Filipino Smiles and Spirits Essay

Philippines, when we hear this word one thing pops out in the mind of most people in the World, Typhoon Haiyan, that barreled through most of Visayas, leaving a trail of devastation in its wake. Being the most powerful storm ever landed, how do Filipinos react into this kind of calamity? The fact that many storm have landed there all over the years. Can Filipinos still find a way to smile in those times? Many calamities have landed there in the Philippines, Including the Typhoon Haiyan, which is the most terrifying storm ever existed. It’s a tragedy to experience such a storm in a small country like theirs. We’ve seen high floods high as a second floor house, Children crying, Starving people begging for help, winds not like the zephyr outside your window but a wind like a tornado. If you’re in their situation, you’ll be given a Hobson’s choice by your own mind â€Å"You’ll eat that spoiled food on the ground or starve yourself to death† You have no option but to eat whatever food there is. People there had lousy- which means â€Å"abundantly supplied†- of stuffs, lousy of tragic memories, lousy of tears, lousy of floods, lousy of lousiness of many stuffs brought by the typhoon, but one thing we’re very lousy of are their humor and smiles. This is the best characteristics of Filipinos, even though darkness is taking over, they still find our little ray of sunshine and are happy for it, we’ll still find their sweet smiles. I found a lot of funny pictures in the internet, people dressed like a mermaid sitting on a rock, imitating little mermaid. Some are dressed like scuba divers, swimming in the ersatz swimming pool which is the flood in an Olympics way, edited a picture and titled it â€Å"The ConjuRAIN†, another picture showed two people lying on a waterbed, looking very relaxed as if they’re sun bathing. some even managed to take a picture of themselves smiling!. The Brightest smiles are owned by the Filipino people. Some countries may misunderstand the way we handle a situation like this but it’s just the way we are, we smile, we don’t lose hope. Just like the quote I’ve seen on the net â€Å"Baha ka lang, Pinoy kami! † means â€Å"You’re only a flood, We are Filipinos! â€Å". Filipino Spirit is Waterproof! We still find a sense of humor even in the worst day. They are Filipinos, these traits are in their blood. Being sad is the penultimate thing we feel whenever there’s calamity, and being happy and optimistic for what we still got is the last thing we feel. Having that trait is a blessing, show them that happiness is in your attitude. â€Å"There’s no reason crying in the rain, or flood for that matter. It worsens the situation, now another one is coming in and we need all the smile we can muster to drive away the gloomy days†That phrase can be a double meaning telling us to be strong in any problems and be happy for what you got. God really great for giving them such a trait.

Confidence in Students Essay

Statistics reveal that 95% of children and adults experience lack of confidence, self-belief, or low self-esteem at some point in their lives. Confidence is a feeling most adolescents have always struggled with and it is impossible to overestimate the lack of it amongst students. It ties in with stress, peer pressure, and other insecurities most teenagers face on a daily basis. Self-confidence can be altered by various life situations such as one’s school environment, home life, and individual motivation. What most educators fail to realize is that strengthening the confidence of their students is just as important as educating them. Educating students means more than giving academic knowledge. Giving positive and constructive feedback helps reduce weaknesses and enhance strengths. Telling a student how well he’s done on any task, whether it being an exam or regular classwork, helps him feel more accomplished. Students thrive on praise and will push themselves even hard er once they feel their work is being recognized. Even though giving praise is helpful, one should know self-confidence isn’t built from being spoiled with praise. Students will also know if the praise given is genuine. If they feel the praise is meaningless, they will not feel as motivated to push themselves harder. One should remain honest with each student to encourage him to address problems, instead of avoiding or denying their existence. Teachers should always make corrections without damaging a student’s confidence. A simple smile or letting students know you’re happy to see them also helps them to feel worthwhile and appreciated. Another key idea is goals set for each student. Teachers sometime tend to set goals too high or too low for certain students. Recognize that every child is different and has different learning capabilities. Always set realistic goals so the students will feel a sense of accomplishment when the goal is completed. Never make tasks too easy or too challenging. When students reach a point where they can overcome doubt to achieve objectives will help boost their confidence. Including them in your expectations for them and discussing their individual progress is always good to do. This will help students to see what approach or direction they need to take in order to complete the given task to their best ability. Rewarding students for meeting challenges lets them know they’re doing what they should. Most students don’t give themselves enough credit due to their personal insecurities. Encouraging students to set high standards for themselves will test their limits. When a teacher reassures a student that they are capable of achieving greatness, they will feel like somebody truly believes in them and it will motivate them greatly. With all this being said about the school environment, a student’s home life plays a major role with self-confidence as well. Parental relationships help in determining the self-esteem level one may have. Adolescents who view their parents’ communication as supportive and open are most probably to have higher self-esteem than those who perceived their parents’ communication patterns as controlling and unsupportive. Parents shouldn’t put any extra pressure on their children than they’re already facing. Being overwhelmed in numerous tasks and activities is never a good impact on one’s self confidence. It makes one panic and having a parent constantly yelling for one to complete it and do it well lowers self-confidence. A teenager wants to feel that their parents believe in them and their work capabilities. Despite how much a student’s home and school environment may affect their confidence, it all begins with individual motivation. For a student to be confident in their work and themselves, one has to be completely focused. A focused student shows determination and promise which helps the self-confidence level. Focusing on school and being very studious will make a student’s grades increase, boosting their confidence. Telling oneself positive motivational remarks helps also. Believing in oneself is the last step but indeed the most important. Confidence may be hard for teenagers to obtain in today’s society, but it isn’t impossible. The insecurities, peer pressure, and nearly unbearable stress student’s face shouldn’t be seen as a discouragement but instead as motivation to work harder. With realization of one’s own potential and self-confidence in one’s ability, one can build a better world.

Combating Juvenile Deliquency Research Paper Example | Topics and Well Written Essays - 500 words

Combating Juvenile Deliquency - Research Paper Example In addition, surety that their job is not under threat boosts their morale and encourages teamwork and coordination with other employees in a relaxed and productive manner. Cooperation and flexibility in the workplace is only possible if a head supervisor assures his employees of job security. This assurance naturally translates to contented employees and improves factors such as production and customer satisfaction, which eventually boosts sales. Based on my work experience, I believe that employment security stands out as the most important of the seven work practices. Several benefits accrue from this factor, and some factors are not achievable without job security. For instance, no matter how trained employees are, without employment security, they may not perform to their expectations. Similarly, high compensation at work is not enough to motivate an unsettled employee who is uncertain about the future (Pfeffer and Veiga 42). This practice is the most important because all of the other seven factors emanate from its applicability. Even reduction of status difference depends on employment security. It is impossible for employees to coordinate their skills if some feel like their jobs are at risk. It threatens all the efforts put in job selection, training, and development of a workforce (Pfeffer and Veiga

Data Collection and Analysis With a Real Teacher-Researcher Essay

Data Collection and Analysis With a Real Teacher-Researcher - Essay Example May benefited in her collaboration, in that, they broadened her mind to the inquiry where she saw it from different angles, and guided her to choose the best approach, and they also assisted her in areas she felt tired. Collaboration in the research process gives time for one to come up with the best service because shortcomings are outweighed (Herreid, 2006). Mays’ plan of data collection is good from my general perspective if looked at a glance. The most meaningful part of her plan is tier 3 intervention. This is because the section targets the challenging students individually and tends to empower him or her, and this leaves a clear result for May. If compared to other parts, this one focus on each student at a time until the areas of improvement are identified, it shows how practical the area is, where students also build on previous knowledge from classroom routines and became responsible and answerable if they do not meet the set standards. The most impractical area comes in when a teacher decides to rely on another who collects data on their behalf. The data may be biased or in accurate, also, the idea of adding adults to class may distract some students, to the teacher, they may be forced to reset the goals, and also give more time for all students to familiarize themselves so as to be ready to learn. It will reduce the morale and authority May had on her students. Conducting an individual interview among students exhibiting worse behaviors in class would be another good form to put into consideration. This will allow her capture external triggers to such behaviors like problems from home between parents or sibling rivalry or social wise among others. Taking one by one for interrogation will allow May understand them better and deal with each differently. To the students, they will have a picture in mind of a caring teacher (Shagoury & Power,

The Neurophysiology of Peripheral Neurogenic Pain Essay - 1

The Neurophysiology of Peripheral Neurogenic Pain - Essay Example This study focused on the aspects of peripheral neurogenic pain with regard to its neurophysiology. According to Hecke et al., epidemiology of pain involves the investigation of the distribution, as well as, the causes of pain and ill health and also how this information can be integrated into managing these predicaments. The epidemiology of pain can be addressed through paying much attention onto the widespread and intermittent pain disorders that are commonly experienced by persons in their daily lives. In focusing on the epidemiology of pain, the core question that might arise would be in relation whether the persistence of pain is a result of unremitting or never-ending ailment. The term scale in this aspect denotes that pain may either be bodily, emotional, or mental. Subsequently, individual views or opinions regarding pain also differs (Simpson et al. 90-95). Stewart, in a study to determine the difference in the pain levels between the two genders and based on their ages, conducted a study that recorded a higher frequency of felt pain among women who rated higher levels of painful feelings as compared to men. This factor is attributed to genetic differences between male and female, as well as, the variations in responsibilities that are bestowed upon each gender by the society. The following graph illustrates the differences on frequency or commonness of pain between men and women Seattle Washington. The results as shown are in percentages. In the graph above, the values on the y-axis represent the percentages of age-sex frequency as was conducted between males and females, while the x-axis represents the ages in groups spanning from 18 to over 65 years of age of the respondents. According to Hecke et al., the medical records in that are found in health institutions have shown a higher proportion of women seeking treatment for pain related problems more than males do. The difference in the

