Thematical Analysis Assignment Essay Example | Topics and Well Written Essays - 1000 words

Thematical Analysis Assignment - Essay Example munication, decision-making autonomy, the use of project teams, and differentiated models including socialisation, formalisation, and centralisation (Ambos and Schlegelmilch 2007). The results of this study indicate that MNC units give high priority to their agenda on R & D and interdependent control mechanisms; also that political approaches have relatively weak predictive power as compared to contingency approaches. According to Pagell and Halperin (1998, p.64) the mulinational corporation has its home in one country â€Å"but operates and lives under the laws and customs of other countries as well†. The control mechanisms used in managing Research and Development international units are the various contingencies such as the role of communication and decision-making autonomy. theory and organisational power having the potential to unify the contingencies mentioned above into one framework, there is inhibition to the further progress and integration of this innovative development relating to control of R & D. This is because of the isolated treatment of individual contingency variables and the absence of a unifying theoretical framework. Data was collected from 134 R & D units of German MNCs with research and development units located overseas, to test the hypotheses (Ambos and Schlegelmilch 2007). The strengths of the research methodology are that the size of the sample is adequately large for drawing relevant conclusions from the study, and the variables are comprehensive, including centralisation, formalisation, socialisation, cultural distance, R & D unit size, embeddedness, interdependence, international adaptors, and international creators. No variable exhibits distribution or correlation problems. On the other hand, the weaknesses of the study include the fact that there is significant variance due to the sample size. The R & D units range in age from one year to over sixty years. The number of employees in the units also differ widely from 34%

Procrastination and Action Essay Example for Free

Procrastination and Action Essay Procrastination, like all of your behaviors carries consequences. Whether your behavior is conscious or unconscious, you will eventually have to deal with the effects. Its only natural to procrastinate at times but, the way you deal with your procrastination patterns will determine what effects procrastination has on your life. One of the most obvious effects of procrastination is the failure to reap the rewards that would come from taking action. If a student chooses to procrastinate rather than complete school work on time, there can be many terrible effects. Of course, his or her grades could suffer if that particular school or teacher penalizes for late work. Severe procrastination can end in failure if the work is not accepted because of lateness. Even in the best-case scenario, work completed under the stress of procrastination tends to be poorly done. Procrastination can also negatively affect a person’s home life. Imagine you procrastinated and left the dirty dishes in the sink after dinner tonight. That would not be such a big deal, right? Now imagine you did it for a week. Imagine the putrid stench, the mold, and the hours of scrubbing it would take to get rid of the dried food. Procrastination is bad, but procrastination over a long stretch of time is horrific. You might even give yourself food poisoning! Overindulging in procrastination at work will inevitably get you fired. If your boss asks you to do something now and you do not complete it until next week, do you think you will keep your job? Even if you do not lose your job, you will likely receive a bad evaluation and perhaps face a pay cut if you are not completing tasks in a timely manner. If you are fired and you have a history of bad evaluations, you will not likely receive a letter of recommendation from your old job. Without a good work history, it will be difficult or impossible to get another job. When you procrastinate you simple fail to take action on the very things you know will bring you the rewards that you desire. Although you know what you want and even what you need to do to get it, you still have to take action and its usually at this point where procrastination sets in. Because the results that you desire are often something bigger and better than what you currently have, you must step outside your comfort zone to get it. You might have to take actions that you are not comfortable with to which your unconscious mind reacts by protecting you against that which is uncomfortable. Although the short term effects of procrastination might seem as positive the long term effects are almost always negative. Failing to reap the rewards of taking action can have many knock on effects. Taking action on your ideas and desires is one of your most empowering gifts. It is the process by which you can make the intangible tangible. Through your actions and your behavior you create or manage your life. Its not only the direct results of your actions that create the outcomes, but often the very fact that you are actually consciously affecting the conditions of your life. It not just your actions, but rather your failure to take action that will have a greater effect on the rewards you reap from life. From this point of view the effects of procrastination is not just a direct but also an indirect loss of rewards. Every action is a cause set in motion that affects and builds on past and future events to the point, where we can never really determine the actual effect of one specific action. More than anything else, action opens you up to opportunity. Opportunity is rarely the result of you waiting for it. When you put yourself in line with what you want most through your conscious action you expose yourself to opportunity. Its never a case of whether you have opportunities but rather are you noticing the opportunities? But even more importantly, are you using the opportunities or are you procrastinating? One thing is for certain and that is when procrastination becomes a habit you wont even notice all the opportunities on your doorstep. You will live your life in distraction, constantly looking for short term pleasures to avoid the real challenges that will cause you to reap the real results. You will always turn a blind eye to the real opportunities. Those who succeed are rarely the people with the most or the most splendid opportunities. They are the people who saw and realized it. Out of all the negative effects of procrastination and indecision the failure to spot and act on opportunity is probably the saddest. So many people with so much talent fail to live up to their true potential because of procrastination. The rewards you reap from life will be either a direct or an indirect result of your actions or your inactions. Not only will procrastination prevent you from reaping the rewards but your inaction will prevent you from even being exposed to opportunity. Opportunity is knocking but you have to take action and at least open the door. There might be many reasons why a person chooses to procrastinate when he or she knows it is time to complete a task. Whatever the causes, the effects of procrastination can be catastrophic. Procrastination can be harmful at school, home, and work. If a student chooses to procrastinate rather than complete school work on time, there can be many terrible effects. Of course, his or her grades could suffer if the teacher penalizes, work that is sent in late. Even in the best-case scenario, work completed under the stress of procrastination tends to be poorly done. Procrastination can also negatively affect a person’s home life. Imagine you procrastinated and left the dirty dishes in the sink after dinner tonight. That would not be such a big deal, right? Now imagine you did it for a week. Imagine the putrid stench, the mold, and the hours of scrubbing it would take to get rid of the dried food. Procrastination is bad, but procrastination over a long stretch of time is horrific. You might even give yourself food poisoning! Not only will procrastination prevent you from reaping the rewards but your inaction will prevent you from even being exposed to opportunities. Procrastination, like all of your behaviors carries consequences. Whether your behavior is conscious or unconscious, you will eventually have to deal with the effects. The effects of procrastination are something that we all have to confront and deal with from time to time. Procrastination is what derives people from their work, study, and even determination. Focus is what is needed in our every-day lives, and though it is tempting to delay what is needed to be done, no excuse is worth it.

Hamlet: The Man behind the Madness Essay -- ophelia, shakespeare

What drives Hamlet to his madness? How does it relate to Ophelia’s madness? Are Hamlet and Ophelia both truly mad? These are some questions that I contemplated as I read Hamlet. The main character, Hamlet feigns madness after learning of his father’s murder; however, he becomes mad later on in the play. Is it possible that Hamlet became so wrapped up in his father’s murder that he was unable to distinguish fantasy from reality? At the beginning of the play, Hamlet has learned that his brother, the newly king, Claudius, murdered his father. In Christian Wertenbaker: What is the riddle in HAMLET? (Sirs.com, 2011) it is stated, â€Å"From then on, Hamlet has to find his own way. He has become a seeker of truth. Unless he verifies the facts for himself, he cannot do the act† (1). This shows that Hamlet can’t back away from what he is meant to do. In his eyes he sees himself as being chosen to avenge his father. In fact, Hamlet proclaims, â€Å"The time is out of joint. O, cursed sprit, That ever I was born to set it right† (I. V. 207-208)! Already Hamlet is stressed out by his misfortune. He sees no other option, but to kill his uncle. After his meeting with the ghost, Hamlet becomes obsessed with death. It is obvious that Hamlet is wrestling with the idea of whether or not he can commit the act. At this point he is capable of reasoning, but prior to this he was wily enough to invent his false madness. He has not lost his ability to discriminate right from wrong; therefore, he is not mad. To be mad a person loses total reasoning. Still he is determined to discover whether or not Claudius did really murder his father. So, Hamlet organizes a play that reveals the truth about his father’s death. This play serves as a strategy to force Claudi... ...f action have been eaten up by thought, he to whom the universe seems infinite, and himself nothing; whose bitterness [75] of soul makes him careless of consequences, and who goes to a play as his best resource is to shove off, to a second remove, the evils of life by a mock representation of them - this is the true Hamlet† (2). To me this means that Hamlet is what the audience or reader makes him to be. He is not mad, but a part of everyone. He is seen in the audience. This play contains a truth, the truth of life. Hamlet’s character contains many feelings that are shared such as sorrow, dread, and lonely. For Hamlet’s character lives through the reader. Works Cited Shakespeare, William. â€Å"The Tragedy of Hamlet, Prince of Denmark† Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts. 9th Ed. New York: Pearson Longman, 2009. Print

Slaying the Dragon Essay -- essays research papers

Slaying the Dragon: How Asian Women were Portrayed in Movies â€Å"Slaying the Dragon† by Deborah Gee is a comprehensive look at media stereotypes of Asian and Asian American women since the silent era. From the racist use of white actors to portray Asians in early Hollywood films, through the success of Anna May Wong’s sinister dragon lady, to Suzie Wong and the ‘50s geisha girls, to the Asian-American anchorwoman of today. The movie also shows how stereotypes of exoticism and docility have affected the perception of Asian-American women. In many movies Asian women are sexually stereotyped as â€Å"exotic, subservient, compliant, industrious, and eager to please.† If not that, Japanese women are shown to be â€Å"inherently scheming, untrustworthy, and back-stabbing.† Whichever representation is used ...

Cell phones in high schools Essay

Now days using cell phones in high school is not an easy issue because cell phones and other smart electronic machines established with the fast moving of technology, so everybody has a cell phone from children to older people, its became an important thing in our life and we use it in a lot things even if it effect on our society because it has a lot of advantages it’s also has a disadvantages if we use it in a wrong way in school or other places. In this research I well talk about several points about using cell phones in high schools, the policy that school’s administration has taken about this issue and the advantages and the disadvantages of using cell phones in schools by students or teachers. Using cell phone in high school has a lot of advantages because it can be an educational tool in the class if the teachers know how to use it for teaching and important and improve their lessons. Students can also use it for research about their lessons and to answer difficult questions and even they can connect with each other after school for their projects and other studies. A lot of parents support the idea of using cell phones but outside the classes for example in the field to ensure the safety of their children if there is a sort of emergency. On the other hand there are also some dis advantages about using cell phones in high school and they are very disruptive to students and teachers. Also the phone could make egregious problems if they use the privet areas and publishing them. A lot of schools don’t have a policy of using cell phones by teachers inside the school, but they not allowed them to use it during lessons. Cell phones may be helpful for teachers if they are in activity outside the school to use it for emergency issues, otherwise it will cause a distraction during lessons. Another point we can consider it that it’s important that the bus driver has a cell phone because he will be away from the school when he with the children. To conclude using cell phones in high schools need more studies to apply it in the future. But could schools change their policy to use cell phones as an educational tool by students and teachers during classes? In the future â€Å"yes† it could be because technology well becomes our life in schools or anywhere else but we must use it in the good way and the school must control that carefully by a lot of strict policies.

