Multicultural counselling issues

Gender plays role in racial discrimination because males and females of a different ethnicity are treated in different ways.   In particular instance, females of a specific ethnic group experience at least two forms of discrimination based of her race, gender, religious belief, age and social status.   The term racism is strongly associated with hatred and prejudice of an individual’s identity including any aspects of his identity and sexual orientation hence females experience a different manner of discrimination. International groups such as the United Nations have regarded racial and gender discrimination as two independent issues resulting in females continuing to suffer from numerous types of injustices.   It is thus essential that the gender component of racial discrimination be well understood in order to draw actions towards racial discrimination that are helpful to both males and females. There are several instances when the issues of gender and racial discrimination interconnect (Crenshaw KW, 2000).   The interplay of these two concepts may take different modes and arise in different circumstances.   One situation involves gender-based violence.   In this situation, females are more likely to experience more cases of violence because discrimination that is influenced by gender depicts females as the most defenseless elements of society. Inclusion of the concept of racial discrimination thus generates violence on females, making them twice at risk of violence.   These kinds of circumstances tend to be more difficult because certain women from remote areas may be hesitant in reporting any violent incidents that they have experienced because they are concerned that no action will be performed with regards to their report or that their statement will be received with indifference or hostility. Another situation wherein gender is interconnected with racial discrimination can be observed among impoverished women.   It has been estimated that approximately 1.3 billion individuals who are living in extreme need are women (UNDP, 2000).   Such condition is strongly related to their inability to receive any form of education as well as training courses hence rendering them under-qualified for most of the available employment. Simultaneously, the trends of globalization and alteration in governmental laws have resulted in more problems for women because gender inequalities were exposed.   One example can be observed among governments that do not provide unemployment insurance of single mothers or female heads of households. The merged effect of gender and racial discrimination may also hinder the retrieval of women to economic resources, including loans, credit and real estate property and can also affect the treatment they receive when they request for social services from the government.   Such hardship thus endangers women to poverty and financial hardship. Gender is also intertwined with the issue of racial discrimination in terms of education.   It has been discovered that the global literacy rate for women is significantly lower than that among men.   The discrepancy in literacy rate between men and women is even greater in developing countries.   More than half of out-of-school children are girls and that among illiterate adults, two-thirds are comprised by women.   These gender-based illiteracy reports show that females have less access to educational resources which in turn results in a lower rate of participation in training programs. Such decrease in education restrains females in their full understanding and awareness of their legal rights, including the right to be employed and to own real estate properties.   The access of females to education through attendance in school is also affected by circumstances of early pregnancy, childrearing and domestic family responsibilities.   The lack or insufficiency of knowledge on reproductive health among women due to poor access to educational resources further hampers the living conditions of women.   It is well-known that education is strongly correlated with employment options and financial stability, hence women are at a disadvantage with regards to availing such opportunities. 2.   Due to the increasing diverse population in our society, it is imperative for mental health practitioners to increase their cultural awareness and cultural competence in the process of psychotherapy.   A culturally competent therapist is one who has moved from ignorance to being educated with his/her own cultural heritage and to respecting differences.   In addition, he/she is cognizant of how his/her values and biases affect minority clients. A culturally competent therapist must acquire specific knowledge related to the history of cultural standards and lifestyles about the minority group with which he/she is working.   It is also important to have a thorough knowledge of socio-political factors and how they affect these marginalized groups in relation to the majority culture.   