School Board Policies Essay Example | Topics and Well Written Essays - 500 words

School Board Policies - Essay Example While schools should not appear to be fortresses, some sort of perimeter security might have alerted school officials. Finally, the matter of internal campus security is impacted by these events. While teachers and students acted very bravely to prevent loss of life, there was no â€Å"lock-down† procedure in place. What follows is a section on proactive planning for a violent emergency, and one about attenuating the possibility of such an occurrence through counseling or anonymous reporting schemes. In terms of policy actions, all of this is good; but none of it would have prevented the Red Lake incident. A crisis document that included a lockdown procedure might have saved some lives; and a policy of mentoring or other intervention in the lives of youth who exhibit anti-social behavior at school might have made an impact on Jeff Wise. At the school board policy level, however, there is a severe limitation when an individual decides to arm himself, crash onto campus in a police vehicle, and start shooting. The question for the writers of policy will be the balance between security and freedom. If we put a military-style, guarded perimeter around schools that are festooned with security personnel and no privacy at all for the students, the probability of another school shooting incident will certainly go down. The cost of that assurance will be high, however, as our children learn to fear everything and everybody.

Canadian Liberalism vs Canadian Conservatism Essay

Canadian Liberalism vs Canadian Conservatism - Essay Example At one side, liberals are progressively change and reform oriented. On the other, conservatives rely on self-induced political conduct that is relatively resistant to massive and outright reforms. In the Canadian context, liberal and conservative parties hugely disagree on governance, economy, and taxes. Notably this disconnection can be explained by the left-right ideology. The Liberal Party takes policy positions that advocate for equality of opportunity, true fiscal responsibility, and relatively raised taxes for a sustainable economy (Canadian Liberal Party, 2013). On the other hand, the Conservative Party stands for balanced budgets, Canadians-driven economy, and low taxes; leave more money with the Canadians (Canadian Conservative Party, 2013). In the light of the liberal-conservative policy positions, the left-right ideology comes into play. Progressing and reforming the economy may necessitate economic changes in the country, taxes included. The conservative view of creating jobs, promoting economic growth, and ensuring long-term economic prosperity (Canadian Conservative Party, 2013) may not necessary result in equality of opportunities. Also, leaving more money in the hands of Canadians may negate the balanced budget realization. Liberal approach to these matters makes the Liberal Party’s ideology more leftish and essentially aligned with its social, economic, and political policy

Substance Abuse Among Healthcare Professionals

Substance Abuse Among Healthcare Professionals â€Å"Statistically, about 10-15 of you have or will develop a substance use disorder† (Welsh 2002). This quote is stated by Christopher J. Welsh, M.D. to a group of healthcare providers during a substance abuse lecture. He is reinforcing the fact of how likely a healthcare worker can get into the habit. Substance abuse can include, but is not limited to, alcohol, narcotics, benzodiazepines and illegal drugs. It is not officially known why the abuse is so common in this specific group but it can be easily assumed that knowledge, access, and psychological issues would play a huge part. According to Dr. Welsh, the reasoning behind not knowing why substance abuse is so prevalent is because the majority of healthcare workers strongly object to the idea that they are addicted. In other words, they are in denial. There are two specific levels that drug users can divide themselves into: Abuse, which is the milder of the two, and dependence, which takes a more intense intervention and effort to cut the person of the habit. Since the focus of this paper is substance abuse that is the category that will be discussed. What exactly is considered abuse and how is it distinguished between an actual medical need? In Dr. Welshs lecture he mentioned four factors that are included. According to him at least one of these four factors must be accurate in order to be considered official abuse. These factors are: (1) A person is unable to complete social tasks in his or her life, (2) The consistent use of the drug in unsafe situations, (3) repeated drug affiliated legal offenses and (4) use of drugs even though it may cause social or interpersonal problems (Welsh 2002). For example, if a person is diagnosed with an anxiety disorder you may be prescribed Alprazolam. It is not considered abuse if you take your prescribed dose for oncoming anxiety while following the doctors instructions. When having an anxiety attack, or other symptoms of anxiety, Alprazolam helps to relax the person and help them feel ‘normal. When using Alprazolam without anxiety it can give a ‘drugged feeling with symptoms such as severe drowsiness to the point of impairment (Epocrates). Therefore if you use the drug without anxiety in unsafe situations, such as driving, it is considered abuse. When a person uses a drug they do so with the intention of trying to make themselves feel better. This could be a major cause for the denial that they actually have a problem. Not every person realizes how it affects friends, family, and peers. Even more so, they do not realize how it affects their job. It would take most people a serious intervention in order to help them break the habit. In the topic of drug use in the Health care workforce three questions come to mind: Why is it so prevalent among this specific profession? What are the signs to show if/when you should involve yourself with the suspected abuser? And where is help provided for the substance abusers? These three ques tions will be discussed in the following paragraphs. Why is substance abuse so prevalent in health care professionals? As mentioned above there are no precise facts as to why it is, because of the large percentage of people denying that what they do is considered abuse. Also mentioned above is that it can be assumed the reason can fall into at least one of the three categories: knowledge, access, and psychological factors. When a person works in healthcare they are exposed to a lot of basic information not commonly known outside of the healthcare facility, even if it is unintentional. An employee may hear and/or see how a patient is reacting to certain medications, such as morphine, see it is relaxing for the patient, then gain the knowledge that it is a medication that makes you ‘feel good. On an even higher level, many healthcare workers are required, for their job, to know what a drug does, why it is being given to the patient, and what common and serious complications to monitor for. When a nurse is ‘hands on with the p atient they become even more acquainted with the effects of the drugs. This can contribute to any future situation where the nurse may want to experiment. With this information at hand healthcare workers feel more comfortable using drugs and feel as if they can manage them better than the average person because of their knowledge. The access of drugs is a contributing factor as well. A nurse who works full time works at least 36 hours per week, giving him or her plenty of access to drugs. Although the new technology is making it harder to steal medications, it is still done. In addition to stealing nurses often time befriend doctors and could have doctors write prescriptions which allows even more access to drugs. Being a nurse, as mentioned above, requires knowledge of drugs and what they are used for. Because of this a nurse could make an appointment with her doctor, name specific symptoms, and know they will get a drug that they are seeking. Lastly, psychological factors contribu te to substance abuse being so prevalent. Nurses and Physicians have extremely stressful jobs, and they may seek to alleviate their stress in drug form. According to a study done by Cicala (2003) 8-12% of physicians abused or became substance abusers and Trinkoff and Storr (1998) did a study only to find that 32% of the 4,438 nurses being studied had some form of abuse. With all things considered, these are only including the healthcare individuals who admitted to having an abuse problem. Most of the drugs found to be used among the physicians were opioids and benzodiazepines while nurses had a wider variety and included illegal substances such as cocaine (Cicala 2003). What are the signs to show if/when you should involve yourself with the suspected abuser? According to a study done by Samuel D. Uretsky, PharmD (2008), it is difficult to determine a drug abuser in the healthcare field because it is generally found the job is the last thing to be affected. He goes on to explain that families and social lives are first to be torn apart versus in the average non healthcare worker there are the early signs to look for: being consistently late or absent, slacking off on the job, etc. He also goes on to make a valid point of coworkers not noticing, or turning their shoulder away from signs of abuse because they may be friends or they just dont want to get involved. In an online government brochure it sets certain guidelines to determine if the suspected individual is an abuser. These guidelines include: change in attitude and appearance, â€Å"heavy wasting of drugs†, relationships start to decline, more time than necessary spent near the drug sup ply, â€Å"insisting† on handling all injected narcotics, etc (Department of Justice). As a nurse we learn to follow the chain of commands. With this in mind it puts anyone at the predicament of being ‘the rat. No one wants to be the person who puts another persons license and career on the line. However, many patients are in the hands of drug abusers. When it doubt, or if making excuses for the potential drug abuser it, think if you would let a person of great importance to you be in the care of that specific healthcare worker. When suspecting a coworker of drug abuse you must, again, follow the chain of commands. Go to the charge nurse, or if it happened to be the charge nurse then go to the nurse manager. Most of the time, the employee will be approached by their superior and talked to about the obvious concerns. Many times this wakes them up to realize they actually have a problem and immediate improvements are shown, however sometimes it takes more serious interven tion (Department of Justice). Where is help provided for the substance abusers? There are a range of different rehabilitation programs available all over the country and some specific to health care workers. In fact, there are some affiliations aimed at preventing substance abuse among healthcare workers. The Behavioral Health Research Center of the Southwest has started to develop programs to help prevent the abuse. The method of prevention is to send messages out in different forms and educate the prevalence. They are trying to influence this by making it a part of their health and wellness program. â€Å"Included in our campaign are messages delivered in educational videos and newsletters, health risk appraisals, and personal health coaching† (BHRCS 2007). This is all taking place in Albuquerque, New Mexico, but this is just the start of prevention. They hope to expand to health care workers around the country. The Interventional Project for Nurses, or IPN, has been created to assist nurses whose jobs m ay have been impaired or started to be impaired by drug use, alcohol use, or mental disorders. A nurse can place their own self in the program or can be placed in the program by their superior, or employer (IPN). Depending on where the individual works is the determining factor of what happens to the nurse, if caught being a substance abuser. The nurse could get as little as probation to as much as being fired in addition to losing their license. Either way, the program is there to help Nurses get back on their feet and get over their addiction. As a recap, drug abuse is prevalent in healthcare although there is no factual information to determine why, it can only be assumed. There are many abusers all around you as you work in the healthcare field and most go unnoticed. Their signs and symptoms are not the same as the average drug abuser and their work tends to be the last thing severely affected, making it more difficult to determine the abusers. If drug abuse is suspected it is an obligation as a licensed nurse to report it in the chain of commands, which in the long run will benefit the bigger picture. Being a drug abuser is a hard situation which may seem to have a dead end, however there are many rehabilitation programs focused on health care workers and at least one large affiliation focusing specifically on Nurses. Although it seems common sense that abusing drugs is wrong, it does not happen overnight. A person may find relief with a drug and start to use it without it thinking of long term effects. They may casuall y use it once and a while, and then increase it to more often, and then very frequently. Being educated on drug abuse, before stepping foot into the real world of nursing, helps to be prepared through primary prevention. Drug abuse, though hard to determine has a huge impact on our health care system as a whole and needs to be remedied. It is progressively improving, however only baby steps. This isnt a perfect world and not everyone can be helped, however, every person you help is one step in the right direction for our future. References Uretsky, Samuel D. (2004). Addicts in the OR? Retrieved July 17, 2008, from  www.medhunters.com No Author (2007). Substance Abuse Among Healthcare Professionals. Retrieved  July 17, 2008, from www.addictionsearch.com Behavioral Health Research Center of the Southwest (2007). Substance Abuse  Intervention for Healthcare Workers. Retrieved July 17, 2008, from  http://www.bhrcs.org Welsh, Christopher J. (2002). Substance Use Disorders in Physicians [Powerpoint  Slides]. Retrieved from www.alcoholmedicalscholars.org/physician-out.htm Department of Justice (n.d.) Drug Addiction in Healthcare Professionals. Retrieved  from www.deadiversion.usdoj.gov/pubs/brochures/drug_hc.htm Intervention Project for Nurses (2008). Retrieved from http://www.ipnfl.org Alprazolam (n.d.). Epocrates Online. Retrieved on July 17, 2008, from  www.epocrates.com

