programmes in Saudi Arabia. To establish alliance with with atleast two international E-learning bodies to share E-learning resources. King Saud University, King Abdulaziz University, Baha University, Taiba University, Qassim University and Madinah Islamic University all have memoranda of understanding with the Ministry to introduce the E-learning scheme as per the ministrys instructions. (Albaikan, 2010) The National centre of E-learning has established a training programme for academics in the universities who want to adopt e-learning. A digital repository called, Maknaz has also been started by the centre, it will contain various educational content such as learning objects, which can be uploaded and modified by lecturers and retrieved by students. Jusur, The Learning Management system was created in 2007 to provide the learning management features in Arabic for Saudi institutions. Jusur is an user-friendly system and it has already been upgraded to the second version within a year of its innovation. The system provides online help desk and support, allowing people to send in their queries, using an online ticket for technical assistance and receive a prompt reply in their email accounts. Jasurs website also offers printed manuals specifically for students and lecturers both. Summary This chapter has covered the background of the Saudi education system and the important factors that influence it. The general structure, characteristics and curriculum of Saudi education system have been highlighted in the chapter. This chapter also explained the use of internet in the context of Saudi education system, the developing role of ICT in it and the role of the Centre of E-learning and Distance Learning has also been discussed. Saudi Arabia is still striving to respond to the technological evolution in Education. It has only been fifty years when the first university was established with only twenty one students, today the country proudly hosts twenty one public universities and a number of private universities along with the worlds largest women university. Female education is given considerable priority and the focus is on to establish quality learning conducive environments for face to face and E-learning.

Citizen Kane By Orson Wells Essay examples -- essays research papers

Citizen Kane By many, Citizen Kane is one of the greatest films ever made. Orson Wells, at age 25, directed, produced, and starred in this film. Citizen Kane is a memorable film for countless reasons. The film brought about controversy because it fictionalized the life of William Randolph Hearst, a powerful newspaper publisher. The film draws remarkable parallels with his life and his relationship with his mistress. There is also speculation that the film is loosely based on Wells’ life as well. This movie tells the fascinating story of the life and death of Charles Foster Kane, a narcissistic newspaper runner, politician, and a wealthy millionaire. What makes this movie spectacular is not only the acting of the actors, but the symbolism and cinematic effects. The techniques used by the cinematographer brought this film to life. This is what sets Citizen Kane apart from other films.   Ã‚  Ã‚  Ã‚  Ã‚  Symbolism has an enormous role in this film. â€Å"Rosebud† is the last word uttered by Cane. He then dies and takes his secret to the death. The film follows one reporter on his search to the truth. Throughout the film, the tragical existence of powerful newspaper tycoon Charles Foster Kane, becomes apparent. He spends most of his life in solitude. Although he was married twice, he always stayed alone. This was because of his incapacity of felling love, which was caused by his insecure childhood. Kane was unwillingly taken away from his mother as a young child; this s...

My five Selves :: essays research papers

My five selves are physical, intellectual, social, emotional, and spiritual. My physical self is quite healthy because I fulfill the requirements of the FITT principle. The letters of FITT represent frequency, intensity, time and type. My intellectual self is interesting because I am mainly right-brained which means that I tend to use my creativity more than my mathematical skills. I am also a visual learned which is connected to me being right-brained. My social self consist of friends, family, and my surroundings. I spend most of my time at home with my family. Whenever I am with my friends, I observe their behaviours and listen to their opinions. I am more of an independent type of person. Being with different people has influenced me into appreciating different cultures and beliefs. I have learned things that have now been incorporated into my own set of beliefs and values. I greatly value freedom of thought, friends and family. My emotional self deals with feelings and my ability to handle the demands of life. The spiritual self is all about my beliefs, values, religion and my life philosophies. By satisfying the needs of all five selves, the result can be holistic wellness which is the ability to feel good about myself and others.Physical fitness is having ample energy and the ability to perform daily activities without being exhausted. My energy usually depends on the amount of sleep and food I get. If I have too much or too little sleep, I don't look forward to the day and am not enthusiastic about doing things. If I do not have a complete breakfast, it affects my energy level. When I have a good breakfast, and enough sleep, I can go through a whole day with enough energy and alertness to do many things. I have relatively good flexibility because I stretch a lot which increases the range of movement around my joints. I have muscular endurance which means that I am able to do repetitions over a length of time. Althought I have muscular endurance, I do not have muscular strength. I do not find that I am able to lift extremely heavy objects. I have adequate agility because I can move with speed and can change direction fairly quickly. My ability to balance myself changes very often. Sometimes I can balance in awkward positions, and other times I cannot. My five Selves :: essays research papers My five selves are physical, intellectual, social, emotional, and spiritual. My physical self is quite healthy because I fulfill the requirements of the FITT principle. The letters of FITT represent frequency, intensity, time and type. My intellectual self is interesting because I am mainly right-brained which means that I tend to use my creativity more than my mathematical skills. I am also a visual learned which is connected to me being right-brained. My social self consist of friends, family, and my surroundings. I spend most of my time at home with my family. Whenever I am with my friends, I observe their behaviours and listen to their opinions. I am more of an independent type of person. Being with different people has influenced me into appreciating different cultures and beliefs. I have learned things that have now been incorporated into my own set of beliefs and values. I greatly value freedom of thought, friends and family. My emotional self deals with feelings and my ability to handle the demands of life. The spiritual self is all about my beliefs, values, religion and my life philosophies. By satisfying the needs of all five selves, the result can be holistic wellness which is the ability to feel good about myself and others.Physical fitness is having ample energy and the ability to perform daily activities without being exhausted. My energy usually depends on the amount of sleep and food I get. If I have too much or too little sleep, I don't look forward to the day and am not enthusiastic about doing things. If I do not have a complete breakfast, it affects my energy level. When I have a good breakfast, and enough sleep, I can go through a whole day with enough energy and alertness to do many things. I have relatively good flexibility because I stretch a lot which increases the range of movement around my joints. I have muscular endurance which means that I am able to do repetitions over a length of time. Althought I have muscular endurance, I do not have muscular strength. I do not find that I am able to lift extremely heavy objects. I have adequate agility because I can move with speed and can change direction fairly quickly. My ability to balance myself changes very often. Sometimes I can balance in awkward positions, and other times I cannot.