In addition, a culturally competent therapist should understand value assumptions (abnormality and normality) that are fundamental in the major schools of therapy and how they may influence the values of the culturally different. Some major models may limit the abilities of the culturally different client due to the generic characteristics of therapy including language issues; culture bound values and class-bound values. At the skills level, a culturally competent therapist should be able to tap into a wide variety of verbal and nonverbal responses. The focus should be to practice with a multitude of response modalities rather than relying on narrow set of skills in therapy. The application of psychology is largely a product of individualistic cultures and may be questionable when applied to collectivist cultures.   Individualistic and collectivist cultures are exact opposites on a continuum of how people interact with others and the collectivist values may often clash with the individualistic values inherent in the counseling and psychotherapy process. The psychoanalytic approach emphasizes achieving insight through the discovery of unconscious thoughts, feelings and motivations, which is similar to other ethnic cultural concepts such as striving for self-development through the process of introspection.   Although insight-oriented approach is appealing to most clients of different ethncities, they practice the process of self-examination privately and not revealed to others.   Hence, clinicians should attend to the possible uneasiness of the client while exploring the most intimate thoughts and feelings in their inner world. For example, most Asian clients anticipate quick symptom relief when they actually do seek mental health services.   Rather than mere reliance of free association, the clinician could instill structure in the therapy session by asking questions and giving directions to the client.  Ã‚   This would not only maximize the effectiveness of therapy outcome but also meet the client’s expectations in treatment.   One way of addressing of this problem is for the clinician to educate the client at the onset therapy the nature and rationale of psychoanalytic approach to ease the client into the process. Some of the more commonly complaints made by Asian clients is their impatience in the process of psychoanalytic therapy with the clinician’s pace in addressing the client’s symptoms; focus of the past rather than the present and lack of structure in the session.  Ã‚   Exploration of the client’s life events that are relevant to them such as migration experiences would inadvertently elicit important information such as past memories of childhood and or parental influences.   Clinicians should be aware of other culture’s worldviews and values and the similarities and differences that exist with the host culture. These values and beliefs are inherent in tales, fables and myths in a culture.   For example, hierarchical transference is common in Asian cultures where the client brings the Asian values of filial piety (children’s obligation to care for elderly parents) and respect to authority.   In addition, authority figures are idealized as benevolent in Asian cultures hence the client experiences a positive relationship with the therapist similar to that of a parent and child, in which the client will obey and respect the therapist.   Clinicians can work through this transference by offering a positive interpretation of this type of hierarchical transference as well as respecting the client’s cultural values. 3.  Ã‚  Ã‚  Ã‚  Ã‚   The refusal to work with a homosexual client is an ethical violation because counseling should be provided to any individual regardless of culture, gender, sexual orientation and ethnicity.  Ã‚   The Rehabilitation Act Amendment of 1992 discretely describes that actions of inequitable treatment of minorities or members of an ethnic group or gender have been observed in majority of rehabilitation operations.   Research has indicated that cultural diversity is a common factor that a counselor has to deal with during his routine operations and that positive results have increased when personal information with regards to the patient are disclosed to the counselor prior to treatment or consultation. Disclosure provides ample time for the counselor to prepare himself for the encounter with the patient, together with the patient’s background, including sexual orientation, religious belief, cultural background and ethnicity.   The refusal of a counselor to work with a homosexual client thus is an ethical violation because the counselor restricts himself from providing his services to any individual who requests his service.   Every individual should have an equal opportunity to request and receive services from a counselor and any other healthcare practitioner, regards of the details of his background. For my future counseling practice, I will also employ the self-disclosure strategy in order to accommodate the multicultural setting of my practice.   I think the if I start to self-disclose my information to the client before counseling, the client will feel more relaxed and comfortable to interact with me during counseling sessions because my client will feel that he is not alone in terms of self-disclosure choices. References Crenshaw KW (2000):   Gender-related aspects of race discrimination, background paper for Expert Meeting on Gender and Racial Discrimination, 21-24 Novem-ber 2000, Zagreb, Croatia (EM/GRD/ 2000/WP.1). United Nations Development Programme (UNDP) (2000): Poverty Report 2000: Overcoming Human Poverty.         