Technology and Its Effect on Human Freedom and Happiness in Society Term Paper

Technology and Its Effect on Human Freedom and Happiness in Society - Term Paper Example People use technological tools and equipments right from the moment they wake up in the mornings. Shutting the alarm on cell phone, drying hair using blow dryer, frying toasts in toaster, viewing movies on the latest LEDs, travelling in fast-moving underground trains, attending video conferences with cross-border professionals, socializing with distant friends through internet, finding jobs online, engaging in e-commerce, preparing tea in electric kettle, and checking Facebook status updates on android, are all examples of how easier our lives have become through the use of technology. Although critics claim that technology has tended to limit our overall human freedom and happiness, yet the benefits outweigh the limitations so much so that one cannot help admiring technology and its blessings. This paper discusses the effects of technology on human freedom and happiness, while also considering the criticism. Let’s take an example of technology in education. Since the advent o f sophisticated technological means, educators have been trying to modify the instructional process with the help of technology. According to Baker, early 1960’s brought with it â€Å"new curricula, instructional models, and approaches to individualization† (3) of instruction. Teachers started feeling the necessity of incorporating information and communication technology in teaching language. According to Kaka, â€Å"Technology (internet) in another side can be the most effective way to increase the student’s knowledge.† Teachers are getting more and more aware of that technology is an important part of the national curriculum, because it provides great resources for learning and teaching processes. Children can be made well equipped with up-to-date information while being able to conduct their own research, do analysis, make decisions, share ideas and views, and learn to be creative and initiative using technological tools in their study. Teachers can u se technological resources to teach more efficiently with good outcome. Technology is becoming inevitable in the educational and personal lives of students thanks to great advantages it offers. Hence, it is adding to the overall happiness of the society by producing such knowledgeable students who can keep pace with the modern world. Here is another example of how technology has improved human freedom through incorporation in law. Since technology has created great seismic impact on every level of our professions, the development and implementation of laws have also gone through drastic changes. Technology has made possible the availability of virtual experience to officers belonging to law enforcement agencies, which has compensated for their lack of real-life experience, because an officer seldom encounters real critical situations in his life. If we talk about the United States, there are â€Å"over one million lawyers†¦providing roughly one billion dollars' worth of legal services† (Leibowitz). And this increase in their profit has resulted due to the use of internet and technology in their legal practice. This has forced the lawyers to incorporate the use of internet and technology based tools and equipment into their practice. With the advent of technology, courts, such as, U.S. Supreme Court started its own website in the year 2000 with the URL as www.supremecourtus.com; whereas, previously, the courts used to pronounce decisions and publish opinions through personal publishers and law and legislation schools. Technology has made possible for courts and judges to make use of the latest technological means to get to the truth, such as the use of forensic techniques or criminalistics. There are lawyers who are opening up their virtual offices over the internet where they deal with clients, which is a very

Marx's objectives to individual rights Research Paper - 1

Marx's objectives to individual rights - Research Paper Example However, Karl Marx and Friedrich Engels are convinced otherwise, affirming that bourgeois private property is the final and most complete expression of the system of producing and appropriating products, that is based on class antagonisms, on the exploitation of the many by the few. 1 For them capitalism, which is based on the right to own private property, is beneficial only to the select few capitalists - or the bourgeoisie - who reap their benefits from the exploitation of the wage earners, the proletariat. For Marx and Engels, at least, private property rights protect the freedom of some but not only deny the freedom, but results in the exploitation, of many others. To understand this argument, it is necessary to have a first look at the basis of Marxs theory. Marx strongly believed that capitalist society consisted of two classes, the bourgeoisie, or the ruling class, and the proletariat, who are the exploited class: "To maintain its own existence private property must also maintain the existence of the property - less working class needed to run the factories. The proletariat is compelled, however, to abolish itself on account of its miserable condition. This will require the abolition of private property - both disappear in a new synthesis that will resolve the contradiction." 2 The employers, or the bourgeoisie, build up their wealth through the exploitation of their workers. Under capitalism workers essentially own their own labor which in one respect makes them free. However, although the workers are in charge of their own labor power, in the sense that it is not owned by a master or land owner, they are not free as they are forced to sell it out in order to survive. Instead of owning the product of their own labor, this instead goes to the capitalists who in turn retain a certain amount of the value of the product for themselves and their investment. Thus capital can be defined as accumulated labor.

Why people volunteer in their community Essay Example | Topics and Well Written Essays - 500 words

Why people volunteer in their community - Essay Example In fact, studies such as those by Serow (1991) and Bussell & Forbes (2002), which investigated the many ulterior motives for involvement in community services, reveal that people volunteer out of both altruistic as well as self-centered motives. The welfare and service of others lies at the heart of any volunteering act. People actively participate in community services to obtain self-satisfaction and pleasure, which is addictive! Volunteering to participate in community activities is considered an act of charity. Studies that used functional magnetic resonance imaging (fMRI) to study changes in brain activity reveal that the centers of the brain which are stimulated when a person receives a reward or experiences pleasure are also activated when a person gives charity (Oppenheimer and Olivola 6). Another study by Meier and Stutzer (2008, qtd. in Oppenheimer and Olivola) suggests that volunteering increases well-being and â€Å"overall life satisfaction† (6). It is thus evident that volunteering is pleasurable and increases satisfaction, which is why people often engage in it. People also volunteer in community service to benefit professionally or educationally. Several business organizations such as Bain & Company promote or organize community services to introduce employees to â€Å"fresh ideas and new people† (â€Å"Community Volunteering†). Employees of such organizations participate voluntarily or involuntarily, as they cannot risk avoiding the company’s mandates. Students also volunteer in community activities to add weight-age to their college applications or get a scholarship. Scholarships such as the Prudential Spirit of Community Awards and the Samuel Huntington Public Service Award are exclusively awarded based on the candidates’ participation in community services and volunteering activities (â€Å"Community Service Scholarships†). It can be stated that some people volunteer to â€Å"gain an advantage† at a place of work

On-Site & Ready-Mix Plaster Comparison Essay Example for Free

On-Site Ready-Mix Plaster Comparison Essay Ready-Mix Spray Plasters – Comparisons FAQ Ready-Mix Spray Plasters are a rapid, cost-effective alternative to traditional (manually mixed manually applied) plaster for finishing external internals walls and ceilings. They are formulated for machine application on fast-track quality building projects. They are supplied as â€Å"dry pre-mixed† to the correct consistency for spray application by Plaster Machines. Ready-Mix Spray plastering has been used in Europe, UK, Far-East for many years and is quickly becoming a widespread alternative to traditional plastering due to both it’s economic benefits and rapid speed of application. What are the Major Differences between: Cement-based: They are used mainly for outdoors, generally for rendering. Cement based plasters can be used indoors for areas that are susceptible to damp and areas that require a greater thickness of cover. What Finishes are available in Ready-Mix Spray Plaster? Normally Ready-Mix Plasters are available in three finishes: Standard smooth Finish – After spray plastering Base Finish costs, the plaster is then manually smoothed over with large spatulas or butterfly trowels to give a smooth hard wearing finish Fine Textured – After spray plastering Base Finish costs, the spray may be left to give a â€Å"textured† finish. Course Textured – After spray plastering Base Finish costs, the spray may be troweled to give a â€Å"textured† finish. For the texture finishes a hard wearing, water resistant material is used which does not need final decoration; ideal for high traffic areas such as stairwells and corridors. What are the Ready-Mix Spray Plaster range? Normally 2 product ranges: Base Plaster: Filler and levelling compound for use over thin joint brick / block systems, uneven in-situ concrete and on refurbishment projects to fill cracks, holes and undulations to prepare surface for final decoration. Normally applied upto 5-10 mm (max. 20 mm) thick in one application. 1 to 2 coats are recommended with 12-24 hrs drying between applications. This is applied using Uelzener Ready-Mix Plaster Machines. Finish Plaster: Normally applied upto 1-2 mm thick as a single top coat on â€Å"Base Plaster† or as a 2 coat finish directly onto smooth backgrounds including pre-cast panels, Aircrete panels, composite boards, and/or refurbishment over previously decorated surfaces. This is applied using Uelzener Ready-Mix Plaster Machines. What is the Coverage of Ready-Mix Spray Plaster? Base Plaster: Normally 1.5–2.0 Kg per m2 at 1 mm thickness Finish Plaster: Normally 1.35-1.5 Kg per m2 Where can Ready-Mix Spray Plaster be used? Ready mix plaster can be applied to almost any substrate including brick work, block work, concrete panels, dry lining, plaster boards, ceramic tiling, artex, wood, glass, steel, old / damaged plaster, and even painted wall coverings (e.g. woodchip). Why should you use Ready-Mix Spray rather than â€Å"traditional on-site† plastering? What are the benefits of â€Å"Ready-Mix Spray Plaster† using UELZENER German Spray Plastering Machines? Quality†¦ * The plaster is supplied â€Å"pre-mixed to the correct consistency† for spray application. * Flexible products: Less likely to crack than plaster skim coats. Final surface is less prone to cracking than traditional plaster. It accommodates normal thermal movement without flaking or chipping. * Non-reactive with all substrates including lime plasters and sand and cement renders. * Offers moisture resistance so suitable for kitchens, bathrooms and changing areas. * Hard Wearing: The material can be specified to be high density and water resistant so is ideal for use in high wear areas such as school and hospital corridors and stair wells. * Specifications: Confirming to DIN, EN, British Standards for Fire Integrity, Acoustic Thermal performance Mechanical strength. * It absorbs and subsequently releases moisture (5-10% of its own weight in water) greatly reducing the incidence of condensation and mould growth. * Insulation properties. Easy†¦ * Can be applied by the same teams applying paint finishes Speed Cost * The use of ready mix plastering over traditional plastering techniques offers significant savings during the project by significantly reducing construction time by optimizing internal fit-out. It’s fast! A two man team can cover between 200 and 500 m2 per day (typically 2-4 times faster than traditional plastering techniques) depending on the substrate. Upto 1,000 m2 per week can be finished by a three man gang. * Surfaces can be emulsion painted 24-48 hrs after final coat (saving project time and cost). * White surface finish reducing paint coats required (saving project time and cost). * Material can be tinted the same colour as the decoration reducing maintenance requirements over a long period (saving project time and cost). * Ease of Access: Heights of upto 3.0-3.5 meters can be plastered without the need for scaffolding or platforms, although brick/block work surface preparation may require scaffolding (Health and Safety).