Ethics Paper5

Ethics Paper5 Ethics Paper5 Ethical values are essential to the progress of all individuals and of any nation. Ethical values are crucial to the functioning of all business in general and society as a whole. Business and society depend on individuals making personal ethical decisions that are fundamental to responsible business operations and to an orderly society. "The purpose of ethics in accounting and business is to direct business men and women to abide by a code of conduct that facilities public confidences in their product and services" (Dr. Smith, L Murphy). The accounting profession has a long history of contributions to the efficient functioning of business operations, the capital market system and the economy in general. In the wake of corporate scandals and a struggling world economy, we look back at the accounting scandal at Enron, from an ethical perspective, the company which the media portrayed was the last straw that broke the camel's back. Enron was a large energy, commodities and services c ompany, marketing electricity and natural gas, and providing financial and risk management services around the world (Cunningham, Lawrence 2002). Enron Corporation was created in 1985, shortly after the federal deregulation of natural gas in North America. Enron was formed by the merger of two natural-gas pipeline companies, Houston Natural Gas, one based in Houston, and the other in Nebraska, InterNorth (Dobson, John 2002). The merged company owned 37,000 miles of intra- and interstate pipelines for transporting natural gas between producers and utilities. The complex industrial structure of Enron was vast and only understood by a few people outside of Enron at the time of its filing for bankruptcy in December 2001. There was no clear picture or complete information as to the true levels of its assets, liabilities and offbalance-sheet positions (Cornford, Andrew, 2002). This was a far cry from the firm which, in the 1980s, specialized in the provision of natural gas pipelines and r elated services (Cornford, Andrew, 2002). From these humble origins, Enron expanded relentlessly into trading activities in more 1,800 products or contracts and thirteen currencies which included bandwidth, pulp and paper, and contracts such as weather and credit derivatives (Cornford, Andrew, 2002). It was in connection with expansion into trading that Enron engaged in increasingly aggressive and creative accounting (Cornford, Andrew, 2002). The core of the Enron debacle are said to be accounting chicanery related to off-balance sheet financing, related party transactions and colossal failures of board oversight (Cunningham, Lawrence 2002). These accounting, corporate and auditing issues included the use of complex but apparently compliant accounting rules to mask or defer recognition of liabilities and losses; the development and sale by investment banks of complex accounting-driven structures and products to assist corporations to hide losses and liabilities, and thereby improve their published financial condition and credit ratings; and the introduction of highly leveraged employee stock option plans (Travis, Anthony 2002). It became clear in the SEC investigation that Enron had failed during the preceding four years to make proper disclosure concerning various â€Å"related party transactions† and to properly account for â€Å"off-balance sheet† transactions (Cunningham, Lawrence 2002). This resulted with twenty percent of Enron’s shareholders’ equity wiped out–a total of $2.2 billion. Enron’s external auditor was Arthur Andersen, which also provided the firm with extensive internal auditing and consulting services. In light of Enron's bankruptcy filing and following SEC investigation, Arthur Andersen, auditor and provider of consultancy

Free Essays on Francis Drake

From Plowboy to Privateer: The Intriguing Life of Sir Francis Drake. Chasing down a Spanish galleon full of untold treasures headed for the King, fighting your arch adversary for the glory of God and country, returning home with the spoils of victory and the reputation of a fearsome sea dog; this was my dream as a young boy sitting on my grandfather’s lap as I listened to him tell the rich tales of those brave souls who rode the mighty seas before him. This was my dream as a child, but it was the life of Sir Francis Drake; one of the most famous and to some, infamous seamen of Elizabethan England. But there was more to this famed character than just the tremendous wealth he attained or his many naval victories; there were also times of poverty and utter failure. This was the life of Sir Francis Drake. The exact date of Drake’s birth eludes historians, but he was believed to have been born between 1540 and 1543 to a yeomen farmer family. Francis’s grandparents leased the Crowndale farm from the estate of Lord Francis Russell. Francis’s father Edmund was also born at Crowndale (Kelsey 4). There the family farmed nearly 180 acres of land and lived by fairly comfortable means. Francis’s father Edmund also served the local community and the county of Devonshire as a Protestant lay preacher (â€Å"Sir Francis Drake† 211). His father’s ideals and teachings had great effect on Francis and his upbringing and experiences as a Protestant would lead to a loathing of Catholics later in his life. During the Catholic uprising of 1549, the Drake family was forced to flee their comfortable Crowndale home in Devonshire County and head east. The family settled in the county of Kent. Giving up their contented homestead at Crowndale, the Drakes found lodging on the south bank of the Thames Estuary, in the hull of an old naval ship near Chatham (Kelsey 8) (â€Å"Sir Francis Drake† 211). The life we think of as being full of ... Free Essays on Francis Drake Free Essays on Francis Drake From Plowboy to Privateer: The Intriguing Life of Sir Francis Drake. Chasing down a Spanish galleon full of untold treasures headed for the King, fighting your arch adversary for the glory of God and country, returning home with the spoils of victory and the reputation of a fearsome sea dog; this was my dream as a young boy sitting on my grandfather’s lap as I listened to him tell the rich tales of those brave souls who rode the mighty seas before him. This was my dream as a child, but it was the life of Sir Francis Drake; one of the most famous and to some, infamous seamen of Elizabethan England. But there was more to this famed character than just the tremendous wealth he attained or his many naval victories; there were also times of poverty and utter failure. This was the life of Sir Francis Drake. The exact date of Drake’s birth eludes historians, but he was believed to have been born between 1540 and 1543 to a yeomen farmer family. Francis’s grandparents leased the Crowndale farm from the estate of Lord Francis Russell. Francis’s father Edmund was also born at Crowndale (Kelsey 4). There the family farmed nearly 180 acres of land and lived by fairly comfortable means. Francis’s father Edmund also served the local community and the county of Devonshire as a Protestant lay preacher (â€Å"Sir Francis Drake† 211). His father’s ideals and teachings had great effect on Francis and his upbringing and experiences as a Protestant would lead to a loathing of Catholics later in his life. During the Catholic uprising of 1549, the Drake family was forced to flee their comfortable Crowndale home in Devonshire County and head east. The family settled in the county of Kent. Giving up their contented homestead at Crowndale, the Drakes found lodging on the south bank of the Thames Estuary, in the hull of an old naval ship near Chatham (Kelsey 8) (â€Å"Sir Francis Drake† 211). The life we think of as being full of ...

6 Tips for Renegotiating Your Salary

6 Tips for Renegotiating Your Salary Whether you’re seeking more than a standard cost-of-living bump or have seen your job responsibilities increase over the past year, this may be a great time to open salary negotiations with your boss. The holidays are over and everyone’s settling in for the year ahead- so why not do everything you can to increase your bottom line? 1. Pick your timingIf your company’s year-end financial report just came out and it’s bleaker than an outdoor swimming pool in January, know that this might not be the best time to approach your boss about a raise. It’s not necessarily a dealbreaker, but definitely be wary that your request might not be met with an open checkbook.Knowing how the company is doing in general can help you frame your request. If things are a little lean, open with an acknowledgment that you know things are tough, but that you’d like to open a dialogue on your salary for [reasons xyz].2. Be realisticBefore you even bring up a salary chan ge with your boss, do the legwork by researching what the salary range is for your role within your industry. This can help you figure out a reasonable dollar figure, but can also show you where you stand on the compensation scale. If your salary is currently on the low end of the standard range for your job title and experience level, that gives you leverage when you talk to your boss.3. Don’t make threats/demandsSalary negotiation is a dialogue. Just as you’ll have a preferred outcome in your head, so will your boss. It may take some time to get to a middle ground that works for both of you, so you won’t do yourself any favors by going in guns a-blazing and asking for a particular number or else. That will only put your manager on the defensive, and will not make him or her likely to accommodate your request, however overdue or reasonable it might be at heart. At this point, the company holds the power- being overly aggressive at the start gives you fewer opti ons later on.4. Don’t forget benefitsWhile this is a chance to increase your base salary, it’s also a chance to revisit your benefits and perks, as well. If you seek more vacation time, comp time, or a flexible work-from-home arrangement a certain number of days per week or month, it puts more chips on the table. It could also help provide some middle ground if your employer is unable to meet your top salary goal.5. Document everythingWhen you ask for a raise, you’ll need backup to help justify the increase to your employer. Before you start any kind of negotiation, get these in order. Have a list of specific bullet points ready that you can bust out either in an email or in conversation with your boss. Successful projects that you’ve spearheaded, revenue increases, times when you’ve gone above and beyond†¦get ‘em all in that list. Remember, you’re offering a case as to why you deserve more. General comments like â€Å"I’m a hard worker† or â€Å"I’m good at my job† don’t offer specific enough reasons to give you more money.6. This time, it’s (im)personalKeep personal relationships and needs out of it. This negotiation process is about getting compensation you feel you deserve as a worker- not about how you need more cash for your speedboat down payment. Make sure you limit the discussion to your professional accomplishments, your worth in the workplace, and your relationship to the company.Also, if you’re friendly with your boss, remember that during your salary talks he or she  is no longer the friend with whom you share cat videos. This is the professional colleague who likely wants the best for you, but also has to keep the company’s best interests in mind, too. It’s unfair to expect special treatment based on personal BFFness- not only unfair to your boss, but to your other colleagues as well. You never want there to be even a hint of impr opriety, so keep things straightforward and professional. Then celebrate together later with a cat video.As with just about everything else, the motto for salary renegotiation is â€Å"be prepared.† Knowing your worth and having as much information as possible at your fingertips once you open the dialogue will give you a strong platform. You may or may not get the exact dollar figure you want, but going into the process with confidence and concrete reasons is the best way to start.

Discussion Question Assignment Example | Topics and Well Written Essays - 250 words

Discussion Question - Assignment Example This situation was an indication of how interest rates and the real estate market play a central role in determining the performance of the economy and its welfare over time (Wiedemer, 2006). The 2008 global financial crisis paced the world economy between a rock and a hard place. Its effects spread across the world quite fast, making many countries worse off in the entire world. The crisis resulted from various reasons, but the casing point is that the world’s major economies greatly contributed to this crisis. The export-import business worsened as major world currencies became unstable and of low value, worsening international trade at the time. Interest rates and foreign exchange markets were hardly hit (Gossman, 2008). Poverty around the world persisted as unemployment conditions worsened the dependency ratio around the world. Current development and trends in economics are depicting a scenario of dynamism day in day out. Major economic issues that are likely to be discussed in this course 19 years from now pertain to employment, unemployment and globalization. Employment and unemployment are taking a new direction each day. Chances and opportunities of employment are shrinking every year, resulting in high unemployment levels and high dependency ratio. The situation of the two in the year 2030 will portray attributes that will capture the world’s interest. On the other hand, globalization is likely to convert the world into a global village in a more extent manner than it is the case

Mother Essay Example | Topics and Well Written Essays - 250 words

Mother - Essay Example She delivers a mother’s role including caring for her children in relation to education and daily needs. An exclusive examination of her daily activities reveals how motherly she is. She wakes up every morning to prepare breakfast for her four children. She understands that the children have to gain educational status. Besides the breakfast, she adequately prepares dinner and lunch for the children. The inherent photo depicts her daily chores and obligations relating to meal preparation. In the photo, she prepares nutritious lunch for the children coming from school. Nutritious provision is domineering in maintaining the health status of children within the family, an obligation that the mother understands. Besides effective meal preparation, the mother ensures that her children attend school. She accompanies them to school every morning and consequently picks the four lovely children in the evening. Such daily routine encourages the children to work more diligently. Moreover, the students grow and develop with the understanding of motherly love. The plight of the mother in preparing meals and ensuring effective education for her children is reflective of the societal obligation bestowed on

A Report to the ABC Coal Essay Example | Topics and Well Written Essays - 2250 words

A Report to the ABC Coal - Essay Example For this to be met, true partnerships and cooperation have to be created with everyone associated with the industry including the shareholders, employees, customers, and the community at large. ABC Coal’s strategies touch on ensuring safety environment performance and working in partnerships for good produce; creating a sense of value including the reduction of real costs and improving the industry constantly through giving the workforce the right support and encouragement. If all these strategic objectives are met, the industry would be talking of nothing but very minimal problems that will affect the overall performance. However, has the company achieved all of these objectives? If not, is it possible to achieve them? How can they be achieved? Taking consideration on the current workforce in ABC Coal, there are several questions that can be brought up, including how to ensure a balanced workforce with the right number of people in respective job roles to ensure maximum and r eliable produce. How can the industry prevent total absence of people in critical job roles that can affect the overall performance of coal production? ABC Coal anticipates growing and considers expanding the existing operation and developing new mines due to the increases in demand of the produce especially from India and China. This will lead to an increase in the workforce and hence productivity of the industry. The Venus Mine is a major mining field that can produce about 7.8 million tons of coal annually, which is exported to three major countries including Japan, Korea and South Korea. There is also an ongoing project called the Mars Project which is established so as to expand the Venus Mine. One of the key benefits of this project is an increase in job opportunities among income from exporting, revenue and significant royalties and tax from both the government and the state. This has also called upon more workforce to the industry which prompts strategic planning so as to ba lance the increasing workforce with the budget of the industry paying attention to the wages of the employees. Critical Jobs Internal and External Supply The critical job roles are those in which the people involved conduct the core duties of the industry, have a comparative large number of staff, require a long period of training to develop the intended skills, are difficult to fill, and the number of vacancies available for the job roles has been high for the past several months. Two of the most critical job roles in ABC Coal are the geologist and the mining engineer. Both of them take five years of training, which is the longest training period offered to the job roles. In the internal supply, both job roles have had the least number of retirements with no retirement with the mining engineer over the past two years. Looking at the internal supply, the mining engineer has a great demand due to growth of employment for this role. Consequently, the external supply for the geologist is also very high due to the assumption that there are very few geologists that are experienced in the nation. In the current workforce, there are job roles that have no vacancies at all. These are the positions in which the employees are readily available in the market, and they are not critical at all. Most of them fall under the statutory roles, and they include the mine manager, open cut examiners, the supervisor under mining operations and the processing supervisor.