Nike Case Study Essay

The Nike Sweatshop DebateShould Nike be held responsible for working conditions in foreign factories that it does not own, but where subcontractors make products for Nike?Nike is definitely not only responsible but also accountable for the working conditions of foreign factories that it does not own which it subcontracts with. Nike should have taken the initiative to be responsible of the contractors/employees working in other countries on a global scale. For example: Recently, Pepsi Cola was in the news for allegations of having pesticides in their drink products in India. Pepsi ensured that it was not just meeting standards in the Indian Market, but has the same standards of water purification across the world. Pepsi was found in a similar situation such as Nike, they should have realized that even though they were getting cheap labor in other countries that they needed to be socially responsible to ensure that the workers get minimum wages and work in conditions that are acceptabl e on a global scale. What labor standards regarding safety, working conditions, overtime, and the like should Nike hold foreign factories to: those prevailing in that country, or those prevailing in the United States?Nike needs to adopt a policy for its overseas operations which will allow them to enjoy the cost advantages that they are realizing by off shoring manufacturing of shoes, yet which will give them the integrity of being a humanitarian company. For example, if Nike adopts the normal standards in the country of manufacturing then it is not able to comply with some of the human rights related issues that global organizations should comply with. Thus, it is very important that Nike adopts a series of standards that ensures that workers get at least the minimum wages in the respective country but the working conditions should be acceptable enough for workers to work and the minimum age limit of workers should also be enforced strictly. An income of $2.28 a day, the base pay of Nike Factory workers in Indonesia, is double the daily income of about half the working population. Half of all adults in Indonesia are farmers, who receive less than $1 a day. Given this, is it correct to criticize Nike for the low pay rates of its subcontractors in Indonesia?Each country has their own which is regulated by the labor laws in each country. Daily rates are different according to the skill of  workers, type of city the worker lives and works in and the prices of essential commodities in the city and state. For example, the daily wage of workers in factories manufacturing Nike shoes may be higher than farmers in the same city and or state. If Nike’s contractors are not abiding by the minimum wage regulations for the type of skill and working conditions in which these workers work in, then Nike should be reprimanded and fined on the global scale. Yet, should Nike’s contractors obey the minimum wage regulations set by the government according to a workers skills and working conditions, then Nike cannot be condemned or criticized and comparing wages of one set of workers with another set of workers would be irrelevant. Could Nike have handled the negative publicity over sweatshops better? What might it have done differently, not just from a public relations perspective, but also from a policy perspective?From a policy perspective, Nike could have handled the negative publicity over sweatshops much better. Nike could have enforced policies for all the contractors who are manufacturing either shoes or apparels for Nike across countries to obey the local rules and also could have created some better policies that would apply to all the factories that manufacture Nike’s products. In a good faith effort, Nike should have published the names of all the contractors across countries that obeyed the local working regulations, conditions and wages. Nike could have demanded that the local labor inspectors in different countries do an audit of their factories on a regular basis to ensure that contractors comply with the local laws in their respective countries so that the people working there would be safe and fairly treated. Do you think Nike needs to make any changes to its current policy? If so what? Should Nike make changes even if they hinder the ability of the company to compete?Nike should adopt policies which work across the globe where their factories and workers are concerned. They need to ensure that all their contractors obey both the wage regulations and local working conditions in all countries. Nike can ensure this either by designating a labor inspector in each of their regions whom will report the details of all the workers working in their factories to a local, regional, national, and international board. This report would be submitted to legal experts at the  country level and worldwide level to ensure that all the laws are in compliance by contractors of Nike. Is the WRC right to argue that the FLA is a tool of industry?Nike factories were found to be incompliant with the WRC as they found some policies which were not being followed in Nike’s factories. WRC give ample time to FLA to see that all Nike factories are compliant with the local labor laws in their countries. WRC should routinely audit some of Nike’s factories which FLA has deemed as compliant with local labor laws to ensure that it is not a tool of the industry. If sweatshops are a global problem, what might be a global solution to this problem?Bottom line is that companies should be held responsible for adhering to local, national, and international laws concerning the working conditions of people across the globe. Next summarize the strategic and operational challenges facing global managers illustrated in your selected case. Also comment on recent global developments affecting the company in this case. Strategic Challenges†¢Identifying low cost countries for cost effectiveness while still adhering to regulations governing working conditions and wages. †¢Ensuring that consumers can get the same quality of product form anywhere across the globe. †¢Letting the world know what the company is doing to ensure that its contractors and subcontractors are compliant with Nike’s policies. Operational Challenges†¢Ensuring the same training and development of employees across regions, nations and the globe. †¢Ensuring that each manufacturing plant has similar working conditions across the globe. †¢Ensuring that every worker receives fair wages across the globe. References Hill, Charles W.L. (2005). International Business: Competing in the global marketplace. New York, NY: McGraw-Hill/Irwin.