Howard Gardner and Applications of Multiple Intelligences Essay

Gardner believes that there are different ways of solving problems and that there are different ways that intellectual ability is manifested or expressed (Gardner, 1993; 1999). What had been accepted in education in general had been to assess students in terms of their capabilities in Science, Math and Language or Communication (English in written and spoken communication). Gardner expanded this to what he termed as multiple intelligence which introduced the domains with which every individual may possess in whatever degree. These domains include, the logical-mathematical, musical, spatial, bodily-kinesthetic, linguistic, intra and inter-personal, naturalistic and existential intelligences (Gardner, 1993; 1999). There are evidences that support the theory in terms of the biological and cultural underpinnings such as those done on development focused on children, empirical research from individuals with brain damage and persons with giftedness. The theory has significant implications on both structure and curriculum in the educational setting such as the kind of set up with which the classroom is arranged or the strategies employed in introducing material or assessment of learning (Gardner, 1993; 1999). Problem statement Since Gardner believes that the educational setting at all levels must foster and promote the understanding of multiple intelligences the following pertinent parts of the educational set up involving curriculum and assessment strategies must be changed or reformed (Gardner, 1993; 1999). This research therefore attempts to answer the following problem statements: What is Multiple Intelligences as a framework in school? What is the description of a curriculum in the secondary level (high school) incorporating the Gardner theory? In this framework, how can assessment be done on student learning and overall progress of students? Discussion Nature of the learner in the Secondary Level There are basic observations gathered by experts on the kind of learner expected to enter into the secondary level. Since the concept of Multiple Intelligences by Gardner would be revolutionary even today, when in essence, most institutions of learning already recognized the brilliance and applicability of his position. It would be helpful to have alongside in the direction of this notion, quite important figures and principles that would further make the application of the Gardner framework in the secondary level easier to grasp and more feasible to comprehend. The curriculum would serve to reflect how learners inch their way into the classroom and courses they are about to undertake and to finish. It is always important to start right by understanding how the learner apprehends and appreciates the material, his preparation in terms of physical, emotional, and psychological maturity, and the way these materials or knowledge could be absorbed and thereafter applied at the correct time and place. It was Malcolm Knowles (1978, 1990) and his theory andragogy who emphasized the model of adult learning. The premise is based on his hypothesis that the maturation of an individual into adulthood is manifest when people conduct themselves in adult behavior and consider themselves to be adults. Then they should be dealt with as adults. By adulthood people are self-directing. Knowles taught that adult education was special in a several ways. This will mean that the presence or absence of some significant details will improve or pull down adult learning experience. This implies that knowledgeable background on adults and the developmental characteristics of that particular stage will spell effective or disastrous results. This paper attempts to show the various positive and negative learning environments specifically for adults. Positive Learning Environment include: 1. Adult learners carry with them a vast amount of experience to the learning environment. This means that tuning in to their particular psyche creates a conducive atmosphere for learning; 2. Adults expect on the kind of training they are exposed to and how they are to be educated. Example: Unlike the younger learners where most take on passive role, adults have goals in mind and the learning they receive must fall within those predetermined personal goals; 3. the active involvement of students should be encouraged in planning and implementing educational programs; 4. Adults need to be able to see applications for new learning; 5. Adult learners expect to have a high degree of influence on how learning will be evaluated; 6. Adults expect their responses to be acted upon when asked for feedback on the progress of the program. Andragogy is therefore student-centered, experience-based, problem-oriented and collaborative (Brooks, J 1995). On the other hand, the following can influence adults specifically in the learning experience in an unhelpful way. The Negative Learning Environment includes the fact that: 1. some adults can move toward prescribed educational settings with anxiety and feelings of high or low self-efficacy. Their method to new learning milieus can be prejudiced by how they assess or evaluate the new experience. A case in point: given two adults in a classroom where an exercise is about to begin, one individual may interpret the assignment in such a way that leads to a feeling of ‘excitement’, while another individual interprets the task in such a way that leads to the feeling of ’embarrassment’. It is a fact that the way the individual interprets the situation and the consequent emotion that arises, will affect the kind of action the individual is to take (Burns, 1995, p.16). Burns considers that such assessments, together with the labels such as ‘fear’ or ‘anxiety’ can direct some learners to psychologically disengage from the source of distress that is the learning experience. Conversely, when coupled with labels such as ‘excitement’ or ‘challenge’ the learner is conducted to take measures that focus on the undertaking. With this slant, the abovementioned findings just aptly show how the Multiple Intelligences framework is the better if not best option to amplify what adult learning insights have offered and how the issues are met and addressed. It would seem that the Gardner framework can be both an approach in the arrangement of teacher’s approach to the student’s ease assimilating information and training of skills development; Gardner’s framework serves as assessment tool as well to further check and evaluate status of learning as well as secure its usefulness (i.e., training and knowledge) for a future job (Gardner, 1993; 1999). The curriculum then would appear more like a university level type that can be seen as implementation of several tracks, individualized in nature, with personal advising installed, and students are evaluated on their overall grade point average performance. Personality tests that are primarily geared to measure the Gardner â€Å"traits† are indispensable tools to discovering the possession of either or combinations of the â€Å"intelligences† (Gardner, 1993; 1999). On the course or subject level, students are also handled in individual cases but getting used to the variations will be established in the long run and may no longer be as difficult to implement and follow-up. Evaluation of the student performance and any behavioural changes are pertinent tasks that teachers are to be cognizant of. In this manner, the application of formative and summative assessments would not only be appropriate but timely as well. According to studies on the subject, both summative and formative assessments are employed to provide a very objective result as to the efficiency and efficacies not only of the teacher’s methods. The evaluation itself (i.e., assessment for and of learning) is a vital factor that is found to help the student realize his potentials and attenuate the weaknesses he’s had in the process of learning (Northern Arizona University, 2009). I believe that the methods of evaluating the interventions for the problem cannot be easily applied or even seen/grasped. However, this can only be understood well when applied (hands-on) to a particular school, class, and individual during a certain period like during the first half of a given school year. A detailed lesson plan, or syllabus is part of this tool with specific dates and key result areas to serve as a guide. This way, every student has each given the chance to shine his best and not just be a statistic in an otherwise lopsided contest where no real winners are found but instead disillusionment for failed dreams and succumbing to societal pressures are more common and expected. Reference: Brooks, J (1995) Training and Development Competence: a practical guide Kogan Page, London. Burns, S. (1995) ‘Rapid changes require enhancement of adult learning’ HRMonthly June, pp 16-17. Knowles, M.S. (1978) The Adult Learner: a Neglected Species 2nd edition, Houston: Gulf Publishing Company, Book Division   and Knowles, M.S. 1990 The Adult Learner: a Neglected Species 4th edition, Houston: Gulf Publishing Company, Book Division. Gardner, H. (1993). Multiple intelligences: the theory in practice. New York, NY: Basic Books. And Gardner, H. (1999). Multiple approaches to understanding. In C. M. Reigeluth (Ed.), Instructional-design theories and models (pp. 69-90). Mahwah, NJ: Lawrence Erlbaum Associates Northern Arizona University. Formative vs. Summative Evaluation. Retrieved on May 9, (2009), from http://jan.ucc.nau.edu/edtech/etc667/proposal/evaluation/summative_vs._formative.htm