Primary criticisms of American Cinema and Griffith's montage by Sergei Assignment

Primary criticisms of American Cinema and Griffith's montage by Sergei Eisenstein - Assignment Example At the core of their opinions, the ideas have come out of different philosophies asserting the importance of arts and esthetic medium to provide education or entertainment to people. In later age, as the American cinema was highly influenced with its industrial structure American Cinema tended more and more towards the entertainment which could provide good returns of investment in filmmaking. On the other hand, Russian cinema had devoted much to the ideas which regarding cinema as a medium of awareness and provoking. Due to such difference of opinions, Sergei Eisenstein, who was most profound of early Russian filmmakers had critiqued some of the concepts developed and defined by D.W. Griffith. One very important part of that criticism was Eisenstein’s criticism of Griffith’s theory of montage. In the modern day theory of montage Sergei Eisenstein’s assumption for montage are widely accepted for providing a ground for cinematic understanding for fast cutting and expression through montages. As followers to Griffith’s theories Sergei Eisenstein had developed Montage theory according to his philosophical set back based in Hegel and Marx. Although, developed over Griffithian grammar, Eisenstein’s theory to montage shows some contrasting difference as well. Utilization of montages in Griffithian Cinema In a modern day scenario, the term montage briefly suggest a number of small sized shots arranged in a manner to express a particular part of story or an effect. The montages are quite common is almost all the movies made nowadays. Depending on its use and requirement montage may be musical, action packed, blurred or deluding. A profound example of modern montages include David Fincher’s ‘Fight Club’ (Pitt 1999) using a sequence of shots expressing protagonist Jack’s nausea from its surrounding and further his remembrance of his own past that he had been unaware of. Another example contains Martin Scorsese’s depiction of police training in ‘The Departed’ (Nicholson 2006). D.W. Griffith’s earlier movies are supposed to set the basic grammar of cinema. There are number of occasions when Griffith has used sequencing shots without a direct connectivity of moment. Griffith’s montages were involved in compressing the happening of an event. However, without giving much for dialectical montages or other philosophical esthetical presentations, Griffith had designs the base for montage which could already establish montage as a different and particular approach to cinematic timeline. Anyways, the conceptualization and development of those theories is due to Sergei Einstein. How Eisenstein could identify power of Griffithian montage and could be motivated to enhance his own montage theory comes out in his quote I can’t recall who speaks with whom in one of the street scenes of the modern story of Intolerance. But I shall never forget the mask of the passer-by with nose pointed forward between spectacles and straggly beard, walking with hands behind his back as if he were manacled. As he passes he interrupts the most pathetic moment in the conversation of the suffering boy and girl. I can remember next to nothing of the couple, but

Educational Philosophy Essay Example | Topics and Well Written Essays - 1500 words

Educational Philosophy - Essay Example Establishing an optimal learning environment is one of the most important components of my educational philosophy. I can show up with incredible content knowledge and lesson design ability, but it will be for nothing unless students understand two things: that they are safe and accepted in my classroom, and that the work they are doing is meaningful and relevant to their lives and their future (Marzano, et al, 1992). Maintaining a safe classroom means addressing inappropriate behavior, monitoring bullying and threats, investigating parent and student safety concerns, and consistent monitoring of the students. This is essential in elementary schools where parents are leaving their young children in the care of adults who are strangers to them. The burden of care in the elementary school is great because students are less capable of caring for themselves. In middle and high schools, students are bigger and stronger. They sometimes have access to weapons or are more willing to fight. Keeping a safe classroom is essential in the secondary setting. Providing meaningful and relevant work also contributes to a positive learning environment. ... Students who feel burdened by "busy work" know that their teachers have not worked hard to provide worthwhile lessons, and they are much less likely to work hard for or support such a teacher (Marzano, et al.). Our school populations are becoming increasingly diverse. It is also essential to demonstrate one's acceptance of all the students in the classroom, regardless of gender, race, national origin, ability level, or anything else. Teachers who work hard at this are what Wong calls "intentionally inviting" (1991). My educational philosophy also involves using a classical instructional approach. Certainly, teachers need to be flexible and consider different students' unique needs; but most students benefit when the instruction follows a logical progression: activating prior knowledge, providing direct instruction, offering guided practice, then independent practice, followed by assessment. While these steps serve as a strong framework for lessons, maintaining flexibility so that plans can change as they are implemented is crucial (Tanner, 1997). My philosophy calls for a careful balance between best-known educational practices and developing an ability to view each student and lesson on a case-by-case basis, to make necessary adjustments while teaching. Differentiated instruction forms another part of philosophy. It has been shown to help students at all levels achieve more (Benjamin, 2006). It can mean supplying a solid variety of learning activities to all students; it can also apply to grouping students in class according to their skill levels and needs, and modifying instruction for each group. A good teacher can take the same basic lesson, add some elements that make it more

Primary criticisms of American Cinema and Griffith's montage by Sergei Assignment

Primary criticisms of American Cinema and Griffith's montage by Sergei Eisenstein - Assignment Example At the core of their opinions, the ideas have come out of different philosophies asserting the importance of arts and esthetic medium to provide education or entertainment to people. In later age, as the American cinema was highly influenced with its industrial structure American Cinema tended more and more towards the entertainment which could provide good returns of investment in filmmaking. On the other hand, Russian cinema had devoted much to the ideas which regarding cinema as a medium of awareness and provoking. Due to such difference of opinions, Sergei Eisenstein, who was most profound of early Russian filmmakers had critiqued some of the concepts developed and defined by D.W. Griffith. One very important part of that criticism was Eisenstein’s criticism of Griffith’s theory of montage. In the modern day theory of montage Sergei Eisenstein’s assumption for montage are widely accepted for providing a ground for cinematic understanding for fast cutting and expression through montages. As followers to Griffith’s theories Sergei Eisenstein had developed Montage theory according to his philosophical set back based in Hegel and Marx. Although, developed over Griffithian grammar, Eisenstein’s theory to montage shows some contrasting difference as well. Utilization of montages in Griffithian Cinema In a modern day scenario, the term montage briefly suggest a number of small sized shots arranged in a manner to express a particular part of story or an effect. The montages are quite common is almost all the movies made nowadays. Depending on its use and requirement montage may be musical, action packed, blurred or deluding. A profound example of modern montages include David Fincher’s ‘Fight Club’ (Pitt 1999) using a sequence of shots expressing protagonist Jack’s nausea from its surrounding and further his remembrance of his own past that he had been unaware of. Another example contains Martin Scorsese’s depiction of police training in ‘The Departed’ (Nicholson 2006). D.W. Griffith’s earlier movies are supposed to set the basic grammar of cinema. There are number of occasions when Griffith has used sequencing shots without a direct connectivity of moment. Griffith’s montages were involved in compressing the happening of an event. However, without giving much for dialectical montages or other philosophical esthetical presentations, Griffith had designs the base for montage which could already establish montage as a different and particular approach to cinematic timeline. Anyways, the conceptualization and development of those theories is due to Sergei Einstein. How Eisenstein could identify power of Griffithian montage and could be motivated to enhance his own montage theory comes out in his quote I can’t recall who speaks with whom in one of the street scenes of the modern story of Intolerance. But I shall never forget the mask of the passer-by with nose pointed forward between spectacles and straggly beard, walking with hands behind his back as if he were manacled. As he passes he interrupts the most pathetic moment in the conversation of the suffering boy and girl. I can remember next to nothing of the couple, but

Distributed Database Management Systems Essay Example | Topics and Well Written Essays - 250 words

Distributed Database Management Systems - Essay Example In this case, users work with a subset of data that is on their workstation. Further, there is improved data processing due to multiple processes running at different sites. It also supports the addition of new sites while standard routines run on the other sites. Eventually, the cost of operation is significantly reduced since it is more costly to have a new mainframe system than just adding a user terminal (Baldoni, 2006). It has significantly cut down on cases of failures at individual points since the same work is available in other centers. The decentralized database is vital with hardware getting cheaper; As a result, these systems are more efficient and faster. The many processes in the institutions will handle their individual volumes of data which are very huge (Yu & Jajodia, 2007). If such data is by one central database, chances of failure are very high. Thus, the decentralized database will address the issue of database failure and bringing the activities to a halt. It further ensures the integrity of data is in place with each unit responsible for its data. Further, their overall functionality and speed of processing could be significantly

Avoiding Groupthink Essay Example for Free

Avoiding Groupthink Essay The case study we are addressing this week involves how a team and Project Manager avoid Groupthink and its pitfalls. In order to understand what group think is you have to refer to Irving Janus who coined the phrase back in 1972. He related that Group Think is when a group makes a decision based on group pressure; it can lead to faulty decisions. Janus, 1972) Some of the symptoms that Irving Janus documented of group think are Illusion of invulnerability, Collective rationalization, Belief in inherent morality, Stereotyped views of out-groups, Direct pressure on dissenters, Self-censorship, Illusion of unanimity, and Self-appointed ‘mind guards’. (Janus, 1972) In our book, Making the Team: A Guide for Managers states that there are three (3) key symptoms that take root and they are Over Estimation of the Group, Closed Mindedness and Pressure towards Uniformity. These will be the 3 areas I am going to focus on. Over Estimation of the Group Now that we know what group think is we can move on to how a team and Project Manager might avoid the mistakes and downfalls of Group Think situations. (Thompson, 2008) When a team is falling into a group think methodology a Project Manager must be able to recognize the signs before any decisions are made and set in motion. If the group is making statements that start with we feel, we think, or we suspect it is a good indicator that they just don’t know or are just following along with the consensus of the group. Group think can cause problems when everyone goes with the flow especially on a wrong decision. In using group think methodology management has to weigh the pros and cons of the group’s decision from all sides. Sometimes a little more research prior to implementing a group think decisions should be done or a devil’s advocate should be assigned into the group think matrix in order to prevent team members from being led down a garden path. The one thing I have noticed when in a group think situation, the group always looks for someone to be the mouthpiece for the group, this person usually has strong leadership skills but can be short sited and very opinionated which rubs off on the group as a whole. Some team members tend to have difficulty explaining or relating what is on their mind in a group setting, they rather tell their ideas one on one because they are an introvert by nature! They would rather have the extrovert take charge and be the one who voices the opinions or decisions of the group. They tend to stay out of the lime light. Project Managers should encourage team members to bring out concerns or objections to issues that are being discussed and/or considered, he/she should not influence the team with his or her own preferences to the issue, he/she should play the devil’s advocate and guide conflict in a positive manner, the group should be allowed to be evaluated by other groups and critiqued in an unbiased manner, splitting the group into different sub groups to bring out and investigate different alternative solutions or methods that could be used, call meetings with the group to discuss and evaluate any decisions prior to instituting them and develop alternatives for each methodology prior to giving final approvals. (Thompson, 2008) A good Project Manager should keep his group focused on the project at hand, have weekly meetings to check progress of his team to ensure that discussions are being conducted that is giving the group the necessary conflict for them to evaluate potential risks and dangers involved with the decisions they are recommending. The Project Manager should make the team aware that they can bring up ideas or doubts about any issue without the fear of being ridiculed or rejected by other team members. The ultimate goal is for the Project Manager to make his team work as a team through having all members contributing their knowledge and skills in making the project a success.