Recrystallization of Benzoic Acid

The objective of this experiment was to observe multi-step purification of benzoic acid after performing the extraction from a mixture containing benzoic acid, cellulose, and methyl orange. Recrystallization was done to remove impurities from the sample. The amount of BA recovered during recrystallization is much less than the extracted amount of BA. The difference between the pure and impure samples was observed by comparison of melting points. It was found that impure samples will have a lower and wider melting point range.The experiment performed was important because it provides important knowledge about the chemical nature and reactivity’s of various compounds that can be used in everyday life. Introduction Now that the desired compound is extracted, it still contains impurities. These impurities can be removed through a process called recrystallization. Recrystallization is a method for purifying solid compounds which are frequently the products of organic reactions. Thi s theory is based on three important concepts. The first is that a compound is always more soluble in hot solvents than in cold solvents.Secondly, molecules have unique solubility properties. Lastly, a growing crystal will only accept similar entities into its lattice. This is related to the crystal lattice theory which states crystal formation is anti-entropic based on the equation ? G =? H-T? S. There are three stages of solubility: collision, dissociation, and solvation. In order to raise the probability of collision between the solute and solvent, heat is added to the system. When this occurs, the solute will attack the crystalline structure of the solute and start dissociation. As dissociation continues until all the molecules are free, solvation occurs.Choosing the right solvent is important when considering recrystallization. The solute must have a high temperature coefficient in the solvent: it must be soluble at high temperatures and insoluble at low temperatures, satisfyin g the first principle stated above. Also the boiling point of the solvent must be lower than the melting point of the solute. This will ensure that the solute dissolves in the solvent and does not melt. The solvent must also be inert to prevent chemical interactions with the solute. Impurities must either be readily dissolved in the solvent or be insoluble.The solvent must also be volatile, and finally, it would be beneficial to the experimenter if the solvent is relatively inexpensive. Once the color and most impurities are removed, the crystals can be formed in the solution through a process called nucleation. Nucleation can be induced by slowly cooling the solution to room temperature. It is important to do this slowly so that small solute resembling impurities do not enter the crystal lattice, as described by the third principle of recrystallization. Chemists often add already pure crystals of the solute to the solution in order to provide a pre-formed lattice for other molecule s to enter.This is called seeding. Scratching the glass container in which the solution is contained with a glass stir rod will also induce nucleation on microscopic glass particles. The concept of scratching is similar to that of seeding. Finally, nucleation can be induced by cooling the solution farther in an ice bath; however, this is only a last resort option due to its least efficiency to bring forth crystals. The crystallized solute can then be collected by vacuum filtration. There is a difference observed in the physical properties of the pure compound and the impure mixture. One of the tests of purity is melting point.Melting point is an intrinsic, or intensive, property; the value is independent of the quantity of the substance. Melting point is the temperature at which a substance changes physical state from solid to liquid. Because the substance will have a certain shape and surface area exposure, there will be a time interval in which the melting occurs. Thus, it is more accurate to refer to this as melting range. Melting range encompasses the temperature at which the first particles can be seen turning from solid to liquid until all the sample is in the liquid state. Purer samples have smaller melting ranges.Perfectly pure compounds will have ranges of only 1-2 °C. Impurities lower melting point below literature values and also widen the range between which melting occurs. New techniques and equipment used were used during both parts of the purification process. Activated charcoal was used to adsorb impure colored products. Gravity filtration was used to remove insoluble products which were impurities. Fluted filter paper was used to catch more of the impurities. A heating mantel was introduced during recrystallization. It is a heat source used for solutions. For determining the melting point of benzoic acid, a Mel-Temp apparatus was use.It is used for determining when a small amount of a solid begins to melt and when the melting ends while reco rding the temperatures, respectively. Experimental: Recrystallization Lab: Initially, took a small amount of impure BA to the side for following week’s lab. The impure BA crystals were weighed, using an analytical balance, and then placed in a 250 mL Erlenmeyer flask. 200 mL of water was boiled (with boiling stones) in a 250 mL round bottom flask using a heating mantel. The boiled water was added slowly to the benzoic acid crystals. Only enough water was added to dissolve the BA crystals.For the rest of the lab the Erlenmeyer flask was kept on a steam bath. Charcoal was added to the BA solution and then gravity filtered using a funnel with fluted filter paper. The filtrate was collected in a 250 mL Erlenmeyer flask. If color in the BA solution still remained then charcoal should be added again. The BA solution was removed from the steam bath and cooled, preferably on a window sill. If crystals did not form while cooling on window sill, use another method to induce nucleation to the start the formation of crystals. The crystals were collects by vacuum filtration and placed on a watch glass to dry.Melting Point of Benzoic Acid: A melting point tube was loaded with BA crystals by inverting the tube into the BA crystals on the watch glass. The tube was packed by dropping through a funnel. The Mel-Temp apparatus was used to determine the melting point range. A rapid melting range experiment was done first and then a slow melting range experiment was carried out to get a better range. Results: Recrystallization lab: Observations: Not much charcoal was used to adsorb the colored molecules The BA crystals were small, shiny, flaky, and white. Almost comparable to texture of dandruff. Data: Mass of extracted Benzoic Acid = 2. 