Childrens Story Puss in Boots :: Child Literature Fairy Tales Puss Boots Essays

Children's Story Puss in Boots A close examination of the tale type 545-b (according to Aarne and Thompson) (1) reveals a well known, almost universal tale of man and animal helper. There are many consistencies between western tradition and Central Asian renditions. Several themes are parallel yet cultural influences vary some of the plot details. The political and social structures of the time in which these stories were told shape these details and lays the background for the story. The most significant difference between western versions and those of Central Asia seems to be which animal plays the role of hero, cat or fox. The story of â€Å"Puss In Boots† is a children’s favorite. It is one of Charles Perrault’s most well known fairy tales. The tale originated from oral tradition in the East. It has undergone many changes over a long time period and a wide geographic area. Today many literary adaptations of this famous story fill classrooms, libraries and children’s bookshelves world-wide. â€Å"Versions with a cat as a protagonist are predominantly found in Western Europe...† (2) However, the historical renditions of the tale as well as many modern adaptations have a fox as the protagonist. It was the arrival of the tale to Southwestern Europe that saw the character change to a feline. According to Marianthi Kaplanoglou, in Central Asian tales, specifically Mongolian, Tibetan, and Alti-Turkish, the animal-helper is a fox. The fox is known in myths and tales from China, Korea, and Japan as a mythical creature. They are often associated with Mangus, a typical demon of Central Asian tales. He or his relatives are able to transform into foxes at any given time. According to tradition, a poor hunter spares the life of a fox, who repays the favor by helping the man. The animal , either fox or cat, introduces the young man as a person of wealth who was robbed by highway men. He captures animals and presents them to the ruler. The fox then arranges for the wedding of the man to the rulers’ daughter. The tale continues with the fox killing the owner of a large fortune. This owner is usually Mangus . In this tale, the fox proves beneficial to the man and therefore becomes an adversary of Mangus. The killing of this supernatural being then becomes a just act rather tha n one of maliciousness. The young man has acquired fortune, married the daughter of a person of great wealth and power.

The Effect of Different Isotopes on Atomic Mass (Chemistry Lab)

The Effect of Different Isotopes on Atomic Mass Introduction: An isotope is a variation of an atom that already exists. An isotope is different from an atom because of the number of neutrons in its nucleus. Finding the amount of neutrons in an atom can be calculated by subtracting the atomic number of a specific atom from its atomic mass. When looking at the periodic table, the atomic mass in the top left corner of every box is a decimal. The mass is in decimal format because the number listed is an average of that atom, plus all of its isotopes.Isotopes have different masses because neutrons weigh 1 amu where as an electrons weight would be negligible. The experiment described below shows how including all isotopes of one element effect the average atomic mass of the element. Materials: 1. Calculator 2. Whitium sample 3. Brownium sample 4. Blackium sample 5. 3 plastic cups 6. Electronic balance 7. Data table Procedure: 1. Separate the whitium, brownium, and blackium samples from eac h other. 2. Find the mass of 1 cup with the electronic balance. 3.Put the different samples in separate cups and count the number of beans in each cup; write those numbers in the data table. 4. Find the total number of beans. 5. Find the mass of each cup of beans (using the electronic balance) and subtract the mass of the cup. Write these numbers in the data table. 6. Divide the mass of each sample by its respective amount of beans to find the average mass of one bean. Write these numbers in the data table. 7. Divide the number of beans from 1 sample by the total number of beans to find the percent of the total that that particular isotope takes up.Do this for each of the samples. Record these numbers in the data table. 8. To find the average atomic mass of beanium, use the following formula: percent of balckium atoms†¢average mass of blackium percent of brownium atoms †¢average mass of brownium +percent of whitium atoms †¢average mass of whitium atomic mass of beaniu m Record this number in the data table. Results: Isotope| Number of beans (atoms)| Mass of beans (g)| Average mass of one bean (g)| Percent of beans| Average atomic mass of beanium| Blackium| 293| 65. 8| . 224| 62. 7%| . 43 g|Brownium | 104| 62. 5| . 60| 22. 3%| | Whitium | 70| 69. 2| . 99| 15%| | | Total: 467| | | | | To calculate the percentage of beans: Number of Beans of 1 IsotopeTotal Number of Beans To calculate the atomic mass of beanium: percent of balckium atoms†¢average mass of blackium percent of brownium atoms †¢average mass of brownium +percent of whitium atoms †¢average mass of whitium atomic mass of beanium Conclusion: In conclusion, an isotope is a variation of an element that already exists. It is different because it has more or less neutrons in its nucleus.Depending on how many isotopes one element has, the average atomic mass will change. When calculating the average atomic mass, you must include all of the isotopes which have more or less neutrons than the original element. Since neutrons have a mass of 1amu, the isotopes masses will vary, thus affecting the average atomic mass of an element. When performing this experiment, the mass of the beans were measured while the number of beans, average mass and percent of beans had to be calculated. The average mass of he beans, or isotopes, was a decimal because the weight of the beans in one sample divided by the number of beans of the same sample was not an even number. This lab simulates the various isotopes of an element because all of the beans were in the same ‘family’; however, they all looked different and had different masses. This is an example of how real elements have isotopes that may not look alike or have the same mass, but they’re still a part of that one element. As this experiment may have gotten the results shown above, when performing this experiment a second time, the results may vary.This is because not every bean is identical. If larger sa mples are used then the difference may be smaller because the larger the sample you have to work with, the closer your average will be to the actual mass. 1 source of error in this experiment may have been miscounting the number of beans. This may change the results of the 2, 4, and 5 columns of the data table. Another source of error may have been miscalculating the average mass of one bean. This would affect the answer for the atomic mass of beanium.