Business Process and Modelling

1. Organizational structure is part of the strategic management approach use by the management while embracing their management functions, it refers to how activities such as the supervision, task allocation, and coordination are redirected towards achieving the set organizational structure. It is also explained to be achieving the organizational objectives through people in their working environment  (Frank, 2014). The functional structure is commonly used organizational structure, it is the type of the organizational structure in which organizational activities are grouped into groups and department such as finance, information communication department, and marketing. It is commonly used by large and small organizations  (Yu, 2013). By grouping the organizational activities into group enhances utilization of the human resource strategic management approach such as motivation and job performance appraisal to employee. The grouped department in the organization will also be able to make the right decisional making which will ensure proper operation in the organization. The disadvantage is that practical offices may turn out to be excessively effective, regularly dismissing the association  (Doumeingts, 2016). 2. A functional information system is an approach that provides significance information relating specific groups and activities and other vital information regarding the management controls. The functional information system in an organization plays a key role in making fundamental decisions that will lead to achieving the organizational goals and objectives. Decision-making process implies making decision which will be functional while planning the future operations of the organization. An information system is an organization facilitated the noble operations which will lead the form into gaining the competitive advantage in a business environment. It also allows the organization faces important communication process. Information systems may not work legitimately which influences the running of the business. This can bring about framework separate, intruding on smooth operations and buyer disappointment. Deficient information systems can convey wrong information to different systems which could make issues for the business and its clients. Information systems are additionally vulnerable to hackers and frauds. 3. Enterprise systems support the whole procedure as opposed to parts of the procedure. Moreover, enterprise systems are not only backing the execution of individual exercises in a procedure, they additionally help the association coordinate work across the functional units. This coordination further decreases delays, avoids excess stock, and expands visibility. Apparently the intricacy of dealing with the information across whole procedures, it is not practical to depend on physically associating useful data frameworks by printing data from one framework and rekeying it into the following framework. In this way, notwithstanding moving from storehouses to procedures, associations should likewise move from practically engaged data frameworks to coordinated venture frameworks  (Bannister, 2015). 4. The functional view of an organization is focusing on the skills and the expertise relevant to fulfill certain business functions at the different organizational level.   While the process view of the organization is based on the different stages of production process in the organization. Communication in functional view of the organization takes place at the departmental level, while in process view communication and related decision take place in the process stages  (Doumeingts, 2016). Process view is commonly used strategic management in today’s business environment, it allows managers to establish and focus on the relevant skill required in the production process of the organization  (Frank, 2014). 5. The three-way match is a payment verification approach that is used by accounting and procurement department while procuring supplies to the organization, it implies when one party A receives an invoice it will be the same with one party B is having. The documents used in the three-way match are invoice, purchase order, and receive report  (Tang, 2016). 6. Bill of material is embraced to be an essential part of manufacturing, it comprises list of part, sub-assemblies, and assemblies used in creating the final products. The bill of material explains what to be bought as well as instruction of how to assemble the products. While product routing in manufacturing explains the steps and procedures which will be used in creating the final products. Routing states the process and related task required while creating to new final products  (Morecroft, 2015). 7.  The manual business process is influenced by the different key problem, this limits the operation of the organization. The manual business system takes more efforts and physical space to track the paper documents when errors are to be corrected the data are to be completed and redone rather being updated. Customer service may is also affected by the essentiality of manual and paper business process in the organization, accessing the customer information may be difficult since the customer details are stored in different places  (Davenport, 2013). To eliminate this manual works, the company should adopt the use of new technology such as accounting packages and other related software’s, this will seek toward reducing and eliminating fully the key problem associated with the manual business process  (Frank, 2014). 