3 g Mass of recrystallized Benzoic Acid = 1. 84 g Calculations: Percent (%) recovery =(weight after recrystalization)/(mass crude BA) ? 100 Percent (%) recovery =(1. 84 g)/(2. 43 g) ? 100=75. 72% Melting Point lab: Observations: Once the ben zoic acid began to melt, it happened very quickly.It was hard was difficult to watch the melting and recording the start and end temperature. The crude BA had a lower and wider melting point range. Data: Melting Point Ranges RunCrude (Impure) Benzoic Acid ( °C)Purified Benzoic Acid ( °C) Fast 110. 2-118. 4 at 4. 5 selectivity (Range: 8. 2)115. 4-118. 5 at 4 selectivity(Range: 3. ) Slow113. 2-117. 3 selectivity (Range:4. 1)117. 5-120. 0 selectivity (Range: 2. 5) Discussion ; The goal of recrystallization and determining melting point labs were to explore the techniques used to obtain pure samples from desired compounds. After the extraction the goal was to recrystallize the benzoic acid and determine the percent recovery. Then the goal was to determine the melting point range of the recrystallized benzoic acid and compare it to the melting range of the small sample of the impure benzoic acid. 1. 84 grams of pure benzoic acid was obtained, which was calculated to be 75. 2% from th e 2. 43 grams of impure benzoic acid.The percent recovery from the impure sample shows that about three fourths of the sample was able to be collected as pure benzoic acid, and that 0. 59 g of the impure benzoic acid was impurities. From this the experimenter can infer that the pure benzoic acid accounted for most of the mass or that little benzoic acid was lost with the removal of the impurities. Also, there is always a chance that some of the benzoic acid may have remained in the solution instead of crystallizing. Also, using an ice-bath to induce nucleation could have lowered my results or recrystallization because it was the last resort to crystalize the solute. Maybe adding too much charcoal could have adsorbed some of the solute. The charcoal was used to adsorb any of the cellulose (which is the reason for the color) that was left behind. Not too much charcoal was actually used; however, my benzoic acid solution did not have much color so charcoal may not have been needed.Note that the initial value for percent recovery is slightly less than the extracted mass because of the impure benzoic acid set aside for the melting point comparison. The total composition from the very first starting benzoic acid mixture is only 44. 2% (1. 84 grams / 4. 17 grams). Considering practical purposes of recrystallization, one comes to realize how important it is to make this processes as efficient as possible to save money and gain as much product as possible, for example with ibuprofen purification for the pharmaceutical industry. The purity of the sample is shown by the melting range. As expected, the pure benzoic acid had the smallest melting point range of 2. 5 °C. From this, one can tell that this sample was not perfectly pure because pure compounds have melting point ranges of less than 1 °C.There may have been some impurities left in the sample since activated charcoal was not used for this sample. Human error while scraping the impure mixture from the funnel an d also from the Erlenmeyer flask would result in a decreased yield. Also, the nucleation may have had some impurity particles collect in the lattice when recrystallizing. After performing the rapid and slow experiment, the temperatures (especially for the pure BA) were not similar. This was probably due to what is called thermometer lag. If the Mel-Temp apparatus’ selectivity was higher than the temperature readings were not as accurate as the slow experiment.The actual value for the melting range coincides with the literature value of 122. 4 °C given in the reagent table. The impure sample, however, had a significantly larger melting range of 4. 1 °C. Also, the impure sample had a lower temperature. This is because impurities disrupt lattice forces and decrease the energy required to break the intermolecular bonds between benzoic acid molecules. One way that this experiment could have been improved is to have more space to perform the various steps in the lab. A lot of t he mistakes and errors committed (i. e. pillage) were due to crowding of various equipment that were closely packed next to each other. Overall, theses labs were a success be the experimenter was able to achieve the goals of each lab. The benzoic acid was able to recrystallize and the melting point was fairly close to the literature value even with possible errors performed in lab.Works Cited Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Thurs. 7 Oct. 2010. Zubrick, James. The Organic Chem Lab Survival Manual. 