Liam O’Flaherty and The Anglo-Irish War Essay Example for Free

Liam O’Flaherty and The Anglo-Irish War Essay Liam O’Flaherty (1896-1984) †¢ Served in the Irish Guards of the British Army from 19151917 †¢ Suffered serious injury from a bomb blast in Belgium; was discharged due to depression. †¢ Following WWI, traveled widely and developed a world view based on atheism, communism, and the notion that Ireland should be an independent nation Liam O’Flaherty (1896-1984) †¢ Joined the Irish Republican Army to push for Irish independence. †¢ Opposed the 1921 treaty that made Ireland a part of the British Commonwealth. †¢ Wrote 13 novels between 1923 and 1976, many of which focused on the effects of war, revolution, and social upheaval in Ireland. Anglo-Irish War Origins The Easter Rising took place on 24 April, 1916 in Dublin, Ireland. The Irish Republican Brotherhood (IRB) successfully incited a rising of about 1,600 rebels, which was quickly crushed by Crown (British) forces. The handling of the rebels, however, created mass sympathy and the consequences of this rebellion are still felt in Irish and international politics. The Anglo-Irish War †¢ 1919: The Irish Parliament, lead by Eamon de Valera and Michael Collins, declared Ireland a free state. †¢ The Irish Republic army launched guerilla warfare during the Irish War of Independence Anglo-Irish War 1920 March — Thomas McCurtain, Lord Mayor of Cork was shot in front of his family by British forces. October — His successor, Terence McSwiney, dies after a 74-day hunger strike. 1 November — Kevin Barry, an 18-year-old medical student, was hanged for his part in an ambush he took part in when he was 16. 21 November — Collinss Squad killed fourteen members of an elite British spy group known as the Cairo Gang. Revenge was taken by Crown forces, who fired on the crowd in Croke Park. 12 people were killed and 60 wounded. Later that evening, two IRA men and one innocent man were shot while escaping — in fact, they were marched into the prison courtyard and told to run, and when they refused they were shot in the back. Afterwards, 21 November became known as Bloody Sunday5. Bloody Sunday The Anglo-Irish War 1920 (cont.) 28 November — a flying column led by Tom Barry killed 18 auxilaries in an ambush at Kilmichael in west Cork. Shortly after, revenge was taken by the burning of the centre of the city of Cork. December — the Government of Ireland Act set up Home Rule parliaments in Dublin and Belfast. Each parliament was given control over domestic affairs. Sinn Fà ©in rejected it. This Act implemented the Partition of Ireland. The Anglo-Irish War 1921 25 May — the IRA burned Dublins custom house, where seven government departments were located. The attack led to the capture or death of more than 80 IRA men. 22 June, at the opening of the northern parliament at Stormount, King George V appealed for a truce: Pause, to stretch out the hand of forbearance and conciliation, to forgive and forget. King George V, 22 June, 1921 Anglo-Irish Treaty An Irish Free State (Saorstà ¡t Éireann) of 26 counties was established The Irish state was a Dominion and was still part of the Commonwealth The British Monarch would remain as head of state and would be represented by the Governor-General The Royal Navy retained control of the ports of Cobh, Berehaven and Lough Swilly The border between the Free State and Northern Ireland would be drawn up by a Boundary Commission Aftermath of the Anglo-Irish Treaty 1922: The Irish civil war breaks out between pro- and anti-treaty parties. Armed groups crossed into Northern Ireland and attacked British installations. They hoped to force the British to give up control of Northern Ireland. Todays IRA stems from anti-treaty forces. May 1923: The civil war ends and Northern Ireland was still part of the United Kingdom. 1937: A new constitution ratified by the Irish government changes the name of the Irish Free State to Ireland. 1949: Ireland formally declares its independence from Britain. Ireland had cut all ties with the United Kingdom and became an independent republic.

Why Scm Strategy Is Important For An Organization Business Essay

Why Scm Strategy Is Important For An Organization Business Essay Supply chain management plays a vital role in modern day business operations, as carefully planned supply chain process adds value to customers. CIC is a company involved in agricultural products and the only company in Sri Lanka that serve Seed to Shelf motive in local and foreign markets. This document discusses the effectiveness of supply chain and possible waste reduction strategies that can adopt by the CIC, also some measures they have to implement in terms of logistics when they are planning their products in the shelves of other counties. Finally this report discusses about the importance of integrating the supply chain using modern information technology and how it can results in the long run while generating a competitive advantage to the business. Introduction CIC Agro Businesses (Private) Limited is a subsidiary of CIC, which encompasses all the agriculture related businesses that are carried out within the CIC Group. CIC Agro Businesses (Private) Limited comprises of a number of companies. With its wider goal to enhance farmer income, improve the rural economy and contribute towards the development of Agriculture making Sri Lanka a nutritious healthy nation. Vision To be the leader in enriching Sri Lankas agriculture with the best quality produce from Seed to Shelf. Mission To provide innovative technologies and professional management to the agriculture sector contributing significantly to Sri Lankas GDP whilst ensuring trust from farmer to consumer. (Source: www. cic .com) 1.0 Supply Chain Management Supply chain management is the oversight of finances, information, and material as they move in a route from supplier to consumer, passing manufacturer, wholesaler, retailer, etc in between. Supply chain management is an efficient and accepted management philosophy focused at improving the business process of an organization. A supply chain is the network of different aspects. Knowledge, technology, resources, and people involved in the production or manufacturing, and transportation, distribution and marketing are involved delivering products to the final customer. In modern business supply chain activities are used to maximize customer value and achieve sustainable competitive advantage. There are four major elements in Supply chain management, they are Production Production is a major factor in SCM. This element aims on the products the market is demanding and particular products consumers want. At the production element, many features are considered such as what products are to manufactures and in what quantities. Supply and Inventory Inventory visibility and Inventory control are two very significant factors in any supply chain operations, for these elements are the cost factors and directly affect the bottom lines in the balance sheet of the business. Inventory is an asset for the organization. Every business has a standard inventory turnover which is optimum for the business, this means the number of times the inventory is sold and replaced in a given period of time. The health of the inventory turn relates to the health of business Location and Transportation The company decides the best locations to produce the indented goods and focuses on the best process for producing, storing and distributing the production. This decision is depends on the available resources and existing buyers. Other aspects considered in this decision are the location of suppliers. Then the company decides the modes of transportation that is most appropriate for delivering goods.. Information The final element of SCM is information and how it is used, which means the methods of record keeping and passing information that are accurate and effective. This may include using computerized software and integrating all systems together. 1.1 Why SCM strategy is important for an Organization Supply Chain Strategies are the vital backbone to modern business. Successful Market coverage and product availability at locations are the keys to revenue generation, and it depends on the effectiveness of Supply Chain Strategy implemented. In simply terms, when products are introduced to the market and promoted, the company must make sure the accessibility and availability of the products where the customers are able to purchase and take delivery. If the products are not being available at the right time and the right place, can cause a drop in customer interest and demand, which can eventually be disastrous to business. 1.2 Eliminating waste in Seed to Shelf program CIS has a wide product range in their Agriculture and Livestock industry, such as vegetables, fruits, seed paddy, yogurt, curd, rice, eggs, etc which are introduced to the market under the brand name CIC, the brand name is well known in both in the international and local market. The company is dedicated towards agriculture business, and help farmers to increase their incomes, improve rural economies while contributing to the development of the Agro industry in Sri Lanka. CIC Agri also provides with facilities and expertise in the purchasing, set up and maintenance of agricultural equipment and machinery. Furthermore the expertise are been provided in the use of fertilizers and irrigation equipment to increase the production. CIC is carefully managing the seed to shelf supply chain operation effectively and efficiently. But when studying this process, there can be possible areas which can cause waste or cost to the process. Below are the areas CIC must focus their attention in elimin ating waste in their of Seed to Shelf program. Over-production: producing more than or ahead of demand. The result of producing to speculative (forecast) demand or supposed economic batches, it is visible as excessive, time consuming and costly material stores. Employee waiting: this might occur at any stage of the supply chain process, the result is wasted worker time. The goal is to maximize the utilization and/or efficiency of operatives first and machines second. Transportation: this means unnecessary transportation cost in production process, CIC face this problem as the production locations are in rural areas. Work In Progress (WIP) and finished goods adds no value to the product. Therefore it is more cost efficient to minimizing or eliminate unnecessary transportation system, than thinking of improving them. Non-value added processing: doing more work than is necessary to complete a task, or in other words activities that do not contribute to the product or the process. According to Lean methods it is best to use simpler tools and processers in the production, where possible. Unnecessary motion: relating to people stretching, bending, or walking too far, this is a common waste factor can be seen in agricultural industry. This happens primarily due to the inappropriate location of tools, parts inventories and fixtures. Excess inventory: specifically referring to Work In Progress (WIP) between operations and purchased parts within the supply chain, often resulting from overproduction, usually due to excessively large batch manufacturing or processes with long cycle times leading in turn to cost and waste. This will result additional waste in the form of increased lead-times, extra handling, high interest charges, avoidable people movement, excessive floor space requirements and paperwork and, again, the associated costs. Defects: agricultural products are often exposed to pests and other deceases, which cause rotten or putrid crop. This decayed crop adds significant production waste and costs. The organization must focuses on preventing the occurrence of this pest and diseases, before focusing on improving the cultivation processes. 2.0 Logistics Management The Council of Supply Chain Management Professionals (CSCMP), the preeminent worldwide professional association of supply chain management professionals, defines logistics as à ¢Ã¢â€š ¬Ã‚ ¦that part of supply chain management that plans, implements, and controls the efficient, effective forward and reverse flow and storage of goods, services and related information between the point of origin and the point of consumption in order to meet customers requirements.. This definition includes inbound, outbound, internal, and external movements, and return of materials for environmental purposes. Logistics plays an important role in business operation of an organization. Logistics involves from the very beginning of the business process, it starts with post procumbent stage, purchasing and delivering raw materials to production locations which is known as inbound logistics. After production process is completed, logistics again comes to the scene by delivering the final product to end users which is known as the outbound logistics. Therefore it is obvious that the effectiveness and efficiency of logistics process will directly impact the bottom line of the balance sheet. The strength and the productivity of Supply Change Management lies on the factors which are directly involved with logistics such as, Suppliers from various levels and territories, Distributors locally and internationally, Agents and freight forwarders such as cargo, railway, air cargo, sea cargo and so on. 2.1 Logistics Challenges for CIC CIC is focusing on seed to shelf concept on foreign countries as well, there are possible barriers CIC might face in agricultural logistics, some of the identifies barriers are, High supply uncertainty due to natural production: unpredictable variations in quality and quantity of supply, which demands for flexibility in logistic processes and planning and early warning and pro-active control mechanisms; High perishability of fresh food products, which demand for temperature conditioned transportation and storage (cold chains) and very short order-to delivery lead-times; Seasonable growing, which demands for global sourcing to ensure year-round availability; High demands on food safety, quality and (environmental) legislation, which demands for the ability to trace production information of products in transit; High flow complexities, due to a combination of continuous and discrete product flows, diverging and converging processes and by-products; this demands for advanced tracking and tracing and logistic planning capabilities; Important role of export, including additional phytosanitary inspections (Formal certificate issued by an exporting countrys agricultural authorities to ensure the shipment is inspected and is free from pests and plant diseases) 2.2 Measures to overcome logistics challenges CIC can overcome above identified barriers by implementing certain measures to their business processes. Supply uncertainty can manage to a certain extend by focusing at vertical and horizontal integration of value chains. At one end of the value chain the organization can align the support activities that reallocate to sustainable production and precision agriculture, and at the other end of the chain, the company can aim on developing agro logistics with distribution and consolidation centers  which are directly serving export and local markets. Therefore by integrating the value chain CIC is able to pre determine the supply planning and the logistic process. CIC must also focus on post harvest technology since agricultural products are highly perishable, CIC must take appropriate precautions to maintain the freshness of the agri products till it goes to the shelves of other countries, some possible precautions to overcome this are; Smart fresh technology Smart Fresh technology successfully controls fruit and vegetable ripening by controlling naturally occurring ethylene during storage and transport. Ethylene triggers ripening and spoilage in most fruits and vegetables; in some cases it is responsible for important storage disorders, which can cause the spoilage and waste of entire storage areas. Smart Fresh Quality System reduces fruit waste and maintains texture, firmness, taste and appearance of fruits by warding off negative ethylene effects http://www.agrofresh.com/smartfresh/smartfresh.html Cold Chain management Cold chain management means maintaining a constant temperature of a product to ensure the wholesomeness as it is processed, delivered, shipped and stored at the pre determine destination. The cold chain must never be interrupted or disturbed to ensure the long shelf life of the product. This involves relevant equipment, knowledge and people skills during the transportation and storage process from the time they are produced up until they are administered. Packaging of perishables For CIC packaging plays a major role in adding value to their products. CIC should pay a special attention to food safety, protection, tampering resistance and hygiene when packaging agro products. Additionally packaging act as the interface of a CIC product it also using as a medium of reflecting quality which promotes itself compared to other products. When it comes to packaging it is one of the mile stone standards that the company has to focus since they are perishable products. Proper quality measures must be implemented in order to add value to the products, on perspective of nationally as well as internationally adding another competitive advantage for the company and its products and continues improving process. Some quality measures are; Quality Control (QC) this means maintaining and evaluating the standard of manufactured product prior to its marketing. Quality Assurance (QA) set of activities implemented such as quality checks, processes, procedures, etc to identify and correct any mistake that would reduce the quality of the products at each production stage. Standard Operation Procedure (SOP) often the best practice prescribed for recurring use as a the standers operation, in reference to agreed upon specifications focused at obtaining a desired outcome Good Manufacturing Practice (GMP) critical preventive guidelines for production operations. GMP addresses areas such as personal hygiene, food hygiene, pest control, waste disposal, water supply and so on Furthermore CIC can expand their logistics process by collaborating with logistics companies which have facilities, reputation, and experience like Maclerens and Logiventure cargo will be one of the way the company could expand and outsource the logistics process. 3.0 Role of information technology in supply chain management Supply chain has always been different companies and different departments within the company working together. Supply chain integration means integrating all activities in the supply chain in to a one key processes. Today, the internet has allowed companies to move these functions to web based networks where clusters of business that typically do business with each other come to gather via the connectivity of the internet. Companies can collaborate and communicate with each other through a single internet interface. When all the participants in the supply chain become connected electronically, allowing the unfettered flow of information, the supply becomes fully integrated. Utilizing web based technologies; companies are starting to integrate their supply chains in a system-to-system manner, minimizing the need for human contact, human data entry or any sort of human involvement. Moreover data can move in real time and disparities in size of companies are becoming less critical as software providers come up with solution that allows small companies to connect with large customers through the web. While the application to connect companies with their trading partners are far from free, the internet is relatively inexpensive medium, unlike a value added network (VAN) that charges a per transaction fee for data transmission. E-commerce is driving a revolution of the supply chain, as we have known it. With processes once took days or weeks now taking minutes to perform, the potential to cost saving through efficiency is greater than ever. E commerce solution providers have come forward with new tools that enable supply chain participants the opportunity to connect and collaborate via web based net works. While analysts, consultants, solution providers and enterprises continue to debate how companies ultimately will integrate those new tools into their operations and the shape of the supply chain of the future, there is a consensus forming around one vision for the next generation supply chain. The underlying theme is connectivity. As a result, we are moving from production base supply chain to a fulfillment base model. In industrial age, production was the primary business activity. In the technology age, fulfillment becomes the primary business activity. The trading networks that are set up turn the chain upside down and create a demand chain where customer order drives the business activity. Consequently fulfillment of customer demand is the key, it is no longer about tossing the customer a product; it is also about improving customer relationships through better customer service. 3.1 Enterprise Resource Planning System for CIC Each stage of the supply chain must be aimed on making the transition as productive and cost effective as possible. But, most of activities in the supply chain add little to the final outcome. This scenario is also same with CIC, therefore CIC can integrate their supply chain using modern E strategy, and most appropriate solution would be an ERP system. Enterprise Resource Planning (ERP) systems streamline business processes by allowing all departments and divisions within a company to access a common database which they upgrade via their own module. An ERP System will enable communication and information sharing between all business functions and helps to manage the connection with its internal and external stake holders. By implementing an ERP system it is easy for the organization to trace the companies upstream and downstream functions and other relevant business functions, facilitating Lean supply chain management. Effective ERP System can add value to CIC in improving many business functionalities. For an example it will improve and complement the Value chain, VMI (Vendor manger inventories), ECR (Efficient customer response), Global supply chain Seeds to shelves from global perspectives and Contribution to business objective that means aligning SCM and corporate objectives and strategies. 3.2 Benefits of Integrated supply chain An obvious benefit CIC can gain is reduction of inventories. CIC can change from Just in case inventory management to Just in time inventory management. Better inventory management allows increased turns in the inventory cycle, which reduces holding cost while increasing the cash flow. CIC supply chain runs from rural villages in Sri Lanka to market shelves of other countries. Therefore information sharing and information management is very vital to manage the business from seed to shelf. By having better information and better access to the information, customer service can be substantially improved by being able to make more timely and accurate sales and on time delivery, replenishment and shipping decisions. Emerging technologies allow trading partners to collaboratively plan, track orders through fulfillment process, maximize process efficiency based upon historical performance data and provide superior service to the point of delivery. Finally process automation across the extended enterprise reduces the amount of manual process and potential error. This removes the opportunities for incorrect data entry. Incorrect data or information cause reliance upon confusing and contradictory information, which often leads to customer dissatisfaction and disputes between trading partners. Not only does this reduce cycle time, if it occurs repeatedly over time it is likely to cripple the very relationship that is the heart of the business. The companies that adapt the collaborative tools and processes available today, and into the future, will find that the ultimate benefit of participating in a networked supply chain is a significant competitive advantage over their competitors that do not participate. In that case, supply chain integration does become the end game. Conclusion Supply chain plays a major role in CIC on achieving the seed to shelf vision. To achieve this vision effectively CIC must first focus and take necessary steps to eliminating waste in their supply chain process. Then the company should take needed precautions in terms of logistics in order to ensure the quality and the availability of the CIC products in the shelves of other countries. Finally CIC can use modern information technology to integrate the supply chain process and optimize their service.