8. Make to order (MTO) is a business production strategy that normally allows the customers to buy products that are customized to their determinations. This strategy just makes the final products once the customer places an order. This creates an extra time for the customer to get the product, yet considers more adaptable customization contrasted with obtaining from retailers. Make to order (MTO) strategy eases the issues of over the top inventory that is normal with the conventional make to stock (MTS) strategy. Therefore the advantage of Make to order is to reduce production of excess stock to the market  (Fleischmann, 2014). While the Made to Stock strategy is a traditional production strategy used by many business organization to match the level of production and inventory in relation to the customer demands and forecast, Made to Stock strategy requires to the company to exceptionally make an accurate forecast of demands in the market in order to determine the level of stock to be produced. One of the drawbacks of Made to Stock strategy is that it only relies on the accuracy of the forecasted demands  (Frank, 2014). 9. Globalization is defined to be the integration of people, business organization, and governments. The process of globalization is created as a result of agreement between firm and the governments, this is to improve the operation of every business organization  (Yu, 2013). Adopting of new innovation and technology is one of the response and the positive impact of globalization on the organization, this implies when the organization used different technology to undertake their business activities. Expansion in the market environment is also amongst the response of the globalization in relation to the impact on the organizations. Low-Priced Workforce and Raw Materials is an impact of globalization to operating business organization, it implies when the company responds to the effects of low labor and raw material. An organization may access the important factors by entering into an agreement with other operation firms from different regions  (Cross, 2016). 10. Product view is explained to be an element of marketing information system. It is defined to be process of understating the product concepts, design requirement, product target market, pricing and positioning strategy. The product view allows the customer and all the stakeholders to review the product in the market, their views may be used to improve the image, design and the specification of the product  (Frank, 2014). 11. Systems Applications and Products allows the organization to track business operation in relation to customer and their interaction with the business. Organizational data refers to the data relating to the structure and mode of the organization. Examples include sales and raw material data. Transactional data are data that support the daily operation of an organization, they comprise the automotive systems that facilitate daily business process. Example include payment methods and discount received and allowed  (Fleischmann, 2014). Master data plays a primary role in business process, it refers to the key organizational entities that are utilized by a few useful groups and are regularly put away in various data frameworks over a business enterprise. Moreover, master data represents the business entities around which the organization business transactions are executed and the essential components around which analysis are conducted. An example includes data relating to employee performance, product, and supplies  (Bannister, 2015). 12. Raw materials. Ordinarily, raw materials are obtained from a seller and are not sold to end-clients  (Yu, 2013). Semi-Finished products. They are normally created from crude materials and are utilized to deliver finished merchandise. Cases: front wheel gatherings. Finished goods. This is made by the production procedure from different materials, for example, raw and semi-finished products. Trading goods. Like raw materials, these are purchased from a merchant. Additional preparing of the material preceding exchanging is not performed. Bannister, R. B. J. a. J. H., 2015. Conceptual Product Planning. In 2015 26th Annual SEMI Advanced Semiconductor Manufacturing Conference (ASMC) (pp. . IEEE.. s.l.:s.n. Cross, D., 2016. Globalization and Media’s Impact on Cross Cultural Communication: Managing Organizational Change. Handbook of Research on Effective Communication, Leadership, and Conflict Resolution. s.l.:s.n. Davenport, T., 2013. Process innovation: reengineering work through information technology.. s.l.:Harvard Business Press. Doumeingts, G. a. B. J. e., 2016. Modelling techniques for business process re-engineering and benchmarking. s.l.:Springer. Fleischmann, A. B. E., 2014. Subject-oriented business process management. Springer Publishing Company, Incorporated.. s.l.:s.n. Frank, U., 2014. Multi-perspective enterprise modeling: foundational concepts, prospects and future research challenges. Software & Systems Modeling,. In: s.l.:s.n., pp. 941-962. Geissdoerfer, M. B. N. a. H., 2016. Design thinking to enhance the sustainable business modelling process–A workshop based on a value mapping process. Journal of Cleaner Production, 135(4), pp. 1218-1232. Gerlitz, L., 2016. Design management as a domain of smart and sustainable enterprise: business modelling for innovation and smart growth in industry 4.0." entrepreneurship and sustainability issues .. s.l.:s.n. Jonsson, P. a. M. S., 2016. Advanced material planning performance: a contextual examination and research agenda.. International Journal of Physical Distribution & Logistics Management, , 46(9). Morecroft, J., 2015. Strategic modelling and business dynamics: A feedback systems approach.. ed. s.l.:John Wiley & Sons.. Tang, M. a. L. B., 2016. Special issue on financial and business modelling and simulation. International Journal of Modelling and Simulation, pp. 1-1. Yu, E. H. J. .., 2013. Business modeling for business intelligence. Synthesis Lectures on Data Management. s.l.:s.n.