6th. Pittsburgh: John Wiley & Son, Inc. , 2008. Print. Recrystallization of Benzoic Acid Recrystallization of Benzoic Acid Objective To purify benzoic acid by recrystallization and gain experience with a basic organic laboratory techniques. Background Products of chemical reactions are often contaminated with impurities. One method for purifying chemicals, recrystallization, takes advantage of the differences in the solubilities of the desired products and the impurities and the tendency for the slow formation of crystals to exclude impurities from the crystalline solid. HC HC HC CH C CH MgBr + CO2 + HCl HC HC HC CH C CH CO2H ClMgBr Benzoic acid, the chemical that we will be purifying, can be made by reacting phenylmagnesium bromide with carbon dioxide. When the product of that reaction is treated with hydrochloric acid, benzoic acid is formed. From the balanced chemical equation, it is clear that the benzoic acid will not be pure since the byproduct MgClBr, an ionic solid, forms at the same time the desired product forms. Benzoic acid can be separated from ionic solids because the materials have different solubilities in water. At room temperature, benzoic acid is not particularly soluble in water, whereas ionic solids like MgClBr are. Thus, adding water to the crude reaction products will dissolve the ionic solid, and nearly all of the benzoic acid will remain undissolved. If the suspension were filtered, much of the impurity would be washed away; however, the resulting product wouldn’t be as pure as a recrystallized product. To take advantage of the extra purity garnered by crystallization, all of the benzoic acid must be dissolved. On the other hand, the benzoic acid needs to come back out of solution to crystallize. Simply adding room-temperature water cannot accomplish this goal; once the benzoic acid is dissolved there would be no reason for it crystallize. Since benzoic acid is much more soluble in hot water as compared to cold, small amounts of hot water are added to dissolve the benzoic acid. If the hot, saturated, aqueous solution of benzoic acid is cooled, the solution becomes supersaturated, and the supersaturated solution crystallizes. Procedure 1. Obtain a sample of copper(II) sulfate contaminated benzoic acid. 2. Add approximately 0. g (record the actual mass) of the contaminated benzoic acid and 5 mL of water to a 25-mL Erlenmeyer flask. 3. Warm the flask and its contents on a hot plate and slowly add near-boiling water to dissolve the solids. 4. Continue to warm the flask and add near-boiling water until all of the solids have disolved 5. Remove the flask from the hot plate and allow it to cool slowly on the bench top. Covering the flask with a beaker can help slow the rate at which the solution cools. After approximately twenty minutes, crystals will have formed. Cool the suspension further using an ice bath. If crystals have not formed after 20 minutes, there are a few techniques that can be used to coax the crystals out of solution. Often scratching the glass container with a glass rod will induce crystallization. Alternatively, a seed crystal can be obtained by evaporating a drop of the solution on the tip of a stirring rod or spatula. Returning this seed crystal to the super saturated solution will cause crystals to form. 6. Transfer the crystals to a Hirsch funnel, and filter the benzoic acid–water suspension. . Wash the benzoic acid crystals with ice-cold water by pouring ice-cold water over the crystals. 8. Dry the crystals on the Hirsch funnel; that is, allow the vacuum filtration system to draw air through the crystals until the mass of the crystals remains relatively constant. Place the benzoic acid in your drawer and allow it to dry completely. 9. While the benzoic acid is drying, evaporate the water from the aqueous CuSO4 s olution. Remember to add a magnetic stir bar to your flask to lower the risk of spattering. 10. Note the appearance of your CuSO4, and, if possible, record the mass of the CuSO4 that you obtained. 11. After allowing the benzoic acid crystals to dry for a week, determine the mass and the melting point of the benzoic acid. Experimental Report Write an â€Å"experimental† describing the procedure that you followed to recrystallize the benzoic acid. A first draft of the experimental is due one week after steps 1–10 have been completed. A final copy that includes the final mass and the melting point of the benzoic acid is due one week after step 11 is completed. Recrystallization of Benzoic Acid Recrystallization of Benzoic Acid Objective To purify benzoic acid by recrystallization and gain experience with a basic organic laboratory techniques. Background Products of chemical reactions are often contaminated with impurities. One method for purifying chemicals, recrystallization, takes advantage of the differences in the solubilities of the desired products and the impurities and the tendency for the slow formation of crystals to exclude impurities from the crystalline solid. HC HC HC CH C CH MgBr + CO2 + HCl HC HC HC CH C CH CO2H ClMgBr Benzoic acid, the chemical that we will be purifying, can be made by reacting phenylmagnesium bromide with carbon dioxide. When the product of that reaction is treated with hydrochloric acid, benzoic acid is formed. From the balanced chemical equation, it is clear that the benzoic acid will not be pure since the byproduct MgClBr, an ionic solid, forms at the same time the desired product forms. Benzoic acid can be separated from ionic solids because the materials have different solubilities in water. At room temperature, benzoic acid is not particularly soluble in water, whereas ionic solids like MgClBr are. Thus, adding water to the crude reaction products will dissolve the ionic solid, and nearly all of the benzoic acid will remain undissolved. If the suspension were filtered, much of the impurity would be washed away; however, the resulting product wouldn’t be as pure as a recrystallized product. To take advantage of the extra purity garnered by crystallization, all of the benzoic acid must be dissolved. On the other hand, the benzoic acid needs to come back out of solution to crystallize. Simply adding room-temperature water cannot accomplish this goal; once the benzoic acid is dissolved there would be no reason for it crystallize. Since benzoic acid is much more soluble in hot water as compared to cold, small amounts of hot water are added to dissolve the benzoic acid. If the hot, saturated, aqueous solution of benzoic acid is cooled, the solution becomes supersaturated, and the supersaturated solution crystallizes. Procedure 1. Obtain a sample of copper(II) sulfate contaminated benzoic acid. 2. Add approximately 0. g (record the actual mass) of the contaminated benzoic acid and 5 mL of water to a 25-mL Erlenmeyer flask. 