What Should And Shouldnt Computer Be Allowed To Run :: essays research papers

What Should and Shouldn't Computer Be Allowed To Run Computers have always scared people. Not just because they can be confusing and hard to operate, but also because how they affect peoples everyday lives. What jobs should highly advanced computers be able to run? This question can involve ethics, privacy, security, and many other topics. What jobs can and can't we leave to the computer? As computers grow more and more advanced, not to mention complicated, so grows the number of job applications that can be filled by computers. But can we leave a job such as doctor to a highly advanced computer system? There are a great deal of moral issues involving that. What would happen if the doctor made a mistake? Could you sue the computer? What about the computer programmer? One error in the program could mean death for a patient. One job that I'm sure many people would give to a computer if they had the chance would be a lawyer. This eliminates the problem that occurs when someone with money is in trouble. They buy the best lawyer money can buy, but the person without any money cannot afford the great lawyers the other guy has. With this system, one single lawyer program could be provided to everyone so that the process of dispensing justice is much more fair. What about a judge and jury? Could a computer replace them? Is it right for a computer to pronounce sentence on an individual? Because computers don't have any kind of actual thought or will, some jobs would be perfect for computers. Security would be a good job for a computer to handle. People like their privacy and don't want to be watched over by someone all the time. If computers could tell if a crime is happening without a human to point it out, it might be alright to install these systems everywhere to detect crimes taking place without interfering with someone's privacy. I'm not talking about "Big Brother" from 1984, but something that would be fair to everyone. There is also the problem of changing jobs due to advancements in computer technology. There will be the same number of jobs available, but not at the same levels. More education will be needed for these new jobs. Computers might take away quite a few jobs from people doing manual labor on an assembly line, but at the same time, if something breaks down, there will have to be someone to come in and fix it.

I Didn?t Know My Dad Was A Writer :: essays research papers

I Didn’t Know My Dad was a Writer   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  It came as a complete shock to me when I read an essay that looked as if it was taken straight from my father’s mouth. My father and the author could have been neighbors if not for the four states between Ohio and Texas. The essay is about the author, Scott Russell Sanders’, attempt to understand what women feel that they are missing; when in his experiences a man life has little if any privileges. I relate in every way with the author’s ideas. There is nothing I can’t connect with because I’ve heard these stories since I was two and see it all in my head. Sanders describes the pain and hardship that husbands and fathers had to endure. He, also, describes the advantages that wives and mothers had. He feels confused when he first is told of women’s oppression. He has never seen women’s work as hard when compared to that of men. Not until later in life does he look back and see, exactly, what women had to withstand. Sanders had never seen â€Å"...what a prison a house could be,† (77), until he took the time to look back in retrospect and see for himself. I agree with Sanders; men did have it much harder, physically, than the women. However, women’s lives were, mentally, just as difficult if not more so. Growing up, hearing stories my whole life of my grandfather working until his hands bled and only coming home, during the day, to bandage them; and my grandmother raising four children and keeping the housework done, the whole time keeping a vegetable garden; I was adjusted to these images. While reading the essay, I saw my grandfather’s â€Å"...hands tattooed with scars,† (Sanders 76), and my grandmother â€Å"...cater all day to the needs of young children,† (Sanders 77). Depending on the way you saw it one had it harder, but still, men and women both had difficult lives.   Ã‚  Ã‚  Ã‚  Ã‚  Sanders has written a compelling essay on his life but not everyone has lived his life. And not everyone has grownup hearing similar stories, so their opinions on the genders’ burdens will inevitably differ.