Protein Concentration in Food: Changes over Time

Protein Concentration in Food: Changes over Time Sou, Oi Ying   Food processing practical report Ultra filtration UF Experimental data Medium inlet pressure(bar) exit pressure(bar) Average pressure(bar) Pressure Difference(bar) Temperature Retentate flow rate(Ls-1) Flux rate(Ls-1) A. Flux rate with water Cold water 3 1 2 2 18.7 0.053 12.8 4 2 3 2 19.7 0.053 20.3 5 3 4 2 20.5 0.0605 29.3 6 4 5 2 21.4 0.053 37.6 7 5 6 2 22 0.0605 46 4 3 3.5 1 22.6 0.0189 22.6 4.5 2.5 3.5 2 23.5 0.0151 30 5 2 3.5 3 24 0.098 27.3 5.5 1.5 3.5 4 24.6 0.1286 26.6 6 1 3.5 5 25 0.1428 27 Discussion During ultrafiltration, molecules in solution are separated based on size using membranes (filters) of different pore sizes. Also, the feed stream is continuously re-circulated across the membranes with the primary objective of removing excess water and buffer from the feed stream. The simplest ultrafiltration setup consists of a vessel to hold the retentate and a pump to recirculate the product over the membranes. According to the experimental results, temperature increased when average pressure and pressure different are increasing. About retentate flow rate, it only affected by increasing the pressure different but not average pressure. Also, flux rate of cold water only affected by increasing average pressure while it seems remain constant by increasing pressure different. Ultrafiltration of skim milk Because rejection = , Cf is the concentration of any component in the feed and Cp is the concentration of that component in the permeate. So, the result is in below table.       Concentration of skim milk time(min) pressure(bar) temp(oC) permeate flux rate(Ls-1) Retentate solids% Retentate protein % Retentate lactose % 0 6,2 42 10 0.5 3.38 4.67 15 6,2 38.6 8.666666667 4 4.02 4.66 30 6,2 36.1 7 4.5 5.04 4.76 45 6,2 37.8 6.666666667 5 6.5 4.87 60 6,2 41.7 6 5 8.6 4.82 75 6,2 45.2 5.333333333 5.5 11.4 4.8 Calculation: 4   (initial factor for protein) Use this information to show protein concentration changes with time and how the flux rate change with protein concentration, and explain any other findings. With respect to flux behaviour, the retentate and permeate fluxes decrease over time at different operating pressures during filtration. The filter medium resistance increases linearly with the filtration time at different operating pressures during concentration. Therefore, the permeation flux rate of skim milk will decrease with times. The major problem in membrane separation process is decline in flux over time of operation. This flux decline is attributed to the fouling (In this case, retentate solids and protein accumulated) through ultrafiltration of membrane. Membrane fouling is affected by three major factors, namely, the membrane material properties, the feed characteristics and the operating parameters (Platt Nystrà ¶m, 2007). Since we have known that retentate and permeate fluxes decline during concentration of milk was measured with time of process, the possible reason has been suggested. In early staged of milk ultrafiltration, the characteristics of proteinaceous foulants and flux, and adsorption fouling is probably the primary mechanism of flux decline. Reverse Osmosis RO experimental data Medium Pressure (bar) Temp(oC) return flow(Ls-1) Flux rate(Ls-1) Feed conductivity(uS) Permeate conductivity(uS) Cold water 10 17.7 0.312 0.012666667 920 44 20 19.1 0.028666667 958 29 30 20.3 0.075384615 999 19 40 21.7 0.072 1041 13 50 22.7 0.224 0.065333333 915 9 Estimate the power consumption for the highest pressure 1. Because pressure head = , g = 9.81m/s2, p1 = 0 and = 1ÃÆ'-103kg/m3 So, power = mass flow rate ÃÆ'- pressure head ÃÆ'- g = mass flow rate ÃÆ'- ÃÆ'- g = mass flow rate ÃÆ'- Because 1bar = 14.7psi = 105N/m-2 So the lowest power = 10bar = 10ÃÆ'-105N/m-2 = 1ÃÆ'-106N/m2, the highest power = 50 bar = 50ÃÆ'-105N/m-2 = 5ÃÆ'-106N/m2 P10 = mass flow rate ÃÆ'- =   = 312W P50 = mass flow rate ÃÆ'- = = 1120W Because rejection = , Cf is the concentration of any component in the feed and Cp is the concentration of that component in the permeate. So, the result is in below table.       Juice Pressure(bar) Temp.(oC) Flux rate(Ls-1) Retentate solids(%) Permeate solids(%) 10 15.7 0.017333333 5 0 20 18.7 0.016666667 5 0 30 20.1 0.110666667 5 0 40 21 0.116666667 5 0 50 22.6 0.278571429 5 0 0 min 50 26 0.257142857 5 0 5 50 26.2 0.03 13 0 10 50 23.6 0.02 15 0 15 50 23.2 0.013333333 22 0 20 50 25.7 0.014 21 0 25 50 29.7 0.009333333 26 0 30 50 33.3 0.005 30 0 35 50 36.4 0.002166667 22 0 Plot 1: flux rate curve of water and juice with pressure The flux of a RO membrane is directly proportional to temperature and pressure. According to the diagram, the flux rate pf water and juice are increasing because of the risen of pressure. In addition, the flux rate of water should be higher than the flux rate of juice at the same pressure condition because of the viscosity. However, it is not an experiment in ideal condition. In these two trial, the temperature of two sets of experiments are slightly different which might affect the result and difficult to compare. Plot2: Temperature of juice and cold water against pressure Is there any change of temperature during this procedure? If so, why? The effect of temperature on membrane performance is the vital indicator. Energy consumption is increased as the applied pressure increases (Elimelech, M., Phillip, W. A, 2011). Under the same pressure, temperature of juice and cold water are both increasing with the risen pressure, therefore, we can state that pressure increased, temperature increased at the same time. It is because the energy for processing juice have been dissipated. How do the permeate flux rate and retentate solids change with time? Plot 3: flux rate curve of juice with time Plot4: Retentate solids of juice against time Base on the result, the osmotic pressure of a solution is related to the concentration of the solute and temperature. They are in proportional relationship. The flux rate of juice decreases with increasing retentate solid concentration. However, the acidic properties of juice might lower the rate of process. Because it would cause the membrane imperfections. From some studies, it revealed that higher the number and concentration of low molecular weight water soluble components in the raw juice, higher processing loss in reverse osmosis (Jiao, B., Cassano, A., Drioli, E., 2004). Permeate flux is a function of feed concentration. Feed concentration differs with membrane and permeate flux is a function of feed concentration. As feed concentration increases, permeate flux decreases and vice versa (Jayaraman, K. S., Das Gupta, D. K., 1992). Given by graph, the flux rate of juice is almost approach zero after 35mins. It is because the concentration of retentate solids have been accumulated by time. The reason is that the increase of retentate solids (foulants), which accumulated on the membrane would stop the process until it cleans. Plot 5: Temp of juice against time The average processing capacity can be increased by temperature rise of feeding material. Relationship of soluble solids and sugar was slightly increased. At higher temperature, the membrane permeability coefficient is higher, the diffusivity coefficient in the solution increases and the viscosity coefficient decreases. The average processing capacity can be increased with the increased temperature of feeding material. The relationship between soluble solids and sugar increased slightly under higher temperature condition. At higher temperatures, the membrane permeability coefficient is higher, the diffusion coefficient in the solution increases and the viscosity coefficient decreases (Ghosh, A. K., Jeong, B. H., Huang, X., Hoek, E. M., 2008). Therefore, in our experiment, the temperature of juice is increasing by times. Use the sugar concentration data to estimate the rejection for sugar and compare this to the ideal situation In ideal condition, the speed of permeation of solvent depends upon the pressure applied, provide that the concentration of the solute constant and thus the osmotic pressure of the solution remains constant. For an ideal situation, the flux is linear to the pressure of feed. Also, requirements of ideal membrane are as follows: (i). The highest possible water permeability (ii). Greatest possible selectivity (iii). High pressure resistibility (iv). Reasonably long life when using in production (Martin, M., Eon, C., Guiochon, G, 1975) However, in our experiment, that is not in an ideal condition. The concentration of retentate solids are increasing and the membrane blocked to stop the process after 40 mins. Therefore, the rejection for sugar would happen when the foulants are on the membrane and not allow the juice pass through anymore. In this case, it happened at 40 minutes in the process. The flux rate is almost dropped to 0%. In normal industry, there are cleaning process to ensure the whole process are keep running and would not be stopped. References:         Ã‚   Bahnasawy, A. H., Shenana, M. E. (2010). Flux behavior and energy consumption of ultrafiltration (UF) process of milk. Australian Journal of Agricultural Engineering, 1(2), 54. Younos, T., Tulou, K. E. (2005). Energy needs, consumption and sources.  Journal of Contemporary Water Research Education,  132(1), 27-38. Jimenez-Flores, R., Kosikowski, F. V. (1986). Properties of ultrafiltered skim milk retentate powders.  Journal of Dairy Science,  69(2), 329-339.1 Jiao, B., Cassano, A., Drioli, E. (2004). Recent advances on membrane processes for the concentration of fruit juices: a review. Journal of food engineering, 63(3), 303-324.Al-Mutaz, I. S., Al-Ghunaimi, M. A. (2001, October). Performance of reverse osmosis units at high temperatures. IDA. Jayaraman, K. S., Das Gupta, D. K. (1992). Dehydration of fruits and vegetables-recent developments in principles and techniques. Drying Technology, 10(1), 1-50. Ghosh, A. K., Jeong, B. H., Huang, X., Hoek, E. M. (2008). Impacts of reaction and curing conditions on polyamide composite reverse osmosis membrane properties. Journal of Membrane Science, 311(1), 34-45 Elimelech, M., Phillip, W. A. (2011). The future of seawater desalination: energy, technology, and the environment. science, 333(6043), 712-717. Martin, M., Eon, C., Guiochon, G. (1975). Study of the pertinency of pressure in liquid chromatography III. A practical method for choosing the experimental conditions in liquid chromatography. Journal of Chromatography A, 110(2), 213-232. Contamination Level of Mold: Entero Bacteriaceae Family Contamination Level of Mold: Entero Bacteriaceae Family Chapter III   METHODOLOGY 3.1. Introduction The research methodology used a qualitative approach. The study has been conducted in November 2016 in Bandung city. The survey, observe and microbiology contaminant sampling was collected from food vendors premises as the study population. The study design used to evaluate knowledge, attitude, and practice (KAP) and contamination level of mold also Entero Bacteriaceae family. In addition, socio-demographic questions and others premise information that can be predicted factors for understanding the relationship between food vendors characters.   Furthermore, support from the local government as a regulatory role on food street activities was investigated to identify and to understand how to enhance better implementation in food hygiene. 3.2 Methodology Design and Study Instrument 3.2.1 Methodology design The data survey presented the understanding, behavior, and implementation of hygiene practice by food vendor premises. The aspects were all assessed as follow: Knowledge; an assessment of hygiene practice knowledge was carried out using an interview survey. Attitude; Likert 5 points agree-disagree questions were asked for measuring the food handlers attitude. Practice; an observational study of food hygiene was used in the assessment. This audit used the score for measuring of its implementation. Microbiological contaminations sampling; an investigate study of cleanliness of cooking utensil. The presence of an implementation of regulatory aspects of street foods. The social demographic questions and food premises information were also surveyed to explore the characteristics of respondents. 3.2.2 Study Instrument In this present study, we used a constructed questionnaire based on the references. This questionnaire consist of (1) General questions regards to social demographic characteristics, (2) Food premises information (3) Knowledge, Attitude, Practice questions (4) The presence of an implementation of regulatory aspects. Socio-demographic questionnaire as a complementary questionnaire consists of factors predicted that influence on respondents (food street vendors) knowledge, behavior and practice on food safety and hygiene which are constructed based on literature such as age, sex, marital status, education level, number of employment, employee type (self employer/ employee), how long they have been a seller and also their profit per day. Food premises information showed the premises condition and type of food that sale, food preparation, food packaging material, type of facilities (i.e stall, mobile street vendors, tend, stand, or handed), and also hour length of sale. The knowledge questionnaire, consists of 10 questions containing multiple choices questions, was giving to respondent for reviewing their awareness on food hygiene. The questions concerning knowledge about food hygiene from storage, cleanness, preparation and personal hygiene linked to transmission of microorganisms, and respondents were asked to choose one answer from among three options. The questions of attitude consist of 10 questions. The answer options for these question used Likert scales ranging from 1 (very disagree) to 5 (very agree) to show a subjective response on their agreement on food hygiene implementation. The scores for attitude were similar with the range from 1-5, the higher score represents better manner on food hygiene. The scores for practice on food hygiene were calculated from 50 questions based on an audit that observed on premises. The appearance of reducing cross contamination on food handlers/vendors was noted e.g. personal hygiene, food storage, pest control and utensil/ equipment. The source of water supply was investigated also the ice (whether commercially bought or self-made). The presence of food exterior facilities and sanitary utilities was determined e.g. availability of toilets, adequate washing facilities, sink, surface, waste, and food packaging. The availability of cool storage/refrigeration storage was also checked. For microbial contaminant testing, VBRG dip slide type was used to determine whether there is evidence of entero bactericeae and mold in the food street premises e.g. cutting board, utensil, plate, glass and other food equipment. 3.3 DataCollection An interview survey was carried out in one sub-district in Bandung city in November 2016. The minimum number of food street vendors was randomly selected as much as the result from prior validation questionnaire tests. The validation of questionnaire process has been conducted in July 2016 in Bandung city for improving the questionnaire and determining the appropriate sampling size also an area which should be chosen. The sample size minimum required for the study are calculated based on as the result of the prior validation study. Based on the level of significant of 5% with a confidence interval of 95%, 253 premises/ respondents are needed for this study. In this cross-sectional study, we surveyed 272 respondents from one sub-district. Face to face interview was conducted in November 2016 by using Bahasa/Indonesian language and common Sundanese language as an ethnic language in the study area. All study instruments were in Bahasa/ Indonesia version and interview were taken on their premises. The study was supported by assistant researchers, as interviewers, who had food science background and understood both languages. The interviewer had been trained with regard to study such as food safety in a brief view, how to conduct the survey, interview method, study instrument, and ethical requirement including informed consent. The interviews were set in respondents premises to easier for answering the questions and to observe their practice on food hygiene. Informed consent form was read out by the interviewer. The interview taken as well as the respondents   were agreed to participate, questions were read out   by interviewers, and interviewers also marked the answer on the questionnaires instruments. The interviewe rs also acted as an auditor for observing the hygiene practice on their premises and recorded into practice audit sheet. Sampling for determining microbial contamination used a dip slide that consists two agar sides, the first side the red side was used to confirm the presence of Entero Bacteriaceae family and the second side that flaxen color for mold. The sampling procedures were: Remove the dip-slide from the tube by pulling the plastic tab at the top of the dip-slide. Take care not to allow the dip-slide agar (the jelly type substance on each side) to hit the edge of the clear plastic tube. Place dip slide agar down onto the surface, and make sure the entire agar has full contact with the surface.   Keep the agar applied to the surface for approximately 20 seconds, then turn over to the other side and apply the other agar to the surface. Replace the dip-slide into the sterile plastic tube taking care not to damage the agar. Next, place the dip-slide tube into a dip slide incubator at 37 0C or warm place. The incubation period is 2- 3 days for bacteria. The optimum temperature for most mold/yeast is from 27 0C to 30 0C and the incubation time is 2 7 days. After 3 days, generally, both of results were read and recorded. Bacteria present in the sample liquid will grow and form colonies. The selective agar for Entero Bacteriaceae colonies will appear in red. A bacterial reference chart is used to determine the number of bacteria in the sample. The bacteria reference level has five charts that showed how many colony-forming-unit( CFU)/cm2 e.g. 2.5 (very slight growth), 12 (slight growth), 40 (moderate growth), 100(heavy growth) and 250 (very heavy growth). While the evidence of mold form appears in the furry colony. The chart of mold consists of slight (0.4), moderate (1.6) and heavy (4). 3.4 Statistical analysis Food safety knowledge scores for the respondents were, calculated based on the multiple choice answer from   each question, only for the items of correct answers was assigned a score: +1 and 0 in the case of dont know/wrong option. For ten attitude questions were calculated from the Likert scale point 1-5, for question number 2, 6 and 9, the reversible point was used to calculate the point because it was a negative question. The answers were classified as +1 point when the auditor/interview found out the correct evidence on respondents premises and 0 points when they failed to find it. However, not available marked for a respondent who did not have the correlation item with the type of food. The total percent score for the respondents attitude was then calculated by sum up all score in total. Statistical analysis of the association between Knowledge, Attitude and Practice (KAP) questionnaire answers, social demographic characteristics and food information also microbial contamination level were carried out to determine the relationship between them and explore the pattern. Data were analyzed by SPSS version 20. Based on the level of significant of 5% with a confidence interval of 95%, all analyses were considered statistically significant at P ≠¤ 0.05. The descriptive analysis, Fishers χ square test, was performed to describe socio-demographics characteristics of the respondents. Analysis of variance (ANOVA) and t-test was used for comparing mean scores between all factors and observing the relationships between KAP and predicted factors that may influence on KAP. Furthermore, to investigate whether this relationship systematically varied by specific socio-demographic characteristics for Independent variables included age, gender, and education level, and work experience, type of job which was full time or part time and having attended courses on food hygiene were conducted. Ethicalconsiderationreview This study has approved by Ethics Committee of the University of Birmingham, School of Chemistry Engineering, United Kingdom. The identity of respondents will be treated securely and the outcome only will be used for academic purpose. The researcher and university supervisor will keep all data collection with confidential care. Chapter IV RESULT 4.1 Sociodemographic We obtained 272 responses from one area, 269 participants have completed the questions (response rate= 98.89%). Distribution of some socio-demographics characteristics respondents described in Table 1. Variable category Number % Gender Male 205 76.21 Female 64 23.79 Age group (years) Teen(15-24) 42 15.61 Young people (25-40) 102 37.92 Mature (41-60) 119 44.24 Elderly (> 60) 6 2.23 Marital Status Married 216 80.30 Unmarried 53 19.70 Education Level No Schooling 5 1.86 Elementary school 71 26.39 Junior High School 99 36.80 High school 78 29.00 Diploma 10 3.72 Graduate 6 2.23 Profit per day (IDR) < 50 K 17 6.32 50   100 K 131 48.70 101   200 K 64 23.79 201 300 K 26 9.67 301 400 K 9 3.35 > 401 K 22 8.18 Eat your own product Never 13 4.83 Rarely (1 4 times a month) 68 25.28 Sometimes (1-4 times a week) 75 27.88 Often (> 4 times a week) 35 13.01 Very often (every day) 78 29.00 Job type Part time 5 1.86 Full time 264 98.14 4.2 Food premises information