Color theory

Two more females could also be seen walking away from the flower stall. All the characters in the artwork are seen wearing traditional Malay clothing. The older lady operating the flower stall has a lot of facial expression and she is currently packing a bouquet of flowers together. The younger lady operating the flower stall is sitting on her left with a rattan basket on her lap. There are some flowers in her rattan basket and she is packing them together. The lady customer with a young child is busy choosing the flowers she wants from the basket placed in front of her while the other lady customer is still deciding on what flowers she wants. ) Technical Innovations: This artwork consists of a lot of texture. The canvas itself has a rough surface and oil based paint will leave behind some medium after it was dried. By using oil on canvas, the artist is able to create an artwork which rich in actual texture after it was completed. The artist had also created value in this artwork. Th e characters and objects in the artwork shows value as each Of them have a combination of light and darkness tone on them. The artist had used a combination of different values of the same color when painting the characters and objects.The artist had used a lot of pigmentation in creating this artwork. As a result, this artwork is rich in color. The artist had also minimized the space in this artwork. There is very little distance between the characters and objects in the artwork but the artist had made the characters further away smaller to show that their position is further away. As a result, the artwork gives a very compact yet realistic feeling to its audience. E) Opinion about the artwork I) Subject matters: All the people in this artwork are seen wearing a type of traditional Malay clothing known as the ‘Baja Koruna.The background also features a lot Of Reese and a dirt track, indicating that there is a high chance that this scene IS located in the countryside rather th an in the more developed cities. In my opinion, the artist is trying to tell us that this is a scene from a Malay village located in the countryside. The main characters of this artwork are the old lady and young lady running their flower stall and the supporting characters would be the few customers at the stall. The background of the artwork is yellowish in color, indicating that the time could be in the evening.In my opinion, the two ladies had set up their stall under a big tree to seek shelter room the hot evening sun as it is uncomfortable and it will cause the flowers to wilt faster. The lives of the people living in this village are simple as they could work as selling flowers by the roadside to support themselves. They are not bound by the rules and regulations normally found in the busy city life as portrayed in the artwork above. There are no local law enforcers to chase them away despite they are trading without a proper premise or license.This scene would not appear in large cities as city councils requires the sellers to obtain an official permit to be displayed at their stall or the city council will end in their people to chase them away or confiscate their goods. The flowers are separated based on their colors and were placed inside baskets to be presented to the customers. The flowers are only available in yellow, orange, red and purple. In my opinion, the variety of flowers available are limited due to it is currently not blossom season. The old lady in the artwork shows a light smile on her face when she is serving her customers.This shows that the people in this village are very polite and friendly towards each other. The old lady is holding a bouquet of flowers on her hand which consists of the red and yellow flowers. It is likely that she is wrapping the flowers chosen by her customer which is the lady with the little girl. Judging by the age of the lady, the young girl is most likely to be her daughter. It is possible that the lady was bringing her daughter out for a walk when they came across this flower stall where they decided to have a look and purchase some fresh flowers to decorate their home.There is a younger lady sitting beside the old lady at the flower store. In my opinion, she may be the daughter or granddaughter of the old lady and she is helping the old lady to run the flower stall. She has a rattan basket on her lap with some lower in it. It is possible that she may be packing the flowers according to the customer's demands. There is also another lady customer in dark red Malay dress. She is looking at the three silver buckets with her hand holding her chin. She may be indecisive on which flower to buy. There are also two Malay women walking away from the flower store.It is possible that they had just bought the flowers from the stall and are walking back to their home. Ii) Values: This artwork consists of the social and economy value. The artist is trying to show his/her audience the social and eco nomic conditions in a rural Malay illegal. Social value could be seen from the individuals in the artwork. The two ladies running the flower stall are dressed neatly but their clothes are plain and lack decorations. This suggests that they are not very rich and have a lower status in the society. The other three customers are wearing the same type of clothes but their clothes are more stylish with added patterns.They are also not working but are shopping for goods. This suggests that they are richer than the ;vow ladies running the flower stall and it is possible that they may from the middle or upper class of the society. However, none of the harassers in the picture showed arrogant attitude towards each other despite being from different social classes. The economic factor could also be seen from the artwork. Selling flowers is one of their local job in order to earn income. The two ladies running the flower stall is trading with their customers. Judging by the simple conditions o f the flower stall, the prices of the flowers should not be too high.The flower stall has a lot of customers. This suggests that the local economy is doing well as people have extra income to be spent on decorative items. A) Artwork 2 b) I) Title of the artwork – Koala Kananga Street I) Name of the artist- Ye Amok Sin iii) Media – Water Color iv) Date of origin -? Nil This artwork is a scene of a street in town. There are double storey shop lots painted in white along the street. All of the shop lots have their own signboard. There are Chinese and English writings on the signboards. There is a bakery shop at the left side of the picture with a lot of pastry trays stacked up outside the shop.There are also some stalls outside the shop lots. Some of the stalls have huge umbrellas over them but some do not and here are people selling things in the stalls. There are also a few customers looking at he goods on sale at the stalls under the huge umbrellas. There is a Tristan paddled by a man in the middle of the road. A lady is also seen walking alone On the street while carrying some goods in a plastic bag on her hand. This artwork is a blend of a few art elements. One of the elements found inside this artwork is value. The scene in artwork is an opened area and the artist had used value to show the direction of the light.The light source in the picture is on the upper left side of the picture as it is brighter on that side. Shadows of the buildings and people are also pointing towards the opposite erection of the light source. The usage of value had also given the objects in the artwork a 3-dimensional form on a flat piece of paper. The artist had also used space to create an illusion that some objects and people in the artwork are further away. The bakery shop on the left is bigger in size than the row Of shop lots on the right. This gives the audience an illusion that the bakery shop is the nearer and the row of shop lots are further away.The artist had also used the line element in this artwork. The people in the artwork are formed from vertical lines which could be seen from their straight postures. The artwork captures the scene at a very peaceful street called the Koala Kananga Street. The artists main focus on this artwork is the lady walking on the road, the bakery shop and the man selling things in the stall beside the bakery shop. There are shop lots along the street painted in white color. These shop lots contains traditional design elements which is normally found on buildings from the pre-first world war era.In my opinion, these buildings are painted in white color as it is the current trend of the time. People back then may perceive that white buildings look clean and tiny which could help hem attract more customers. There are also a lot of stalls along the street, indicating that it could be in the morning. There is a lady walking alone on the street with a bag of goods on her hand. She is seen in more modern clot hing. In my opinion, it is most possibly that she is a housewife from the medium or upper social class who is out to buy some raw materials needed for preparing dinner.The facial expression of the lady could not be clearly seen as her face is pointing towards the floor. It is possible that her children had gone to school and her husband had gone to ark, leaving her alone when she goes on her daily routine of going out shopping for family supplies. This could be the reason why she looks lonely and bored as she walks down the street. There is also a bakery shop on the left side of the artwork. It is a bakery shop because the ‘Bakery' word is written on the red signboard hanging outside the shop. There is a lot of pastry trays stacked up neatly outside the shop.These pastry trays are used by the bakery to put their finished products and it is possible that they are stacked outside the shop awaiting collection by customers. Judging from the large number of pastry trays outside the shop, his bakery shop is very profitable and is able to sell a lot of their products daily. This bakery store may be very famous or it is possible that the bread and pastries made by this bakery are very delicious. There is a small stall with a man selling things in it beside the bakery. The stall is hid under the shadow of the bakery shop and away from the sunlight.It is possible that the man chooses to place his stall to avoid the hot sun as he does not have a huge umbrella over his stall like the other stalls across the street. The size of his stall is also small and there is a bucket on the store. It is Seibel that he is selling beverages and uses the bucket to contain the beverages he had prepared. He could be earning a lot of money from the sales of his beverages as the weather is hot and shoppers walking along the street would stop at his stall for a drink and rest to refresh themselves. One of the windows on the second floor of the shop lot located opposite the bakery is op ened.This indicates that it is vacancy on the second floor Of the shop lot. It is possible that the family of the shop owner is currently living there. Most of the families of shop owners during that time live on the second lour of their shop to save up from paying additional rent for a house. It is also more convenient for the shop owners as they could run their business on the ground floor while being at home to take care of their families. All the shops have very clear signboards outside each of them and the signboards consists of Chinese and English writing.It is possible that this is a Chinese based community under the British colony. There are no cars and there is only a Tristan in the middle of the road. The number of cars at that time is very less and the Tristan is the main form of transport. The weather is also very hot as the stalls by the road have big umbrella over them to help them avoid the heat from the sun. The artwork consists of social and economy value. The artis t is trying to show his/her audience the social and economic conditions of Chinese community living under the British colony. The social value could be seen from the people in the picture.The lady walking in the middle of the street is wearing modern clothes influenced by western culture as brought by the British. It is possible that she is from a wealthier family as only the wealthy people at the time embraced the western fashion. She also does not go to work but stayed as a housewife. The owner of the small beverage stall is seen wearing more traditional Chinese clothing. He may be from a poorer family compared to the lady walking on the street. The economy value could also be reflected from the artwork. The artwork consists of shops and stalls on the street preparing to conduct business with their customers.This shows that the economic is in good conditions as the businesses are still going on well. A) Artwork 3 b) I) Title of the artwork – Penance Hill ii) Name of the art ist – Hen Chin Chining iii) Media – Oil Pastel iv) Date of origin -2014 This artwork is about the Funicular Train which is located at Penance Hill, Penance. This artwork is designed to look like three stamps from different era consisting of three different designs of the Funicular Train which was updated over time. The three stamps made up a timeline starting from the bottom and each contains design characteristics of the time.The stamp at the bottom represents the Funicular Train in the year 1923. It contains the Funicular Train in its first design and the picture is painted in black and white. There are a lot of trees and bushes in the background. The word ‘1 c' is also seen on the top eight corner of the stamp and the year 1 923 was stated at the bottom of the stamp. The stamp in the middle consists of Funicular Train in its updated and more modern second design. There are less bushes and trees in the stamp in the middle compared to the stamp at the bottom.The Stamp in the middle is colored and the word ‘ICC' could be seen on the top right corner. The year 1977 was also stated on the bottom of the stamp. The stamp on the top features the Funicular Train in its latest design. There are even less trees and bushes in the background compared to the stamp in the middle and the clear blue sky are also clearly exposed. There is a ‘RMI' word on the top right corner of the stamp and it is recorded as the year 201 1 on the bottom part of the stamp. The artist had used different techniques when creating the three stamps in the artwork to give them a distinguished look from each other.The stamp at the bottom is created using the shading technique to replicate the black and white photos commonly found during the year 1923. Value is also shown in the stamp at the bottom as the artist had used different tone of shading when creating it. The stamp in the middle is created entirely from oil pastels and features the less advance drawing techni ques from the year 1977. The stamp also consists of the color value as it contains high color intensity. The stamp on the top is created from a blend of oil pastels and poster color.Oil pastels are used to paint the picture while the sky is finished in poster color to give the clouds a softer feeling. Value and space is utilizes by the artist to give the top stamp a look which resembles a modern photograph from 2011. This artwork is a combination of three smaller artworks in the shape of stamps. The stamps contain of images of different versions of the Funicular Train found at Penance Hill. The images are arranged from the bottom to the pop and the time of each image was included in the image itself by the artist to create timeline of the evolution of the Funicular Train at Penance Hill and the changes to Penance Hill.The images also contain of the characteristics of pictures found on stamps from their era. The stamp at the bottom consists of an image of the first generation Funicul ar Train at Penance Hill. The entire image is black and white in color and resembles the photos found on the stamps from that era because the artist is trying to replicate a stamp from that era. It was also stated as the year 1923 on the bottom part of the image. This is a message from the artist that the first generation of the Funicular Train entered into service at that year.The train is small in size and the design of the train is simple. The size of the train is small as there is no modern technology to design a train which is capable of carrying a heavier load. There are also less people visiting Penance Hill during that time. Therefore, there is no need for a bigger train as it will incur a higher cost to build it. The Funicular Train also has no windows and the train conductor's seat does not even have a door. This reflects that people of the time values function over form and comfort. There are a lot of trees and bushes in the background.The artist is trying to tell the aud ience that the Penance Hill is undeveloped during that time. ‘1 c' is also written on the top right corner of the stamp and it represents the value of the stamp. The artist is trying to tell the audience about the economic conditions during that time and 15 cents is all that was required to send a letter. The stamp in the middle consists of an image of the second generation of the Funicular Train at Penance Hill. This image is colored and the drawing style highly resembles drawings found on stamps from that era.The year 977 was stated on the bottom of the image which is the year that the second generation of the Funicular Train entered into service at Penance Hill. The design of this train is more modern and has windows. This shows that the people at the time had started to value comfort and safety. The train is also larger in size and there are less trees and bushes in the background. The artist is trying to tell the audience that the Penance Hill is more developed at that ti me and there are more visitors. Therefore, the train is larger in size to cope with the increased number Of visitors. ‘ICC' is written on the top right ornery of the stamp.This shows that the local economy had bloomed and more money is required to send a letter compared to year 1923. The top stamp represents the latest and current look of the Funicular Train at Penance Hill. This image is more realistic and the drawing style resembles a stamp from the 21st century. The stamp is marked as year 2011 which is also the year the third generation Funicular Train was brought into service. This Funicular Train consists of a high tech-modern design and is larger in size. This shows that people from the 21 SST century seeks not only safety and inform but also speed in their travels.This image features even less bushes and trees than the image in the middle and the sky could be clearly seen. The artist is trying to convey a message saying that even more development had occurred and the t rees are depleting at Penance Hill. ‘RMI' is written on the top right side of the stamp. This shows that the local economy had experienced a huge increase as even more money is required to send a letter. By comparing the three pictures from different era side by side, the artist could show the development of the local economy and the development of Penance Hill.

Quotes From the Classic Novel Black Boy

Quotes From the Classic Novel Black Boy Black Boy  by Richard Wright was first published in 1945. This autobiographical novel was a bestseller, and it is an important 20th-century work of literature. Another famous novel by Richard Wright, Native Son, was published in 1940. Here are a few quotes from Black Boy. Black Boy Quotes The faint cool kiss of sensuality when dew came onto my cheeks and shins as I ran down the wet green garden paths in the early morning. Im hungry now, but I wont live with you. Im doing all I can, When you get through, kiss back there. White, red and black, but quickly tells him to hush, saying, Theyll call you a colored man when you grow up. Do you mind, Mr. Wright? You cant eat a dead dog, can you? If I kissed my elbow, I would turn into a girl. At the age of twelve, before I had had one full year of formal schooling, I had a conception of life that no experience would ever erase, a predilection for what was real that no argument could ever gainsay, a sense of the world that was mine and mine alone, a notion as to what life meant that no education could ever alter, a conviction that the meaning of living came only when one was struggling to wring a meaning out of meaningless suffering. I said to myself, that boy just doesnt know what hes doing... The naked will of power seemed always to walk in the wake of a hymn. You ought to know God through some church. Even if that isnt right, its not far wrong. I never saw a dog bite that could really hurt... the principals speech is the better speech. My ass is tough and quarters is scarce. This was the culture from which i sprang. This was the terror from which I fled. Color hate defined the place of black life as below that of white life... Having been thrust out of the world because of my race, I had accepted my destiny by not being curious about what shaped it. Trying to please everybody, I pleased nobody... We must have a purge. You lost people! I lived in the South and I never saw any chain gangs. Get out of our ranks! I would send other words to tell, to march, to fight, to create a sense of the hunger of life that gnaws in us all, to keep alive in our hearts a sense of the inexpressibly human.

