Hamlet is a self-obsessed Essay

Throughout the course of the play, the character of Hamlet undergoes major upheaval, so a transition in his psyche is to be expected. One interpretation behind the reason for this transition is the one stated in the title (i. e. that he is a â€Å"self-obsessed, miserable typical teenager†); another may be that he is simply the victim of exceptional circumstances (namely his father’s death and his mother’s marriage to his uncle) – either way, it is clear that Hamlet is acting under severe emotional stress during the play. That Hamlet is a very obsessive young man is easy enough to tell – the list of things he obsesses about is extensive: the afterlife, his father’s murder, his new misogynistic feelings, suicide and general worldly dissatisfaction, to list the main bulk of his obsessions. Some of his soliloquies (which are the passages where Shakespeare allows Hamlet to reveal his complete emotions to the audience) are testament to this obsession, especially concerning suicide (â€Å"O that this too too solid flesh would melt†, â€Å"To be or not to be†). This self-obsession may be thought of as somewhat surprising when it is noted that Hamlet is meant to be heir to the Dane throne, as it portrays Hamlet as someone in a role of great social responsibility who only has the scope to think about his personal problems. Hamlet is by now old enough to attend university (although his age is unspecified), showing that he has reached an age where he can think independently and fully comprehend his duty to society, adding to the sense that he is being selfish in that he does not think of the well-being of his country, despite the numerous references to problems in Denmark (â€Å"Something is rotten in the state of Denmark†). It is this personal fixation and irresponsibility on Hamlet’s part that ends up bringing the ultimately Danish monarchy into ruin, with Fortinbras of Norway ascending to the throne. The claim that Hamlet is also miserable is also a valid one: the audience usually finds Hamlet in a highly melancholic state of mind (whether it is mere sullen impetuousness or full-blown suicidal depression). Hamlet seems dissatisfied with everything: his family, his nation, the world, his very existence. Part of the reason for this depressed nature is Hamlet’s tendency to philosophise and contemplate complex aspects of existence, such as the afterlife, which contrasts with the straight-forward â€Å"action† men that surround him, and is more typical of the modern moody teenager. For all of these reasons, it can be argued that Hamlet is indeed a â€Å"self-obsessed, miserable typical teenager†. However, a different interpretation of Hamlet is that he is the victim of exceptionally harrowing circumstances. His age is indeterminate, although the reader is sure that he is a young man. Already with the weight of an entire nation on his shoulders, his father dies, only for his mother to wed with â€Å"wicked speed† to his father’s brother: such a combination in such a short space of time for one as young as Hamlet is bound to have a detrimental effect on his outlook. Add to this the plainly insensitive handling of this shocking series of events by Claudius which serves only to exacerbate Hamlet’s sorrow and confusion (â€Å"but to persever/ In obstinate condolement is a course/ Of impious stubbornness, ’tis unmanly grief,†) and it becomes evident that Hamlet cannot be compared to a moody teenager, because the events that usually make teenagers stroppy cannot be compared in any way to the mental anguish that Hamlet is probably suffering. Such a comparison would be callous and thoughtless. Hamlet’s apparent descent into a self-crafted madness is indicative of the huge pressure placed upon him by the ghost of his father, who seems only interested in revenge rather than helping his son (â€Å"Remember me. â€Å"). This emphasises the feeling that Hamlet is alone, with no-one truly understanding his situation (with the possible exception of Horatio). Teenagers nowadays have a vast array of methods in which they can seek help (i. e. relatives, hotlines, the police), again stressing the vast chasm between the situation of a moody teenager and the agonising plight which Hamlet finds himself in. The sheer exceptional scale of tragedy that occurs during the play and the profound effect they have on Hamlet are enough to ensure that he should not be compared to a moody teenager: to do so would be highly inconsiderate. Hence the interpretation that Hamlet is â€Å"self-obsessed† is a highly unfair one, as the world he knew previously has been shattered, and the one he finds himself in now is so intolerable to him that he ponders suicide, meaning that the affairs of Denmark do not find such a high priority in his mind because his personal life is in disarray. Even through the catastrophes in the play, as Hamlet lies on the ground dying, he names Fortinbras as the next ruler of Denmark – this shows that, after he has resolved all of his issues, he starts to once again think of his nation, even as he is dying; the claim that he is miserable is a fair one, but he is justifiably miserable. He is not miserable because his parents will not let him attend a party: he is miserable because his father is dead and his mother has begun an incestuous relationship with his uncle. This is a legitimate reason for misery, and so Hamlet should be treated with a fitting level of compassion – at least certainly not compared to typical teenagers. It is for the reasons above that the statement â€Å"Hamlet is a self-obsessed, miserable typical teenager† does not resonate well with the reader: the very fact that he is able to be sullen and even jocular initially (â€Å"A little more than kin, and less than kind. † â€Å"Not so much, my lord, I am too much in the son. â€Å") is a testament to his strong personality – his true feelings are revealed in the following soliloquy. The character of Hamlet is far more complex than a comparatively simple teenager; the circumstances far more tragic; the pressure upon him far greater.

Agricultural Subsidies and Development

1. The removal agricultural tariffs and subsides, according to Oxfam, would benefit developed nations because their consumers would benefit from lower domestic agricultural prices and the elimination of the taxes they must pay in order to support the subsidies. The producers in the developed world would lose this government protection from competition as well as the financial incentives. I believe there would be a net benefit from changing our agricultural policy because: ? The government program distorts a functioning market. A functioning market allows capital (investment) to flow where it can gain the highest return. If a good or product can be produce more efficiently outside of the United States, the producer and consumer benefit. The benefit to the consumer in lower prices, improved product quality and lower taxes, helps the US economy by increasing the consumer’s buying power. The higher purchasing power changes the US consumers’ outlook on their personal wealth, and thereby their future spending. The so-called wealth effect occurs when consumers’ perception of their finances allow them to spend more of their income. This higher propensity to consume by US consumers should offset the loss of domestic spending on agricultural products. ? The increase of trade also enables the more efficient producer to reciprocate in buying products or services from the US where we have a competitive advantage. Therefore, in addition to the gain in consumer spending from the improvement of consumer purchasing power, the US will gain additionally from purchases from their new trade relationship. 2. I believe that removing agricultural tariffs and subsidies will help the citizens of the world’s poorest nations. As one UN official has noted. â€Å"It’s no good building up roads clinics, and infrastructure in poorer areas if you don’t give them access to markets and engines for growth. † Increasing demand for their products will allow their economy to expand. The increase of employment, and thereby their domestic consumer spending, will have a similar effect as I described above. The higher income will spur domestic spending for other local goods and services. The net effect will be increased domestic wealth, expansion of their consumer spending, and thereby the local economy. Unfortunately foreign aid is frequently poorly managed, although necessary. The most effective program is one that enables the local economy to produce a product or service that is demanded by consumers (locally and / or internationally). 3. Historically government programs protected our agricultural business by creating the necessary supports to make farming a sustainable business. Today developed nations continue to lavish extensive support on agricultural producers in spite of the fact that the agricultural production in most developed countries is self sufficient. In the US, the agricultural industry in many states has a very powerful political lobby. Both political parties will agree to support government subsidies in order to win the support of the agricultural lobbies. The politicians often claim that their motive is to preserve a historic rural lifestyle, and they see subsidies as a way of achieving that goal. This sentiment is still believed by many voters, as some small farms do exist, but the vast amount of the $300 billion in subsidies per year go major agricultural businesses. Perhaps one reason why this is overlooked is due to the efficiency of US agriculture. The highly efficient businesses in most developed counties produce products at historically low prices. Today’s US consumer spends less than 10% of their income on food. As food prices rises, due to the falling US dollar, and the growing global economy increases demand for food products, we may be forced to spend more of income on food, and then the focus on the agricultural subsidies and tariffs may get more attention.

Stradegy hrm 3 Essay Example | Topics and Well Written Essays - 1000 words

Stradegy hrm 3 - Essay Example 3. Specific objectives and planned actions for the development of each skill. In the context of the development of the above skills, there are a series of objectives that need to be achieved. Also, certain actions have to take place ensuring that these skills will be developed within the specific time period, i.e. within the academic year that follows. The objectives related to the development of the above skills would be categorized as follows: a) for developing the self-management skills, the following objectives should be met: a1) improvement of the ability of self-organizing in terms of tasks allocated, meaning the identification of the activities included in these tasks and the development of a feasible plan for their completion, a2) improvement of time management skills, meaning the identification of the time availability for each task so that deadlines for all activities to be met, a3) improvement of resource management skills, i.e. the capability to identify early the appropr iate resources required for the completion of a task, the allocation of these resources and their successful engagement to the planned actions. b) For developing my technical skills, the following objectives should be achieved: b1) improvement of the ability to identify the technology required for the successful completion of a task, b2) improvement of the ability to face any potential failure of this technology, i.e. to be prepared for such failure so that in case that such failure occurs, its effects on my activities to be minimized, b3) increase of my understanding how technology could help increasing the quality and effectiveness of projects in various fields, b4) improvement of my skills to manage the technology required for the completion of a task – referring to my skills as a user. c) Finally, for developing my interaction skills, the objectives that would be achieved are the following ones: c1) increase of ability to work as part of a team for the completion of a par ticular task, c2) increase of my ability to communicate effectively with the groups of the team of which I am a member, c3) increase of the ability to handle crises as a member of a team – referring to crises related to the development of a particular task, for example the non-availability of a resource which is of critical value for the completion of a particular task or the change of a deadline so that the time available for the development of a project to be minimized, c4) increase of responsibility as member of a team for the tasks allocated, either to the team or to me as a member of the team. As for the planned actions necessary for achieving the above objectives, these would include: a) the objectives related to the development of self-management skills would be achieved by improving the methods used when working on academic tasks, by increasing the time spent on the completion of these tasks and by developing the cooperation with other colleagues when group tasks are allocated; at the same time, academic studies related to the specific subject – self-management skills – will be studied, at the level that they would help to identify activities through which my self-management would be further increased; b) the objectives related to the development of technical competencies would be achieved through the following actions: b1) increase of use of

Recruitment methods Coursework Example | Topics and Well Written Essays - 1000 words

Recruitment methods - Coursework Example They would believe that their chances of getting the said job are minimal since there are a number of other applicants also trying for the same vacancy. Hence these two reasons suggest how a firm should always avoid the discussion of generating large applicant pools for a firm and must never emphasize on bringing together so many people at the same time. Its policy should be such that it asks very few people to fight for the same vacancy and then select the very best in the end. 2) What implication exists for recruitment methods? The recruitment methods depend a great deal on how the organization views the entire discussion of recruitment and selection, and what kinds of measures are adopted by the firm to get in success with the tasks of the firm in the long run. The implications come in because the firm wants to know whether or not these recruitment methods would bring in the success that has been envisaged by the human resource management domains and the people who are at the back end of such measures (Nelson, 1997). They want to be 100 percent sure that all their steps within the aegis of recruitment methods are taken care of and that they are able to hire the very best at the end. Also the reason for these recruitment methods to be taken seriously by the organization lies in the fact that it can have a good say within the related industry as per its recruitment and selection methods, and thus be taken as an organization that is on the right footing all said and done. The implications for the recruitment methods raise quite a few questions about the legitimacy of an organization to adopt them and hence gain an understanding into the ways and means through which success could be achieved within such recruitment ranks. References Nelson, J., 1997. The Boundaryless Organization: Implications for Job Analysis, Recruitment, and Selection. Human Resource Planning,