Teaching Writing :: Reflective Writing Education Feminism Essays

Teaching Writing As I look back over the course of this semester, the image that I get is one of the murky variety. It is difficult to identify although I have felt its presence for almost four months now. There have been many moments when I have waited for the insights to come, for the reading and the writing to mesh. And instead, I felt like I was lost in a fog that was sometimes dense, other times only misty. The worst part is that the fog is pervading a familiar place and once it clears I will be disappointed with myself because I should have known exactly where I was. What troubles me is why I do not know where I stand, after a semester of studying concepts I believe in. My hopes for myself in this class have not been met (for which I hold myself entirely responsible). I spent the last few months searching for answers in the material, in my dialogues with my classmates and coworkers, in my writing and through my thinking. As a feminist and a critical pedagogue I thought I would surely come to some grand conclusions, with all these theories as my bedfellows. But instead I feel like I have abandoned and failed my agenda: to better learn the theory and grow because of it. This is not to say that I have not learned anything, or not grown from the experience of this class. I know and feel that I have been changed; I am just not certain how. I look back at my reaction papers and I only see doubts. Questioning the people whose projects I admire, whose goals are not so different than mine, who know so much more than I do. And yet each paper that I have written criticizes and tries to poke holes. This sense of being lost, of not knowing is my own fault. I did not allow myself to engage with the writers. It has only been at the end, by doing my research paper and reading the articles about race that I finally felt like there was a place for me this course. It has been an alienating experience to see my peers thriving with our coursework while I felt like a grumpy old dwarf, shouting à ¬What about me?!à ® And then, a couple weeks ago, when we started reading Race, Rhetoric, and Composition, I felt like the fog was beginning to shift.

Christopher Columbus a Hero?

In the 1500’s, people were curious about the world and wanted to advance so they explored, the explorers who discovered different things were regarded as hero’s but even though Christopher Columbus found America, he was no hero. Christopher Columbus unintentionally discovered America, when he landed in the Caribbean Islands, while looking for a direct sea route to Asia. Columbus was a selfish and untrustworthy man but was given honor. He was the cause of slavery, oppression, and mass genocide in the Americas and Africa. Obviously, Columbus was not a hero but the exact opposite. The first fact about Columbus being a villain is that he deculturalized people. When Columbus met the Tainos in North America, he wanted to make them just like Europeans, he was trying to make them all Christian. He forced them to find gold where there was none, and if they did not find any Columbus would kill them. Columbus also forced the natives to become slaves, most of the natives died on their way to Spain. Columbus and his men threw natives corpses over the side of the boat and into the ocean. The natives that did not become slaves worked on plantations or mines where they too would die from the hard working conditions. After they greeted the Europeans to their land with open arms, they were thrown aside like animals. Another important fact that makes Columbus not a hero is lying. Columbus lied to the queen about the explored island, He said that there's a lot of gold and spices, and people there would share anything with anyone. Columbus also lied that he reached Asia, which was his destination spot and then insisted that he discovered this land when the Taino were found their. He said all those things to make the queen believe that he's a good man and to save himself from the death. This doesn't only make him a liar but it also makes him selfish, he even took the prize of reaching the Bahamas from one of his crew mates in order to pay off a debt. The worst thing that Columbus did to gain a â€Å"bad character† name is genocide. When Columbus went to America second time, he brought a lot of Indians back with him to make them slaves to work for his queen. A lot of people died on the way to Columbus's country, and others were dying because they worked hard as slaves in mines and fields, which were hard and dangerous, or they wee sick with a disease, but he wasn’t the cause of not just one genocide but two. The African Americans were mistreated just as much if not worse, his reason for this was a shortage of Indian slaves. He enslaved these people after they were betrayed by their own and trade for guns. There were many deaths and the lives of the Africans were beyond comprehension and this was all thank to Christopher Columbus. Without a doubt, Columbus was a terrible man and doesn’t deserve the recognition of a hero but a villain. An entire culture was ruined when it has been alive for maybe hundreds of years before Columbus arrived. Columbus betrayed his crew and the native after they were being kind and generous to him, just to cover for the lies he told. The Natives and Africans were killed, raped, and enslaved all because Columbus. Many men and women are thought of as hero and they do this by accomplishing something for the greater good of people but this is the opposite of what he has done.