Ancient Egypt vs. Mesopotamia Essay

The Egyptian and Mesopotamian societies are two of the oldest civilizations in the history of the world. The Egyptian and Mesopotamian political, social, and cultural parts of their lives developed differently, but there is a similar basis between the two. Although they had similar political systems in that they both were ruled by kings, the way they viewed their kings and the way that they both constructed their power differed. Both civilizations constructed their social classes similarly in that they had kings at the top, followed by other officials and merchants, and at the bottom the slaves and peasants. They both had their own form of writing; Mesopotamia had cuneiform, and Egypt had hieroglyphics and cursive script, respectively. While they are similar in many different political, social, and cultural activities and ideas, they have enough contrast to be viewed as different societies. Politically, because they were geographically open to envision, Mesopotamia culture created compact self-governing political units- the city-states. By the third millennium B.C.E. the concept of king (lugal) developed, quite possibly because of increased quarrels over resources. The power of religious leaders decreased as the power of kings increased. And although the kings took over control of temples, Mesopotamian kings did not claim divine power. Political changes occurred in Mesopotania because of the succession of people that followed the initial Sumerian people, like the Akkadians, the Kassites Medes and Persians who established their temporary political dominance. By 1750 B. C. E., the written law code of King Hammurabi, was used to maintain political authority and continuity.In sharp contrast is the continuity of political history in ancient Egypt. Legendary King Menes united Upper and Lower Egypt into one nation that lasted with continuity of culture from 3,100-1070 B. C. E. with thirty dynasties. Unlike Mesopotamian kings, the Egyptian king was represented as Horus and as the son of Re, and fit into the pattern of the dead returning to life and the climatic renewing life of the sun-god. As Egypt’s chief priest, he intervened with the gods on behalf of his people and land. No written law code was developed in Egypt. The pharaoh governed the country through a large efficient bureaucracy. In highly urbanized Mesopotamia, specialization of function, centralization of power, and use of written records enabled certain groups to amass unprecedented wealth. Women could own property, maintain control of their dowry, and even engage in trade but men monopolized political life. Some women worked outside the home in textile factories, breweries or as prostitutes, tavern keepers, bakers, or fortune tellers. Inside the home women grew wove baskets, had vegetable gardens, cooked, cleaned, and fetched water. For the most part, their writings reflect *elite male activities. Temple leaders and the kings controlled large agricultural estates, and the palace administration collected taxes from subjects. The lowest class of people tended the fields and used their strength in the off-season to build large public works like ziggarets. Women were subordination to men and had no property rights. In Mesopotamia by the second millennium B. C. E. merchants had gained in status and in power th rough gilds. In the Old Babylonian period, the class of people who were not dependent on the temple or palace grew, the amount of land and other property in private hands increased, and free laborers became more common. The Mesopotamian civilization had 3 social classes: 1. free landowning class- royalty, high-ranking officials, warriors, priests, merchants, and some artisans and shopkeepers; 2. the class of dependent farmers and artisans, whose legal attachment to royal or temple, or private estates made them the primary rural work force; and 3. the class of slaves, primarily used in domestic service. Egyptian class structure was less defined and more pyramid in shape. Compared to Mesopotamia, a far larger percentage of the Egyptian population lived in farming villages and Egypt’s wealth derived from a higher degree from cultivating the land. When not need for agriculture the peasants labored to build the tombs of the pharaoh. Slavery existed on a limited scale and was of limited economic significance. In contrast to Mesopotamia, Egyptian merchants had a low social status. For women subordination to men is evident but they are represented with dignity and affection in tomb paintings. Legal documents show that Egyptian women could own property, inherit from their parents, and will their property to whomever they wished. Marriage, usually monogamous, arose from a couple’s decision to establish a household together rather than for legal or religious ceremony. Both parties could dissolve the relationship, and women retained rights over her dowry in case of divorce. In ge neral, the limited evidence suggests that women in ancient Egypt enjoyed greater respect and more legal rights and social freedom than women in Mesopotamia and other ancient societies. Despite some initial inspiration, Egyptian culture separated itself from Mesopotamia in a number of ways beyond politics and monument building. The Egyptians did not take to the Sumerian cuneiform alphabet and developed a hieroglyphic alphabet instead. Hieroglyphics, though more pictorial than Sumerian cuneiform, were based on simplified pictures of objects abstracted to represent concepts or sounds. As in Mesopotamia the writing system was complex, and its use was, for the most part, monopolized by the powerful priestly caste. Heiroglyphics were written on papyrus paper while cuneiform was written on clay tablets with a blunt reed called a stylus. Like Egyptian hieroglyphs, cuneiform was written in both rows and columns although cuneiform was only written from left to right. The Egyptian and Mesopotamian societies were very similar in many aspects of their lives. They both developed two of the earliest forms of writing in hieroglyphics and cuneiform, with both forms differing greatly from each other. They also contained strikingly similar social classes and structures, as with many other civilizations. They were both ruled by â€Å"kings†, but many parts of their political system were drastically different due to the way that they were constructed and administered. Egyptian civilization and a fundamental Mesopotamian culture lasted far longer than the civilizations that came later, in part because of relative isolation within each respective region and because of the deliberate effort to maintain what had been achieved, rather than experiment widely.

Cell Specialisation

All cells are designed to perform a particular job within an organism, that is, to sustain life. Cells can become specialized to perform a particular function within an organism, usually as part of a larger tissue consisting of many of the same cells working together for example muscle cells. The cells combine together for a common purpose. All organisms will contain specialised cells. There are hundreds of types of specialised cells. Below is listed some of the major ones found in plants and animals. Plant Cell Specialisation. Guard cells (a pair form a stoma hole) – kidney shapes cells that change shape depending on water content. Regulate the exchange of gases in and out of the plant, and the amount of water lost through the leaves of the plant. Pollen grains – circular cells with an extremely hard protective cell wall containing sperm cells, pollen grains germinate when they come in contact with female stamens, producing a pollen tube through which the sperm travel to reach the ova (ovary). These pollen tubes can easily be seen in a corn cob. Root hair cell – designed to increase the surface area of the root for absorption of water and mineral nutrients into the plant. These cells have a very thin cell wall that is fully permeable that allows the absorption of mineral nutrients as ions by cation and anion exchange. Contain large vacuoles for the short term storage of these nutrients. Epidermal cells – feature a waxy cuticle (covering) to help prevent water loss from the plant, the cells on the top side of the leaf tend to be more waxy due to higher exposure to the elements. Palisade cell (mesophyll) – designed for photosynthesis, it is a tall cell with a large surface area contained many chloroplasts. Located on top side of the leaf in plants to allow optimum absorption of light and carbon dioxide (inputs for photosynthesis). Xylem and Phloem cells (combined referred to as vascular bundles) – cells responsible for the transport of water and nutrients around the plant. Vascular bundles are located in a ring around the outside of the stem in higher order plants. This provides structural support for the plant (plant can die if ‘ring barked’as equivalent to strangulation ). Xylem carries water and mineral ions up through the plant to the leaves. The phloem transport products of photosynthesis to other areas within the plant for storage (growth). Stone cells (sclereids) – extremely hard to provide protective covering to the seed in stone fruit. Animal Cell Specialisation White blood cells (phagocytes) – part of the body’s immune system, it is responsible for engulfing, breaking down foreign material (bacteria)and cellular debis in the blood in a process called phagocytosis. They are highly mobile, able to move between body cells. Red blood cells – have no nucleus and contain haemoglobin, the molecule that carries the oxygen around the body to the cells undergoing respiration. Red blood cells with a high oxygen content appear bright red, with low oxygen concentration dark blue/red. Retina cells – the cone and rod shaped cells of the retina are sensitive to light. These cells send electrical messages via the optic nerve to the brain. Muscle cells (fibres)– these cells are long and smooth in structure. The flexible nature of the cell allows them to move by contracting and expanding. This contractile ability allows to cell o quickly change length. Microvilli (cells lining the small intestine) – these cells have finger like extensions to the surface of the cell to allow greater absorption into the cell by increased surface area. Nerve cells – these cells are elongated with trendril like extensions at each end, and capable of transmitting electrical impulses along the cell body. These electrical impulses are able to contract muscle fibres and stimulate brain cells. Cilia – tiny hair like cells designed to prevent damage to the lungs by airborne particles. Cilia cells line the surface of the nasal passages and secrete a mucas (snot), a sticky substance that collects the dust particles captured by the hairs , where it is swept towards the back of the throat and then swallowed. Sperm cells – designed to fertilise egg cells, they are very small with a tail to allow movement by swimming. The head of the cell contains enzymes that can digest the outer surface of the egg so that the two nuclei can fuse. A sperm cell contains half the number of chromosomes of the parent organism (genetic material from the father), which will be passed onto the offspring. Ovum (egg cell) – designed to be fertilized, the cell is large, bulky and not designed to move easily. Like the sperm the ova contains half the number of chromosomes of the adult organism (mother’s genetic material). The ova contains a large food store in the cytoplasm, needed for the developing offspring once the ova has been fertilized. Osteocyte (bone cell) – calcium carbonate and calcium phosphate are deposited around the outside of the cell to form a hard outer covering (bone).

Marketing Plan of Nike Essay

The world has a long, rich history of international trade among nations. Most international trade dates from the prevailing age of mercantilism. However, objecting mercantilism is the common idea of trade philosophies proposed by Adam Smith and David Ricardo. Both of them advocated free international trade. The rule of the zero-of-sum game was the core of mercantilism. One country increased the wealth must cause another one decreased from trade. Only one could be beneficial. They thought exports could bring inflows of wealth from and imports could lead outflows of wealth to other countries. It was this thought that each country encouraged exports and restricted imports. 1? The Classical Trade Theory (1) Theory of Adam Smith: Absolute Advantage Adam Smith set himself against the mercantilism. He advocated free trade and proposed the absolute advantage theory. In his theory, each country had its own advantage for producing goods which other country did not possess. It was this that stimulated countries to participate in the international trade by exerting the absolute advantage to obtain more benefits. Adam Smith made two assumptions: First, trade only existed between two countries. Second, each country produced only two products, one product must have absolute advantage, and the other product must have absolute disadvantage. Therefore, each country should concentrate on producing the product with absolute advantage, and then trade the absolute disadvantage product to the other country with the absolute advantage product. After trading, the disengaged, surplus resources and products of each country could be used completely reasonable. Thus, both countries can be beneficial from the trade, not just one. This pulled down the rule of zero-of-sum game and created the rule of n-of-sum game. Adam Smith’s absolute advantage theory successfully promoted the international trade. However, this theory did not deal with the problem that for both two products, one country had absolute advantages and the other country had absolute disadvantages. (2) Theory of David Ricardo: Comparative Advantage Fortunately, another famous economist David Ricardo succeeded and developed Adam Smith’s theory. Just like Adam Smith, David Ricardo also was an opponent of protectionism for national economies. He created his comparative advantage theory. The theory dealt with the problem that could not be dealt using Adam Smith’s theory. The economic motives and causes international trade. According to Ricardo’s theory, even if a country has no absolute advantage in any product, the disadvantaged country can still be beneficial from specializing in and exporting the product for which it has the lowest opportunity cost of production. Though the two theories were proposed hundreds of years, they still play important influences on international trade. Each trading country can improve productivity and the world economic is promoted. The two theories will contribute to world prosperity in the future. 2? The Modern Trade Theory Comparative advantage based on opportunity cost forms the basis of modern trade theory. The theory shows that after comparing, when the country decides to produce its advantage product, it needs to give up the other product that can come forth during the period. The benefit form the product it gives up is its opportunity cost. Here I take a simple example to illustrate this theory. The land for planting rice or cotton, the output of rice is 500 kilogram or 100 kilogram of cotton. If we choose to plant rice, the 100 kilogram of cotton we give up is our opportunity cost. Today, the practice of trade among nations is growing by leaps and bounds. There is hardly a person on earth who has not been influenced in some way by the growing trade among nations. The theories stimulate trade between developed and developing countries that avoid the autarky. International trade increases trading countries’ wealth and world output. That is because with trade, the resources are allocated rationally, job opportunity increase, products quality and variety increase and so on.