3. Warm the flask and its contents on a hot plate and slowly add near-boiling water to dissolve the solids. 4. Continue to warm the flask and add near-boiling water until all of the solids have disolved 5. Remove the flask from the hot plate and allow it to cool slowly on the bench top. Covering the flask with a beaker can help slow the rate at which the solution cools. After approximately twenty minutes, crystals will have formed. Cool the suspension further using an ice bath. If crystals have not formed after 20 minutes, there are a few techniques that can be used to coax the crystals out of solution. Often scratching the glass container with a glass rod will induce crystallization. Alternatively, a seed crystal can be obtained by evaporating a drop of the solution on the tip of a stirring rod or spatula. Returning this seed crystal to the super saturated solution will cause crystals to form. 6. Transfer the crystals to a Hirsch funnel, and filter the benzoic acid–water suspension. . Wash the benzoic acid crystals with ice-cold water by pouring ice-cold water over the crystals. 8. Dry the crystals on the Hirsch funnel; that is, allow the vacuum filtration system to draw air through the crystals until the mass of the crystals remains relatively constant. Place the benzoic acid in your drawer and allow it to dry completely. 9. While the benzoic acid is drying, evaporate the water from the aqueous CuSO4 s olution. Remember to add a magnetic stir bar to your flask to lower the risk of spattering. 10. Note the appearance of your CuSO4, and, if possible, record the mass of the CuSO4 that you obtained. 11. After allowing the benzoic acid crystals to dry for a week, determine the mass and the melting point of the benzoic acid. Experimental Report Write an â€Å"experimental† describing the procedure that you followed to recrystallize the benzoic acid. A first draft of the experimental is due one week after steps 1–10 have been completed. A final copy that includes the final mass and the melting point of the benzoic acid is due one week after step 11 is completed.

Keeping up with the changing demands of society

Education is defined as a procedure of instruction, preparation and acquisition, to develop accomplishments and better cognition, particularly in schools ( Oxford, 2010 ) . Since the morning of human civilisation, countless minds have made efforts to reply one peculiar inquiry – â€Å" What precisely are the intents of instruction? † Overtime, it became evident to ‘Homo Sapiens ‘ that if these intents are non defined, so instruction would hold no existent importance or significance in society. Some intents of instruction do non alter harmonizing to clip, while others do. However, the root intent of instruction remains unchanged -keeping up with the ever-changing demands of society. Education has the fixed maps of consolidative and perpetuating a society ; it besides has the dynamic intents of doing feasible the changeless reclamation and growing of the establishments and civilization of a society. The modern kid goes undergoes instruction in order to larn some accomplishments that keep society operation ( Universal, 1970 ) . When these demands of the society are met, people would get down to acknowledge the values of instruction, doing it an plus for farther promotion. Hence, instruction, preparation and larning becomes an of import procedure in a individual ‘s life as he integrates into society. After the root intent of instruction has been identified, the other ‘sub-purposes ‘ like the development of personal mind and moral character, economic promotion and political facets comes into the image ( Kang, 2006 ) . In the modern epoch, the society is get downing to pay more attending to these ‘sub-purposes ‘ as the root intent is already being considered as common cognition.Purpose of Education: Civics & A ; Moral Development of SocietyCommenting on the importance of moral and municipal intrinsic worth in instruction, Confucius said, ‘To love benevolence, inventiveness, trustiness in word, candor, bravery and stiff strength, without first loving acquisition is apt to take to stupidity, divergence from the right way, destructive behaviour, dogmatism, insubordination and indiscipline severally ‘ ( Analectss, 17.8 ) . Contrary to popular beliefs, instruction is more than merely about the apprehension of constructs taught by pedagogues or geting superior accomplishments needed to progress in a knowledge-based society. PM Lee one time said there are things, other than classs that we can accomplish in school ( Lee, 2004 ) . A holistic instruction, in both academic and non-academic facets, is of import in continuing Singapore ‘s society. Ideally, Moral Education should leave values such as staying Torahs and ordinances ; a sense of societal duty ; regard for others, their rights and dignity ; patience and chumminess, among many others. ( Rwantabagu, 2010 ) . It is about educating the pupils about the ‘proper ‘ , ‘correct ‘ and socially accepted behaviour before they become fully fledged grownups – it is a procedure of dragging pupils out of their ‘frog-in-the well ‘ outlook ; they are deriving exposure, wisdom and life experiences – with the usag e of Civics & A ; Moral Education ( CME ) . Figure 1 Beginning: Ministry of Education ( MOE ) , 2007 Based on Figure 1, Singapore ‘s Civics & A ; Moral Education ( CME ) aims at the development of sets of values, whereby, pupils are expected to be able to separate between ‘right ‘ and ‘wrong ‘ , genuinely understand the significance and deductions on why a certain action is incorrect or right and do morally wise determinations ; and are responsible for their ain actions. The planning of the CME Curriculum is designed to provide to a globalized Singapore where a knowledge-based economic