A Time Series Analysis of the Adjusted Closing Stock Prices

Table of Contents 1. ?Introduction 2. ?literature review 3. ?Introduction 4. ?Methodology INTRODUCTION Google Inc. is an American multinational corporation which provides Internet-related products and services, including Internet search, cloud computing, software and advertising technologies. The company was founded by Larry Page and Sergey Brin while both attended Stanford University. Google was first incorporated as a privately held company on September  4, 1998, and its initial public offering followed on August  19, 2004. The company is now listed on the NASDAQ stock exchange under the ticker symbol .The company's mission statement from the outset was â€Å"to organize the world's information and make it universally accessible and useful†, and the company's unofficial slogan is â€Å"Don’t be evil†. In 2006, the company moved to its current headquarters in Mountain View, California. Objectives 1. To fit a multiple regression model to a data set comprising the put, call and strike prices of a stock belonging to a company listed on a known index. 2. To use the BSM Model to which provides a mathematical science for the pricing and hedging of European Call and Put options as the American Options market 3.We wanted to analyze the data for Google option prices from the S;P index over the past and present time periods in order to be able to forecast the future. Literature Review 1. Put call parity In financial mathematics, put–call parity defines a relationship between the price of a European call option and European put option in a frictionless market —both with the identical strike price and expiry, and the underlying being a liquid asset. In the absence of liquidity, the existence of a forward contract suffices.Put–call parity requires minimal assumptions and thus does not require assumptions such as those of Black–Scholes or other commonly used financial models. 2. Black-Scholes Model The Black–Schole s model or Black–Scholes-Merton is a mathematical model of a financial market containing certain derivative investment instruments. From the model, one can deduce the Black–Scholes formula, which gives the price of European-style options. The formula led to a boom in options trading and legitimized scientifically the activities of the Chicago Board Options Exchange and other options markets around the world. t is widely used by options market participants Methodology The data being analyzed consisted of daily past prices of silver traded on the S;P index since 14th May to 22 September 2012. The group was required to obtain data sets containing put, call and strike prices the data set of option expiring in more than 30 days but less than 100 The data was obtained from marketwatch. com on 14th May 2012 copied to excel and imported to R, with the stock price at $605. 23. The group chose options expiring on 22th September 2012 for the 1st data set, with 94 days to expiry.A n average of the Bid and Ask prices of both the call and put options was then calculated as shown below. The values in the columns labeled â€Å"call†; â€Å"put â€Å"were calculated as an average of the corresponding Bid ; Ask call and put prices respectively. A number of statistical methods were applied to analyze the data on the R program. We first started by importing the data to the R program; below is a table showing the data. Strike | call| put| Strikesq| Adj Close| 295| 311. 75| 0. 45| 87025| 605. 23| 300| 306. 45| 0. 425| 90000| 613. 66| 305| 303. 1| 0. 45| 93025| 609. 15| 310| 297. 6| 0. 75| 96100| 612. 79| 315| 291. 4| 0. 5| 99225| 607. 55| 320| 286. 6| 0. 55| 102400| 596. 97| 325| 282. 75| 0. 6| 105625| 611. 02| 330| 277. 85| 0. 65| 108900| 607. 26| 335| 273. 4| 0. 775| 112225| 604. 43| 340| 266. 6| 0. 7| 115600| 604. 85| 345| 262. 1| 0. 75| 119025| 614. 98| 350| 256. 7| 0. 8| 122500| 615. 47| 355| 253. 3| 0. 875| 126025| 609. 72| 360| 248. 35| 0. 875| 129600| 601. 27| 365| 243. 45| 0. 925| 133225| 597. 6| 370| 237. 35| 1| 136900| 596. 06| 375| 232. 4| 1. 05| 140625| 599. 3| 380| 227. 45| 1. 05| 144400| 607. 45| 385| 222. 55| 1. 2| 148225| 609. 57| 390| 218. 85| 1. 325| 152100| 606. 7| 395| 212. 45| 1. 45| 156025| 624. 6| 400| 207. 9| 1. 525| 160000| 651. 01| 405| 202. 95| 1. 6| 164025| 635. 96| 410| 198. 15| 1. 65| 168100| 626. 86| 415| 193. 15| 1. 825| 172225| 630. 84| 420| 188. 4| 2. 025| 176400| 632. 32| 425| 183. 6| 2. 25| 180625| 635. 15| 430| 180| 2. 375| 184900| 642. 62| 435| 175. 25| 2. 55| 189225| 646. 92| 440| 170. 3| 2. 9| 193600| 641. 24| 445| 164. 6| 3. 025| 198025| 648. 41| 450| 160. 9| 3. 3| 202500| 655. 76| 455| 155. 15| 3. 55| 207025| 647. 02| 460| 150. 6| 3. 85| 211600| 649. 33| 465| 146. 8| 4. 05| 216225| 642. 59| 470| 141. 15| 4. 55| 220900| 646. 05| 75| 137. 65| 4. 95| 225625| 639. 98| 480| 132. 05| 5. 35| 230400| 633. 49| 485| 128. 5| 5. 8| 235225| 633. 98| 490| 123. 45| 6. 2| 240100| 625. 04| 495| 118. 65| 6. 75| 2 45025| 621. 13| 500| 114. 1| 7. 4| 250000| 615. 99| 505| 110. 75| 7. 95| 255025| 617. 78| 510| 105. 65| 8. 5| 260100| 605. 15| 515| 101. 35| 9. 45| 265225| 600. 25| 520| 98| 10. 25| 270400| 607. 14| 525| 93. 15| 11. 1| 275625| 606. 8| 530| 89. 55| 11. 95| 280900| 604. 96| 535| 85. 15| 13. 05| 286225| 614. 25| 540| 80. 6| 14. 15| 291600| 621. 25| 545| 76. 85| 15. 3| 297025| 622. 4| 550| 72. 9| 16. 35| 302500| 618. 25| 555| 69. 5| 17. | 308025| 618. 39| 560| 66. 05| 19. 2| 313600| 609. 31| 565| 62. 8| 20. 75| 319225| 609. 9| 570| 59. 15| 22. 45| 324900| 606. 11| 575| 56. 5| 24. 05| 330625| 607. 94| 580| 52. 75| 26| 336400| 614| 585| 49. 7| 27. 85| 342225| 604. 64| 590| 46. 7| 29. 6| 348100| 606. 52| 595| 43. 9| 31. 9| 354025| 605. 56| 600| 40. 95| 34. 35| 360000| 609. 76| 605| 38. 45| 36. 7| 366025| 612. 2| 610| 36. 1| 38. 85| 372100| 605. 91| 615| 33. 55| 41. 35| 378225| 611. 46| 620| 31. 05| 44. 15| 384400| 609. 85| 625| 29. 5| 46. 9| 390625| 606. 77| 630| 27. 35| 49. 75| 396900| 60 9. 09| 635| 25. 3| 52. 95| 403225| 596. 33| 40| 23. 2| 56| 409600| 585. 11| 645| 21. 6| 59. 2| 416025| 580. 83| 650| 19. 95| 62. 65| 422500| 580. 11| 655| 18. 6| 66. 15| 429025| 577. 69| 660| 16. 85| 70. 1| 435600| 579. 98| 665| 15. 6| 73. 95| 442225| 568. 1| 670| 14. 4| 77. 55| 448900| 569. 49| 675| 13. 3| 81. 35| 455625| 580. 93| 680| 12. 25| 85. 55| 462400| 585. 52| 685| 11. 05| 88. 25| 469225| 585. 99| 690| 10. 05| 93. 4| 476100| 639. 57| 695| 9. 55| 96. 45| 483025| 632. 91| 700| 8. 45| 102. 25| 490000| 628. 58| 705| 7. 75| 105. 25| 497025| 624. 99| 710| 7. 1| 110. 65| 504100| 629. 64| 715| 6. 75| 114. 75| 511225| 625. 96| 720| 5. 95| 119. 5| 518400| 623. 14| 725| 5. 65| 122. 65| 525625| 622. 46| 730| 5. 05| 128. 5| 532900| 650. 02| 735| 4. 55| 131. 95| 540225| 659. 01| 740| 4. 25| 137. 6| 547600| 668. 28| 745| 3. 95| 142. 35| 555025| 665. 41| 750| 3. 5| 147| 562500| 645. 9| 755| 3. 25| 151. 7| 570025| 642. 4| 760| 2. 975| 155. 95| 577600| 639. 7| 765| 2. 725| 161. 4| 585225| 64 0. 25| 770| 2. 525| 166. 45| 592900| 633. 14| 775| 2. 2| 169. 9| 600625| 629. 7| 780| 2. 125| 174. 75| 608400| 625. 82| 785| 1. 975| 180. 55| 616225| 630. 37| 790| 1. 775| 185. 45| 624100| 621. 83| 795| 1. 65| 190. 35| 632025| 625. 96| 800| 1. 525| 195. 15| 640000| 619. 4| 810| 1. 35| 205. 05| 656100| 618. 07| 820| 1. 175| 214. 95| 672400| 625. 63| 830| 0. 975| 224. 75| 688900| 625. 39| 840| 0. 825| 234. 95| 705600| 627. 42| 850| 0. 725| 244| 722500| 616. 05| 860| 0. 65| 254. 25| 739600| 623. 39| 870| 0. 525| 265| 756900| 623. 77| 880| 0. 475| 274. 55| 774400| 625. 65| 890| 0. 425| 284. 6| 792100| 620. 36| 900| 0. 375| 293. 45| 810000| 613. 77| 910| 0. 375| 304. 7| 828100| 599. 39| 920| 0. 3| 314. 45| 846400| 582. 93| 930| 0. 3| 323. 3| 864900| 588. 19| 940| 0. 275| 333. 25| 883600| 563| 950| 0. 25| 343. 25| 902500| 570. 11| 960| 0. 25| 353. 25| 921600| 580| 970| 0. 25| 363. 25| 940900| 580. 94| Fitting a Multiple regression Model From the results shown? 0=605. 997, ? 1=0. 995, ? 2= -0. 9979. The value of the stock at that point in time wasSt=605. 23. If significant, the estimate ? 2 was to be equated to -e-r (T-t) and the value for r equated. In this formula, T-t is the time to expiry of the options (94 days in our case) and r is the interest on a daily basis (short rate), which was then supposed to be annualized. Since all the estimates were significant, ? 2= -0. 9979=-e-r(94) r=-ln0. 997994=2. 236391*10-5 Annualizing r; r=2. 236391*10-5*250=0. 05592275=5. 2275%, which is the risk. The formula call(Ct)= 605. 997+0. 995put(Pt)-0. 9979(Strike(Kt)) was the model we used to derive values of call prices in relation to the multiple regression model. A plot of these call and strike options is shown below; If significant, the estimate ? 2 was to be equated to -e-r (T-t) and the value for r equated. In this formula, T-t is the time to expiry of the options (94 days in our case) and r is the interest on a daily basis (short rate), which was then supposed to be annuali zed. PROCEDURE FOR FITTING Finally we drew a graph of Call against Strike and this was the graph obtained.The code and resulting graph are shown below, GRAPH FOR CALL AGAINST STRIKE BSM MODEL METHODS To fit the BSM Model and generate theoretical call prices, we obtained and truncated historical data from finance. yahoo. com as shown in the column labeled ‘Adj. Close’ The code snapshot below created a function â€Å"BSM73† We then computed the BSM73 by using the given the data, annualized interest rate (r), stock price, strike price and days to maturity generates the theoretical call prices. The proposed model to be fitted to fit the regression model CtSt= ? 0+? 1KSt+? 2K2St+ ? t main purpose is so as to determine the values of ? ,? 1 ; ? 2 Procedure From the results shown, we get ? 0=1. 313950 , ? 1=-1. 959886, ? 2= 0. 001195. The value of the stock at that point in time was St=605. 23. PLOT BSM CALL PRICE (Yt) AGAINST STRIKE PRICES For data analysis conducted fo r September 2012 options with T-t=94 days and r=5. 922%, the proposed model can be used in option pricing. It can be concluded from the analysis that for options with a longer time to expiry and a smaller interest rate, the proposed model prices the options more accurately than the BSM model in the price ranges where most options are traded. TIME SERIES ANALYSISThe theoretical model for a time financial time series data is given by; Xt = Trend + ARMA + GARCH + WN Where WN is the white noise in the data. We assumed that the GARCH component is equal to 0 We proceeded to investigate whether indeed the data at hand had trend in it. We used the following tools in our investigation * Box plots * ACF * Histogram * Plotting the data Time series of the data. Summary of strike price data. Box plots ACF OF GARCH NOISE Code: ;y=log(strike) ; d=diff(y) ; garch=d^2 ; acf(garch,lag=100,main=†ACF of Garch Noise†) Histogram Code: hist(strike,main=†Histogram of ADJ Closing pricesâ⠂¬ )De-trending the data After having confirmed that the data contained linear trend, we proceeded to de-trend the data by; 1. Finding the natural logarithm of the data ;y=log(strike) 2. Differencing the data ;d=diff(y) We confirmed that the data the data was actually stationery at this point by using the following techniques; * Finding the ACF of the de-trended data and Plotting the de-trended data FIT ARMA (p, q) We found that an ARIMA (2, 2, 0) was the best model for our data FORECASTING We used the ARIMA (2,2,0) model to predict the adjusted closing share prices for the next 10 days:

Comparative Education Essay

France has a highly organized educational system, which is divided into primary, secondary and tertiary (college) education. Primary and secondary education is usually imparted at public schools although a strong network of private schools also exists. All educational programs in France are regulated by the Ministry of National Education. Schooling in France is mandatory as of age 6, the first year of primary school while secondary education consists of college for the first four years after primary school and the lycee for the next three years. The baccalaureat is the end-of-lycee diploma that students must attain and is comparable to British A-Levels and American SATs. Students have a choice of sitting for the baccalaureat general which is divided into 3 streams of study, the baccalaureat technologique or baccalaureat professionnel. Higher education is funded by the state and fees are very low. Students from low-income families can also apply for scholarships. Academic councils called academies are responsible for supervising all aspects of University education in a given region. ANALYSING TECHNOLOGY EDUCATION THROUGH THE CURRICULAR EVOLUTION AND THE INVESTIGATION THEMES France Twenty years ago, many of them started with this new concept: introducing technology education (TE) in our curriculum. From this point, we developed many project implementing this new subject area and we built progressively meaningful to this area. The aim of this paper is to present this evolution from the French viewpoint with some interest to compare with foreign experiences. We present this evolution through two perspectives: the curricular evolution and the place ofinvestigation. Briefly, we can observe through the French national curriculum a phase of Epistemological delimitation, followed by a phase of activities definitions, arriving, recently, to a phase of activities defined as applied sciences without poor link to the initial epistemological definition. Over these factual dimensions, we can analyze this evolution as the weakness of the knowledge meaningful expressed in the national curriculum, weakness that reinforce the weakness of the TE in front of other subjects as math, literature, foreign language†¦ Many works tried to analyse this particular approach but their audience never really get out the little sphere of TE investigators. A birthday is more the occasion to open perspective and project some ideas and the experience taught us that the position of TE is more a question of social positioning through the knowledge than a question of purposed activities’ interest. 1. CURRICULUM EVOLUTION IN FRANCE The aim of this paper is to present you some aspects about Technology Education in the French school. French schooling has two levels. Primary school starts at the age of three and lasts until the age of eleven, in three cycles: the initial learning cycle (children three to five years old), the basic learning cycle (five to eight years), and the fundamental learning cycle (eight to eleven). Secondary school is divided into two main cycles: middle school (ages eleven to fifteen) and high school (fifteen to eighteen for general education or fifteen to nineteen for vocational training). Technology education was implemented at each of these two levels in the early eighties. 1. 1 THE FIRST CURRICULUM 1. 1. 1 Some elements about the general background The main idea of French schooling is the progressive elaboration of the different school subjects. Understanding the world of children goes hand in hand with organizing that world in different knowledge areas, from the general view to the particular description given by the different subjects. Technology education, like that of science, history, or geography, appears as a school subject specific to the middle school level (Ginestie, 2001a). The second idea of French schooling is the concept of project pedagogy. The introduction of this pedagogy in the Eighties was a departure from a traditional idea that the academic and dogmatic transmission of knowledge is the sole approach to teaching. Under the pressure of a massive rise in number pupils in middle and high schools, project pedagogy was presented as a possible solution to meeting the needs of the diversity of pupils, addressing their individual needs, and developing pupil autonomy (Ginestie, 2002). It was in this context, in 1985, that technology education was introduced in France as a part of science and technology education in elementary schools, as a new subject for all pupils in middle schools and as an optional subject in high schools. We can note four stages of organization of technology education between 1985 and today. 1. 1. 2 1985-1991: the implementation of the first curriculum Technology education was conceived of as a new subject and took the place of MTE (manual and technical education) in terms of hours, classrooms, and teachers. The curriculum emphasized the industrial environment, leaving little room for home economics and craftsmanship (COPRET, 1984). It had two different elements that made these references plain. On the one hand, the general part of the course described the overall goals, context, and aims of technology education in France. The aims were in terms of pupils’ attitudes towards technology (as related in many papers, e. g. de Vries, 1994; Jones, 1997; Compton & Jones, 1998; Gardner & Hill, 1999; Dugger, 2000) and in terms of the social and professional world of industrial production (this idea can also be found in many papers all over the world, e. g. Kantola et al. , 1999). It offered a broad perspective to prepare pupils for professional training. At that time, the middle school became the intermediate cycle where pupils had to make their own personal plan for school, and technology education was responsible for indicating possible career choices. On the other hand, general goals were broken down into concepts and skills. This second element of the curriculum described the organization of concepts based on four domains of reference: mechanical construction, electrical construction, and economics management and computer science. Clearly, the chosen references oriented technology education in Jacques Ginestie Analyzing Technology Education the world of industry towards electro-mechanical production, to the exclusion of other possibilities (Ginestie, 2001b). The main problem in introducing the TE curriculum has been to link the general aims to the specific fields (Sanders, 1999; Ginestie, 2004). These difficulties appeared with in-service teacher training programs. Earlier, the French Ministry of Education strongly affirmed the principle that TE was not a compendium of a little mechanics, a little electronics, and a business management with different aspects of computer science as a binder. To link these subjects together, teachers have had to connect general aims and specific concepts into an overall pedagogical project (Ginestie, 2005). Many in-service teacher training programs develop this orientation rather than aiming simply for the acquisition of specific knowledge. The implementation of technology education has not been reduced to the simple substitution of cooking or handicraft lessons by lessons in mechanics, but the true construction of a â€Å"new world† (Ginestie, 2003). Many original curriculum experiments were conducted at the same time to develop new teaching approaches (differential pedagogy, autonomous work, cooperative work, personal projects, etc. ) and to integrate the new references to industry, the market economy, and new labor organizations by taking into account the needs, design, production, marketing, use, and rationale of industrial methods. The major plan was to combine the pedagogical project with a theoretical industrial project method (IPM). We can note comparable initiatives in the UK at the same time (e. g. Hennessy & Murphy 1999). 1. 2 THE CURRICULUM EVOLUTIONS 1. 2. 1 1992-1999: Introduction of the Industrial Project Method (IPM) At the beginning of the Nineties, IPM appeared to be a good solution for implementing TE in the middle schools. Certainly, IPM has taken an overwhelming place in TE leaving no other alternatives for organizing technology education courses. This position was made official with different additions and modifications to the initial curriculum. The main decision to use IPM was published in 1992 by the French Ministry of Education. This method allows for the simultaneous definition of content and method for organizing the teaching learning process in TE. Everything was done so that each TE teacher plans and organizes a new project each year for each group of pupils. 1. 2. 2 1999-2004: The second curriculum Three problems arose that reduced the role of the project in TE. First, projects were mainly single production projects without any real progression from one year to the next. Secondly, the teachers’ profile evolved considerably during this period, with a large increase in new graduates from the advanced technological universities. Thirdly, the union of industrial science and technique, with teachers exerting pressure to open the curriculum to new technologies and new patterns of labor organization. The implementation of the new curriculum took four years, from 1996 until 1999. These changes tried to organize the relationship between the respective roles of the project and the concepts. For the first three years of middle school, pupils have to make different modules of the whole project, but they do not have to make all of it. The teacher’s task is to focus the attention of the pupils on specific points. During the last year, the pupils have to do a complete project (Ginestie, 2001c). The IPM is always a very strong frame of reference for TE in middle school (Ginestie, 2002). 1. 2. 3 2005: And so long, another change. There is actually a new phase of curriculum change. The Ministry of Education wants to promote the pupils individual choices about their future and by consequences the study they have to do. We can observe a real reduction of the TE as general and Jacques Ginestie Analyzing Technology Education Page 3 cultural subject. The general aspects are more and more developed as applications of sciences; the general method is not the process of design and technology but more and more the process of observation and experimentation (as we can find it in sciences education). The main knowledge properly identified as technological knowledge is banished and the first draft of this new curriculum promote the links with the scientific knowledge. The IPM is still a reference but it is more an object to study more than a method to use with pupils. 2. CONDITIONS OF STUDY IN TECHNOLOGY EDUCATION As we can see briefly, the TE curriculum is unstable as we can note through these major changes since the first writing. These changes are not linked with the technological evolution but mainly due to the lack of understanding about the place of TE in the general systems and to the misunderstanding about the aims of this subject and the knowledge taught. This lack of knowledge’s definition is patent when we observe the structure of the curriculum. This question of knowledge is not so easy to solve. Entry through analysing the conditions of study about TE’s knowledge supposes, in terms of questions for research, a strong agreement with two points: o There is some thing to study in technology education; o There would be multiple study conditions, perhaps different. These two points don’t make evidence. A majority of opinion is that TE is simply a kind of mix between handicraft activities and elements to highlight vocational training choices (Ginestie, 2000; Chatoney, 2003; Brandt-Pomares, 2003). In this posture, all the knowledge comes from sciences and TE is only a question of activities or applications. Evidently, this kind of entry weakens the position of TE as school subject and the recent French evolutions must be understood like this. It is the radical opposite we choose to work in our laboratory. First orientation we choose is to understand the significance of the anthropological approach. 2. 1 THE ANTHROPOLOGICAL APPROACH The anthropological approach allows registering knowledge in a theory of the activity and in a social field identified. The articulation between task and activity is incomplete if we do not speak about the manner to make. The manner to make relieves of the technique employed by the person to realise the task, that it is appointed by the situation or by him. The articulation between the task and the technique defines a know-how that expresses the manner to realise a determined task type (Ginestie, 1995). To get off this private organization either to account for the activity, or to clarify the manner to make, supposes the utilisation of language mediation. To tell the manner to make necessitate proceeding to an extraction of the individual praxis to elaborate a praxeological organisation, significant of the manner to realise the type of tasks and the context in which these tasks are registered. In fact, it concerns to give the senses in the typical articulation between tasks and techniques by elaborating a field of meaning in connection with a technology, perhaps with a theory. It is this elaboration of meanings on the practice that defines, in the anthropological perspective, knowledge. This approach allows rendering account organisations of knowledge as relationships between praxis, taken in the senses of the activity oriented to finality, and a field of significations that allows referring practice to a technology and/or to a theory (Ginestie, 2001c). The epistemological entry is interested in the nature of knowledge (well obviously in the evoked anthropological perspective above) and to the demarcation of a field of reference (Ginestie, 1997). Some articulations allow thinking these fields, objects to know that are fastened there and the manner of which they are or been able being, taken into account in the framework of a technology education: i. The world of technical objects, their mode of existence and social organizations by and in order that these objects exist so as to register the technological education in the human and social activity field; ii. The articulations between functioning, function, structure, form in the senses of a lighting of interdependences and the different manners to describe an object; iii. The articulation design, production, utilisation notably for marks given on process put at stake in each of terms, but equally, of a more global manner, either in a specific approach on an object, or from an evolutionist viewpoint, in a perspective of an history of technical activities; iv. The articulation object, activity, language in an ergonomic inscription (from the thing to the object, the object to the tool, the tool to the instrument) as revealers of the bonds between gestures and techniques, techniques and technologies. The report to techniques is thought in this framework as a demarcation; the report to languages notices the elaboration of symbols (in a relationship meaning, meant) but equally tools to think the world of technical objects and to act in this world. Well obviously, this qualification of fields is a bit coarse, it needs to be specified, notably if we want to be able to read existent curricular organisations, perhaps to propose evolution of these organizations. The curricular approach is one way to understand the knowledge’s organizations for teaching purposes. The problem is not the transposition of praxis but the transposition of praxeological organizations. It is not difficult to ask to pupils making something, but it is difficult allowing them to construct the meaningful on what they make. Certainly, the important instability of our curriculum is based on this difficulty to elaborate this meaningful. Furthermore, the curricular entry is envisaged here as one of the stages of the didactic transposition process: that the placement in text of teaching objects in an prescriptive aimed that has to organize the teaching activity, to the breadth of the production of these teaching objects in the framework of the class to elaborate some objects of study for pupils, objects of study that are going to determine activities of pupils. This placement in text defines the matter to teach and induces the manner to teach it. 2. 