The Ancient History of Silk Making and Silkworms

The Ancient History of Silk Making and Silkworms Silkworms (incorrectly spelled silk worms) are the larval form of the domesticated silk moth, Bombyx mori. The silk moth was domesticated in its native habitat of northern China from its wild cousin Bombyx mandarina, a cousin which still survives today. Archaeological evidence suggests that occurred about 3500 BC. The fabric we call silk is made from the long thin fibers produced by the silkworm during its larval stage. The insects intent is to create a cocoon for its transformation into the moth form. Silkworm farmers simply unravel the cocoons, each cocoon producing between 100-300 meters (325-1,000 feet) of fine, very strong thread. People make fabrics from the fibers produced by at least 25 different species of wild and domesticated butterflies and moths in the order Lepidoptera. Two versions of wild silkworm are exploited by silk manufacturers today, one in China and far eastern Russia called Chinese B. mandarina; and one in Japan and southern Korea called Japanese B. mandarina. The largest silk industry today is in India, followed by China and Japan, and more than 1,000 inbred strains of silkworms are kept worldwide today. What is Silk? Silk fibers are water-insoluble filaments that animals (chiefly the larval version of moths and butterflies, but also spiders) secrete from specialized glands. Animals store the chemicals fibroin and sericinsilkworm cultivation is often called sericultureas gels in the insects glands. As the gels are excreted, they are converted into fibers. Spiders and at least 18 different orders of insects make silk. Some use them to construct nests and burrows, but butterflies and moths use the excretions to spin cocoons. That ability that began at least 250 million years ago. The silkworm caterpillar feeds exclusively on the leaves from several species of mulberry (Morus), which contain a latex with very high concentrations of alkaloid sugars. Those sugars are toxic to other caterpillars and herbivores; silkworms have evolved to tolerate those toxins. Domestication History Silkworms are today completely dependent on humans for survival, a direct result of artificial selection. Other characteristics bred into the domestic silkworm caterpillar are a tolerance for human proximity and handling as well as for excessive crowding. Archaeological evidence indicates that the use of cocoons of the silkworm species Bombyx to produce cloth began at least as early as the Longshan period (3500-2000 BC), and perhaps earlier. Evidence of silk from this period is known from a few remnant textile fragments recovered from well-preserved tombs. Chinese historical records such as the Shi Ji report silk production and depict garments. Archaeological Evidence The Western Zhou Dynasty (11th-8th centuries BC) saw the development of early silk brocades. Many silk textile examples have been recovered from archaeological excavations of Mashan and Baoshan sites, dated to the Chu Kingdom (7th century BC) of the later Warring States period. Silk products and silkworm-rearing technologies came to play a critical role in Chinese trade networks and in the interaction of cultures among different countries. By the Han Dynasty (206 BC-AD 9), silk production was so important to international trade that the camel trails used to connect ChangAn with Europe were named the Silk Road. Silkworm technology spread to Korea and Japan about 200 BC. Europe was introduced to silk products through the Silk Road network, but the secret of silk fiber production remained unknown outside of eastern Asia until the 3rd century AD. Legend has it that the bride of a king of the Khotan oasis in far western China on the Silk Road smuggled silkworms and mulberry seeds to her new home and husband. By the 6th century, Khotan had a thriving silk production business. Sequencing the Silkworm A draft genome sequence for silkworms was released in 2004, and at least three re-sequences have followed, discovering genetic evidence that the domestic silkworm has lost between 33-49% of its nucleotide diversity compared to the wild silkworm. The insect has 28 chromosomes, 18,510 genes, and over 1,000 genetic markers. Bombyx has an estimated 432 Mb genome size, much larger than fruit flies, making the silkworm an ideal study for geneticists, particularly those interested in the insect order Lepidoptera. Lepidoptera includes some of the most disruptive agricultural pests on our planet, and geneticists hope to learn about the order to understand and combat the impact of silkworms dangerous cousins. In 2009, an open access database of the silkworms genome biology called SilkDB was published (see Duan et al). Genetic Studies Chinese geneticists Shao-Yu Yang and colleagues (2014) have found DNA evidence suggesting that the silkworm domestication process may have begun 7,500 years ago, and continued to around 4,000 years ago. At that time, silkworms experienced a bottleneck, losing much of its nucleotide diversity. Archaeological evidence does not currently support such a long domestication history, but the bottleneck date is similar to dates proposed for initial domestication. Another group of Chinese geneticists (Hui Xiang and colleagues 2013) has identified an expansion of silkworm population about 1,000 years ago, during the Chinese Song Dynasty (960-1279 AD). Researchers suggest that may have been associated with the Song Dynasty Green Revolution in agriculture, predating Norman Borlaugs experiments by 950 years. Sources Deng H, Zhang J, Li Y, Zheng S, Liu L, Huang L, Xu W-H, Palli SR, and Feng Q. 2012. POU and Abd-A proteins regulate the transcription of pupal genes during metamorphosis of the silkworm, Bombyx mori. Proceedings of the National Academy of Sciences 109(31):12598-12603. Duan J, Li R, Cheng D, Fan W, Zha X, Cheng T, Wu Y, Wang J, Mita K, Xiang Z et al. 2010. SilkDB v2.0: a platform for silkworm (Bombyx mori) genome biology. Nucleic Acids Research  38 (Database Issue): D453-456. Russell E. 2017. Spinning their way into history: Silkworms, mulberries and manufacturing landscapes in China. Global Environment 10(1):21-53. Sun W, Yu H, Shen Y, Banno Y, Xiang Z, and Zhang Z. 2012. Phylogeny and evolutionary history of the silkworm. Science China Life Sciences 55(6):483-496.Xiang H, Li X, Dai F, Xu X, Tan A, Chen L, Zhang G, Ding Y, Li Q, Lian J et al. 2013. Comparative methylomics between domesticated and wild silkworms implies possible epigenetic influences on silkworm domestication. BMC G enomics 14(1):646. Xiong Z. 2014. The Hepu Han tombs and the maritime Silk Road of the Han Dynasty. Antiquity 88(342):1229-1243.Yang S-Y, Han M-J, Kang L-F, Li Z-W, Shen Y-H, and Zhang Z. 2014. Demographic history and gene flow during silkworm domestication. BMC Evolutionary Biology 14(1):185.

Made in the USA makes a comeback

Made in the USA makes a comeback When American companies started outsourcing manufacturing jobs overseas, there was a huge economic impact that many feared would drag the American economy down. According to MarketWatch, there were 150,000 American manufacturing jobs sent overseas in 2003, which brought the grand total of jobs lost to anywhere between three and four million. But in 2014, only 50,000 American jobs were sent overseas and that has given many American business analysts reason to think that American manufacturing is gaining momentum. But it isn’t just the drastic drop in outsourced manufacturing jobs that is getting Americans excited. In 2014, MarketWatch estimates that nearly 60,000 manufacturing jobs were brought back to the United States in a trend being called reshoring. The net gain of 10,000 jobs in 2014 is giving many American manufacturers reasons to believe that the â€Å"Made in the USA† label is going to start showing up on a lot more products.Why Is Reshoring Happening?When Ameri can companies started to outsource their manufacturing needs to countries such as China and India, the wages in those countries were extremely low. As the American companies pump more money into those growing economies, wages are going up and the increased costs involved with shipping and tariffs are combining to make it much cheaper to make products in the United States.Forbes Magazine also suggests that the instability in the economy over the past few years has made American companies hesitant to invest in the large amounts of inventory required to make outsourcing profitable. These days, American companies want to be able to buy only what they need and they also want to be able to make changes to their products to fit consumer trends. By making their products in the United States, these companies can cut down on the amount of inventory they need to invest in and make changes to their products in a cost-efficient manner.American Pride Is Kicking InThere has always been a large con tingency of the American public that prefers to buy products that are made in America and, according to Reshoring Initiative, the lure of profits tied to selling products made in America is becoming very strong with American and foreign companies. Even foreign manufacturers are building plants and hiring more workers to build products in the United States, which could mean a proliferation of â€Å"Made in the USA† around the world.What Does The Future Hold?One of the biggest proponents of the reshoring movement is Wal-Mart. Since Wal-Mart is the largest retailer in the world, it can often dictate the future of the manufacturing industry. According to the MarketWatch article, Wal-Mart plans to invest more than $250 billion additional dollars in products made in America. While most observers are not expecting all three to four million outsourced jobs to come back in the immediate future, then trends we are seeing indicate that manufacturing could be coming back to the United St ates in a very big way.When economics team up with patriotism, you get a resurgence in an American industry that many thought was dying. With reshoring creating a net increase in the number of manufacturing jobs being created in the United States each year, it is starting to look like American ingenuity and hard work are being rewarded.