system is on the rise. However, despite MOE ‘s efforts to make a ‘flawless ‘ CME, the responses received had been far from promoting. Students tend to pay less attending to Moral Education for two chief grounds – they are forced to take the ‘subject ‘ and it will non impact their overall classs. Form coachs normally rush through the CME lessons and utilize the staying clip to discourse constructs for their ain lessons ( experienced by the author ) and CME Classs are normally less piquant – discoursing some moral values from books or through worksheets. If the current CME course of study continues, pupils will merely cover with jobs consistently, in conformity to values discussed in categories ; without genuinely understanding the principle behind the believing procedure involved before determination devising and perpetrating the existent action. CME ‘s defects are caused by two factors. Teachers are non equipped with the necessary accomplishments and resources to carry on prosecuting CME categories, ensuing in pupil ‘s deficiency of involvement. Furthermore, there is besides non adequate emphasize is being placed on CME – merely one or two lessons per hebdomad. Both pupils and instructors have to recognize that a bookman with no moral values is a autocrat in doing Teachers themselves have to see the importance of moral instruction in order to learn the ‘subject ‘ with passion and cultivate pupils ‘ personal character. Harmonizing to the Self-determination theory ( SDT ) of human motive and personality ( Deci & A ; Ryan, 2002 ) , if all three human demands for independency, competency and relatedness are fulfilled, one will see optimum personal growing and operation ( Wang, 2008 ) . Educators should use this theory to progress pupils ‘ cognitive development and understand how motive can be instilled in them. In order to better the state of affairs, instructors and pupils can besides supply constructive feedback to MOE ‘s course of study planning commission in order to propose prosecuting ways for pupils to cultivate good moral values while holding merriment. Schools can besides join forces with parents in pupils ‘ CME by promoting continual cultivation of moral values outside course of study hours with the su pervising and counsel from several parents. Mutual partnership between society, schools ( particularly pupils and instructors ) and households should be the way that CME should be heading towards. A society enriched with good moral values will so put a strong foundation for economic promotion chances.Purpose: Economic Promotion of Society through EducationMankind took about 1750 old ages from the beginning of civilisation to duplicate the technological cognition. By 1900, this is 150 old ages subsequently, technological cognition doubled yet once more. It took half a century ( 1900 – 1950 ) for the following doubling ; the following doubling in a decennary ( 1950 – 1960 ) and today, adult male ‘s cognition of the Universe has quadrupled during each of the past three decennaries ( Sundararajan, 1995 ) . The turning point of this technological betterment in humanity is the find of the watercourse use which brought about the Industrial Revolution. Without technological cognition being discovered and built originally through instruction ( as most of the research workers and discoverers are educated by some signifier of formal instruction ) , society will non be able to progress economically at the same astonishing rate that society has been sing. In add-on, the ancient political orientation of comparing extremely educated people as holding a bright hereafter still remains in modern society. Figures 2.1 and 2.2 ( shown below ) relate instruction degree, employment and income degree in America. Both figures show a similar tendency that as a individual progresss in his educational degree, his corresponding income additions and his employment chance additions. Predictably, the state of affairs in Singapore is no exclusion. Fig 2.1 Note: Datas are based on 2009 one-year norms for individuals age 25 and above and wages are for full-time United States employees. Taken from: hypertext transfer protocol: //www.bls.gov/emp/ep_chart_001.htm Fig 2.2 ( Beginning: hypertext transfer protocol: //www.focus.com/images/view/8740/ and the Bureau of Labor Statistics, United States ) Professor Neo Boon Siong, ( former Director of the Asia Competitiveness Institute at the Lee Kuan Yew School of Public Policy in NUS ) explained that the chief societal policy is to make occupations. Employment is associated with instruction as higher instruction enables anyone, non sing his present state of affairs to travel up within society ( Sonny, 2009 ) . Singapore ‘s establishments teach and train their pupils with cardinal accomplishments like authorship, reading and speech production in at least two known linguistic communication. Content cognition in the assorted subjects ( from History to Economics ) can be acquired by the pupils as a manner to construct up facts and information in their head. As one advancement further up in the instruction ladder, they will likely be taught a repertory of advanced accomplishments such as, analysis, appraisal and application of cognition and effectual societal communicating. Students are besides being developed morally. Hence, pupils will be literate and equipped with the necessary ‘life-skills ‘ accomplishments, moral values and indispensable cognition in their readying for their eventual entryway into society. As a consequence, they will be expected to understand the bing jobs in his society and seek to come up with amicable solutions ; by make usage of his ‘text-book à ¢â‚¬Ëœ cognition and use them in world. As engineering progresss in Singapore, more foreign investors would construct their concern units in the state, taking to more employment which would take to a better quality of life. Due to global-shift, Singapore have been undergoing ‘postindustrial passage ‘ , switching the industries towards the Tertiary, ‘more