Spiritual and Cultural Considerations in Primary Care Assignment

Spiritual and Cultural Considerations in Primary Care - Assignment Example Similar with the Asian American culture, Hispanic American also believe that health can be attained by maintaining balance between the hot and cold and the wet and dry forces. Illness results when God punished Hispanic Americans for their sin, when feeling of susto (fright) occur, when someone throws a mal ojo (evil eye), and envidia (envy)(De Laune, 2006, p. 394). Hispanic Americans used Spanish or Portuguese and other dialects in communication process. They are verbally expressive and used dramatic body language to express emotions and pain. However, Hispanic Americans view direct confrontation and expression of negative feelings as disrespectful. When communicating with a Hispanic American, one can observe the comfort in close proximity, overly tactile communication such as frequent handshakes and enbrace, and the value Hispanic Americans have for the presence of others. Hispanic Americans value modesty and politeness in speaking and are presently oriented. However, time for Hispa nic American is flexible. The role of the family in the primary care might be used in dealing with Hispanic Americans as they prioritize first the need of the families before the individual needs. Nuclear family is the basic unit but highly regarded extended family. Gender roles are also evident in the Hispanic American culture and man performs the role of decision maker and breadwinner while the woman is the home maker and care taker. Review of Literature Healthcare Concerns and Beliefs Health care concerns and beliefs of many Hispanics have affected the predisposing diseases of their race and access to the use of health services. Hispanic diet, lack of health insurance, transportation, culture, and linguistic are some of the identified concerns of most researchers among Hispanics that needs to be addressed. Hispanic dietary preferences differ from other culture. Existing research suggests that Hispanic diet has greater percentage of carbohydrates, protein, and fiber, and lower percentage of total and satura ted fat (Loria, Bush, Carroll, Looker, McDowell, Johnson, &Sempos, 1995, n.p.).Thus, Hispanics are more apt to meet the cholesterol education program. However, majority of the Hispanics suffer from obesity which is one of the most important health problems they are facing today. Aside from dietary preferences, Hispanics also lack sufficient access to health services particularly because of financial, structural, and personal barriers. Lack of health insurance and low income among Hispanics constitute the financial barriers. Structural barriers include proximity and transportation to the health providers and personal barriers include cultural and linguistic factors. In addition, Hispanics are less likely to consult a primary care’s advice primarily because Hispanics believe that having a disease is a punishment from God. For example, a child suddenly has fever after the parents brought the child to the park. Following Hispanic culture, this child was thrown a mal ojo (evil eye ) by a stranger. Hispanics are known for being religious and spiritual-driven. Hispanics belief on God and evil forces are

Business Law Report Essay Example | Topics and Well Written Essays - 2000 words

Business Law Report - Essay Example ..8 3.2 Scenario†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 1. Introduction Promissory estoppel is an equitable doctrine that applies to contract law to enforce a promise that is unsupported by consideration. It involves a promise given by one of the parties to a contract, during its performance, not to insist to the terms of the original contract (Feinman, 1984). This doctrine mitigates the harshness of the common law which insists that any promise which is unsupported by a consideration cannot be enforced. In the law of contract, parties must furnish consideration to make the contract binding. Therefore the words ‘estopped’ means ‘prevented’ or precluded. It prevents a party to a contract from denying the truth of a promissory representation (Feinman, 1984). Lord Denning in Combe v Combe[1951] 2 KB 215 at 220defined the doctrine by stating that â€Å" the principle, as I understand it, is that, where one party has, by his words or conduct, made to the other a promise or assurance which was intended to affect the legal relations between them and to be acted on accordingly, then, once the other party has taken him at his word and acted on it, the one who gave the promise or assurance cannot afterwards be allowed to revert to the previous legal relations as if no such promise or assurance had been made by him, but he must accept their legal relations subject to the qualification which he himself has introduced, even though it is not supported in points of law by any consideration but only by his words†¦Ã¢â‚¬  2. Requirements of Promissory Estoppel This English position was first adopted in Australia by the High Court’s decision in Legione v Hateley(1983) 152 CLR 406. It sets some key ingredients for the application of the doctrine. First, there must be a pre-existing cont ract between the parties, which they seek to modify. Secondly, there must be a clear and unambiguous promise, which one party relies on as result of which they change their position and lastly, it must be inequitable to allow the promisor to go back on their promise. 2.1. Pre-existing Relationship There must be a legal relationship that existed between the parties. The parties ought to be in a continuing legal relationship, in the course of which, one of the parties agrees to the variation, and/or termination of the current one. Promissory estoppel cannot exist in a vacuum, and that it would only arise where there is an existing relationship between the parties.In most instances the existence of a relationship suffices from the existence of a contract (Boyer, 1952). In essence, the underlying contract must have been enforceable, and consideration for the subsequent agreement that is not required (Boyer, 1952). The requirement for the existence of a contract for the application of th e doctrine of estoppel was held not necessary in the Australian case of Waltons Stores (Interstate) Ltd v Maher[1988] HCA 7. The brief facts of the case were that Walton and Maher entered into a negotiation with regards to a lease of a property that was owned by Maher. They agreed that Maher would demolish a building that was in existence and build a new one which Walton would then occupy. The parties entered principally into an

Health Care Reform & the Future of Nursing Essay

Health Care Reform & the Future of Nursing - Essay Example er expectations have led to improved service delivery as they are entitled to quality health care, which is catered fro through the universal health insurance schemes. The Affordable Care Act holds that all human being are entitled to medical attention as it is a basic human right, regardless of the patient’s financial position. The ethical principle of providing quality and equal health care to everyone is upheld through the act. The affordability of health care makes it possible for everyone to access health care regardless of the person’s financial position. The protection of human rights and offering of quality health care to every citizen are upheld in the ACA (Poskauer, 2014). The Accountable care organizations provide for grouping of patients so as to manage their medical care with the purpose of offering high quality care while cutting costs. This is done through collaborative efforts between hospitals, medical groups, as well as other providers of health care. The amount of money saved through this initiative is kept by the health care providers. The retail clinics model is also a popular innovation. This gives immediate health care to those seeking medical care without the need to have appointments. The dual- eligible model is also gaining ground. This allows patients to receive care using Medicare and Medicaid. This is especially helpful for patients with high medical expenses. The bundled payments are also gaining prominence as it focuses on the quality of care provided and not quantity. The concept bundles all medical costs by the patient into one payment. This ensures that the patient receives standard care for any ailments (Daly, 2013). The nursing leaders need to learn how to handle patients with different needs accordingly. This is because the care provides for all levels and types of care that are sought by the patients. The nurses must learn to seek medical history appropriately so as to ensure that the medical care offered is consistent.

Public shipping Law Case Study Example | Topics and Well Written Essays - 2000 words

Public shipping Law - Case Study Example The influence of the judiciary decisions and the various regulatory organizations in the framing of these principles are also considered briefly. For this, the International law is understood and its issues are considered briefly. Further, the sources of the International law framework and the general principles in practice are studied. The integration of the human rights and labor rights into the framework is also understood with particular reference to the employment at sea. Principles governing the law relating to the high seas along with the issues or rights and obligations of the states within the maritime zones relating to territorial sea, internal waters, exclusive economic zones, etc. are explored. As the different states have different practices, the freedom of navigation for merchant as well as naval vessels raised the issue of innocent passage and the principles relating to the same are also considered. Shipping is the largest trade accounting to almost 95% of world trade by weight (Rajadurai, 2004, p 83). This trade is truly international and has importance to any business irrespective of the state of origin or operation. Since, shipping is a necessity by businesses across the world, there is also a need for uniformity in practices to make it safe and accessible. Also, since there are inherent dangers in terms of security in any trade, more so in shipping as it involves maritime transport in dangers waters with almost no monitoring or safety from perils or disasters, there is even more need for a common regulatory framework and enhanced operational safety. As McConville, et al (2005) observe that "regulations in shipping must necessarily be developed at the global level and since it is international and has the potential to offer a uniform platform to maritime players, there is a need for a uniform regulations on matters such as construction standards, navigational rules and stand ards of crew competence" (p 249). There are various conventions, laws, treaties, etc. and the issues relating to the different nation's rights and responsibilities towards each other are laid in the International law and the various states which constitute the shipping industry decide to abide by its rules. The International law's oldest discipline is the law of the sea and it draws from various sources for its regulations. Custom is seen as the most important of sources with tradition as another important source of the law of the sea (Dupuy, Vignes, 1991, p 60). There are also the Hague rules which were consolidated in three conventions and which related to issues like principles of freedom of navigation, the juridical nature of territorial waters and the rights of the coastal states over same the, the defining of baselines, the regulations of innocent passage by ships, with significance of the contiguous zone and the issues of breadth of territorial waters among others (Dupuy, Vignes, 1991, p 68). Since the sea wa ters of the Asian and African continents were being

The Last Night of Ballyhoo by Alfred Uhry Essay

The Last Night of Ballyhoo by Alfred Uhry - Essay Example Adolf Hitler Nazism began to pose a threat to world civilization. By 1941 United States officially had joined World War II. Against this political background The Last Night of Ballyhoo by Alfred Uhry is set in position. This play is set in the upper class German Jewish society. The background is placed in Atlanta 1939 where Jews comprised a prominent minority group coping in a Christian society. The self or rather the search for the self is exemplified for the lack of a strong sense of a self can be nebulous when ones placed in the current social structure. As Uhry said, â€Å"The Olympics commissioned me to write a play through the Alliance Theatre. It occurred to me the day they asked me that I could write about the last time Atlanta was in the spotlight which, to me, was when Gone with the Wind opened. I realized it was 1939 and I had Scarlett and I had Hitler, and it would be a good way to get at this thing I wanted to do†¦.† (Shewey, 1997) The play opens in the living room of the Freitag/Levy home. The tone and mood is a homely and family centered approach. Lala is found decorating the Christmas tree as it is the Christmas season. Here the Christmas tree signifies the orthodox of Christianity but for the Freitag/Levy home the Christmas tree stand as a symbol for the season which is devoid of any religious sentiments and the star symbolizing the birth of the Messiah; therefore a Jewish Christmas tree should have no star. As Boo states, â€Å"then everybody that drives down Habersham road will think we’re a bunch of Jewish fools pretending we’re Christians† (Uhry, 1997) The two important aspects are the premier of Gone with the wind and the last night of Ballyhoo which dominated the atmosphere of the play. Lala’s attitude is so apt, instead of arguing about the Christmas tree one should be celebrating the season. But on the contrary, Lala states that one should celebrate because Clark Gable was in town for the premier

Business Ethics and Law Assignment Example | Topics and Well Written Essays - 500 words

Business Ethics and Law - Assignment Example will imply that dangerous dumping need to be avoided by the cruising ships which have been the number one contributor to wasting the grey water in the sea and therefore, causing pollution. There are various recommendations that I can make for control of the current situation to ensure that no companies benefit from the seas at the expense of other people. One recommendation is that all the individuals and companies that use the sea in the cruising business should be charged according to the amount of waste they throw into the seas (Anonymous, n.d). This will ensure that a regulating body makes the treatment of the sea water so that there sea life can continue in a balanced ecosystem. All ship owners should be supervised to ensure that they are not risking the lives at the sea ensure by throwing either there human or the non human wastes into the sea at any point in time. This would help the beneficiaries of the sea like the swimmers, fishermen and others to get the benefit as users of the sea and this will help ensure that the fish and aquatic plants are prevented from poisoning. Clean sea water will ensure that the distribution and the population of the aquatic life is as per the natural condition. After the implementation of the cleaning of the waters, I would recommend that all sea cruisers be fitted with enough tanks to keep the non human wastes in them and release them at a treatment point. This will ensure that grey water will not have negative impact to the aquatic life and therefore, it will ensure the sea cruising companies are responsible on the way they react to the environment. The strategy would address the problem at its base and will ensure that there is fairness in using the sea by containing wastes of the environment. This will mean that people who depend on the sea will be able to use the sea for a longer time. This recommendation will extend the economic benefit to all he fishermen, because they will continue with their activities for a longer