American Multiculturalism Essay

Multicultural education helps achieve the highest goals in the achievement of setting goals to all students. It promotes many different diverse languages, decision making and critical thinking. All the while moving away from inequality and moving towards cultural pluralism. Multicultural Education is to reform schools and gives all cultures a chance in every area: job, school and in the community. It also includes nationality, diversity and class to the students while teaching. This education benefits the students by centering their education in familiar ways to their culture and helps them think on it in multiple ways. In this way the students have an opportunity to be comfortable and in a relatively familiar setting to their culture. I have read on globalization and it is based on integration of different people with different backgrounds. â€Å"As a concept, refers both to the â€Å"shrinking† of the world and the increased consciousness of the world as a whole. It is a term used to describe the changes in societies and the world economy that are the result of dramatically increased cross-border trade, investment, and cultural exchange. The processes and actions to which the concept of globalization now refers have been proceeding, with some interruptions, for many centuries, but only in relatively recent times has globalization become a main focus of discussion. The current or recently-past epoch of globalization has been dominated by the nation-state, national economies, and national cultural identities. The new form of globalization is an interconnected world and global mass culture, often referred to as a â€Å"global village. (New World Encyclopedia, retrieved 1/18/13) The intent of this is to live alongside like cultures and befriend them economically and socially. History speaks of many encounters with multicultural education. It had its pros and cons. In some instances it was harmful to others if this fell into the wrong hands of people with ill intent to others, but it was for the most part a benefit to us all. It’s just like when one country invents something. Then the next country follows up with something else just a little better. To me this is a great example. We all benefit from this. Overall students can excel at more education and have a greater opportunity to access knowledge. Multicultural education also improves teaching methods, a better learning environment for international students and can eventually help the students to feel better acquainted with their communities. It also promotes acceptance in the dialect and citizenship of each student. We should be able to share these opportunities nationally and live side by side to benefit us all. It involves including everyone’s needs to make decisions in curriculum and in the way we live.

17th Century English Theater

This paper discusses playhouses and theaters in England in the 17th century. The paper shows that the English stage during the late 17th century was a time of rebuilding, and also a time of creation. There were many different ideas on what theater should be and it was very common for one person to have an idea, and as soon as it was known, opposing ideas were quickly published, followed by various defenses of the original idea. The paper discusses several people who were well known for their opinions from that time period, including Jeremy Collier, John Dryden, Alexander Pope, William Congreve and William Stubbs. When the Stuart Dynasty returned to the throne of England in 1660, the playhouses were reopened. In August, Charles II issued patents for two companies of players, and performances immediately began. However, theater had evolved a bit. The Royalty and the Nobility, as well as a few independent companies now owned theatrical troupes. Often the ones that had permanent theaters such as Convent Garden, Drury Lane and Dorset Garden had Noble backers to provide for the upkeep. Costumes were often second hand garments that the nobility no longer desired. Slowly the better-kept theaters became places to see and be seen. Often what was going on in the auditorium was just as much, or more interesting then what was on stage. The style of the play writing was of a lesser form then that of the Elizabethan plays. It frequently utilized stereotypes and stock characters.

Macroeconomics - Economic Growth Essay Example | Topics and Well Written Essays - 250 words

Macroeconomics - Economic Growth - Essay Example Most of the regional developments have been caused by local and international investments. Research has placed China among the top countries with increased industrial developments. Economic leaders have ensured friendly policies so that investors can start businesses in local areas. Finance has also been offered to local investors with business ideas through the sale of bonds by local governments. The regions act as economic blocks where production and trade is regulated (China Central Television 2014). Free trade and a large capital and human resource have contributed to most of the economic developments in China. Industries in these regions range from electronic companies to designer clothing firms. They provide job to locals leading to middle and upper class lifestyles. China’s high population has been advantageous in the provision of local markets (China Central Television 2014). Most of the produced goods are sold locally while the national government invests in exports as a source of income. Reliance on internal sources of raw materials has also enhanced the country’s economic stability because economic meltdowns in other countries do not cause a chain reaction. Despite its high population, presence of skilled labor and investment programs has led to job creations leading to better lifestyles that are a sign of economic development. China Central Television. (2014, May 29). China pursuing coordinated regional economic development - CCTV News - CCTV.com English. China pursuing coordinated regional economic development - CCTV News - CCTV.com English. Retrieved May 30, 2014, from

Capstone IP 5 Research Paper Example | Topics and Well Written Essays - 1250 words

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FINGERPRINTING Research Paper Example | Topics and Well Written Essays - 2000 words

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Gunshot Residue Aanalysis Essay Example for Free

Gunshot Residue Aanalysis Essay When a firearm is discharged, residues from the bullet’s force, the primer, cartridge case, firearm itself and the powder from the propellant are expelled from gaps in the guns working parts (Pepper, 2005: 118). These particles are known as gunshot residue (GSR) or firearm discharge residue (FDR) and are composed of partially burnt and un-burnt propellant powder, particles from the ammunition primer, smoke, lubricants, grease and metals from the cartridge. GSR’s are mainly deposited on skin, the hand in which the weapon was fired, on clothing, the entrance wound of victim or any other local target materials present at the crime scene. The major primer elements are lead (Pb), barium (Ba) and antimony (Sb) usually all three elements are present on the hand after firing. Less common elements include aluminium, zinc, copper, silicon and potassium. Organic and inorganic compounds are also present in GSR’s. Organic compounds are found in propellant powder and primer mixtures whereas inorganic compounds derive from primer mixtures. GSR particles are formed when the pin strikes, the primer cap and mixture is ignited creating high levels of temperature and pressure within the cartridge. The increase of temperature melts the primer mixture and the three elements are produced by vaporisation. As the primer mix ignites the propellant powder, an increase in pressure and temperature occurs and the bullet is released from the firearm barrel. The particles involved in this process form as liquid droplets which instantly solidify due to the quick increase of temperature followed by instant cooling. The discharge of firearm can deposit residues on all persons present and not just the person that fired the gun, the analysis as to who fired the weapon must be made with precaution because any hand or body part that was close to the fired weapon may have residue appearing consistent with having fired the weapon. The cartridge case, bullet and bullet coating contain specific elements that can also be detected such as zinc (Zn) and copper (Cu). There are three classifications of GSR particles which take on characteristic morphologies of GSR, regular spheroids, irregular particles and particles that form a layer of lead surrounding an inner core. The collection of GSR should be carried out instantly because GSR evidence can easily be destroyed just by washing your hands and once examined it is generally spherical in shape. Strong evidential value of all three elements must be found by specialised equipment to confirm a gun had been fired by specific suspect(s). Electron microscope (EM) is a type of microscope that uses a beam of electrons to create an image of the specimen being analysed, it is capable of much higher magnifications and is able to see much smaller objects in detail. They are large, expensive pieces of equipment, and require a lot of skill and training to operate EM. All electron microscopes use electromagnetic and electrostatic lenses to control the path of electrons. The design of an electromagnetic lens is a coil of wire around the outside of a tube through which one can pass a current, creating an electromagnetic field. The electron beam passes through the centre of the coil of wire and down the column of the EM towards the sample. Electrons are very sensitive to magnetic fields and are controlled by changing the current through the lenses. There are two types of EM, Transmission Electron Microscope (TEM) and Scanning Electron Microscopy (SEM). Transmission electron microscopy involves a high voltage electron beam emitted by a cathode and formed by magnetic lenses. The electron beam that has been partially transmitted through the thin specimen carries information about the structure of the specimen.This information is then magnified by a chain of magnetic lenses until it is recorded by hitting a fluorescent screen, photographic plate, or light sensitive sensor such as a camera. The image detected is displayed on a computer. SEM is a technique that uses a beam of electrons to produce magnified images of sample by detecting secondary electrons which are emitted from the surface due to excitation by a primary electron beam. The electron beam is scanned across the surface of the sample with detectors building up an image by mapping the detected signals.The beam that impacts with the sample produces 3-dimensional (3D) images of the surfaces at high levels of magnification. SEM can also reveal the actual surface details of the particles with known examples of GSR, the large particles of partially burnt powder and spheres of residues analysed can appear to be from contaminated materials and not just from the specimen. In SEM, backscattered electrons (BSE) form due to collisions between incoming electron and the nucleus of the target atom where electrons are being knocked off. BSE are used to detect contrast between areas with different chemical compositions where heavy metal elements appear brighter in the ima ges formed and lighter metal elements appear darker. SEM has the ability to be coupled with energy dispersive x-ray spectroscopy (EDS or EDX) to provide information about the elemental composition of the sample being analysed. To date the most successful technique is SEM/EDX, which concentrates on the inorganic particles of GSR. This technique not only allows much of the elemental composition of individual particles to be produced but to also enable images that show morphology and the characteristics of GSR (Jackson et al, 2011: 317) . This is important because these two techniques allow GSR particles to be uniquely identified and the discovery of a suspect may appear to be guilty of a crime. Particles will either be identified as possibly being GSR or shown not to have fired the weapon. The advantage of using this technique has the ability to analyse individual particles of GSR typically the three elements lead, barium and antimony can be identified easily using this technique.(Jackson et al, 2011: 315) The EDX technique detects x-rays emitted from the sample during bombardment by an electron beam to characterize the elemental composition of the analysis, features as small as 1 ÃŽ ¼m or less can be analys ed. When the sample is bombarded by the SEMs electron beam, electrons are knocked off from the atoms to the samples surface. The electrons from the ground state are filled by electrons from a higher state which creates an electron hole so that an x-ray is emitted to balance the energy difference between the two electron states. The number and energy of the x-rays emitted from a specimen can be measured by an energy dispersive spectrometer; this gives information direct to the energy difference. The data can be interpreted in various forms from its composition to the x-ray spectrum. SEM/EDX cannot determine whether a person discharged a weapon on any occasion.Thedisadvantages of using this technique are that it’s cost effective, limited availability and a significant amount of training is required to operate the machine as it’s considered to be a specialised piece of equipment (Bell, 2006: 447). SEM examines specific particulates under high magnification whereas EDX allows elemental analysis of samples. SEM/EDX is the preferred method of GSR analysis as it shows in current study that the use o f this technique has increased from 21% to 26% (Ronald et al, 1996: 195) this shows how reliable and accurate it is to use. Positive results are always produced and when providing evidence in court it is less frequently challenged by the judge. Over 72% of laboratories that analyse GSR use SEM/EDX and search more than 50% of the stub; this is composed of aluminium and is an electrically charged conducting tab which is directly placed into the SEM/EDX machine without sample pre-treatment (Ronald et al, 1996: 197) to start the analysis.EDX extends the usefulness of SEM in that elemental analysis which can be performed within regions as small as a few cubic micrometres. All elements from the periodic table can be detected with this type of method. There are many other methods that have been applied to identify both organic and inorganic GSR analysis but it depends on which method you use. Time of Flight-Secondary Ion Mass Spectrometry (TOF-SIMS), x-ray micro-fluorescence, colour/spot testing, inductively coupled plasma (ICP), neutron activation analysis (NAA), gas chromatography (GC) and atomic absorption spectrometer (AAS). TOF-SIMS was determined to have many advantages over SEM/EDX but because of its lack of high resolution imaging it could not reach its level of expectation. TOF-SIMS analyses smokeless black powders because of the high vacuum conditions inside the instrument but was reported to be unsuitable for volatile components such as nitro-glycerine (NG), which is a liquid substance made from glycerol, nitric and sulphuric acid.(Oliver et al, 2010) References Books 1. Suzanne Bell (2006). Forensic Chemistry. USA: Pearson Education Inc. 447. 2. Andrew R.W Jackson and Julie M. Jackson (2011). Forensic Science. 3rd ed. London: Pearson Education Inc. 311-317. 3. Ian K. Pepper (2005). Crime Scene Investigation: Methods and Procedures. 2nd ed. United Kingdom: McGraw-Hill Company. 118. Journals 4. Ronald L. Singer, 1 M.S.; Dusty Davis, 2 B.S.; and Max M. Houck, 3 M.A. (1996). Journal of Forensic Science. A Survey of Gunshot Residue Analysis Methods. 41 (2), 195-198. 5. Oliver Dalby, B.Sc, David Butler, MSc and Jason W. Birkett Ph.D. (2010). Analysis of Gunshot Residue and Associated Materials-A Review. Journal of Forensic Sciences. 55 (4), 924-926 930-931. Websites 6. http://www.jic.ac.uk/microscopy/intro_em.html accessed Thursday 13th December 2012 at 11.12pm 7. http://mee-inc.com/eds.html accessed Wednesday 19th December 2012 at 3.09pm