Directing and managing project execution Assignment

Directing and managing project execution - Assignment Example In fact, project management has been termed as an â€Å"accidental profession by more than one writer† (Pinto and Kharbanda 1995). Based on the above review of literature and my experience, following is my advice to Julianne on key points in how to direct and manage her project team. Sanghera (2010) emphasis that a successful project meets all its objects of triple constraints i.e., project scope, time and cost. However, there is no fixed ratio between these constraints and their weights vary according to the changes to project requirements in meeting the objectives. Further, these aspects of triple constraints may have different relative importance for different stakeholders. Thus it is essential for project manager to know and understand the relative prioritization between the three aspects of triple constraints. Kor and Wijnen (2007) suggest that one method of prioritizing the triple constraint is to organize meeting with all project stakeholders and rank each aspect in terms of five management dimensions i.e., feasibility, flexibility, temp, efficiency and goal-orientation. The output of this process would be a ranking of prioritized aspects of triple constraints based on consensus that would help project manager in efficiently organizing people and resource s through project monitoring and control processes. Sanghera (2010) suggests that for each activity on the project, responsibility must be assigned to one single individual who takes charge of situation. PMBOK (2008) highlights use of RACI Chart for assigning roles and responsibilities to the project team for each project activity. In RACI Chart, names or roles are listed on horizontal axis while schedule activities are listed on vertical axis and a code is placed at the intersection box of each activity and role/name in the matrix table i.e. Responsible (R), Accountable (A), Consult (C), and Inform (I) (Mulcahy 2011). The only constant thing in world is

Environmental agency Case Study Example | Topics and Well Written Essays - 10000 words

Environmental agency - Case Study Example Economic competition on a global scale brought about by the movement towards globalization has also contributed immense pressures on the environment. This is also argued in the context that sustainable development among poor nations had been a difficult task, given the tendency of these countries to undertake exploitive economic activities (mostly through extractive industries such as mining, forestry and agriculture). The depletion of their natural resources have only given these underdeveloped countries temporary economic activities which would disappear as soon as their resources have been depleted. It is often perceived that free trade and globalization only benefits those whio have the financial leverage, and at the expense of those who do not. Among the Third World countries facing such problems in terms of environmental degradation and growing economic pressures in the face of an ever-increasing population is the Philippines. A prime example of the high price the country has to face in its struggle for economic survival is the plight of the Pasig river. The Pasig River is the main river system in Metro Manila. Technically an estuary channel, its 25-kilometer stretch connects the large lake known as Laguna de Bay to Manila Bay. Laguna Lake is one of the largest freshwater lakes in the world had for centuries been a source of food, raw materials and the site of various economic activities. ... In the wet season when water elevation in the lake is higher than that of Manila Bay, the natural channel flow is from the lake emptying into the sea. The river is an invaluable ecosystem linking the lake and the sea. It is among the Philippines' numerous irreplaceable natural resources. Fish have spawned and their fries and fingerlings have been nurtured by the mineral-rich contents of this estuarine channel. Settlements have long occupied portions of the Pasig River even before the Spaniards colonized the Philippines. It served as the main highway among settlements located along its banks and functioned as the umbilical cord to other settlements within the interior locations both near and distant from Laguna de Bay. Like many rivers all over the world, the Pasig River has suffered from abuse and neglect. The Pasig River and its tributaries have long been pressed into service and these have taken their toll on the river. The once pristine and sparkling waters which provided clean drinking water to the elegant Spanish villas lining its banks has now been transformed into a virtual waste basin for an economically struggling industrial center that serves as the heart of a nation. More than 300 factories and 10,000 households have replaced the dainty native huts and romantic Spanish villas of old. The sweet and quenching waters have become a reeking soup of industrial and domestic wastes. The once abundant fish and plant life have been replace by only the toughest of scavengers, both animal and human alike. It is estimated that 330 tons of domestic and industrial wastes are discharged into the river every day. This

Child Prostitution in India Essay Example | Topics and Well Written Essays - 1500 words

Child Prostitution in India - Essay Example This paper is a critical evaluation of child prostitution in India as well as ways through which the dilemma can be resolved. Child Prostitution in India India is categorized as one of the most highly populated countries in the world, with majority of its citizens suffering from abject poverty. Statistics indicate that more than 300 million out of the total population of approximately 944 580 000 people are living below poverty line, as per early 1990’s reports (Shephered 62). This ratio has definitely increased based on the fact that the total population has increased significantly to hit the 1 billion mark, making it the second most populous country after China. Out of this population, 25% is believed to be living in urban areas, which is a recipe for the establishment of informal residential areas that are unsafe and unhealthy for bringing up children. Due to these factors, families have been trying all methods to make ends meet and this has resulted to numerous cases of ch ild abuse, who are introduced to child labor and prostitution at a tender age (Sahni 12). Child prostitution may be defined as the involvement of children below the age of 18, depending on the legal definition of an adult in a country or society. It is prohibited in most of the countries around the world, even in those that legalize prostitution but there is a tendency in India whereby the locals are comfortable and in fact, some sources indicate that parents, who are supposed to offer protection to these children, are the main perpetrators of this heinous activity (Sahni 39). The girl child is given little significance in most of Indian societies who view them as sex tools such that they are even sexually abused by immediate members of the family such as the father, brothers among others. Some sources indicate that this habit begins in the marital bed, where couples incorporate their children in their sexual activities and sometimes, they are ‘loaned’ to neighbors for the same purposes. Mothers are said to use masturbation as a technique to send their female children to sleep and to enhance masculinity in boys, which is according to observers (DeMause 21). By the time they reach the age of 5 or 6, these children are already aware of their sexuality and thereby will go ahead to practice what they have been experiencing at the hands of their parents. On the other hand, child prostitution in India has been observed as being motivated by cultural and religious practices by the society rather than poverty as with other third world countries. An example is the tradition whereby young girls are offered as sacrifices to gods, in a practice known as Devdasi and which is widely accepted in majority of Indian cultures. Once these girls are relocated to the temples, they become what are widely referred to as religious prostitutes, who sleep around with different priests (Gathia 51). However, this kind of prostitution is different as it does not have the comm ercial aspect in it. This is to imply that these girls are not compensated for their services and as such, they are more of sex slaves as they are not allowed to make their own decisions on how to control their sexual activities especially choosing preferred clients. Despite the banning of this tradition in 1982, the society has continued to practice it, insisting that observing the restriction would amount to

The Significance of the Abrahamic Covenant for Israel and Its Impact Research Paper

The Significance of the Abrahamic Covenant for Israel and Its Impact on My Life - Research Paper Example Although the Abrahamic Covenant is unconditional, one of its aspects is in fact conditional – the Land aspect (Leigh). Nevertheless, whether unconditional or not, all three aspects of the Abrahamic Covenant bear a great significance to the nation and people of Israel and to my life as well. The Abrahamic Covenant is in fact stated in five major passages in the Old Testament Bible (Raddish 42). The first is in Genesis 12:1-3, 7, where God first showed favor to Abraham. This is followed by Genesis 13:14-17, where God expanded his promises to Abraham concerning his descendants and the land they will own in the future. The third passage is Genesis 15:1-21, where there is a formal binding of the covenant between God and Abraham. In the fourth passage, Genesis 17:1-14, the covenant was reaffirmed. Finally, in Genesis 22:16-18, the covenant was restated by God with finality, after Abraham has proven himself worthy by attempting to sacrifice his own son Isaac for God at Mt. Moriah. (4 2) It is a fact that there are three elements in the Abrahamic Covenant – the seed of Abraham, the universal blessings of God, and the land that Abraham’s descendants will own. ... With Abraham, God promised, â€Å"But my covenant I will establish with Isaac, whom Sarah will bear to you by this time next year† (Gn. 17:21). This particular promise God fulfilled when He tells Isaac, â€Å"Stay in this land for a while, and I will be with you and will bless you [and] I will make your descendants as numerous as the stars in the sky† (Gn. 26:3-4). After Isaac has passed away, God renewed the covenant with Jacob when He tells the latter, â€Å"All peoples on earth will be blessed through you and your offspring [and] I am with you and will watch over you wherever you go, and I will bring you back to this land† (Gn. 28:13-15). What Jacob may have perhaps did not anticipate or did not clearly understand was that when God said, â€Å"I will bring you back to this land,† He meant that the descendants of Jacob will first be enslaved in Egypt before they were to return to Israel. Nevertheless, with only his faith to guide him, Jacob repeated this to his son Joseph when he tells him, â€Å"God Almighty appeared to me at Luz in the land and there he blessed me and said to me, ‘I am going to make you fruitful and increase your numbers† (Gn. 48:3-4). The events that followed this included the famine in Israel which forced Joseph’s brothers to flee to Egypt, the slavery that the Israelites experienced under the Egyptian pharaoh, and their eventual deliverance through Moses. However, the ultimate success of the Seed aspect of the covenant comes before the exodus. This is stated in the Book of Exodus: â€Å"The Israelites were exceedingly fruitful; they multiplied greatly, increased in numbers and became so numerous that the land

Effects of Ergonomics and Health and Safety on Employee Productivity Dissertation

Effects of Ergonomics and Health and Safety on Employee Productivity in Hotels - Dissertation Example Many have had to reduce costs drastically. One of the highest costs for any employer is staffing and a reduction in staff numbers has become unavoidable. With a reduced number of employees and a larger work load, a high level of labour productivity is essential. Some may argue that the level of productivity from an employee depends on their attitude towards the job, the job rewards, and the way in which a manager motivates the employee, all of which have been proven to be true. But today, employers are under more pressure to ensure the maximum level of productivity is achieved which creates the need for new ways to achieve this. Fraser, 1994, makes the point that the level of work productivity depends on basic human abilities, enhanced by education, training, selection, and direction. Education and training transform an individual’s basic abilities into skills. Selection and direction ensure that these skills are matched to the most appropriate tasks. But if the tasks, the wor king environment and job factors are not suited to the worker, the resulting mismatch can lead to poor work quality, worker fatigue, and reduced productivity. Traditionally, projects focusing on the improvement of the working environment were based on energy-saving. ... Productivity can be defined as â€Å"output to the labour hours used in the production of that output† (Bureau of Labour Statistics). In more simplified terms it is a measurement of work produced in a given time. Attention to productivity levels is particularly important in Ireland as the cost of labour is very high in comparison to other countries. Hotel managers must ensure that the high rate of pay is justified. An emphasis on productivity in hotels over the past few years with the economic decline has meant that employees have had to work harder and some employees have lost their jobs. An article by James R. Brown of Cornell University suggests that a hotel's size, its service orientation, its ownership arrangement, and its management arrangement affect productivity. His research found that large hotels use their labour more productively and generate the most income from their capital investments. Upscale hotels are inclined to be more productive than mid-market hotels, wh ile hotels operated by branded management companies use their capital and labour resources more efficiently than do hotels operated independently or by independent management companies. Finally, company owned properties tend to employ their labour more productively than do franchised hotels. (Brown, 1999). Currently hotels in Ireland are focusing on reducing labour costs while maintaining sales. Concentrating on the reduction of labour costs as a percentage of sales may achieve short term productivity targets but can also jeopardise long term viability due to the erosion of service standards. Poor service affects customer satisfaction, which in turn influences sales and productivity, thereby creating a cycle of poor productivity. (Kimes, 2001). Measuring

Correlation of Crime and Victimization through Race and Ethnicity Research Proposal

Correlation of Crime and Victimization through Race and Ethnicity - Research Proposal Example In turn, a higher number of them have been victimized for the wrong reasons. The purpose of this study is to critically examine the disparity in the rate of victimization among the different races and ethnic communities in the U.S. The study is motivated by the high reports on victimization among the minority groups when compared to the Whites. Previously conducted research indicates that that the rate of crime and victimization among Blacks and Hispanics is higher than that among the Whites. It thus examines the underlying causes of deviant behaviors among the minority groups and what can be done to solve them and reduce the rate of victimization among the members of the minority groups. The quantitative method of data collection will be used in this study to compare the number of Blacks and Hispanics who are victimized against whites. It will be facilitated through the use of questionnaires on a sample of the population within the community and interviews for some of the convicted inmates. The random sampling method will be used to ascertain that the lifestyle exhibited by members of the minority groups within the United States is as a result of the unfavorable conditions that they are exposed to. These result in higher rates of crime and hence victimization, which results from an injury stereotype. In this case, the government must ensure equity and even distribution of resources among these groups to make them more independent, reduce their rate of crime and the ultimate victimization from individuals from the majority groups. In the recent past higher rates of victimization have been reported in the United States, especially among the Blacks and Hispanics who are considered to come from the minority group. This practice is associated with the stereotype that Blacks and Hispanics are criminals and hence should be made victims of their actions. In this sense, research and other records