The Psychological Effects of Marijuana Essay Example for Free

The Psychological Effects of Marijuana Essay Cannabis sativa, a plant characterized with the psychoactive principle tetrahydrocannabinol (THC) is the main component of marijuana. Cannabis or cannabinoids has a varied class of identified substances. Over 420 substances are known composing cannabinoids and over 60 of which are the class which contains some viable psychotropic effects of the plant. Tetrahydrocannabinol is the main active ingredients comprising 15 percent of marijuana. Marijuana, as a substance containing such active ingredient acts on the individual psyche that correlates to several psychological dysfunctions. Marijuana is considered as one of the most popular group of cannabis known as the psychodysleptic drugs of hallucinogens. In analyzing several peer reviews of the effects of marijuana use in reproduction, questions are raised on the appropriate methods by which causal inferences can be made. Acute and chronic adverse effects of the substance on the health and psychological functions of humans is highly dependent on the time and amount of marijuana consumption. In a literature supporting this claim, Wayne Hall explained in his paper entitled â€Å"A simplified logic of causal interference†, there lays several measurements taken to explain the association between adverse health conditions with marijuana use. It is very difficult to set criteria to analyze this phenomenon. Most scholarly journals has pointed out the effects of cannabis use, in the form of marijuana significantly effects the concentration of testosterone, estrogen and prolactin in plasma based on experiments conducted on animals. Clinical tests on humans still need to validate this claim. It is also important to note that marijuana use in women would have lower levels of follicle-stimulating hormone or FSH and luteinizing hormone (LH). These changes in hormonal levels significantly affects the menstrual cycle, although it is noted that this could immediately stop once drug use is discontinued. Marijuana possessing the substance cannabinoid elicits its effects on body mechanisms through the endocannabinoid system. Gorzalka and Hill (2006) mentions that â€Å"largely consistent results reveal that both man and woman exhibit adverse effects on sexual behavior depending on the dose and specific sex†. (Gorzalka Hill, 2006) This entails that there is a significant role played by the endocannabinoid system in human reproductive system. The agents of the substance distributed in the body system greatly affects that hypothalamus, testes and ovaries of humans as tested primarily on animals. In recent literature, according to the review, â€Å"presence of cannabinoid receptors in the sperm within the uterus constitutes the potential role of the endocannabinoid system in the reproductive system and the maintenance of sexual activity.. †. (Gorzalka Hill, 2006) The ability of the substance to affect changes in the reproductive mechanisms of humans can become a potential source of treatments for sexual related dysfunctions. On the other hand, researches on the effects of marijuana in women suggest that there is a consistent finding on its effects on the sexual behavior of women including other species. From Kolodny et al. (1974) findings of women have increased sexual enjoyment because of marijuana and other related substances, due to increase in physical sensitivity and responsiveness. Focusing on reproduction, mainly in pregnancy among marijuana users, the cannabinoids component of marijuana has good lipid solubility allows the substance to affect the placenta with ease. In a study of 12,000 women, 11 percent marijuana users have shorter gestation periods. This consequently affects longer deliveries, lower birth rates and higher rates of deformities in their offspring. It is also known based on scholarly journals that the behavior and cognitive functions of marijuana users and their child are affected by the substance cannabinoids. Cannabinoids compromise pregnancy among marijuana users because the reduction in the gonadotropins and ovarian steroids are compromised once the active ingredients infiltrate the uterus of the woman. The substance has a relatively high soluble ability which regulates for absorpotion in the entire body system. The cannabinoid receptor, inherent in the uterus exhibits the ability to function in the reproductive organ and synthesis of the AEA to levels comparable to the brain as in studies on the psychological effects of marijuana as a hallucinogen. This has been verified by Guo et al., (2005) following subsequent conclusions relating to this. Park et al., (2004) mentions that â€Å"the adverse effects of cannabinoids on gestation.. raise the question of the natural role of the receptor in the system during pregnancy.† (Park et al., 2004) Supported by genetic experimentation and molecular findings, the system is said to â€Å"undergo changes during the progression of gestation in manner that is conducive to normal pregnancy†. (Gorzalka Hill, 2006) Findings of such research suggest that the environment with the cannabinoid receptor, in the endocannabinoid system, may determine the success rate of the gestation period. Maccarone et al., (2000, 2002) focused on this findings to determine the level of association between the success rate of a pregnancy and the influence of the endocannabinoid system. The findings of the research are a determinant in a possible treatment to infertility as such recommendations entail provisions for a high level of efficient endocannabinoid system shall entail an unsuccessful pregnancy for hopeful women. As a conclusion with these researches, both cannabinoids and the endocannabinoids system is â€Å"detrimental to the reproductive process in females.† (Gorzalka Hill, 2006) To be able to achieve successful pregnancy, â€Å"drugs which acts to increase FAAH activity through low concentration of the AEA levels, may be potentially used to improve fertility among women†¦Ã¢â‚¬  (Gorzalka Hill, 2006) In a study to analyze marijuana effect on female sex hormones, some subjects observed yielded lowered prolactin levels in short durations and concentration that is not significantly lower than the normal level. Recent findings concludes that cannabis, have no significant effect on women in the general population. The effects of the substance even is concluded having significant effects on sex hormones and sex drives of users.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In previous research, several attempts to validate the findings of Kolodny et al. in 1974 were made to asses the effects of marijuana use in the decrease of testosterone levels. Subsequently a supporting finding claimed that there is such temporary reduction to testosterone level immediately after marijuana use. It is important to note that numerous studies after which proved no reduction in testosterone levels even in high dosage of cannabinoids, studies generally about the male reproductive system also failed to validate the reduction of testosterone levels associated with marijuana use.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kolodny’s and colleagues study in 1974 initiated following research on the reproductive components in male with regards to marijuana use. Then, it was concluded that frequent cannabis users had lower sperm counts that occasional users. However, lack of methodology is assessing the sexual activity of respondents were made prior to examination became one of the major criticism of the study. In a study testing the claim, observed men confined with high doses of cannabis have decreased sperm concentrations and sperm motility. However, the significant findings of the research have maintained that such levels are still within the normal sperm concentration and that slight difference can only be observed during the experiment. There still lacks the right evidence to conclude that marijuana use is related to infertility. In a study, more women who are marijuana users have approached experts to seek help with their infertility issues than non-users. However, when this hypothesis was tested, the difference between the two variables range from 61 to 53 percent and became lower when researchers imposed controlled lifestyle factors with infertility. There is also the common finding of no association between marijuana use and the risk of early pregnancy loss. Reviewed researches also indicated an association between rates of infertility and marijuana use, or there is such decrease in the reproductive capacity among men who are marijuana users. The attempt to associate reproduction inabilities with regards to marijuana use is still unsupported by evidence in the scientific community, and the attempt to associate regular marijuana use and its effects on reproductive hormones is still continued. Several prior researches suggest that doses of marijuana substance enhance sexual activity and behavior. The effects of cannabinoid receptors on male sexual behavior have been regarded as a significant factor in reducing ejaculatory threshold. Gorzalka Hill (2006) explained that as was observed in laboratory species, it â€Å"requires fewer intromissions and shorter latency to attain ejaculation once sexual activity is initiated†. This finding supports earlier assumptions made by some men that with marijuana use, sexual activity duration is increased. Although initial tests on the validity of such claims on the effects of marijuana substance in testicular function were made on laboratory species such as rats and mammals, the level of relationship between the specie and human relatedness is comparable in context of these results. Melis, Succu, Mascia and Argiolas (2004) suggest that findings on the cannabinoid receptors role in the reproductive system, its effect on the hypothalamus also proves an â€Å"induction of penile erection†. The research detailed the validity of other researches done in concluding that the receptor has an antagonistic property which in turn induce penile erections. Through these researches, data generated provides a background on how the endocannainoid system may have a profound role in regulating the processes associated with sexual response such as erection and ejaculation, consequently, that the system can also have a direct or indirect effect on specific sexual dysfunctions. In relation with this, following researches made by previous researchers, Wenger, Ledent, Csernus, and Gerendai (2001) tested previous claims of cannabinoid receptor activity in testis through demonstrating how cannabinoids regulates testosterone hiosynthesis. Gye, Kang, and Kang (2005) reviewed the former research and found cannabinoid receptor activity also â€Å"present in the luminal epithelium of seminiferous tubules†. (Gye et al., 2005)   Following the activities of the receptor in reproductive organs, Rossato, Ion, Popa, Ferigo, Clari and Foresta (2005) also attests to â€Å"the evidence of the sperm’s possession of a functional cannobinoid receptor† (Rossato et al., 2005) The authors of the study suggested that the human sperm consistent with this finding has reduced mitochondrial function and reduced sperm motility.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The diverse and recent reviews of experts on the psychological effects of marijuana use in reproduction suggest the strong correlation between the substances’ effect on the reproductive process and its physiology. The reviews made have increased the research thrust of the field and has been continuously evaluated for more than three decades. In the process, we learned that cannabis, the major substance influence marijuana’s effects is significantly detrimental to the reproductive system of both males and females. The use of marijuana interrupts normal bodily psychological processes because it inhibits a receptor that interferes with the â€Å"level of testosterone and fertility in men, and the ovulation and gestation in women.† (Gorzalka Hill, 2006) Reviewed literature until today still lacks evidence to support that sexual behavior is affected by marijuana use. As mentioned, men can either find benefit or compromise in sexual behavior when marijuana is used. Literature still lacks appropriate data to support the association because even with the possibility of increased sensitivity in terms of sexual arousal and responsiveness, marijuana can also adversely trigger the impairment of sexual motivation and drive that shall lead to sexual dysfunctions. Men are more sensitive to such changes in their hormones given the body’s reaction of cannabidon, but recent findings suggests that females find more benefits with marijuana use because of its inhibitory effect. This effect increases the â€Å"level of sexual arousal and desire that may facilitate and enhance sexual activity† as suggested by Gorzalka Hill (2006). (Gorzalka Hill, 2006). Although literature provides conclusions based on non-human testing, sampling non-human species gives a significant idea on how male react to the cannabinoid receptor and how women elicits sexual behavior after marijuana use.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Peer reviews on the topic has showed consistent trends and findings, however, to validate such claims, more research should be made to ensure the occurrence of such effects in the psychological behavior of individual that use marijuana. Researches should also determine the effects, if there is, of cannabinoid, the component of marijuana, in the fertility of both men and women. Knowing how the cannabinoid receptor reacts with other reproductive organs does not provide concrete proof as to how it affects the reproductive viability. It was also mentioned that there is proof that cannabinoid receptors impair the healthy function of the testicular system; however, more research should pursue to discover other possible receptors that can influence the reproductive process of humans.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is important to know viable factors that contribute to different sexual dysfunctions in the body. This is not only to benefit people, but also those who have struggled to understand their reproductive process. The analysis on the psychological effects of marijuana can help determine appropriate treatments and medications in sexual dysfunctions. It is importance with this advocate to study the endocannabinoid system thoroughly and accurately. This knowledge and attempt is critical in analyzing the reproductive behavior of agents that either benefits or adversely antagonize the reproductive process. Reference Gye, M., Kang, H. H., Kang, H. J. (2005). Expression of cannabinoid receptor 1 in   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   mouse testes. Archives ofAndrology, 51, 247-255. Guo, Y., Wang, H., Okamoto, Y, Ueda, N., Kingsley, P. J., Mamett, L. J., et al. (2005). Nacylphosphatidylethanolamine- hydrolyzing phospholipase D is an important determinant of uterine anandamide levels during implantation. Journal of Biological Chemistry, 280, 23429-23432. Gorzalka, Boris B.; Hill, Matthew N. (2006). Cannabinoids, Reproduction and Sexual Behavior.   Annual Review of Sex Research, Vol. 17, p132-161 Hall, W. (1987). A simplified logic of causal inference. Australian and New Zealand Journal of Psychiatry 21, 507-513, 1987. Kolodny, R. C, Masters, W H., Kolodner, R. M., Toro, G. (1974). Depression of plasma   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   testosterone levels after chronic intensive marihuana use. New England Journal of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Medicine, 290, 872-874 Kolodny, R. C, Bauman, J. E., Biggs, M. A., Webster, S. K., Dornbush, R. L. (1977, July-August.). Endocrine and sexual effects of female chronic marihuana use. Paper presented at the Annual Meeting of the International Academy of Sex Research, Bloomington, IN. Maccarone, M., Valensise, H., Bari, M., Lazzarin, N., Romanini, C, Finazzi-Agro, A. (2000). Relation between decreased anandamide hydrolase concentrations in human lymphocytes and miscarriage. Lancet, 355, 1326-1329. Maccarone, M., Bisogno, T, Valensise, H., Lazzarin, N., Fezza, F, Manna, C, et al. (2002). Low fatty acid amide hydrolase and high anandamide levels are associated with failure to achieve an ongoing pregnancy after IVF and embryo transfer. Molecular Human Reproduction, 8, 188-195. Melis, M., Succu, S., Mascia, M., Sanna, F, Melis, T, Castelh, M., Argiolas, A. (2006). The cannabinoid receptor antagonist SR-141716A induces penile erection in male rats: Involvement of paraventricular glutamic acid and nitric oxide. Neuropharmacology, 50, 219-228. Park, B., McPartiand, J. M., Glass, M. (2004). Cannabis, cannabinoids and reproduction. Prostaglandins, Leukotrienes and Essential Fatty Acids, 70, 189-197. Rossato, M., Ion Popa, F, Feriggio, M., Clari, G., Foresta, C. (2005). Human sperm express cannabinoid receptor Cbj, the activation of which inhibits motility, acrosome reaction, and mitochondrial function. Journal of Clinical Endocrinology Metabolism, 90, 984-991. Wenger, T, Ledent, C, Csernus, V., Gerendai, I. (2001). The central cannabinoid receptor inactivation suppresses endocrine reproductive functions. Biochemical and Biophysical Research Communications, 284, 363-368.