Analysing Different Teaching Syllabus

Analysing Different Teaching Syllabus In the domain of language teaching, many teaching syllabuses have emerged which can be classified according to their goals. Examples are the grammatical or structural syllabus which focuses on teaching grammar; the lexical syllabus of which the goal is to teach students lexis and the orthography of the target language; the situational syllabus which is concerned with teaching language related to certain situations; the topic-based syllabus, which has as its goal the teaching of specific topics, for example, geographical topics such as global warming. There is also the skills-based syllabus which takes into account the four skills of language learning, namely, listening, speaking, reading and writing; the task-based syllabus, in which the task is the key to acquiring language and the integrated syllabus, which attempts to integrate all types of syllabus into one syllabus. This kind of syllabus is central to the Headway series of books. The focus of the teaching syllabuses in schools and colleges used to be on the grammar of the target language. Priority was given to structural categories, such as word class, and to mastering these categories. It was noted, however, that learners using the structural syllabus lacked the ability to communicate fluently in the target language, because they had little practice in expressing themselves communicatively, even though they had mastered the grammar. They were able only to memorise the structural categories and never engaged in communicating with others. This problem, therefore, could be solved only by producing a new syllabus which could meet learners needs and improve their communicative ability. As a result, a notional-functional syllabus emerged, with new goals and procedures. This paper examines the notional- functional syllabus. In the first part, a brief section seeks to define the word syllabus, followed by a section about the general meaning of a notional-functional syllabus. The second part considers the approach taken in this kind of syllabus and discusses it. The third part focuses on an important aspect in the notional-functional syllabus, namely, needs analysis. The fourth part highlights the strengths and weaknesses of this syllabus. The fifth part shows how the notional-functional syllabus has been influenced by theories of language and learning. The final part, attempts to describe the teaching situation best suited to this type of syllabus and some of its most important aspects. The Notional- functional syllabus: Before we embark on describing and discussing the notional-functional syllabus, we should provide a definition for the word syllabus. What is a syllabus? It is noteworthy that many writers such as, (Brumfit: 1984; Nunan: 1988; Richards: 2001) have sought to define this word. For example, a syllabus is defined as: a specification of the content of a course of instruction which lists what will be taught and tested (Richards: 2001:2). It is defined also by Nunan (1988:159) as: a specification of what is to be taught in language and the order in which it is to be taught. Furthermore, it can merely lay down what is to be taught, or attempt the harder task of organizing what is to be learnt (Brumfit: 1984). Accordingly, it is noted that they agree that a syllabus should be a specified by a plan which leads teaching aims. White (1988) agrees with Nunan (1988), in addition, that a syllabus may include such aspects as, structure, functions, topics, skills and situations. The choice of priority among these aspects will specify the type of syllabus. 1.2. What is a notional-functional syllabus? The first appearance of this type of syllabus was in the 1970s, when sociolinguists and language philosophers first tried to reflect the functional aspects of language in the teaching syllabuses (Nunan: 1988). It is worthy mentioning the the notional- functional syllabus is based on two important aspects, namely, a conceptual or notional aspect and a functional aspect. The first, takes into consideration concepts such as, cause and effect, time, movement and space. The second describes and classifies the intentions behind language use. In fact, neither of these aspects was new for language teaching. They always been of much concern in the language teaching field, yet what was new was the adoption of notional-functional categories as principles in syllabus organisation. As a result, the great stress on grammatical considerations was relaxed, because the communicative categories were taken into account (White, 1988). It is, however, worth mentioning that the Threshold syllabus (Van Ek: 1975) and the Waystage syllabus (Van Ek and Alexander: 1977) are prototypes of notional-functional syllabuses prepared by the Council of Europe. The content of these syllabuses includes notions such as those mentioned above and functions such as are found at the Threshold level ( Ek and Trim: 1990), ( see, Appendix:1). D.A.Wilkins (1976) was the keenest advocate of the notional- functional syllabus. He notes that this type of syllabus should encompass three categories of meaning: first, semantico- grammatical meaning , in which grammatical form is taught by semantics, such as, time, which consists of point of time, duration and relations; second, modal meaning, in which there is a concern with the nature of the speakers attitudes, such as, the scale of certainty, including: conjecture, doubt, conviction and disbelief; and third, the communicative function, in which speakers are expected to provide communicate infor mation, such as, requests and complaints (Wilkins: 1976). The approach applied in the Notional- functional syllabus: It is important to note that there is a contention among such writers in the language teaching domain as, (Wilkins: 1976; Nunan: 1988; Richards: 2001). This contention is about whether the approach taken in a notional- functional syllabus is analytic or synthetic. In fact, Wilkins (1976) is the first writer who has paid attention to the difference between synthetic and analytic approaches in teaching syllabuses (Nunan: 1988). The distinction lies in the fact that the strategy of language teaching in a synthetic approach relies on the process of acquiring language through a gradual accumulation of language parts. These different parts are taught separately until the complete linguistic structure is built up. In contrast, with the analytic approach linguistic control of the learning environment is not important, because language components are not viewed as building blocks. In other words, they are not gradually accumulated. Furthermore, the important forms of language are isolated fro m the contrasting context in which they probably occur. Therefore, the focus of learning is significant aspects of the language structure (Wilkins: 1976). Wilkins goes on to propose that a notional-functional syllabus maybe considered an example of the analytic approach to language teaching. This is because it entails no compulsory exposure to grammar, although we will probably be able to separate particular forms from their language environment in order to learn the grammatical system adequately (ibid, p 19). It emerges that (Nunan: 1988; Richards: 2001) disagree with Wilkinss view that the approach of a notional- functional syllabus is analytic; they consider it synthetic. The reason is that the functional-notional syllabus was an attempt to replace the structural syllabus, yet ultimately, it remained similar to the latter, because, the type of exercise and the content which learners need to master is altogether similar to those of the structural syllabus ,although, the units in the notional-functional syllabus have functional labels(Nunan: 1988). Moreover, it is noted that the notional -functional syllabuses continued to be the same as the structural syllabuses, because they failed to get rid of the need for linguistic control and gradually forms accumulated (Richards: 2001). It is, therefore, agreed with the views of Nunan and Richards, because functional-notional syllabuses are not different enough from structural syllabuses. For example, in structural syllabuses learners have to lear n the different verb tenses gradually. In notional- functional syllabuses, they have to create sentences according to the type of function in a sequence way. Hence, the approach tends to be synthetic rather than analytic. Needs analysis: This term refers to a set of procedures used to collect information about learners and their communications tasks which might help in syllabus design. The question why learners need to learn the target language is not solely the concern of needs analysis. Syllabus planners, however, will need information about such aspect as, the social expectations placed on learners and the possibility of resources to help implement the syllabus. Syllabus designers, therefore, use two different types of needs analysis. The first is learner analysis and the second, task analysis. Learner analysis is concerned with the learners purpose in learning the language and with many other questions through which a great deal of information can be amassed through, for example, data collection forms (Nunan,1988). In needs analysis a syllabus plan is derived from the specifications which syllabus planners or teachers derive from determining the sort of language required. This specifies the ends which the learner s desire (White: 1988). White seems to have considered a needs analysis similar to a blue print for a house build since, in order to drew up plan, an architect needs to look at another house to collect information about the design. The architect, therefore, is similar to a syllabus planner or teacher (ibid, p83). Wilkins, on the other hand, drew attention in notional-functional syllabuses to the learners needs. He proposed that the categories to apply in syllabus should be relevant to the particular population of learners (Wilkins: 1981:84). Consequently, notional-functional syllabuses are based on the learners needs, which are known through needs analysis, for example, from interviews asking learners what they require to learn (see, Appendix: 2). Strengths and weaknesses of the notional-functional syllabus: One of the positive aspects which characterises the notional-functional syllabus is the focus on communicative factors as a starting point in a syllabus plan. For example, in this syllabus, there is a concern for the linguistic elements which learners need in order to communicate. Furthermore, the grammatical and situational factors, on the one hand, are not neglected in this syllabus, because communicative competence will be produced and learners will be motivated by the use of language. On the other hand, all types of language functions could be covered in functional notional syllabuses not solely the typical language functions that might emerge in certain situations (Wilkins, 1976). It is worth clarifying the difference here between grammatical competence and communicative competence. According to Richards (2006), grammatical competence involves a concentration on the sentence as a unit of analysis and the ability of language learners to analyse the form of the sentence in order to create their own sentences in the target language. Communicative competence, however, means a state in which learners can use the language in meaningful communication. Another positive aspect of a notional-functional syllabus according to Widdowson, is the improvement which it represented over grammatical syllabuses, because this syllabus allows an authentic and communicative use of language in the context in which the forms are presented (Widdowson: 1978). However, Finocchiaro and Brumfit (1983) praise the syllabus for giving the communicative purposes of students highest priority. Moreover, adopting a functional-notional syllabus in the language teaching domain provides distinct benefits: First, no compulsory exposure to language grammar; second, the provision of concrete learning tasks; third, the chance for teachers to be guided by some principles of psycholinguistics, sociolinguistics and educational theory; fourth, the insistence on the need for language learners to have a real purpose in speaking. Fifth, the widespread progress of target language courses is provided by this kind of syllabus. Sixth, modular and flexible courses could be improved by this syllabus. Moreover, listening and reading activities which are also called receptive activities are provided in this. Furthermore, the communicative abilities of learners will be motivating due to the basic communicative functions which existing in this syllabus (ibid, p36). Hence, we could see that notional-functional syllabus takes into account the importance of communicative activities in language teaching. As Littlewood (1981) indicates, the purposes of communicative activities are, first, to give whole-task practice, whereby students in the target language classroom get practice in completing a whole task with its varied communicative activities. Second, they improve motivation, in that the important target for is to communicate with others; consequently if they recognise that their