Effects of Ergonomics and Health and Safety on Employee Productivity Dissertation

Effects of Ergonomics and Health and Safety on Employee Productivity in Hotels - Dissertation Example Many have had to reduce costs drastically. One of the highest costs for any employer is staffing and a reduction in staff numbers has become unavoidable. With a reduced number of employees and a larger work load, a high level of labour productivity is essential. Some may argue that the level of productivity from an employee depends on their attitude towards the job, the job rewards, and the way in which a manager motivates the employee, all of which have been proven to be true. But today, employers are under more pressure to ensure the maximum level of productivity is achieved which creates the need for new ways to achieve this. Fraser, 1994, makes the point that the level of work productivity depends on basic human abilities, enhanced by education, training, selection, and direction. Education and training transform an individual’s basic abilities into skills. Selection and direction ensure that these skills are matched to the most appropriate tasks. But if the tasks, the wor king environment and job factors are not suited to the worker, the resulting mismatch can lead to poor work quality, worker fatigue, and reduced productivity. Traditionally, projects focusing on the improvement of the working environment were based on energy-saving. ... Productivity can be defined as â€Å"output to the labour hours used in the production of that output† (Bureau of Labour Statistics). In more simplified terms it is a measurement of work produced in a given time. Attention to productivity levels is particularly important in Ireland as the cost of labour is very high in comparison to other countries. Hotel managers must ensure that the high rate of pay is justified. An emphasis on productivity in hotels over the past few years with the economic decline has meant that employees have had to work harder and some employees have lost their jobs. An article by James R. Brown of Cornell University suggests that a hotel's size, its service orientation, its ownership arrangement, and its management arrangement affect productivity. His research found that large hotels use their labour more productively and generate the most income from their capital investments. Upscale hotels are inclined to be more productive than mid-market hotels, wh ile hotels operated by branded management companies use their capital and labour resources more efficiently than do hotels operated independently or by independent management companies. Finally, company owned properties tend to employ their labour more productively than do franchised hotels. (Brown, 1999). Currently hotels in Ireland are focusing on reducing labour costs while maintaining sales. Concentrating on the reduction of labour costs as a percentage of sales may achieve short term productivity targets but can also jeopardise long term viability due to the erosion of service standards. Poor service affects customer satisfaction, which in turn influences sales and productivity, thereby creating a cycle of poor productivity. (Kimes, 2001). Measuring

Divine Power and Divine Retribution in Jose Saramago’s Blindness Essay Example for Free

Divine Power and Divine Retribution in Jose Saramago’s Blindness Essay Divine Power and Divine Retribution in Jose Saramago’s Blindness Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Often, writers in literature pilfer from the world of reality in their quest to present compelling characters and gripping plots. Nonetheless, others replicate the real world in an abstract sense to sensitize or communicate the malicious and malignant threats, epidemics and plagues prevalent in the world. Such episodes of these phenomena inflict mass threats and destructions, nefarious villains as well as innocent victims who apparel and enthrall novelists. In some instances, divine retribution follows the nefarious villains as well as grapples the ignorant innocent victims. This is well presented by Jose Saramago in his epic novel, Blindness. This paper explores divine power as well as divine retribution in the book Blindness by Jose Saramago arguing that divinity intervention follows in instituting justice. Besides, divinity intervenes to punish ignorance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Indeed, the novel does not state explicitly that the onus of the swiftly hitting epidemic is resultant from the hands of a divine power such as God. However, the author does not resist writing on a divine power, God. This is because Jose Saramago introduces and trails the action of the churches in supplementing the government’s effort to contain the situation. Moreover, there are multiple references to church leaders all observable in the novel. Besides, Jose Saramago’s presentation in the novel suggests that divine retribution followed a nefariously villainous person. He or she was inflicted or struck with blindness. Additionally, it is interesting to note that literal authors cannot write a masterful work in a spiritual, religious or cultural vacuum. Deductively, it is evident that Saramago alludes to divine intervention and divine retribution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Interestingly, the Blindness novel depicts a thrilling plot with an incessantly straying narrator from presentation of dialogues and facts to reflection on moral academic and ethical analysis at great lengths. Divine intervention and retribution features at the onset of the story in the first page. It is here that the author dexterously delineates in detail the expected features at an ordinary road intersection. These include flickering of lights and pedestrians crossing the road. Everything is a routine, and the events unfold as usual. However, a car at the intersection does not move or give way to the traffic behind, in spite of the flickering green light, creating an unusual situation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The author is innate to this situation and goes on to consider rational motives behind the car’s stillness. He states, â€Å"there have to be some mechanical flaws, a loose accelerator, a stuck gear level, suspension problems† (1-2) and many other listings of things that could have gone wary. This situation does not go unnoticed because a bystander comes to the attention of the driver. He opens the door catching the attention of the driver as well as the reader. It then dawns to the reader that the driver was struck with blindness. This is rather bellowing and discomforting. It is not incidental that blindness just hit the driver cum blind. The cause of the blindness can only be explained in terms of divine retribution or intervention.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Saramago twists and turns the novel literally betwixt calamities. The â€Å"Good Samaritan† that came to the aid of the blind man later emerges that he is a thief. On driving the old man home, he steals his car. It is rather ironical that the good natured helper turns to be an immodest, insensitive and hands down thief. Indeed, it is immoral for an able person to take advantage of a handicapped person and exploit them taking advantage of their helplessness. The reader is appareled by the thief and only wishes for divine punishment. Therefore, the thief’s catching of blindness comes as a sigh of relief to the reader for what he or she considers as an immoral and ungracious act.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The scene of people being struck with blindness becomes an incessant phenomenon in the following pages. The narrator trails the lives of victims, and it emerges that they all had crossed paths one way or another. It is here that the narrator philosophizes divine retribution and intervention as calamity strikes the nation ravaging and resulting to outbursts among people with â€Å"I’m blind, I’m blind† uproars. In a series of skits between philosophical argument and conventional wisdom, the narrator presents a vivid account of the actions and motives of the escort and the car thief. Finally, blindness strikes these characters long before the narrator can conclude on the cause of the plague. Interestingly blindness strikes immediately without any bouts to announce its arrival. Divine retribution causes a fierily spread of the plague without a scientific explanation or physical symptoms. Blindness strikes swiftly, strange ly and impartially. For instance, the doctor realizes that he too is blind while watching television. The plague replicates in nature and strangeness to ancient floods and plagues that were acts of divine retribution such as in the bible.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A clout to divine retribution is protracted from the doctor’s wife. She is the only victim of blindness who separates human flaws and godly affairs thereby attributing the epidemic to divinity. According to her, â€Å"this is unbearable filth of the soul of a human. Of the human body† (279). According to the narrator, â€Å"she said, as if to correct this metaphysical thought, then she added, it is all the same† (Saramago 279). The reader is left the quarry of the thoughts of divine power and retribution. Arguably though, why does divine power not punish the malicious and nefarious villains, as well? Thomas Talbott in his article, â€Å"Punishment, Forgiveness and Divine Judgment† argues that retributivist punishment theory. He justifids punishment by questioning if the punishment befits the error or crime committed. Therefore, punishment is not a rehabilitation or crime deterrence tool but a justice and equalit y feature (Talbott, 154).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Just like other narrations, the Blindness narrator is obsessed with the behavior of people when put under extreme conditions. It is interesting to see the huge and expansive wary and panic among people following the blindness plague. Indeed, such a mega scale panic and social disarray contends the prevalence of a divine power with much stronger abilities than man can think. Different institutions in the society fall and crumble thanks to the plague for fear of the plague. The military cannot contain the massively and swiftly spreading plague create a heat of battle and confusion amidst the crisis. The government is also initiated into the crisis. It imposes a quarantine effort to control the contagion unsuccessfully resulting to collapse of the media, military and businesses.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Divinity fabling is also evident in the identity of the characters in the novel. For instance, the author does not give them real names but rather opts to identify them in generic form. For instance, there is the blind man, the Good Samaritan cum the car thief, the doctor, the doctor’s wife among many others. The book begins with the first blind man trailing him as his eyesight elopes while at an intersection, in his car. The first blind man is rescued by the Good Samaritan who takes him home. Later on, the good Samaritan steals his car and eventually loses sight. Indeed, divine retribution strikes and the thief is blinded just like other noble souls. The level of blindness infliction is as a resultant of divinity. It trails people who have crossed paths. For instance, the doctor was struck with blindness. Interestingly, he had attempted to treat the first blind man. People who had sat at the waiting room also got struck with blindn ess.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Saramago presents the proclamations of the churches and the church leaders, as well. They preached the end times claiming that the world was coming to an end. The narrator states, â€Å"they were proclaiming the end of the world†. He adds that they preached, â€Å"redemption through the visions of the seventh days, through penitence, †¦the purity and sanctity of the lymph, the black cat’s blood, the sleep of the shadow, the logic of anthropophagy, the rising of sea, painless castration and mainly divine tattoos..† (Saramago, 298). This presents the existence of divine power that claimed the people. References Cooper, Kate, and Thomas Talbot. Punishment, Forgiveness and Divine Judgment. Retribution, repentance, and reconciliation: papers read at the 2002 Summer Meeting and the 2003 Winter Meeting of the Ecclesiastical History Society. Woodbridge, Suffolk, UK: Published for the Ecclesiastical History Society by the Boydell Press, 2004. 154. Print. Saramago, JoseÃÅ' . Blindness: a novel. New York: Harcourt, 1998. Print. Source document