Disciplinary procedures

Disciplinary procedures Introduction: Discipline is the essential part of any organization. A disciplinary procedure is sometimes the best way for your employer to tell you when something is wrong. It allows them to explain clearly what improvement is needed and should give you an opportunity to put your side of the situation. The discipline policy is depending of the company. Hear in newly open Tesco, the manager can take action against non-disciplinary action by using the following procedure. Informal non-disciplinary action The line manager should make clear the nature of his or her concern together with any suggestions as to how the member might improve their work performance in such kind of non-disciplinary conduction. There is some stage of to handle non disciplinary action. Hear in this case as a department manager the decision is being made as per the company policy about the disciplinary action. In this case Paul Wilkinson come late to the work but leave early, so as a department manager the legal action would be taken as under. In the case of Paul Wilkinson the action would be taken as under Stage 1 First formal oral warning While taking any disciplinary action, it is essential to give a formal oral warning to the employee, hear the department manager already given the oral warning to the Paul Wilkinson about their non-disciplinary behaviour but he didnt improve her behaviour, now as per the company policy the department manager will take the second step to follow the procedure. Stage-2 written warning After all investigation about the case if the person found guilty or un-discipline the next step would be to give a written notice. In the notice contain all the detail about the case and further action taken by the department manager. After giving formal oral warning the Paul Wilkinson does not make any improvement so, the manger gives him a written warning about their conduct. This written warning is the proof of the action which is taken by the manager so, in future if any legal conflict are arise, this written warning can remain as a proof. so as a department it is very wise to give a written warning before taking any non-disciplinary action. Stage 3 Final warning If there is still a failure to improve and conduct or performance is still unsatisfactory, or where the matter is sufficiently serious, the company give him a final warning about to improve the behaviour or follow the company rules. In this final warning company have to mentioned that if candidate do not follow the rules, company will dismiss him immediately. In this case if the Paul Wilkinson still not make any improvement the manager give him an final warning. Stage 4: Dismissal If conduct or performance is still unsatisfactory, dismissal will normally take place this is not any warning but final dismissal letter given to the candidate. As a department manager, before taking the dismissal action he informs to Paul Wilson and if he will fail to conduct performance after final warning, he will be dismissed by the company. The action would be taken in the case of Sheena Johnson Hear in this case Sheena Johnson found to theft the material from the department, so this is a legal crime to stealing the material from the company and the manager told him to report him tomorrow. So in this case the action would be taken as under. Investigating of stealing: as a department manager the first procedure would be to gathering evidence of offences, because the evidence is the proof of the case, without evidence manager can not take any further decision. Hear in this case security caught the Sheena Johnson to stealing the material so; the manager will see the evidence and then take the further decision. Seek Legal Advice before Confronting an Employee: before taking further action manager need to present that to your companys legal advisor first of all. Further more you conduct any interview with the person in a calm and rational manner. In the event that a suspected employee isnt caught in the act of theft nor have they confessed, once you feel you have gathered enough evidence to support your theory more firmly, you need to present that to your companys legal advisor first of all. If they feel you have a watertight case with enough evidence to prove their guilt then its important that you conduct any interview with the person in a calm and rational manner. This is because if they are guilty, advanced warning might enable them to concoct lies or alibis as to why they couldnt have been involved. Just simply and politely say that you just need a brief chat after work and not give them any indication that it might be about a particularly serious issue. The Interview: If you opt for the interview, however, you need to tell them the reason why you wanted to see them, explain the situation in a calm and rational manner and then give them the right to respond. At first, they might simply refute your claims and stand their ground but the more hard evidence you can introduce after theyve finished speaking, the more likely theyll buckle under the pressure and confess. They may not, of course, which is the point at which you may need to seek further legal advice about pursing the matter in court, if its a serious case. Reference:- http://www.human-resource-solutions.co.uk/Areas%20of%20Interest/Discipline.htm http://www.workplacesafetyadvice.co.uk/dealing-with-employee-theft.html