Journal Essay Example | Topics and Well Written Essays - 250 words - 85

Journal - Essay Example I had a difficult time getting clothes for her because she was a size 15 and we did not carry that size in our stocks. She also wanted to wear new looking clothes which made my job more difficult. Even with help from another person at the agency, this client still refused the clothes we presented. We were getting fed up with her lack of confidence in wearing clothes as she kept coming up with excuses like she looked funny wearing it, and similar statements. After 3 hours and 3 personal shoppers, my supervisor finally came to my aid. With her help, we found some clothes that the client finally liked and felt confident enough to wear. She finally left with a smile on her face and confidence to wear the clothes. Needless to say, I was unable to work with my other client, which made me feel even more like a failure. I knew that I did my best to help her but without her self-confidence, nothing I did would have made the meeting a success. I had a heavy heart as she left because I knew that I was not able to truly help her as it was my supervisor who finally got through to her. I went home exhausted and feeling low, but still looking forward to my next client, whom I could do a better job of helping if given a

Project about Computer Managed Instruction (CMI) Essay

Project about Computer Managed Instruction (CMI) - Essay Example Since the advent of sophisticated technological means, the educators have been trying to modify the instructional process with the help of technology. According to Baker (1978, p. 3), early 1960’s brought with it â€Å"new curricula, instructional models, and approaches to individualization† of instruction but the drawback with these instructional schemes was their poor management. An ideal classroom environment is so dynamic in which each student presents his own understanding and is comfortable with his own set of instructional materials. Thus, the teacher needs to organize instructional schemes in such a way that all students with their unique calibers are equally attended to. Before CMI, teachers would process instruction manually but that process was inefficient when it came to collecting and summarizing instructional data for management purposes. This was when the need was felt to construct a reliable, fast and user friendly system which would process and manage m odified instruction. Thus, a shift was made toward computer-based data processing or more specifically CMI, which a lot of educators considered â€Å"as a reasonable model for the support of the management functions associated with the individualization of instruction† (Baker). CMI is one of the two types of computer based instructions; Computer Assisted Instruction (CAI) is the other. CMI is an instructional scheme that makes use of the computer for obtaining learning resources and objectives, and to assess student performance, thus enabling the instructor to manage instruction in a more efficient way without having to get involved in the teaching process directly. In other words, there is no human interference. To be more precise, it helps the instructor in making effective instructional decisions by providing him with â€Å"diagnostic and prescriptive

Strategic Management Assignment Essay Example | Topics and Well Written Essays - 2000 words

Strategic Management Assignment - Essay Example b) In the case of a university of your choice, state what you believe to be their core competences and how they show themselves to their several stakeholders. Â  (15 marks) In the pursuit of its mission, all universities must be committed to holistic development of human being and to uphold truth, virtue, character formation, personal integrity and academic excellence. All universities for that matter must have its vision, mission and statement of purpose. They must all have competencies in administration, instruction, research and extension services. This is true to all universities who are mandated to follow and maintain accredited standards and rules that are set by government to ensure that they will perform and function in accordance to constitutional, legal and executive orders. Universities, as center for excellence, should not only be perceived of its educational services but also as a melting pot for tourism, sports, arts, humanities and culture. It’s a social struct ure which helps the country develop human resources to contribute for development, peacebuilding, understanding an appreciation of diversity, and as resource-engine for national growth. The measure of its performance achievement is the number of students who passed and top the bar, government licensure examinations, and its contribution to social developments through research and extension of services. The academe’s competencies provide an integrated approach and system for quality education to promote national identity, cultural consciousness and moral integrity. Graduates of these universities are human resource supply to required regional and national manpower for national development. It must also pioneer in research and extension to lead economic upliftment of communities so that people will lead superior lives. In addition to its traditional function, universities should promote and accelerate integration of graduates to the mainstream of national body politics. Hence, it must also actuate as tool for national policy formulation in addition to its traditional function as an institution of higher learning. Question 5 George Hull is the Chief Executive of a growing industrial company developing and marketing its own products for the brush making machinery, government defense and mobile phone industries in UK. Until now, Hull has organised the company on Functional lines but is having doubts that this structure will serve his new strategy for growth in each market sector. a. What is a Functional organisation and what advantages and disadvantages do you believe this structure possesses when looking to further grow the business. (10 marks) Functional organization emphasizes the role of top positions throughout the business structures to deal with business’ problems and its functional authority restricts itself to guide all departments to ensure performance quality and uniformity in its operations. Often authorities are specialists appointed to m anage relevant or key positions. For instance, a managing director or marketing director is designated to