2 SCHOOL INSTITUTIONALIZATION We can thus notice the specification and identification work that operates in this process of scholastic institutionalisation. School institution is characterized as the placement of interactions, surely tensions, between three poles: the pupil, the professor and the knowledge. As soon as we wish to describe these interactions, we are confronted with a problem of methodology, methodology that derives of course the framework in which place our study. Thus, analysing the conditions of the study is going to concern us in what the school institution puts to the study and the manner that’s this study functions. This crossing of analysis rests on the articulation between task and activity: o The task is significant to the knowledge put at stake in the elaborated situation by the teacher in the framework that is fixed (curricular organizations, conditions of exercises, particular constraints, etc. ); o The activity is significant to the work undertaken by the pupil to progress in the task that is appointed it by the teacher and representative of the knowledge’s learning process. Jacques Ginestie Analyzing Technology Education Page 5 It concerns to define a framework of analysis that allows looking the functioning of a teaching situation (Ginestie, 1992). The initial framework, elaborated by these analyses method, does not prejudge of: o Knowledge put at stake, their presence or not and their school form; o Organizations elaborated by the teacher so as to organize conditions of the study of these knowledge; o Activities developed by the pupil that are induced by the organization put in game for this study. These two cross analyses, task and activity, characterize the interactions between three complementary existing logics but that can also appear as rival: the logic of subject, the logic of teaching and the logic of learning. The first one follows from knowledge organisation and requires an epistemological study; the second one takes in account the professional activity of the teacher considering his organisation, his style, his manner to do, the professional gestures he develops; the last one can be highlight by the learning theories, specifically the viewpoint of socio-constructivism theories. Many works have shown the incidence of these logics on the school situations and how they are inscribed in different references and different temporality. In fact, stressing these three logics in a school institution can be looked of different manners. But, for ourselves, we are really interested by what it happens in a class; specifically, we try to analyze the effects produced by this placement in tension (Ginestie, 1996). On the one hand, this approach allows the identification of the organisational and structural elements that act and interact in the process of teaching-learning. In this perspective, the task appears as the preferential expression of the teaching’s logic. It express simultaneously what is at stake, the context in which it is situated, what it is waited and what it is necessary that the pupil makes to achieve the task. In this senses, the task is a concentrated expression of a totality of values, models, elements of theories, knowledge that base the subject’s references and that identify the teacher in a teaching population. The analysis of the task is therefore significant how curriculum is implemented, in the particular intimacy of a specific class. It is equally significant activities that it induced at pupils. It is also characteristic of the epistemological, curricular, didactical or pedagogical presupposition (Ginestie, Brandt-Pomares, 1998). On the other hand, the passage to the real supposes to put in stake an analysis of the activity of the pupil. His perusal of the task, the manner he has to organize its activity and to orient its actions, what it takes in consideration and what it does not see even, allow characterising his learning process. In this perspective, we can notice difficulties that he meets, the manner whose he processes them, adopted strategies and the planning of his different actions (Ginestie, Andreucci, 1999). Reading activity through the description of the task allows proceeding pupil’s activity with some precise characteristic elements of the task. We can value difficulties met by the pupil and identify which are relevant to the context (the formulation of the task, the organization of conditions of the study, the use of models, materials, etc.) and which notices obstacles to the learning (Amigues, Ginestie, 1991). 3. SCHOOL ORGANISATION AND PUPIL’S WORK Organizations implemented at school, in the classroom and by the teacher have a direct influence on the work of the pupil and on the result of this work. Concerning the technology education (but it is not specific for these subject), it is important to specify and to define what is waited from the pupil, recourses he disposes to get there, the manner whose he gets there. Therefore, we have to understand the evaluation the Jacques Ginestie Analyzing Technology Education Page 6 nature of the goal, the manner to get there but also the breach of the goal; everything that allows to bring in front understanding about the process of knowledge’s transmission-appropriation. From this point, we are not in a curricular approach that has for object to define contents of teaching and to determine goals to reach; we discuss goals fixed by the institution, their institutional pertinence, their coherence in a scholastic organization datum. Of course, the temptation is great to believe that we could have act on prescription as to reduce these gaps. The evolution of curriculum shows that this kind of actions is limited because it enters in social negotiations that the research can illuminate to defect to inspire them, even to affect them. 3. 1 TASK ANALYSE Our entry by the situations is an analytic viewpoint to render real situations of classify or in a prospective perspective to think possible evolution. For that, the crossed analysis task-activity presents a good framework. The task’s analyze gives some understanding about the placement in text (or the placement in word) of the object of study. This placement in text constitutes one of the last stages of the didactical transposition, stage in the course of which the teacher anticipates and executes the production of the object of study that it makes return in its class. Many indicators allow characterising some ingredients of the organisation that it counts to put in place: o The nature of knowledge that he exhibits,  o The display of the result expected at the end of the sequence, o The spatial and temporal organization type that he puts in act, o The strategies that he gives to orchestrate the activity of pupils, o The different levels of evaluation on which he counts to lean (evaluation his activity, the progress of his sequence, the activity of pupils, the breach of results), o The devices of mediation and remediation that he envisages, o etc. Others indicators allow to notice explicit or implicit models that he uses for the organization of this production: o model of the logic of pupil learning organized around acquisition of competence noticed to the breadth of significant observable behaviours versus a constructivist approach based on the elaboration of knowledge; o Model of the activity of pupils according to a logic of smooth away difficulties versus a logic of confrontation to obstacles; o Model of the teaching organisation according to a logic of guidance of the action of the pupil versus a logic of problem-solving; o Model of the organization of knowledge references that one can caricature in a binary alternative: in technology education, there is nothing to know versus there is only knowledge. The construction of these models supposes the elaboration of a strong theoretical reference by which we can predict the appearance of the objects of study and how they become into school organisations. Of course, we front three different viability risks: one is an instant risk about what’s happen with the course that is going to unfold here, at this hour, in this  classroom, with this teacher and these pupils; second is a progression risk about what happen in the duration of the class, the articulation of the different sessions and their succession; third is durability risk about the permanency of a teaching at such level, in such class, in such context, according to evolution, development, interaction with the other subjects as a kind of general educational ecology. Jacques Ginestie Analyzing Technology Education Page 7 . 3. 2 ACTIVITY ANALYSE The analyse of the activity, as for it, tries to understand the logic of pupils in their evolution to achieve the task that is confided them and the manner of which they adapt conditions organised by the teacher. Retained indicators refer directly to theories of the apprenticeship, notably through: o The strategy they adopt, o The manner to organize their actions, o The manner to notice and to anticipate difficulties and to overcome them or to avoid them,  o The manner to notice or not constraints imposed by the situation and to take into account them or no, o etc. Analysing the activity of pupils is a powerful tool that allows to notice, to qualify and to valorise gaps between what the teacher waits them, what they obtain really and the manner that they use to reach this result. It concerns, on the one hand, to give indicators of efficiency of a device concerning learning and, on the other hand, indicators on the manner to conceive plan. To adopt a criterion of efficiency of plan put in place by teachers is not easy. That supposes to place the question of the acquisition of knowledge by pupils to the heart of the educational act, what is not without consequences in TE. This challenge is important if we want to reinforce the position and the role of the TE as a general education subject. Through our French experience, but also through some related experiences in different countries, we have change of period. The first time of innovation and implementation is definitively done. Many countries know a decrease period with disaffection for TE: decrease of budget, reduction of school time devoted to the subject. At the same time, more and more teams develop investigation in TE. May be, we have to diffuse the results of these investigations and to develop the support that we can provide to the teacher but also to the curriculum designers, this is our challenge to bring our contribution to TE. ICT and Education in Indonesia Harina Yuhetty I. Introduction  In the beginning globalization is fully believed to be able to lead to greater economic development in the sense of greater market scale, which in turn will increase the gross national product. So people believed that poor countries or third world countries will develop faster, thus the economic gap between the rich developed countries and the third world countries will diminished. However, facts show the contrary. It is true that the gross national product of countries will increase, but the gap between the income of the rich and poor countries is also getting wider. The main reason for this gap is the extra-ordinary growth of information as a result of the development of communications and information technologies in northern developed countries which have full control of these technologies. This information boom enables multinational companies to compete with changes in market demands, new products and new technologies, which in turn can boost the economy of a country, increase its efficiency and win global dominance. On the other hand, in third world countries which are also known as southern hemisphere countries, they have difficulties to seek, to receive, to process and to produce information. The lack of appropriate information at the right time will result in low productivity, low quality research works, and waste of time to pursue information and even to do research which actually had been done by others or in other countries. Indonesia as a third world country has a great concern over this deficiency and believe that the digital divide should be reduced so that there will be an economic recovery. The Indonesian government is determined to utilize the information technology effectively to support efforts to increase the national competitiveness. This aspiration is reflected in the Indonesian Presidential Decree Number 50 year 2000 about the establishment of the Coordination Team of Telemathics of Indonesia. This team consists of all the ministers in the cabinet including the Minister of Education. Its tasks are among others to define the government policy in the area of telemathics; to decide the phases and priorities of development in the area of telemathics and its uses in Indonesia; to monitor and control the implementation of telemathics in Indonesia; and to report the development of telemathics in Indonesia to the President. The government realizes that the success of the development and utilization of telemathics depends mostly on the infrastructure which can provide easy access, and also ensure availability of information and subjects. To meet these three provisions, a competent human resources is a necessity. That is why the preparation of qualified human resources is given priority, because it requires hard work and takes time. Meanwhile, we also know that scarcity of and low quality human resources in the area of Information and Communications Technologies can delay mastery of communication and information technology. As such, the government through the Minister of Efficiency of State Apparatus as Head of the Coordination Team of Telemathics of Indonesia in his letter number 133/M. PAN/5/2001 had drawn up a Five-Year Action Plan for the Development and Implementation of Information and Communication Technologies (ICT) in Indonesia. This plan among others includes a plan for the implementation of the use of telemathics in the area of education starting from 2001 until 2005, which includes: * Develop collaboration between ICT industry and ICT educational institutions through training and R & D collaboration, and found a network for skill and capacity development * Develop and implement Curricula of ICT. * Use ICTs as an essential part of the curricula and learning tools in schools/universities and training centers * Establish distance education programs including participation in Global Development Learning and other networks * Facilitate the use of internet for more efficient teaching and learning From this action plan we can see that the emphasis of human resources quality improvement is especially geared on the provision and expansion of education of human resources in ICT area. Besides that, utilization of ICT for education and learning purposes, as an effort to fill digital divide, which in turn is hoped to be able to improve the national competitiveness to revive the economy is another emphase. II. ICT in Indonesia As mentioned above, the success of utilization of ICT is among others depends on the infrastructure which includes the telecommunication network, the availability of internet facilities and the use of internet. In general the development of ICT in Indonesia nowadays is less encouraging compared to the developed countries, or even compared to neighboring countries such as Singapore, Malaysia, Thailand and others. To give a general picture of the ICT condition in Indonesia let us consider the data quoted from the Center for Research and Application of Information and Electronic Technologies of the Office for the Research and Application of Technologies, 2001 as follows. A. Public Telephone Lines for 203,456,005 populace 1. The number of Telephone kiosks 228,862 2. The number of Telephone booths 345,307 3. Telephone patrons 6,304,798 B. Internet 1. Internet Service Providers 40 2. General Access Speed rate of ISPs 15 KBPS 3. Patrons of ISPs 511,000 with 1,980,000 users ( < 1% of Indonesian population).