Challenges to Indias Automobile Industry

Challenges to Indias Automobile Industry Industry Overview Since the first car rolled out on the streets of Mumbai (then Bombay) in 1898, the Automobile Industry of India has come a long way. During its early stages the auto industry was overlooked by the then Government and the policies were also not favorable. The liberalization policy and various tax reliefs by the Govt. of India in recent years has made remarkable impacts on Indian Automobile Industry. Indian auto industry, which is currently growing at the pace of around 18 % per annum, has become a hot destination for global auto players like Volvo, Genneral motors. The automotive industry is facing new and pressing challenges. Globalization, individualizations, digitalization and increasing competition are pressing the face of the industry. In addition, increasing safety requirements and voluntary environmental commitments by the automotive industry have also contributed to the changes ahead. Size is no longer a guarantee of success. Only those companies that find new ways to create value will prosper in the future. The purpose of this paper is to present a short overview of the automotive industry today and highlight challenges facing the industry. Based on this perspective, some strategic methodology which enabling them to transform themselves for the competition. Automobile Industry in India Automobile Industry in India has witnessed a tremendous growth in recent years and is all set to carry on the momentum in the foreseeable future. Indian automobile industry has come a long way since the first car ran on the streets of Bombay in 1898. Today, automobile sector in India is one of the key sectors of the economy in terms of the employment. Directly and indirectly it employs more than 10 million people and if we add the number of people employed in the auto-component and auto ancillary industry then the number goes even higher. The automobile industry comprises of heavy vehicles (trucks, buses, tempos, tractors); passenger cars; and two-wheelers. Heavy vehicles section is dominated by Tata-Telco, Ashok Leyland, Eicher Motors, Mahindra and Mahindra, and Bajaj. The major car manufacturers in India are Hindustan Motors, Maruti Udyog, Fiat India Private Ltd., Ford India Ltd., General Motors India Pvt. Ltd., Honda Siel Cars India Ltd., Hyundai Motors India Ltd., and Skoda India Private Ltd., Toyota Motors, Tata Motors etc. The dominant players in the two-wheeler sector are Hero Honda, Bajaj, TVS, Honda Motorcycle Scooter India (Pvt.) Ltd., Yamaha etc. In the initial years after independence Indian automobile industry was plagued by unfavourable government policies. All it had to offer in the passenger car segment was a 1940s Morris model called the Ambassador and a 1960s Suzuki-derived model called the Maruti 800. The automobile sector in India underwent a metamorphosis as a result of the liberalization policies initiated in the 1991. Measures such as relaxation of the foreign exchange and equity regulations, reduction of tariffs on imports, and refining the banking policies played a vital role in turning around the Indian automobile industry. Until the mid 1990s, the Indian auto sector consisted of just a handful of local companies. However, after the sector opened to foreign direct investment in 1996, global majors moved in. Automobile industry in India also received an unintended boost from stringent government auto emission regulations over the past few years. This ensured that vehicles produced in India conformed to the stand ards of the developed world. Indian automobile industry has matured in last few years and offers differentiated products for different segments of the society. It is currently making inroads into the rural middle class market after its inroads into the urban markets and rural rich. In the recent years Indian automobile sector has witnessed a slew of investments. India is on every major global automobile players radar. Indian automobile industry is also fast becoming an outsourcing hub for automobile companies worldwide, as indicated by the zooming automobile exports from the country. Today, Hyundai, Honda, Toyota, GM, Ford and Mitsubishi have set up their manufacturing bases in India. Due to rapid economic growth and higher disposable income it is believed that the success story of the Indian automobile industry is not going to end soon. Some of the major characteristics of Indian automobile sector are: Second largest two-wheeler market in the world. Fourth largest commercial vehicle market in the world. 11th largest passenger car market in the world Expected to become the worlds third largest automobile market by 2030, behind only China and the US. Some facts on Automobile industry in India: India has the fourth largest car market in the world India has the largest three wheeler market in India India is the second largest producer of two wheelers in the world India ranks fifth in the production of commercial vehicles. Hyundai Motors ranks second in car production in the world. Indian automobile industry; manufacturing cars, buses, three wheelers, two wheelers, commercial vehicles, heavy vehicles, provides employment to a large number of workforce. The abolition of licensed in 1991opened the doors for international automobile manufacturers. Some of the well-known players of Indian automobile industry include: Hindustan Motors, Maruti Udyog, Fiat India Private Ltd, Ford India Ltd., General Motors India Pvt Ltd, and Toyota Kirloskar Motor Ltd among others. The production of automobiles in India is mainly for the domestic customers. Cars with 79% of automobiles in India, dominate the automobile industry in India. The Challenge of Competitive Environment The most important question is how a company can remain competitive in the face of the turbulent transformations taking place in the automotive industry. The key to success lies in being focused, responsive, variable and resilient, which can be accomplished by converting to anon demand company. Adaptively to an ever-changing environment has become the core business demand, requiring problem-solving tools and methods to be identified, selected and implemented quickly. Focused, responsive, variable and resilient are different behaviors required to become more adaptable behaviors whose features correspond with the exigencies of the business objective. If you are hungry at lunch time, you will responsively take a break so that you can afterwards again focus on your work. The vitamins in the salad you had for lunch make you resilient against influenza. Thus you can variably adjust to different weather conditions on the way back home without catching a chill. Transforming this analogy to b usiness, a car manufacturer has seven major strategic levers to enable such adaptive behavior. Market Share Automobile industry of India can be broadly classified under passenger vehicles, commercial vehicles, three wheelers and two wheelers, with two wheelers having a maximum market share of more than 75%. Automobile companies of India, Korea, Europe and Japan have a significant hold on the Indian market share. Tata Motors produces maximum numbers of mid and large size commercial vehicles, holding more that 60% of the market share. Motorcycles top the charts of two wheelers with Hero Honda being the key player. Bajaj by far is the number one manufacturer of three wheelers in India. Passenger vehicle section is major ruled by the car manufacturers capturing over 82% of the total market share. Maruti since long has been the biggest car manufacturer and holds more that 50% of the entire market. Major Manufacturers in Automobile Industry Maruti Udyog Ltd. General Motors India Ford India Ltd. Eicher Motors Bajaj Auto Daewoo Motors India Hero Motors Hindustan Motors Hyundai Motor India Ltd. Royal Enfield Motors Telco TVS Motors DC Designs Swaraj Mazda Ltd Government has liberalized the norms for foreign investment and import of technology and that appears to have benefited the automobile sector. The production of total vehicles increased from 4.2 million in 1998- 99 to 7.3 million in the2003-04. It is likely that the production of such vehicles will exceed 10 million in next couple of the months. The industry has adopted the global standards and this was manifested in the increasing exports of the sector. After a temporary slump during 1998- 99 and 1999-00, such exports registered robust growth rates of well over 50 per cent in 2002-03 and 2003-04 each to exceed two and- a-half times the export figure for 2001-02. The key factors behind the upswing Sales incentives, introduction of new models as well as variants coupled with easy availability of low cost finance with comfortable repayment options continued to drive demand and sales of automobiles during the first two quarters of the current year. The risk of an increase in the interest rates, the impact of delayed monsoons on rural demand, and increase in the costs of inputs such as steel are the key concerns for the players in the industry. As the players continue to introduce new models and variants, the competition may intensify further. The ability of the players to contain costs and focus on exports will be critical for the performance of their respective companies. Key Research Highlights Passenger car production in India is projected to cross three million units in 2014-15. Sales of passenger cars during 2008-09 to 2015-16 are expected to grow at a CAGR of around 10%. Export of passenger cars is anticipated to rise more than the domestic sales during 2008-09 to 2015-16. Motorcycle sales will perform positively in future, exceeding 10 Million units by 2012-13. Value of auto component exports is likely to attain a double digit figure in 2012-13. Turnover of the Indian auto component industry is forecasted to surpass US$ 50 Billion in 2014-15. Automobile Features Production volumes in automobile companies have grown by around 2% per year over the last 20 years; however, its relative importance in terms of market value compared to other industry sectors has decreased significantly. Today the automobile industry represents less than 2% of the total European market capitalisation, while 20 years ago the sector was almost double in relative size. As a result of tough competition, product cycles have become shorter which creates a crowded market place with newer and fresher products. This also means that 1) the competitive advantage period of a model, or technology, decreases, and 2) research development costs have to be covered more quickly. Recognising market movements first, or even creating them, is a key success factor for automobile companies. For example, early detection of the rising demand for hybrids was an important marketing move for Toyota, while other companies may be launching their hybrids when competition is already quite intense. Only about 1/4 of over 50 car manufacturers who were operating 40 years ago have been able to retain their economic independence. Despite this consolidation, overcapacity in the industry is a constant issue, keeping pricing and the return on invested capital under pressure when the cost of capital can often not be covered. A high fixed cost base ensures that companies follow a growth strategy. However, this does not mean more jobs in the sector, but rather that fewer employees in lower-cost countries have to produce more. Medium and Heavy Commercial Vehicles India is the fifth largest manufacturer of commercial vehicles in the world. Performance of this sector during the last 4 years is given in the table below:- The main manufacturers are: Tata Group (engines in collaboration with Cummins) Ashok Leyland (in collaboration with IVECO, Italy Volvo India Pvt. Ltd. (wholly-owned subsidiary of Sweden Defence Vehicle factory (in collaboration with MAN, Germany Opportunities for Canadian companies in terms of exports, technology transfers, strategic alliances, financial collaborations and JVs CNG buses Modification of engines and supply of kits. Fuel cell technology for buses Bus body building including school bus bodies Heavy duty trailers Indian automobile sector A Booming Market De-licensing in 1991 has put the Indian automobile industry on a new growth track, attracting foreign auto giants to set up their production facilities in the country to take advantage of various benefits it offers. This took the Indian automobile production from 5.3 Million Units in 2001-02 to 10.8 Million Units in 2007-08. The other reasons attracting global auto manufacturers to India are the countrys large middle class population, growing earning power, strong technological capability and availability of trained manpower at competitive prices. In 2006-07, the Indian automotive industry provided direct employment to more than 300,000 people, exported auto component worth around US$ 2.87 Billion, and contributed 5% to the GDP. Due to this large contribution of the industry in the national economy, the Indian government lifted the requirement of forging joint ventures for foreign companies, which attracted global to the Indian market to establish their plants, resulting in heightened automobile production. Economic Problems The problems faced by Indian manufacturers are similar to those battering Indian carmakers excessive production capacity; a surging new competitor. And all of this is happening at a time when the industry is focused on a process of outsourcing components. In addition, moving plants to Asia has become a priority because of such factors as costs, flexibility and technology. Europe, in contrast, becomes a stumbling block [to manufacturers] because of its rigidities and the stagnating demand there. The automotive industry currently faces huge challenges. The fundamental technological paradigm it relies on, volume production, has become progressively more unprofitable in the face of increasingly segmented niche markets. At the same time it faces increasing regulatory and social pressures to improve both the sustainability of its products and methods of production. Building on a wealth of research, The automotive industry and the environment addresses those challenges and how they can be met in producing a sustainable and profitable industry for the future. Hybrid cars require companies to spend more on research. The Indian automakers committed themselves to hybrid motors from the very first moment, and they have taken the lead in the market as a result. Other manufacturers have entered this segment late, and they are now being forced to make a major disinvestment in this concept. Auto manufacturers are more worried about the environment, and that matters more and more to customers. As a result, they are dedicating more resources to investing in technology for adopting their vehicles. The Indian companies are the ones who have invested more in these devices for quite some time because of their culture of harmony with nature, and the measures imposed by the government. The Indian firms are gaining market share. Toyota, which does not face the same economic problems as its major rivals, hopes to oust from its spot as the worlds leading automaker. To do that, Toyota is going to invest 10.13 billion Euros over the next few years.Already; the Indian firm sells more vehicles in the Indian than any other manufacturer. On the one hand, its SUVs are losing market share. On the other hand, Ford is being affected by discount plans aimed at luring buyers. In addition to suffering high labor costs, it spends a great deal on healthcare and pensions for its workers. Finally, Ford is paying a price because Asian manufacturers are highly competitive. AUTOMOBILE TRENDS The industry is mature, especially in the European and American markets, while some Asian markets (e.g. China and India) still offer some growth. Overall, demand growth is likely to stay below the nominal GDP (Gross Domestic Product) expansion rate. Branding, technological leadership (especially in fuel efficient propulsion technologies and safety) and consequently differentiation, as well as good supplier relations will be the key success factors for the automobile company of the future. The regulatory focus on greenhouse gas emissions, as well as the increasingly tight regulations on air pollutants, is creating pressure for automakers to reduce fuel consumption, as well as emissions from internal combustion engines. The trend is moving towards developing drive trains based on new technologies such as hybrids and fuel cells. In all consumer markets, whether they are low-priced household goods, food, apparel, or cars, a clear polarization exists. On one side there are people who can afford to buy very expensive automobiles, while on the other, demand for low-cost vehicles is increasing. This trend can be expected to continue and car manufacturers have to ensure that they are not going to be lost in the middle. Finding Solutions In recent years, vehicle makers have gone from an environment in which the level of service and quality assured excellence while costs permitted them to guarantee profitability, to another environment that is more competitive and more global, and in which the business has become more complex. The problems faced by Tata Motors, the largest automobile company in India. In late January 2009, Tata Motors was reeling under a severe business and financial crisis. The company had acquired Jaguar and Land Rover (JLR) from the US-based Ford Motors for US$ 2.3 billion in June 2008. To finance the acquisition, Tata Motors raised a bridge loan of US$ 3 billion from a consortium of banks. By the end of January 2009, Tata Motors was yet to pay around US$ 2 billion towards the bridge loan. Moreover, JLR needed further investments, that too quickly, to keep the operations running. Besides this, the commercial launch of Tata Motors small car Nano required much more time than anticipated. Those vehicle makers must ally themselves with suppliers, and work as a team to find solutions that add value and profitability. That way, collaboration becomes a strategic option that companies can utilize to improve their competitiveness and guarantee their survival. They can conserve resources, share risks, obtain information, access complementary resources, reduce the cost of developing products and improve their technology capabilities. With the Indian economy showing no signs of revival soon, there seemed to be no immediate possibility of an increase in domestic demand. The Managing Director of the Tata Motors was left wondering if the worst was over for Tata Motors and what he should do to revive the companys performance. Issues  » Understand the impact of macroeconomic factors on the business.  » Analyze the recent developments in the global economy due to the ongoing sub-prime crisis and the resultant global financial turmoil.  » Study the effects of global economic slowdown and its impact on the global automobile industry.  » Critically analyze the problems faced by Tata Motors and suggest probable solutions. Conclusion Today tough challenges in automotive industry require finding in news ways to create value if they are to prosper to successfully adapt these lever companies will be able to respond to changes with focus, responsiveness, variability and resilience. Today, the world automobile industry accounts for 15 percent of the world gross domestic product and in future will continue to be one of the worlds most important economic sectors. Despite the significant inroads that the transport sector has made into the world export market during the last decade, the sectors share in total India exports is still lower than the relative share of world exports of transport products. Lastly, the rise of global and regional production networks calls for an efficient transport infrastructure to enable India to become integrated into the network. The global networks require rapid and Just-in-time movement of components of the final product to be able to exploit the available comparative advantages of different locations. If a country does not provide the minimum standards of transport infrastructure, it would be excluded from the participation in the network. BIBLIOGRAPHY http://www.surfindia.com/automobile/automobile-industry.html http://automobiles.mapsofindia.com/ http://business.mapsofindia.com/automobile/ http://www.woodheadpublishing.com/en/book.aspx?bookID=762 http://search.yahoo.com/search?p=%22In+addition+to+suffering+high+labor+costs%2Cit+spends+a+great+deal+on+healthcare+and+pensions+for+its+workers%22