Texas state laws on sex offenders Essay Example | Topics and Well Written Essays - 1250 words

Texas state laws on sex offenders - Essay Example In addition, they need regularly to visit the registering authority to update the information on matters such as address change. Should one fail to register as a sex offender, they are liable for felony prosecution that could result in their being taken back to prison or having their parole revoked. The public can access these records through a variety of ways availed by the state of Texas, primary to this is a statewide database that maintains updated information on all registered sex offenders accessible to anyone freely at any time. Members of the public can access the information herein through the website https://records.txdps.state.tx.us/soSearch/default.cfm . In addition, native law administration agencies in the Texas are by law mandated to have a sex offender registry with information on all the registered sex offenders in the area. Based on the nature of the crime, the laws in Texas allow authorities to publish some of the sex offender registration information on local newspapers (Schiavone and Elizabeth 681). Finally, should an individual categorized as a high-risk sexual offender move into an area, the authorities will be expected to notify the community by mailing everyone in it a postcard with the description of the individual and nature of the crime. In 2011, the national, Sex Offender Registration and Notification Act (SORNA) was passed and states were required to expand their categories of sex offenders who are to include juveniles and adult offenders that committed certain crimes before the laws was passed (United States Congress). This law sets the minimum requirement that characterizes the offences and the way offenders should be classified and determines how long they should remain registered. States that refused to meet the requirements for the SORNA act would lose 10% of their Byne Law enforcement

Birth of the Modern Age Essay Example | Topics and Well Written Essays - 3250 words

Birth of the Modern Age - Essay Example Our reasoning is simple, a bit nave perhaps, but just and sensible: we need to establish continuity between the past and the present. First, we assume that the so-called modern age in human history came sometime after the period we are investigating. This allows us to set aside, at least for the moment, the disagreements among historians and other experts as to the exact dates on when the modern age began and whether we are still in or beyond it. Second, we also assume that the writers whose works we are to analyze to answer our question really existed, and that their accounts represent a true image of reality as they perceived it. Some may have used literary tools to paint a subtle imagery of the times in which they lived, but our knowing the trick allows us to look beyond the images and into the underlying reality of their 15th-16th century world. Third, our knowledge and observations of what historians call the modern age allow us to identify distinguishing characteristics that mark a transition from the old or ancient world to the new or modern one: the way humans performed their activities of learning, earning, governing, and looking at the world around them. These so-called modern ways - the scientific method of learning, the transition from feudalism to the rule of law, democratic government and free market economics, and a widening focus from the local and regional to the international and the universal world - are facets of the human character and culture that we witness in ourselves now and that we see as taking root in the hearts and souls of the writers whose written works we are to analyze. If we can pin down these modern developments as having their definite origins only to the period 1400 to 1600, our task would have been easier. Unfortunately, with a few exceptions, a study of written works before and after 1400 is beyond the scope of this paper. Given these assumptions and limitations, how can this writer establish continuity between past chronicles and our observations of the modern world How can we conclude that the period 1400-1600 represents the birth of the modern age This last intellectual stumbling block was overcome when the writer had to decide which of the several works in the collection to include in this paper, taking into account this writer's personal biases and assumptions. The solution was simple: choose on the basis of a positive, optimistic, and hopeful image of the world, both in the present and in the future. Having taken this crucial step, the writer became "one" with each of the twenty historical figures whose selections were chosen, observing the world through their eyes and with the same positive attitude. This is how the writer established continuity between the present and the past, and the intellect having been duly satisfied dispatches itself vigorously to the task at hand. Marks of the Modern Age The modern age marked a revolution in human thought, a new outlook towards wealth, work, and money, the governance of peoples, and a more universal view of life and the world. As we assumed, this modern age happened sometime after the year 1600, the 17th century, so we question ourselves if it had its birth in the two centuries that preceded it. Before we dive into the world as it was in the 15th and 16th centuries, let us summarize what we know of the 14th century (the years 1300-1399). It was a period that saw millions of people die from famine and the plague, and