classroom can serve this target their motivation to learn seems to give them close attention. Moreover, they can create a context which supports learning, because communicative activities encourage positive relationships between learners and their teacher. As a result, these relationships contribute to a propitious learning environment. But, despite its positive aspects, this type of syllabus still has some limitations. One of these limitations is the difficulties which syllabus designers have with respect to grading and selection, because a notional-functional syllabus has much concern for communicative factors. To illustrate, grading is the process of arranging the content of a syllabus from easy to difficult (Nunan, 1988). The items, which should be included in this syllabus, are not chosen on linguistic basis only, but also on the communicative purposes with which learners embark on a course (ibid, p37). Furthermore, because in a functional framework syllabus planners have no empirical evidence to build their selection of exponents and structures, it is thought that their selection is based merely on intuition (White, 1988). In an attempt, however, to solve the problem of grading and selection in the notional-functional syllabus, hybrid syllabuses emerged. These syllabuses combine the structural and notional cat egories in one syllabus, yet even these models of syllabuses have proved problematic, because, as White indicates, there have not been enough evaluate them (ibid, p82). Another shortcoming, with this type of syllabus is that there is no compatibility between function and form, because, in order to decide which function is being explained, we need to know about the context. For instance, in the following sentences: We are thinking of going to see the new Woody Allan film tonight. How about going to see the new Woody Allan film tonight. (White, 1988:76). In these examples, there is confusion whether they should be seen as forms of invitation or function ways of making a suggestion (ibid, 77). Moreover, Widdowson in his critique the notional-functional syllabus notes that the methodology of dress rehearsal results in the activities which aim to produce authentic communication in the classroom. This methodology may enable learners only to convey the items learned in the situations which they can rehearse, but not in new situations (Widdowson: 1987). The notional-functional syllabus also lacks a rigorous use of needs analysis. According to Richards (2001), the term needs is not identified clearly because needs may identified on the basis of intuition and the interests of the syllabus planners. Therefore, the criteria for this term in the syllabus are not clear-cut. Hence, from the limitations of notional-functional syllabus discussed above, it could be seen, that such a syllabus tends to be product- based syllabus, which focusing on what language is learnt rather than process-based syllabus which focuses on how language is learnt. The consequence is that the list of items which a notional-functional syllabus offers is presented to be learnt, yet how they will be learnt is not specified. The influence of language theories and learning on the notional-functional syllabus: Theoretical views of language teaching varied in their ideas. Fore example, there is the structural view in which language is considered a structural system connected with elements for the coding of meaning. This view is considered traditional in language teaching. The functional view, therefore, came as a reaction to it, on the one hand, and an attempt to improve it, on the other hand. Language in the functional view is considered a means of conveying functional meaning (Richards and Rodgers: 1986). Nunan (1988), however, draws attention to the way in which the communicative view was integrated by syllabus designers in the 1970s and at that time attracted a great deal of concern. This view, which is allied to the functional view, asserts that the communicative and semantic dimensions of language are as important as the grammatical characteristics of language. Thus, the content of language teaching is specified and organized by its communicative and semantic dimensions through meanin g and function categories instead of, structure and grammar elements (Richards and Rodgers, 1986). As a result, the notional syllabuses adopted by Wilkins in 1976 came as an attempt to apply this view of language in teaching syllabuses. Hence, the notional syllabuses comprised not solely grammar elements and lexis, yet also specification of the notions, topic and concepts which learners require in communication (ibid, p17). It is noted, moreover, that the functional view tends to be with views such as Hallidays view (1970) which believes that: linguistics à ¢Ã¢â€š ¬Ã‚ ¦ is concerned with the description of speech acts or texts, since only through the study of language in use are all the functions of language and therefore, all components of meaning, brought into focus ( Halliday:1970:145). Hence, it seems clear that the notional-functional syllabus is heavily influenced by functional and communicative views of language. It is important to note, however, that the notional-functional syllabuses are influenced not only by theories of language, yet also theories of learning. Because, as Richards and Rodgers (1986) observe, the models of structural, functional and interactional approaches in language teaching are considered incomplete in themselves, because they provide only theoretical frameworks for teaching language. Thus, they need educational theories of language learning in order to be complete. According to Richards and Rodgers, there are two types of learning theories, namely, process-oriented theories and condition-oriented theories. The first, is built on the processes of learning namely, habit formation, induction, inferencing, hypothesis testing and generalization (ibid, p18). The second concentrates on language learning from the perspective of human nature and the physical context. Therefore, it is should be noted that communicative meaning comes under the umbrella of condition-oriented theo ries, because, learners need to learn how they can transfer their communicative meaning through language. They could do it through a notional approach to language teaching, because the basis of this approach comes from the belief that what learners need in the domain of language is significantly more important than language mastery as unapplied system (Wilkins, 1976). As a result, it could be seen that a notional-functional syllabus relies heavily on the functional view of language and condition-oriented theories of learning. As Wilkins (1981) emphasizes, what links the notional approach with the communicative language teaching movement is the knowledge of language learning in which the communicative purposes have a great deal of concern. The teaching situation best suited to the notional-functional syllabus: Since, the focus of a notional-functional syllabus is on the development of communicative competence such as language learners need for communication in the target language, Furthermore, this kind of syllabus provides for the teaching of every day language in the world beyond the classroom. It could, therefore, be argued that the notional-functional syllabus is suitable for English for Specific Purpose (ESP) or short English courses. Such as, courses in Business English taught in an oil company. Courses of this kind would be suitable for those who want to visit an English speaking country for a business trip or holiday, where they will need to interact in different situations. This syllabus benefits those who want basic communicative functions, for instance, greeting, asking for directions, or expressing feelings. As Wilkins (1976:71) indicates, actual language courses à ¢Ã¢â€š ¬Ã‚ ¦ regarded by some learners as complete in themselves but by others à ¢Ã¢â€š ¬Ã‚ ¦ a basis for further learning. I would argue that a notional syllabus is à ¢Ã¢â€š ¬Ã‚ ¦can meet defined communication needs while at the same time it is constructing a more widely based linguistic competence. It is, however, important to note that there are some aspects which should be taken into account in the teaching situation suited to the notional-functional syllabus, including the following: 6.1. Language level: Linguistic proficiency among language learners is classified into levels, such as, beginner, elementary, pre intermediate, intermediate, upper intermediate and advanced. It could be, therefore, argued that notional-functional syllabus seems to be suitable for intermediate or advanced learners rather than beginners. The reason is that learners in the early stages attempt to concentrate on vocabulary learning before learning how to express themselves communicatively through functional meanings. Accordingly, it is thought that this syllabus seems to be un suitable for beginners, because intermediate or advanced learners already possess the core vocabulary, however, their focus will be on producing sentences communicatively. Thus, it seems more appropriate for them. 6.2. Class size: It could be argued that since a functional-notional syllabus focuses on learners needs, as Wilkins(1976) indicates, in his notional syllabuses that the categories which need to be applied in this kind of syllabus should be individual to a particular group of learners. It is thought, therefore, that large classes which are composed of dissimilar learners are not suitable for the functional-notional syllabus. This type of syllabus needs a specific group of learners, for instance, when it comes to English for Specific Purpose (ESP) courses. In them are particular groups, such as, Business English learners, engineering English learners or medical English learners. These groups of learners will be suitable for this kind of syllabus. 6.3. Assessment: Since, the goal of a notional-functional syllabus is to improve the communicative language ability of learners, in other words, their ability to use language in their communications. There seems, therefore, to be no need for formal assessment. The reason is that the assessment will focus on the way in which learners can achieve this ability through expressing concepts such as, possibility or affirmation. For instance, in the case of business English courses, the assessment is based on the learners performance in communicative language with customers; that is, how well they can communicate with their customers for instance, in making requests or offering business. Conclusion: Syllabuses in the language teaching domain have varied in their goals and procedures. The traditional ones are structural or grammatical, with a focus on finding ways of learning the grammar of the target language. But this syllabus neglects ways of acquiring competence in communicative language. Hence, as can be seen in the above, the notional-functional syllabus emerged as a way for learners to improve their communicative abilities which would be motivated through its basic communicative functions. It all depends on what we use language to do. Furthermore, we can conclude that the notional-functional syllabus is based on the learners needs, which are discovered through a needs analysis strategy. This syllabus has two main aspects: functions which deal with such the communicative abilities as, requesting, grading, arguing and expressing feelings and notions related, for example, to space, location, time and quantity. It is noted, however, that the main in designing this kind of syll abus comprise: first, the situations in which learners will use the target language, broken down into the place, the time and people who engaged in these situations; second, the topics which are found in every day communication, such as, asking for directions, offering help or shopping. Admittedly, the notional-functional syllabus possesses negative as well as positive aspects. Some of the positive aspects are its focus on communicative factors as a starting point and in its high motivating power, because it enables learners to express their ideas and feelings more easily. Moreover, all types of function could be covered in functional- notional syllabuses, not solely the typical language functions which might emerge in certain situations. It is noted, however, that some of the negative aspects which are highlighted in the present paper are the difficulties in selecting and grading, the functions and forms and there lack of compatibility between function and form, because, in order t o decide which function is being explained, we need to know about the context. Furthermore, needs analysis strategy is not identified clearly, because the identification of learns needs only on the basis of intuition on the part of syllabus planners. We could see, however, that the notional-functional syllabus has been influenced heavily by functional and communicative views of language and condition-oriented theories of learning. Finally, we can conclude that, although this kind of syllabus has some limitations, it is widely used in many countries, because it is effective for learners with special purposes, such as, learners of ESP ( English for specific purposes).