specialized ‘ quaternate and ‘highly specialized & amp ; advanced ‘ quinary sectors. These sectors normally require an educated work force which is capable of supplying services, affecting specialized cognition, proficient accomplishments, communicating, or administrative competency ( Fellmann, 2010 ) . The presence of skilled and gifted workers with diverse abilities plays a critical function in impeling Singapore ‘s quest in get the better ofing the challenges of a knowledge-based economic system. This amplifies the importance of instruction and its intent in the economic advancement of Si ngapore. Although Singapore is a â€Å" First universe oasis in a Third universe part † ( Kluver & A ; Weber, 2003 ) , its work force should ne'er halt acquisition. Dr. Goh Keng Swee famously declared that Singapore will die if there is no economic growing. Students should be informed about the economic effects on Singapore if cognition remains dead and this outlook should be strongly emphasized in the instruction system. As such, the Ministry of Education ( Singapore ) implemented educational attacks like â€Å" Teach Less, Learn More † ( TLLM ) in order to develop pupils with a holistic instruction, developing them in an advanced manner and fiting them with of import accomplishments to last in a globalized universe ( Tan, 2007 ) . In a cognition economic system, ‘Ability Driven Education ‘ purposes to fit and fix scholars to get the better of the challenges, by taking into history their single accomplishments and endowments, and develop their potencies [ Charlene Tan, 2005, 6 ( 4 ) , 446-453 ) ] . Creativity and invention are chief fuels of a knowledge-based economic system ; hence Singapore pupils are expected to make fresh cognition from the 1s that they have already learnt ( Ng Eng Hen, 2002 ) . Based on the TLLM attack, instructors began to learn lesser content cognition and pupils are expected to research and ‘discover ‘ certain cognition through their ain researc h. However, being exam-orientated, most parents, pupils and instructors believe that hiting good classs is needed to progress further in instruction advancement and finally stand out in society – which means that a ‘paper pursuit ‘ for academic acknowledgment in society is inevitable. It resulted in most pupils being provided with tuition in order to reenforce their acquisition. Harmonizing to the Singapore Department of Statistics, approximately $ 820 million were spent on private tuition in 2008, up from $ 470 million spent in 1998 ( HARSHA, 2010 ) . During the one-year major exam period ( from Sep – November ) schools runing from Primary to the Junior Colleges offer excess ‘after school ‘ Sessionss – audiences, dark survey with instructors and ‘mock ‘ scrutiny paper for its pupils ( Jane & A ; Leow, 2010 ) . Presently, TLLM failed in accomplishing its chief end of developing a creative and believing coevals of pupils. In other words, the instruction policies are seen as ‘killing ‘ alternatively of developing a pupil ‘s creativeness as they still rely on tuition ( a pattern of spoon-feeding of cognition by coachs ) alternatively of making their ain research. Teachers continue to give tuitions on a frequent footing as they fear that pupils may non be able to get by with their progressively demanding course of study. Furthermore, pupils have to accommodate good analyzing wonts. It is besides non executable for pupils to analyze hard merely when the major scrutinies are nearing or what the Chinese say, ‘Hugging the Buddha ‘s leg at the 11th hr † . Students must be invariably fixing and upgrading themselves manner before the scrutinies ; they will be able to better develop echt involvement in the assorted Fieldss of surveies and the coveted result of Ã¢â‚¬Ë œlife-long ‘ acquisition can be achieved even after the pupil ‘s graduation. In readying for a knowledge-based economic system, pupils and instructors must construe the intent of TLLM in a similar and right way. Singapore instructors should presume a greater function and duty than of all time before and they themselves have to invariably upgrade themselves with new accomplishments and to be receptive to new cognition. Besides that, instructors have to take enterprise to construct a sure bond with pupils and utilize their pedagogical accomplishments in educating the different groups of pupils ; prosecuting them in their acquisition journey and developing pupils ‘ ego involvement for farther pursue of cognition. Self-reflection by pupils and instructors can help in holding a more constructive course of study, guaranting that larning and learning aims are met. The society has to back up and ease the development of instructors and pupils – by supplying financess for certain school undertakings like assorted instruction position classs catered for instructors and pupils in order to promote their chances in TLLM. Ultimately, it is non merely a simple affair of instruction ‘s economic impacts, but besides of animating assurance in pupils, parents, and teachers-society-that the educational attack has begun to map ( STEFANOS, 1981 ) .DecisionIn a knowledge-based economic system, every bit of import rational, moral, physical and societal facets of one ‘s full potency can be achieved ( Chen, 2000 ) . Singapore ‘s instruction system must be designed to guarantee pupils inquiry, warrant their personal actions and ground out why jurisprudence is enforced in society. Students should be given informed pick in accommodating good behaviours ; non simply following the civilization passed down from old coevals. Knowledge will go on to be accumulated, and this will decidedly take to society ‘s dynamic alterations in way. Society should ne'er stay dead because the hereafter is ever surrounded by uncertainnesss. As society continues to germinate, the educational intents must invariably be revamped in order to maintain up with the increasing demands of its milieus and remain relevant to society in the twenty-first century and beyond. ( 2150 Words )