Developing Students Macro Skills

Developing Students Macro Skills Learning resources and materials are essential components in language instruction since they control learning and teaching processes. For that reason, an English teacher has to possess the ability to be creative and innovative in selecting, adapting and implementing learning resources and materials since the teachers ability in selecting, adapting and implementing learning resources and materials can and do enhance language teaching (Brinton, 2001 in Murcia, 2001). However, based on the writers experience and observation during Praktek Pengalaman Lapangan (PPL), the writer found out that the learning resources and materials used by teachers for their students were just in limited usage; for example, the teacher only used the materials from textbooks and printed materials. Talking about textbook, Allwright (1990) argues that materials should teach students to learn, and that there should be resource books for ideas and activities for instruction/learning. Moreover, they should give teachers rationales for what they do. From Allwrights point of view, textbooks are too hard to be used directly as instructional material. ONeill (1990), in contrast, argues that materials may be suitable for students needs, even if they are not designed specifically for them. In this case, textbooks make it possible for students to review and prepare their lessons. Also, textbooks are efficient in terms of time and money, and that they can and should allow for adaptation and improvisation. Furthermore, Willis (1996) points out that some text book activities are best done at learners own pace; for example, at out of class activities (for homework or to be checked at the next lesson). Indeed, the teacher can get the students to prepare the topic at task related to their homework prior to the task. Therefore, it is widely known that in many cases teachers and students rely heavily on textbooks, and textbooks determine the components and methods of learning, that is, they control the content, methods, and procedures of learning (Kitao, 1997). In other words, students learn what is presented in the textbook, and the way the textbook presents the material tends to determine the way students learn it. Thus, the educational philosophy of a textbook will influence the class and their teaching-learning process. Consequently, in many cases, textbooks are the center of instruction and one of the most important influences on what goes on in the classroom. Therefore, there is no doubt if Harmer, 1991; Van Lier, 1996; Richards, 1998 say that the use of textbooks in many schools and many language program has the function as a curriculum. In relation to teaching-learning resources and materials, the Department of Education in Indonesia has released a guideline for the implementing a decentralization of education at the school level (school-based management). Such management gives a broader authority to schools to run their schools and to work more actively with their communities, but at the same time it also requires more leadership, professionalism, initiatives, innovation, and creativity from principals and teachers (http://www.depdiknas.go.id). In this respect, education policy-makers in Indonesia believe that decentralization at the school level could lead to improvements, such as better school performance, greater school autonomy, better match between the services delivered and the students needs, greater parental and community involvement, and greater participation in decision-making (Depdiknas, 2003). The consequences of decentralization at school level, however, are not hard to determine. Schools, particularly public schools, are now to be responsible for the provision and financing of more training for their teacher development as well as more facilities and resources (http://pakem.org/mbs.html). In line with that, teachers role in developing students English macro skills to fulfill the national educational goals as stated in guidelines and curriculum is very prominent. Therefore, teachers play an important role in catering learning resources and materials for students to enable their success in learning, especially in developing their macro skills (listening, speaking, reading and writing). Concerning the main task of teachers in providing learning resources and materials mentioned above, theres a need to explore to what extent those learning resources and materials are procured and effectively used to develop the students English macro skills. 1.2 Research Methodology With the intention of getting data on the use of learning resources and materials in senior high school by the English teachers, a case study is selected as the research methodological design. The subjects selected are three teachers from different grades (X, XI, and XII) and their students. In order to get a holistic accurate picture and the meaning of the use of learning resources and materials, interviews, observations, questionnaires and review of documents will be conducted in this research. The use of the data collection methods will ensure the validity of the data through triangulation (Denscombe, 1998; Cresswell, 2008). 1.3 Research Questions The research questions in this study are based on the background of the study. Therefore, the statements of the problems in this study are as follows: a. What learning resources and materials are used by the senior high school teachers to develop the students macro skills? b. What learning activities are conducted in relation with the use of the learning resources and materials in the teaching-learning processes? c. Where do the teachers draw their ideas from to plan their teaching? 1.4 Objectives of the Study The study is aimed at finding out an empirical data on the kinds of learning resources and materials used by senior high school English teacher. It is also intended to explore further to what extent those learning resources and materials are effectively used to develop the students four macro skills. 1.5 Significance of the Study The results of this study provide a thick description on what learning resources and materials as well as how they are used by English teachers at senior high school. The findings can contribute to teachers by providing current information about the use of learning resources and materials for teaching-learning English as a foreign language in senior high school. The findings can also be applied for other English teachers in general to select the teaching-learning resources and materials appropriately that suit students needs. CHAPTER II LITERATURE REVIEW This chapter discusses some scholars ideas and opinions regarding the issues of learning resources and materials as well as the teaching and learning of English in high school context in Indonesia 2.1 Learning resources and materials 2.1.1 Issues of Learning resources and materials Many educators enthusiastically embrace the use of learning resources and materials as a tool for language teaching and learning since their functions are to lend the authenticity to the communicative situation in teaching and learning English. Resources and materials are important in language instructions since they can assist teachers in their jobs bringing the outside world into the classroom and also making the language learnings tasks more meaningful and exciting (Brinton in Murcia, 2001). Many scholars ideas emerged in relation to the view of learning resources and materials. This includes Allwrights (1990) argument that materials should teach students to learn and they should be resource books for ideas and activities for instruction/learning. In addition, they should give teachers rationales for what they do. Allwright further emphasizes that materials control learning and teaching. This means that in employing materials for instruction/learning, it is the teachers who underl ie the principle behind the use of materials. Another idea comes from ONeill (1990) who says that materials may be suitable for students needs even if they are not designed specifically for them; therefore, from ONeills point of view, materials help teaching and learning. Further, Woods (1996) defines the resources as factors which increase the number of possibilities or options open to a teacher, while the definition of materials is stated by Brown (1995) as any systematic description of the techniques and exercises to be used in classroom teaching. Browns definition of materials draw broad sense since they can include lesson plans, and can accommodate books, packets of audiovisual aids, games, or other types of activities that occur in the classroom. Renyaan (2002) conclude the broad definition of learning resources and material as follows: Teaching media refers to resources used by the teacher for whole class, group, and individual learning. These include texts, audio-visual resources, and authentic material. Text refers to any written materials ranging from reference books, textbooks, activity sheets to flashcards. Audio-visual resources include films, videos, overhead projectors, audiotapes, pictures, magazines, and newspapers and other texts. Authentic material refers to the resources created by native speakers, both for classroom teaching and in the world outside the classroom. ALL Guidelines (Scarino et al., 1988) categorizes resources into three categories. That is, resources which provide communicative data in the target language, resources and activities which promote communicative use of the target language, and resources for whole class, group, and individual learning. Resources which provide communicative data in the target language are sorted into teacher talk, other classroom talk, recording of talk (audio and video), specially prepared written information, other classroom written information, as well as realia and written texts from outside the classroom. While resources and activities which promote communicative use of the target language are classified into problem solving activities, information/opinion/affective gap activities, personalized activities, games, pictures, activities involving processing information from various sources, literature based activities, drama, writing activities, focus and shaping exercise, and integration of activiti es. Lastly, resources for whole class, group, and individual learning can be textbooks, films, videos, OHP and transparencies, problem solving activities, unfinished plays or stories, songs, films, poems, etc. Smith (1986) argues that learning resources and materials are important parts of task for providing the content and shape the basis of learning activities. Richards (1998) also argues that materials are often seen as a way of influencing the quality of classroom interaction and language use. Reece and Walker as cited by Wheeler (2002) add that learning resources should support the teaching strategies which assist learning. In this respect, the use of learning resources may also provide opportunities for arousing and maintaining students interests. Therefore, the teachers can get the benefit for the improvement of their teaching by using those learning resources. Brinton in Murcia (2001) summarized the rationale for using the materials in language classroom as follows: They can be an important motivator in the language teaching process They can create a contextualized situation They can lend authenticity to the classroom situation They can address the needs of students, whether they are visual or auditory learners They can expose the students to multiple input sources as well as enrich the students language experiences. They can help students call up schemata and maximize background knowledge They can provide teacher a time-efficient of presenting lesson, stimulate students senses and help students to process information readily. The importance of learning resources and materials has been figured by several teaching- learning method. For example, in Silent Way (Larsen-Freeman 1986; Stevick 1998) the use of sound-color charts and rods are for helping the teachers to elicit language and provide the students with tools for creative language construction. CLT, (Larsen-Freeman 1986, Littlewood 1981) also puts an emphasis of the need of real life objects or texts (e.g. maps, pictures, application forms, railroad time tables) in order to lend the authenticity to the communicative situation. 2.1.2 Types of Learning resources and material Some theories have been introduced by the scholars for a wide variety of learning resources and materials. Scarino, Vale, McKay Clark (1988) describe the word resources as any published or unpublished material in any medium for the purpose of language teaching and learning. The definition of resources drawn by them refer to variety of text types which may or may not be intended for teaching learning (films, maps, pictures, etc) along with hardware (audiovisual equipments, computers). Further, Marsh (2000) sorts resources into (1) resources available for use in the classroom/school, which include (a) print materials such as textbooks; reference books; project kits; pamphlets and inexpensive materials; study prints and posters; simulation games; maps, globe, and models; and (b) multimedia such as personal computers, internet and world wide web (www), CD-ROM, television, films, radio, slide tapes and filmstrips, overhead projectors, and PowerPoint projectors and (2) resources available beyond the school which consists of (a) persons including people in specific occupations; people now retired; groups, associations and organizations; and (b) materials and artifacts, such as newspapers, documents and reports, photographs, recordings, and miscellaneous personal items. Curtain and Pesola (1988) categorize the learning resources into five parts, they are: (1) Realia, e.g. balls, magnetic letters, flowers (2) Picture Visual, e.g. brochures, flash cards, pictures files (3) Classroom equipments, e.g. white board, chalk board (4) Audiovisual equipments, e.g. overhead projectors, video cassette recorder, slide projector (5) Text books or printed material. At last, Renyaan (2002) adds that it is evident that resources and materials which can be available in the classroom and beyond the classroom are essential parts of tasks as they provide the content as the basis for learning activities. Another idea comes from Richards and Rodgers (1986) who divide materials into text-based materials, task-based materials and realia. Text-based materials are generally known as textbook in which include not only sound recordings and visual aids, but also student workbooks, unit tests, games, and other activities (Savignon; 1983 in Renyaan; 2002). Task-based materials consist of a variety of games, role-plays, simulations and task-based communication activities (jigsaw, information gap, problem solving, decision making, opinion exchange, debate, question-answer, etc) (Richards and Rodgers, 1986).Realia, according to Richards and Rodgers, 1986; Little et al., 1989; Brinton, 2001 incorporate in authentic materials. For example signs, magazines, advertisements, newspapers, novels, handbooks and manuals, recipes, and telephone directories, as well as graphic and visual sources including maps, pictures, symbols, graphs, and charts. Moreover, radio and television broadcasts, computer progra mmes, and video cameras are also classed as authentic materials. 