Hale in The Crucible :: Essay on The Crucible

Imagine that you are an actor and have been asked to take on the role of Hale in The Crucible. Discuss how you would like to portray your character on the stage. Imagine that you are an actor and have been asked to take on the role of 'Hale' in 'The Crucible'. Discuss how you would like to portray your character on the stage. Choose two scenes to focus on, which you believe are important in showing you characters personality. I have been asked to play the part of 'Reverend John Hale' in a stage production of 'The Crucible'. 'The crucible is a play based on the Salem witch trials, which took place in the sixteenth century, and is centred around the them of naming names and passing the blame. Arthur Miller wrote 'The Crucible', and I believe his purpose writing this play was to show the consequence of naming names and taking revenge as well as showing how different those times were. My character, Reverend John Hale of Beverly is said to be. " nearing forty, a tight-skinned, eager-eyed intellectual." He thinks himself to be quite the specialist on witchcraft and things of the supernatural, because of the education he has received, he was glad that he was " the specialist " that had been called to Salem to sort out their problem of suspected witchcraft. He feels this is his chance to prove himself. When he comes to Salem everyone seems to take to him quickly, he is very nice and charming to everyone. To Rebecca Nurse "Hale: you cannot be Rebecca Nurse? ,but I suppose you look as such a good soul should. We have all heard of your great charities in Beverly." To Thomas Putnam. "Hale: Putnam! I had not expected such distinguished company, sir." By doing this he is gaining respect from the townspeople of Salem. He soon has Parris 'sucking-up' to him as well as having Parris respect. I feel that when he first came to Salem, in the play, that he is arrogant as if he can take care of everything. I think that he may believe too strongly in what he has been taught, but in the period the play is set, the characters would see the Devil, witchcraft and the supernatural as a respectable view of cosmology. Something they believe in because there had to be opposites, God to the Devil or good to evil. When he arrives he seems to throw himself into things, before he really thinks about things, like it may be a hoax. Also before Hale came to Salem, none of the girls who had been caught dancing in the

What is Clinical Depression? Essay -- depressed mood, diminished press

What is depression? Depression is an illness that can take over a person’s life---it can take their happiness and their will to live. This illness can effect adults, teenagers, and even kids. â€Å"Depression is an equal opportunity disorder---- it can affect anyone of any group, any background, any race, any gender, and any age. It is the great leveler of all groups and can take the greatest and the smallest of us all and reduce us to the pain and nothingness that is depression (Nydegger 1)†. Depression is an emotion most people may feel they have experienced, but little do they know it’s just the basic emotions we feel. It is important to identify the symptoms of depression, the types of depression, who can get them and how they manifest, in other to be able to treatment them. The experience of depression has a profound effect on the lives and health of millions of people around the world. We all experience mood swing, and most of us think that we have experienced true depression and think they understand clinical depression and even know what it feels like; to be honest those emotions we feel are not half as much as what a depressed person goes through. Depression is more than experiencing a difficult day or event or being in a bad mood. Sometimes, people seek help even though they are not clinically depressed because they think they need the help they get from a psychologist. When speaking to a depressed individual, it is very important to know the occasion that lead to their emotional trauma. Depressed mood is not the same as a depressed disorder. According to Nydegger, â€Å"Depressed mood is a negative affective or emotional quality such as feeling sad, miserable, gloominess for a period of time. Depressive disorder refers t... ...oxepine) †¢ Surmontil (trimipramine) †¢ Toframil (imipramine) †¢ Vivactil (protriptyline) Depression is a serious and common problem that affects people of all social class and racial group throughout the world. They are good and affordable treatment for depression. Most people who have depression do not receive adequate treatment. We must do more and do better to take care of ourselves. It is not easy for any of us to tackle a problem of this magnitude, but by being responsible and taking care of our own health and mental well-being needs, we can also reach out to help others who are dealing with depression or other mental issues by sharing with them information’s and pointing them in the right direction to find the help they need. Work Cited Rudy V. Nydegger Understanding and Treating Depression: Ways to Find Hope and Help. Praeger, August 30, 2008

21st Century Technologies and Their Relationship to Student Achievement Essay

The Holy Grail in education today is to link an educational strategy, program, initiative or technology to student achievement. There are numerous organizations advocating for Technology Literacy, Information Literacy, 21st Century Learning Skills, and any number of other titles for literacy in a modern context. In all sectors of human society, the technology of the 21st Century has revolutionized and enhanced our way of life. From medicine to the military and from business to the arts, the technologies of today have made our lives better. It is not surprising then, that the public expects technology to have a similar revolutionary effect on education. After all, the biggest advancements of the last 20 years have been in the realm of information and the tools of human knowledge; this is Education’s back-yard. Yet, when people look at our schools they see many classrooms that seem to have been immune to these advances. There are obstacles that education faces in implementing a 21st Century approach to education not the least of which is finding a definition and a clear picture of what it really looks like and whether it will be more effective for students. Costs to implement technology-rich programs quickly seem prohibitive when scaling to an entire school system, particularly so in a state that lags the nation in educational funding. Teachers are our biggest asset and are known to be the single largest influence on student achievement the district can provide, so professional development is crucial and fundamental. The measure of success, the CSAP, is a paper and pencil test which will be unable to measure all the positive effects technology can have for student learning. Indeed, a 20th Century test method will be unable to properly assess (and may even inhibit) the skills development of a 21st Century learner. And then, are we just about the content and helping students master it, or is education about something more as well? Therefore, making the case that investment in technology will increase student achievement can be fraught with pitfalls and obstacles. To attempt to tackle this issue, the authors of this paper will review quality research and commentary in an array of areas where technology-related tools and strategies have been implemented with positive effects for students. A strict filter of studies that produce higher test results will not be used because of the limitations current paper and pencil tests have in assessment of 21st Century skills. In addition to improved assessment performances, the reader is encouraged to consider the context of a global workplace and education’s duty to prepare students to thrive in a highly digital, interactive knowledge workforce. Research that shows increased student achievement on assessments, studies that point to ways education can successfully prepare students for a modern workforce and our own experiences in Littleton Public Schools shall all be considered positive correlations between technology and student achievement in this paper. The Challenge Inherent in Determining the Effectiveness of Technologies via Research The following is an excerpt that addresses a gestalt view of technology and its correlation to student achievement: When we try to determine the effectiveness of educational technologies, we are confronted by a number of methodological and practical issues. First, we need to remember that technology is only one component of an instructional activity. Assessments of the impact of technology are really assessments of instruction enabled by technology, and the outcomes are highly dependent on the quality of the implementation of the instructional design. According to Roy Pea, director of SRI Center for Technology in Learning in Menlo Park, California, the â€Å"social contexts† of how technology is used are crucial to understanding how technology might influence teaching and learning. Educational technologies cannot be effective by themselves. The social contexts are all-important. This means more attention should be paid to the teaching strategies used both â€Å"in† the software and â€Å"around it† in the classroom, and to the classroom environment itself. It is a recurrent finding that the effects of the best software can be neutralized through improper use, and that even poorly designed software can be creatively extended to serve important learning goals. There are also a host of methodological issues to confront. First, standardized achievement tests might not measure the types of changes in students that educational technology reformers are looking for. New measures, some of which are currently under development, would assess areas, such as higher order thinking skills, that many believe can be particularly affected by using new technologies. There is also a need to include outcome measures that go beyond student achievement, because student achievement might be affected by students’ attitudes about themselves, their schools, the types of interactions that go on in schools, and the very idea of learning. Another consideration is pointed out by the U. S. Office of Technology Assessment’s Teachers and Technology: Making the Connection: Technological changes are likely to be nonlinear, and might show effects not only on student learning, but also on the curriculum, the nature of instruction, the school culture, and the fundamental ways that teachers do their jobs. Coley, 1997). Instant Response Systems Data-driven decision making is an educational approach that requires educators to decide on instructional strategies and activities based on what they know about how well students have grasped a concept. Whereas before, this might be done with mini quizzes, homework or performances at the chalk board, todayâ€⠄¢s technologies provide another avenue. Using handheld devices in Modesto City Schools classrooms, teachers can pose questions to students who use wireless remotes for real-time responses. Such engagement enables the teachers to immediately determine if students are grasping concepts and decide whether more time is needed on a topic or whether the group can move on. Item banks of standards-aligned questions make teacher’s jobs easier in developing such review materials (Hines, 2005). Another similar technology is the graphing calculator which can be used in math and science classrooms to enable every student to participate and have the power of a modern computing tool. Classrooms that make use of the graphing calculator exhibit better questioning and feedback behaviors; goal-oriented instruction becomes more attainable and more common; activities result in better student engagement and students tend to demonstrate more collaborative learning behaviors (Whitehurst, 2003). In Littleton Public Schools, a definitive interest is rising for these technologies as several classroom sets are deployed in schools across the district. Results are largely anecdotal and preliminary, but math coordinators are seeing the Texas Instruments graphing calculator as a valuable tool that will reach beyond just math class. Technology Education Littleton Public Schools has a strong tradition in the realm of technology education. Our Middle and High Schools are all equipped with curricula that introduce a wide array of technologies to students. LPS technology education students and teachers have won national recognition for their work. A relatively small amount of research has been done on students’ understandings of design and technology concepts, or technical knowledge. This limited research sometimes makes it difficult to capitalize on such an ever evolving subject as Technology Education. The findings from the Australian study state that an increasing awareness of students’ understandings of design and technology concepts can have an impact on the teaching and learning of design and technology in elementary schools similar to that experienced in elementary science education (Davis, Ginns, & McRobbie, 2002). Called Career and Technical Education in Virginia, CTE correlations to curricular areas have been documented on a state web site (http://www. valinkages. net/) and are considered a key component to preparing students for End-Of-Course tests. A study was conducted in 2002–2003 on Illustration and Design Technology coursework, an example of CTE student performance on Standards of Learning (SOL), the Virginia equivalent of CSAP tests. The results showed that 78 percent of CTE students passed the mathematics SOL test while only 72 percent of non-CTE enrolled students pass the test (Dyer, Reed, & Berry, 2006). Authors on the subject advocate for providing students with opportunities to synthesize their learning in other subjects in technology-related programs. The opportunity to apply and reinforce learning from content areas in technology programs is essential if learning is to be meaningful to students (Lewis, 1999). In our own experiences in LPS, we find that the Technology Education courses generate excitement and interest for learning among both male and female students which must have an impact on their learning. Recent research has shown that Technology Education courses appeal to both genders equally (McCarthy & Moss, 1994). Although girls appeared to enjoy required technology education courses, they were less likely to continue taking such courses as electives(Silverman & Pritchard, 1996). Certainly motivation and application of knowledge help to improve student achievement. And while recent results do not conclusively prove that these courses impact student achievement at a higher level than other programs we implement in schools, it would be imprudent to think that these programs do not have a very positive effect. This is one of the limitations of research on students: it is almost impossible to create a true control group. When asked, students currently enrolled in LPS Technology Education courses reported their thoughts of technology to include: computers, iPods, video games, music media, email, and tools in general. Recent legislation supports the concept that education’s technology initiatives need to go beyond thinking about computers. Rather, Technology Education is about teaching innovation; providing opportunity for practical application of knowledge gained in school; mastery of abstraction and problem solving. Technology Education programs at LPS include a broad scope of tools that human beings use to master their environment including manufacturing, construction, power and energy, communication, transportation, and biotechnology. While research that clearly correlates higher student achievement on standardized tests is lacking, the skills that students learn in such courses clearly match what employers, from engineering firms to manufacturing companies, indicate they seek in their applicant pools. Simulations and Video Games â€Å"Dad, did you know that a Prefect in ancient Rome was both a firefighter AND a policeman? † was a question that arose from the back of my (Dan Maas) car during a long road trip with my son, Calvin. He described, in quite accurate detail, the pantheon of Roman gods, the basic elements of Roman society and then abruptly ended the question and answer period that arose from his initial question so he could fend off the Carthaginians. How did he know they were Carthaginians? â€Å"Hannibal always attacks with elephants† was his reply. The boy had learned all this about Rome playing a video game at age five. Video games have long been the bane of the parent and teacher’s existence, but there’s something here that may be of some use to us. Some have picked up on the possibilities. A multi-user virtual environment (MUVE) is a kind of video game. Schools like Harvard University are creating MUVEs that are patterned after video games with a few critical differences. Video games typically have goals like collecting points, defeating enemies or gathering gold. On the other hand, MUVEs have the goal of learning. By creating virtual environments, problems can be posed, research can be collected, theories tested and outcomes achieved. One MUVE example begins with an outbreak of a disease in a small town that players must investigate, determine the pathogens involved, develop theories on how o treat the illness and test methods to resolve the crisis. The simulation is highly visual, interactive, and highly engaging to the students. See   Studies show that children whose teachers use technology for simulations and application of knowledge tend to develop higher order thinking skills and tend to score higher on tests like the National Assessment for Educational Progress. Conversely, technology use that focuses on drill-and-practice tends to correlate to lower performance (Archer, 1998). In another pilot, students who participated in computer-assisted literacy instruction earned higher scores on a Stanford Culture-Free Self-Esteem Inventory and on a Test of Written Spelling (Bottege, Daley, Goin, Hasselbring, & Taylor, 1997). In a 2005 study on a gaming system called an Intelligent Tutoring System, results showed increased educational interest and motivation among students. Students showed statistically significant gains educationally, but of particular note was the very significant effect on students who had performed poorly previous to the pilot (Virvou, Katsionis, & Manos, 2005). When one thinks about games, it seems as if there is a clear opportunity for using this tool for advancing educational skills. Students solve problems, learn languages and master virtual world rules while playing video games for entertainment. This pattern was examined in a Newark, New Jersey study using Lightspan educational video games where 47 pre-school age children played 40 minutes per day for 11 weeks and demonstrated significant gains over the control group on the Wide Range Achievement Test R-3. The scores for spelling and decoding were significantly improved for the experimental group over the control while no significant difference was detected in math (Calao & Din, 2001). The Pokemon video game is also interesting to consider. By the time the first draft of this document is completed for the Board of Education, the country will celebrate Dr. Suess’ birthday. His children’s books help young people to learn to read by creating simple, repetitive language constructs that reveal patterns to students and help them improve their decoding and phonic awareness. He even made up nonsense words to press the student’s phonetic ability. Pokemon has many similar traits. Text on the handheld game appears in small, five word chunks that only proceed when the reader is done. The reading is meaningful in that comprehension is required to solve the puzzles of the game. And the story line is filled with imaginary creatures with made-up names†¦ each phonetically accurate. Did the makers of Pokemon intend to create a game that might help children learn to read or did the creators use phonics to create the English language equivalents of their native Japanese? Who knows, but perhaps this game, or something like it, could be helpful. In speaking informally at several buildings in LPS, students at the middle level indicated that they would check out educational video games to play on their home gaming systems. Could video games, tuned to education by eliminating violence and other objectionable themes, become a new tool educators can use to engage students both during and after school? More research is certainly warranted but the existing results and intuitive logic leads one to think that there is promise here. At-Risk/Intervention An ever present emphasis in education is how to intervene for students with at-risk characteristics. We see educational and economic gaps forming for students at-risk and our public system is always focused on closing gaps and providing bridges for students. Can technology-integrated interventions be part of the answer? In a recent study published by North Carolina State University’s Meridian, journal on middle school technology, students repeating eighth grade were isolated into a focused 27-week program that used hypermedia, online resources and Power Point as integrated technologies. Students demonstrated statistically significant gains (29 percentile points) in reading and language arts. Additionally students demonstrated marked improvements (23 percentile points) in writing performances (Little, 2006). Within LPS, the Center for Online Studies is a partnership with Arapahoe Community College (ACC). Students come to ACC to take online coursework supplied by Class. com and supervised by a certified teacher. The students enrolled have had difficulty succeeding in their traditional high schools and reported to the Board of Education in January, 2007 that the program has made a difference in their academic pursuits. The principles in use here that are making this first year program a success are having a quality content source, a certified teacher and a supportive learning environment. 1:1 Initiatives One-to-one computing is an industry term of one computing device allocated to one person. This essentially is an initiative to end shared computing resources based on the idea that such learning tools are so essential that every student needs one all the time. This view is something akin to the status that textbooks have enjoyed for some time. When the public hears about classroom textbooks, meaning students can’t take their own book home, there is usually concern or even outcry to increase the resource. Proponents of 1:1 computing believe that the 21st Century represents a time when that status held by textbooks transfers to the computer. Indeed, if we are to shift from paper-based learning materials to electronic sources, a 1:1 initiative of some sort of computing device will be a pre-requisite. Some school districts and even states have begun to explore this concept. In Maine, a state-wide initiative began nine years ago to provide every seventh grade student with a laptop. The program is called the Main Learning Technology Initiative (MLTI) and it is having an impact on teaching and learning in their public schools. After five years, researchers reported that teachers were more effective at helping students meet state standards. Also students were more motivated, learned more, and mastered concepts to deeper levels. Finally, students appeared to be learning new skills for the 21st Century (Lane, 2003). Further research into the MLTI project showed that students who had used laptops in 7th and 8th grade, but no longer had school supplied laptops in 9th grade reported that the quantity and quality of their school work had dropped since losing access to school-provided laptops (Pitler, Flynn, & Gaddy, 2004). A 1:1 project is the initiative in Henrico County, Virginia which began in 2001. Prior to the project, 78 percent of the district schools were accredited based on the student achievement on the Virginia Standards of Learning test. By the end of the school year in 2003, all schools had earned accreditation meaning that a satisfactory percentage of students passed the state test (Pitler, Flynn, & Gaddy, 2004). In Canada, a 1:1 effort entitled the Wireless Writing Project begun in 2002 started in Peace River North with 6th and 7th grade students. In pre and post-test results on writing assessments, researchers found that the percentage of students who met or exceeded the performance standards of the test increased from 70 percent to 92 percent (Pitler, Flynn, & Gaddy, 2004). Another 1:1 initiative is underway in New Hampshire where initial results reflect other studies of similar efforts. Students and teachers are demonstrating increased technology use across the curricular areas. Student engagement and motivation is improving and student-teacher interactions are on the rise. Initial reports of teacher judgment of student achievement (that is, basing achievement on grades rather than standardized tests) indicate that students are doing better than before (Bebell, 2004). In our own experiences in LPS, we see classrooms with laptop access achieving a 1:1 ratio for the class period exhibiting much improved academic behaviors. Working in this manner, students demonstrate a tendency to return to previous homework and revise, edit and reuse to far greater degrees than the classroom teacher was accustomed to seeing. Students more often compare their writing samples with peers and seem more likely to collaborate. Using blogs, wikis and other online tools, students expand on the usefulness of word processors by working collaboratively and ubiquitously. Collaboration through Technology A strong theme through the research and observations in this paper is how technologies are used to improve student achievement and general practices. This section is dedicated to the art of collaboration and how various tools allow people to reach across distances and through time like never before. iPods and other MP3 playing devices have opened up a very convenient and powerful pathway for information to be produced, accessed and archived. San Diego State University is leveraging this technology in science teacher preparation. Podcasting is