2.1.3 Textbooks as resources in language instruction Research into the use of textbooks as resources in classrooms language instruction have been done by scholars, such as by Harmer, 1991; Van Lier, 1996; Richards, 1998 who say that textbooks have the function as the curriculum. Their points of views are similar to Ariew (1982) who believe that textbook is an important part of the curriculum, especially for foreign language learning context since foreign language textbooks may represent a set of goals and specific teaching methods. Thus, textbooks for foreign language learning can reflect the assumption and belief on how a foreign language should be learned and taught. The development of teaching foreign language has brought new idea into approaches of textbooks design for the authentic data as well as realia which are integrated in the textbooks for the purpose of bringing the real world into classroom (Nunan, 1999). The important point of textbook is also suggested by Richards (1998) that textbooks can help in developing a teachers teaching skills, especially for inexperienced teachers since textbooks can provide hints on approaches to teaching grammar in the communicative class, strategies to correct errors, or how to teach writing. Despite of those positive effects of the use of textbooks in language classroom, there are negative effects of using textbooks. Swan (1992 cited in Richards, 1998) says that ready-made textbooks can seem to release teachers of their responsibility. The teachers merely peg on the textbooks which they use without participating on what to teach and how to teach the material to the students. Moreover, since the teachers only teach what are on the textbooks, teachers tend to look at the textbooks uncritically (Richards, 1998). While Renyaan (2002) argues that textbooks are resources, which, despite their drawbacks, are an essential part of the curriculum from which the teachers can generate materials by adopting, developing, and adapting them. 2.1.4 Adopting Materials As discussed before, the easiest way for the teachers to generate the materials is simply to adopt a textbook and teach systematically through the prepared materials (Brown; 1995), therefore the teachers get no difficulty since they do not have to spend too much thoughts and efforts in the lesson planning process. Though, it is the fact that not all textbooks can suit the teacher and students needs as Flynn (1982, p.39) says: While every textbook has some valuable drills, exercises, explanations, and readings, none will be suitable to every teachers needs. For the reason above, Brown (1995) points out that adopting material includes the following steps, namely: deciding on the types of materials needed, locating different types of materials, evaluating the materials, and reviewing them on an on-going basis. Deciding on types of materials Brown (1995) indicates that materials can come from various forms, different approaches, and different syllabus; therefore it is the teachers responsibility to make the decision about what specific materials to adopt. Locating materials Brown (1995) discusses the three sources of information that can help in finding existing materials: publishers catalogs, the Books Received section of journals, and teachers shelves. Evaluating materials Evaluating materials is important since it can determine the suitability to a particular program (Renyaan, 2002). Brown (1995) also argues that the best way to determine the relationships among a set of materials and a particular program, is to determine the degree to which the materials fit the curriculum. Browns argument is almost the same as Byrds (2001) that the fit between curriculum and the textbooks can create the fit situation for the teacher. On going review of materials Brown (1995) states that the materials evaluation process must continue when they are being used and after each implementation period. Further, Brown also argues that periodic review of the materials seems advisable and necessary. 2.1.5 Developing Materials Developing the materials need to be done if the tentative needs, objectives, and tests really describe a program and if all materials adoption efforts fail to uncover suitable materials to meet the purposes of the program (Brown, 1995). So, there will be a best match between the materials and curriculum. 2.1.6 Adapting Materials As Flynn (1982) argues that no single textbooks can meet the teachers and the students needs, Brown (1995) further points out that there is no such thing as a perfect textbook. This is likely to be true whether the materials in question were commercially produced or created within a given program. Indeed, as stated by Flynn and Brown, materials adaptation is prominent for the sake of fulfilling the teachers and the students needs. Moreover, Ariew (1982) points out that material adaptation is not something new; in fact, teachers constantly adapt when they teach. Concerning materials adaptation, Ariew (1982) further suggests the three categories of material adaptation: (1) the individualizing of materials; (2) modifying texts for purposes unintended by the author; and (3) compensating for the defects of a textbook. In addition, Ariew states the techniques in order to accomplish any of the three-type adaptation above, namely: supplementing, personalizing, expanding, editing, simplifying, modernizing, and localizing or modifying cultural or situational content. However, not all contents in the textbook are true and should be accepted. Textbooks may not suit a particular class or individual students interests. Therefore, it is the teacher who has the responsibility to choose what is best for their students. Harmer (1991) points out that textbooks are an important aid, but not a sacred text, so teachers will have to work out the best ways to use their books; they should never let the textbook use them, or dictate the decisions they take about the activities in which the students are going to be involved. Further, Byrd as cited in Murcia (2001) adds that in order to create the fit situation for the teacher using textbooks, the following must be addressed: The fit between curriculum and the texts It is generally known that publishers create materials based on published curriculum system. For example, in Indonesia, National Education Board (Depdiknas) arranges for publication of its own textbooks; however, it is acceptable for other publishers to publish the textbooks as long as the materials are appropriate and carry out its particular curriculum goals. The fit between curriculum and the texts is believed to be a reasonable and achievable goal. The fit between students and the texts The main reason underlies this idea is that the textbooks are for students; therefore, it must fit the needs of the students as learners of English. The fit between teachers and the texts As the textbooks are also for teachers, the fit between teachers and the textbooks is important in order to create the fit situation in using textbooks as the teaching learning materials. Byrd suggests the basic questions in relation to it: Can our teachers handle this material? and Will our teachers find that the textbook meets their needs and preferences for teaching materials? 2.2 Teaching Learning English in High School Context in Indonesia 2.2.1 English language education in Indonesia Since it was first taught, there have been problems in the teaching of English as a foreign language. For example the fact that the changing of curriculum and approaches along with the changing of the Minister of Education is not uncommon. The big class sizes and teachers with poor mastery of English are two obvious factors that contribute to the ongoing problems in ELT in Indonesia (Dardjowidjojo, 2000). Other reasons for the problems are: (1) limited time allocated for teaching English; (2) students do not have enough time to actually learn to speak English in class because the teacher is more concerned with teaching the grammar and syntax; (3) the absence of the social uses of English outside the classroom; and (4) the absence of good and authentic learning materials (Musthafa, 2001). Recent curriculum in English language education in Indonesia focuses on the teaching of English at junior and high school levels. The curriculum adopts the so-called communicative competence as its m odel of competence (Depdiknas, 2003). Communicative competence itself can be summarized as skills needed for communication, which consists of four important components. Those components are: grammatical/linguistic competence, socio cultural competence, discourse competence, and strategic competence (Richards Rodgers, 1986; Celce-Murcia, Dornyei Thurrell, 1995; Beale, 2002). In line with the concept of communicative competence, the following factors should therefore be present in an English language classroom: Fluency and acceptable language is the primary goal (Richards Rodgers, 1986). This implies that the teacher him/herself should be a fluent English speaker. Students are expected to interact with other students in order to communicate in the target language (Richards Rodgers, 1986; Freeman, 2000). This implies that the tasks should include pair and group work, and those activities like role plays, language games and problem-solving tasks are encouraged. Students should be given enough opportunities to get to know the authentic language (Freeman, 2000). Therefore, authentic materials are important in an English classroom. The role of the teacher is that of a facilitator in communication (Richards Rodgers, 1986; Freeman, 2000). This implies that the amount of teacher talking time should not be a barrier for students for using the target language (McDonough Shaw, 1993). Non-technical and technical media are important tools for language learning and teaching, particularly for carrying out language tasks (Brinton, 2001). Non-technical media include: blackboards, posters, maps, pictures, or photos. Technical media include: tape recorder, CD/Video/DVD player, or overhead projector. Whether or not English teaching and English teachers in Indonesia have met the ideals as stated above, remain a question. The real fact is that the virtues behind the so-called communicative competence as recommended by Richards and Rodgers (1986), McDonough and Shaw (1993), Freeman (2000), or Brinton (2001), and the principles stated and expected in the recent curriculum document might be implemented differently in the real English classrooms due to many unexpected factors, such as funding, unqualified teachers, and limited resources facilities. 2.2.2 Issues of teaching learning English in High School Context The Indonesian curriculum system has been developed by the National Education Board (Departemen Pendidikan Nasional) for many years in order to keep up with the global changes of the world as well as changes in the learners needs to be ready to face the world in the future. Recently, the Indonesian government through Departemen Pendidikan Nasional has made the improvement in the quality of national curriculum system. The newest one is Peraturan Menteri Pendidikan Nasional (Permendiknas) No. 22/2006. Permendiknas No.22/2006 discusses the Standard of Content (Standar Isi) of Elementary and High School level in Indonesia. Also, Permendiknas No.22/2006 contains Basic Competencies (Kompetensi Dasar) for each field of studies in every unit of elementary and high school level. They are the guidelines for the teachers in order to develop the indicators that must be achieved by the students as well as the materials that will be used in the teaching learning processes. The importance of mastering English for Indonesian students is much more felt due to the globalization in all sectors. One measurement to improve the mastery of English done by the Indonesian government is by implementing the English National Examination with a passing grade of 5.50. In Kurikulum Tingkat Satuan Pendidikan (KTSP), one of the learning purposes of Bahasa Inggris in Sekolah Menengah Atas (SMA) is developing students communicative competences in written and spoken English through an integral development of those four macro skills including listening, speaking, reading, and writing (Table 1, Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) /Madrasah Aliyah (MA) Table 1 Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) / Madrasah Aliyah (MA) Bahasa Inggris SMA/MA 1. Mendengarkan Memahami makna dalam wacana lisan interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 2. Berbicara Mengungkapkan makna secara lisan dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 3. Membaca Memahami makna dalam wacana tertulis interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 4. Menulis Mengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari All those four skills are expected to prepare senior high school students to enter the higher education or work fields, especially those requiring English skills. Due to the objectives of teaching English for senior high school, that is to develop students communicative competences through an integral development of the four macro skills, the learning resources and materials that are used in teaching learning processes have to give students more chances to communicate in English. CHAPTER III RESEARCH METHODOLOGY This chapter explains about how this research is accomplished. It considers the methodological design, the subjects, and the instruments of the study also data analysis techniques. 3.1 Design of the study This study aims at examining the use of learning resources and materials by English teachers at one senior high school in Jakarta. It is conducted through a collective case study in order to find in depth what learning resources and materials employed by English teachers. In accordance to Burns definition (2000:460) a case study is relevant to study uses how and what questions. This design is also suitable for a small-scale research which is conducted in one place. Bell (1993:8) also suggests that case study is particularly appropriate for an individual researcher as it gives an opportunity for one aspect of a problem to be studied in some depth within limited time scale. The study deals with three English teachers in one senior high school in Jakarta and their students. In order to get more information about the learning resources and materials used in classroom, the writer conduct the interview to the teachers and students, non participants observation, review of the documents, and distribute the classroom survey. 3.2 The Subjects of the Study The subjects chosen are considered as the representatives of senior high school English teaching condition in general because the school offers English to be implemented as part of its National Curriculum and has English teachers with English Education background.