a method of recording digital audio and video files and posting them online for others to access. This method can be used to bring distant experts to students, provide opportunities to review material at leisure, grant unprecedented access to students to research material and extend the learning opportunities for students well beyond the classroom. Surveys of pre-service science teachers who used iPods and podcasting in their preparation reported time savings, increased interest in subject matter, and declared that they would use podcasting in their own teaching methods in the future (Yerrick, 2006). The presence of global networks, the affordability of a wide array of information technology and the reality that connected people create an integrated whole have drastically impacted how we work, and learn today. Learning theories of the previous century including behaviorism, cognitivism and constructivism were developed, prior to the current way our lives are organized, as a result of technology. Siemens proposes a new theory of learning based on the new human condition: Connectivism. In this view, knowledge resides in people and on devices. Learning and knowing rest on diverse opinions from a wide array of sources. Learning becomes a process of connecting nodes of information. Continual learning is maintained by nurturing connections. Learners find connections between different ideas, fields of study, and basic concepts. Being current is of paramount importance. And decision-making is actually a learning process, meaning choosing what to learn and being able to deal with the shifting nature of information. Learners must become comfortable with the reality that what is considered correct today might be proven wrong tomorrow. This theory of learning represents a massive shift in thinking: that learning is not an individual pursuit, but is a collaborative, dynamic and never-ending activity (Siemens, 2005). In LPS, the blog and the wiki has become a fascinating collaborative learning tool. In a Language Arts classroom, students no longer just check out a book, write some sticky-note annotations, and have one-at-a-time discussions prompted by the teacher. Rather, students copy Macbeth from a web resource into a word processor and annotate electronically, keeping their work on personally owned USB memory keys. While some students discuss a scene with the teacher, others are free to blog commentary on the topic of verbal discussion or other interests in the subject-matter at hand. Suddenly, a dozen conversation threads are happening all at once and the teacher only has control of one. The participation rate of students has risen and students return to the blog after school to continue their dialog. Students report that the conversation via blog makes them more reflective and yet more confident because of the lack of a public speaking component to the classroom discussion. In one discussion, the number of postings became so frequent over a short period of time that the free blogging service shut down the account because the activity resembled a malicious electronic attack on the blog server. A wiki supporting another Language Arts class is being used to connect students to young people in other countries like South Korea. Students reading Arabian Nights have opportunities to share their insights with others from around the United States and even in foreign countries. Other opportunities include the use of SKYPE for toll-free calls around the globe to other connected classrooms and instant messages allowing free-form, high speed conversation on topics of study. And in a Foreign Language classroom, chat and Voice Over IP systems allow students to practice their second language acquisition with their teacher, with each other, and even with students outside the classroom. The lesson is that the art of collaboration has no boundaries today. Time and space are no longer the limiters they once were and the list of technologies in this section only scratches the surface of what is available. And like the learning theory of Connectivism points out, this too will change. Education must take note and prepare students to succeed in an environment that thrives on collaboration while constantly changing and improving the tools that support it. Word Processing and Writing For decades now, research has been conducted on the effect word processing has on writing skills for students. In a 1997 study, Owston and Wideman cite a considerable body of work on this topic as part of their research project that studied 3rd grade students using word processors for writing. They concluded in their own study that use of word processors that were readily available to students and were an integrated part of their daily activities resulted in considerably higher quality and quantity of writing as compared to a similar student group without access and support for such tools (1997). In a more recent qualitative study, the use of word processors with seven 3rd grade students over a six week period led to significantly more creative, more comprehensive and improved style. This study of five girls and two boys also reported higher motivation to work with the writing process as compared to paper and pencil methods (Beck & Fetherston, 2003). In LPS, Anne Smith reports that students are more engaged when using classroom laptops. The students take advantage of the ease of use to manipulate text to show various sentence structures. While these studies definitely point to improved writing volume and quality from young students, research also suggests that young students need to be exposed to handwritten learning as well, which has been a point of discussion for some time. An article by Balajthy et al points out that students need a diverse writing experience and that word processors should be part of the experience rather than replacing handwritten work (Balajthy, McKeveny, & Lacitignola, 1986). At this developmental level, the various tools for writing are most effective for learners when they are used in an integrated approach with the overall instructional program rather than taught separately (MacArthur, 1988). There are studies that show little or no impact of word processors on the quality of student writing, however, a meta-analysis in 1993 showed that these studies tend to have a number of limitations not the least of which is the use of text-based word processors rather than the Graphical User Interface (GUI) systems in use today. Additionally, the analysis revealed that such studies often involve students who have sporadic access to the technology and were not accomplished with the tool (Bangert-Drowns, 1993). The process of mastering writing is very important and there is research that shows how emphasis on writing skills positively improves student achievement across the curriculum. Writing Across the Curriculum initiatives have over twenty years of professional practice and anecdotal evidence to support this claim. Strong research has been hard to come by, however, to truly evidence the effects. One of the biggest obstacles is the ability to truly have a strong control group for any study as such would require a population of students who did not use writing as part of their learning process (Railsback, 2004). Some studies have been able to document positive effects. In a 1992 study, Van Allen was able to conclude that school-wide efforts in Writing Across the Curriculum in five middle schools over a five year period resulted in better writing and better overall student achievement on assessments (1991). What we have found essential in LPS is to have students write frequently and in a variety of forms including wikis and blogs as well as word processors. We wish to note here that we must be careful about using research that is old, even though some of it is unavoidable. The technology tools of today are very different than when computers first entered schools. As an example, the word processing research from the 1980s may not be completely irrelevant, but the software of today bears so little resemblance to the software of the late 1980s. In addition, increased student (and teacher) familiarity with these tools will also have an effect on the impact these tools have on achievement. A key question is â€Å"How do we measure the impact of tools that change so quickly that by the time you measure their impact, the tools have changed? In other words, by the time most research is done (and published in â€Å"reputable† sources), the technology has changed so much that the research loses at least some of its relevance. This will be a significant hurdle to overcome. In a comprehensive peer-reviewed report, Bangert-Drowns conducted another meta-analysis with Hurley and Wilkinson on the impact of writing across the curriculum in 2004. This analysis, which reviewed 48 studies, produced three major findings. First, writing for learning produced positive effects on school achievement in the studies reviewed. The second finding was that grade levels, minutes per task, and writing prompts had significant impact on results. The study found that programs implemented in Grades 6–8 actually had reduced performances, possibly due to the loss of time on the more differentiated content covered at the secondary level. Longer tasks also depressed results perhaps for similar time constraint issues and motivational issues among students. The use of writing prompts concerning students’ current understandings and confusion were very effective while prompts for personal writing showed no effect. The third finding concerned the length of treatment. The analysis revealed the intuitive conclusion that students who have longer exposure to writing for learning strategies experience a cumulative effect that is very positive (2004). The research continues today and can be seen in an article published in Education Week on February 14, 2007, where the National Assessment of Educational Progress has been piloting a computerized test for assessing writing. This move recognizes the research that is showing how students write more often, of better quality, and with more consistency (between both genders) when using these writing tools. And preliminary results are showing that students tend to write better on the tests when using the word processor (Cavanagh, 2007). What can be drawn from these studies is that writing, being an active learning process, has been shown to positively impact student achievement in all subject areas. It can also be stated that students who have ample access to word processing in conjunction with skillful instruction in a school that is emphasizing Writing Across the Curriculum can be reasonably expected to produce higher achievement results. Streaming Video In four Los Angeles public schools, a study was conducted on the effectiveness of United Streaming video in supporting 6th through 8th grade mathematics achievement. Students were pre and post-tested to provide the source data for the study which revealed that the experimental group using streaming video outperformed the control group by 4. 7 percent among sixth grade students. This differential was shown to be statistically significant. Eighth grade students showed a more modest 2. 2 percent advantage which still registered as significant (Boster et al. , 2004). In LPS, the same United Streaming resources were secured for all schools at the beginning of the 2006–2007 school year. Additional digital projection and speaker equipment was provided to schools along with a concerted orientation effort to help teachers access and use the material. Prior to the introduction of United Streaming video, the Internet connection for the district was peaking at 26 megabits of demand. Within two months of the introduction of United Streaming, the peak demand had reached 100 megabits which represented the maximum throughput the connection was able to sustain. This 400 percent increase in Internet demand was traced directly to streaming video services requested by the schools demonstrating the value teachers immediately saw in this technology. Today, LPS is deploying a locally hosted server to present the streaming video to meet the growing demand for both quantity and quality of the content. Laptops for Teachers The following is an observation of technology use at Lenski Elementary School by Assistant Director of Instructional Technology, Boni Hamilton. As part of the Technology Grants from Plan for Social Excellence (www. pfse. org). schools provided laptops for teachers in the first year of the three year grants. PFSE didn’t collect hard data about the impact, but at Lenski Elementary School, I saw firsthand the effects on teachers and instruction. Some observations: 1. Teachers who had been least confident about their technology skills increased their confidence and competence with technology skills to equal that of the more tech-savvy staff members within four months. While the classroom teachers had regular access to technology skills when they co-taught in the lab and so were fairly confident with technology skills, the non-classroom staff such as specialists received training only when it was scheduled for the staff. This was too infrequent to give them the level of competence they needed. The portability of the laptops allowed the specialists to get help from peers, family members, and friends. A couple of teachers even signed up for computer classes outside the school because they finally had computers they could take home and practice on. One teacher who had been only moderately comfortable with technology learned how to make tables in MSWord and began showing everyone on staff — she became the staff expert. 2. Teachers improved in their trouble-shooting skills. Trouble-shooting is difficult to teach because problems happen at inconvenient times and are hard to reproduce during a training session. However, when teachers were carting their laptops home and had problems, they had to solve the problems themselves. They either used family members to help or they ‘fooled around’ until it did what they wanted. Because they knew the computers could be restored, they no longer worried about what would happen if they took a risk and pushed a button. 3. Teachers grew more relaxed about problems. Before laptops, teachers often got stressed when some technology failed. As they learned to problem-solve laptop problems, they had less tendency to get up-tight when something went wrong. They were then able to think about problem-solving strategies, consult a peer, or cart the laptop to a computer coach for help. 4. Teachers increased the level of student use of technology. As teachers gained confidence, they became more willing to risk using computers in the classroom. It wasn’t as scary to let kids try projects on classroom computers because they trusted that either they or their students could solve problems. 5. The demand for student computers in classrooms has increased dramatically annually. Even though teachers felt their classrooms were too small to handle clusters of computers, six months after they received laptops, they made room for computer clusters because they began to depend on computers to enable students to continue projects, collaborate on learning, and practice skills. The number of desktop computers in classrooms went from an average of three per room to an average of five to six per room. Lenski also bought two 15-computer laptop carts, but demand was so heavy that the school added two more carts in the following year. Then the library’s demand for computers increased so dramatically that the school had to buy a fifth cart. In the third year of having laptop carts, teachers are now complaining that there are too few carts available for the library and 16 classrooms (Grades 2-5). 6. After three years of having laptops, most teachers opted to return to desktop computers. There seemed to be several causes for this: 1) They purchased home computers and found they could use USB drives to cart files; 2) The school had enough wireless laptops for student use that teachers could get on a laptop; or even borrow one overnight, if they needed; 3) They preferred larger screens, faster processors, and standard mice. Based on these observations, I advocate strongly for giving teachers experience with laptops before buying laptops for students. Concluding Remarks The following is a summative commentary from Karl Fisch, Edublog Nominee and Finalist for the Best Blog of 2006: We’re not going to find a whole lot of really good research to support this at this time. I can summarize what the research generally says. The use of technology in appropriate ways has a small, positive effect on student achievement. It also has a larger, but still small, positive effect on student and teacher motivation, engagement and satisfaction. That’s about it. But I would strongly argue that – to a certain extent – this is missing the point. I would also suggest that many of our current practices are in direct contradiction to what the research says we should do, but we do them anyway because it’s convenient for the adults. How come nobody is demanding to see the research to support those practices? But I digress. ) I do not think that if we infuse technology into our schools, even putting in a 1:1 program at the high schools, that we will see student achievement – as we currently measure it – skyrocket. I think we may see a small positive effect, with possibly a slightly larger effect among those students who typically have not done very well in our schools. But the basic problem with looking for research that supports growth in student achievement is that – by necessity – research has to look at fixed, testable content to try to determine growth. Now I’m not saying that content knowledge isn’t valuable, it is. But I think the skills and abilities and habits of mind that ubiquitous access to technology would help us develop in our students are ones that are really hard to measure. How do you measure creativity? Or the ability to collaborate with others, both in the same room or across the planet (or beyond)? Or the ability to take in information from an almost inexhaustible supply, synthesizes it, remix it, and then produce something that is of value to others? How do you measure imagination? How do you measure the ability to function in a flat, globally interconnected, technology-enabled, rapidly changing world? How do we measure the ability to learn how to learn? To know how to adapt, to reinvent yourself over and over again to meet the needs of a world that is changing at an exponential pace. How do you measure the ability to function in a world where all of human factual knowledge will be available practically instantaneously? Knowledge is good. Having content knowledge is necessary, but not sufficient, to be successful in the 21st century. The research – at best – is only going to tell us about content knowledge. The power of the technology is to transform teaching and learning as we know it. To make it more student-centered, more individualized (yet also more community-based), more relevant, more meaningful. It allows each student to connect to each other, to the world, to knowledge, to learning, in the way(s) that works best for that student. I guess I fear we are asking the wrong questions . . . Where does all this leave us? And what use does this document provide? Clearly, more research is needed, but our efforts can no longer await the coming of comprehensive research studies. Not having solid research behind us will not be an adequate excuse for failing to prepare our students for the 21st Century. Therefore, we must be on the constant look-out for research that will help us light the way while we move ahead in the modernization of our public schools and our methods. We must become students of our own society and allow our own observations and action-research to influence our decisions. We must model for our students the creativity and risk-taking that will be defining characteristics of the next age. In short, educators must come out of the comfort zone, release some control and join the wave of seemingly chaotic global empowerment. Daniel Pink describes the next age of society which might give us some clues. He defines an age by the type of worker that is most commonly found among the population. During the Agricultural Age, the common person was some sort of farmer. During the Industrial Age, it was the factory worker. And during the Information Age, which he describes as beginning in the 1960’s, it was the Knowledge Worker. But the end of each age is preceded by an out-sourcing and off-shoring of the common worker prompting the rise of the next age. So what does Daniel Pink suggest is next? The Conceptual Age. This economy maintains the necessity of strong left-brain skills (reading, writing, math and science) while adding the right brain skills (aesthetics, intuition, value and play). Daniel Pink would advise us to continue our left-brain pursuits, but introduce the richness of meaning and value. It is no longer sufficient to create a well engineered product; now the product must be appealing as well (2005). References: http://www.bc.edu/research/intasc/PDF/NH1to1_2004.pdf