Social Desirability and Effectiveness of a Fat Tax in Countering Essay

Social Desirability and Effectiveness of a Fat Tax in Countering Obesity and Dietary-Related Disease in Canada - Essay Example Food labeling measures have been implemented for years, but despite such policies being in place, people in these nations continue to grow obese. Recently, most governments, especially in America, Europe and parts of Asia have or are considering implementing high tax policies on junk food. Experiences show that food tax policies are withdrawn later for their unintended consequences, with only a few exceptions of countries like Finland that seem to progress well with such policies. Thesis: This paper asserts that fat tax yields unintended consequences by impacting consumers differently in reference to regression effect, and there are challenges in altering consumer dietary behavior. Fat tax alone is an insufficient measure to solve the problem of obesity in any country; it would require combined policies and regulations by different responsible parties to alleviate the health problem. Each government has individually selected which food categories to impose the tax on. Some focus on levying high sugar foods, while others focus on fat saturation or the cholesterol content. These are some of the ways used to evaluate taxable junk food. However, defining junk food is complicated for the reason that it extends even into the healthy food types. First, not every meal that is served at the table even in sizable proportions is healthy or has the right nutritional value. Researchers classify vegetables and fruits among the recommended food types, others extend to healthy fatty acids which can be challenged when high-fat content is considered, but place a bias on the served fast foods at most outlets, targeting those prepared or manufactured with high sugar, salt, fat, cholesterol and fat-saturated or low vitamins contents. Others define unhealthy foods as a combination of the latter category but criticized to be rather harsh on the consumer.

Robert McNamara Essay Example | Topics and Well Written Essays - 2250 words

Robert McNamara - Essay Example 2 The president relied on him very much for advises ranging from the issues of national security to business matters. In 1961, he initiated a program to increase the warfare capability of the US forces, after reviewing the major challenges that were facing the forces. Out of this review, he created two institutions in the defense forces, the Defense Intelligence Agency and the Defense Supply Agency. 3 These institutions were created to enhance the effectiveness on the defense forces to counter the effects of communism. Since the communist wars avoided direct military confrontations and resulted to ambush and guerrilla warfare, the institutions were meant to train and equip the military personnel as well as the US allies on the tactics to counter the communist wars. One such ally was he South Vietnam. The lessons to learn from Robert McNamara on wars can be traced back to the Cuban missile crisis.4 He played a major role helping in the administration and eventual calming of the Cuban crisis. Instead of a counter reaction, which would entail a missile strike, Robert McNamara opted for the blockade option. This was eventually agreed upon as the best method to address the crisis by the then Joint Chief of Staff, through his influence. During his tenure in office, he served to strengthen the forces, through the expansion of the regular armed forces, as well as calling on the reserves to join active duty. 10His was tenure of preparation for war, committing billions of dollars to the military department spending, overseeing the inceptions of millions of nuclear weapons and orchestrating sales of arms in foreign countries. 6 His role in the war dates back to the increase of war advisers in the war of Vietnam, from the 900 that was already there to a tune of 16,000. These advisers in the war of Vietnam were not supposed to engage in active combat, but rather meant to offer training to the army of Vietnam.13 Initially, the US did not play a military role in the Vietnam W ar. It offered financial and military advise to South Vietnam army in order to resist the re-union that was being sought by the communist North. Active US military combat in the war of Vietnam came into being during the tenure of Robert McNamara as the secretary of defense. He played a greater role in escalating the US involvement in this war. Most notable, is his role in calling upon the congress and the public to support US active combat involvement in the Vietnam war, after some false information that the North Vietnam army had attacked two US destroyers in August 1964.2 Through the advice of Robert McNamara, the president ordered a retaliatory attack on the North Vietnam army bases. This was the first of McNamara’s involvement in fuelling active war. The lesson learnt from this, owing to the fact that he reacted to false information that the North Vietnamese had attacked the US forces, is that his judgment was not right. A second mistake done by Robert McNamara in his war endeavors is the support of the US attack of the South Vietnamese in 1965, after a consideration that together with their Northern allies, they were increasing their military activity.1 The US entered into combat in South Vietnam bombing it in a more devastating manner and started bombing North Vietnam. 10 This is yet another failure by Robert McNamara, since he engaged in the encouragement of the troops to engage in acti

The Visions And Intensions Of Karl Marx Essay Example for Free

The Visions And Intensions Of Karl Marx Essay From the content of the Manifesto of the Communist Party, it is seen that Marx and Engels are not talking of any freedom but freedom from exploitation, freedom from class oppression, and freedom from class conflicts. In this sense, society cannot be considered free until it replaced capitalist exploitation with the free collaboration of all members of society. Freedom as deliverance of the worker from capitalist exploitation, is only one, though the most important aspect of his freedom. It cannot be restricted by negative characteristics, as in â€Å"freedom from something†. Freedom makes sense only when man is free not due to negative forces, to deliver him from something or the other, but due to positive forces, to show his real individuality (Hart, 1982). For Marx, freedoms like freedom of religion and the freedom to own property are hollow freedoms. In the manifesto, Marx wrote, â€Å"But dont wrangle with us so long as you apply, to our intended abolition of bourgeois property, the standard of your bourgeois notions of freedom, culture, law, etc. Your very ideas are but the outgrowth of the conditions of your bourgeois production and bourgeois property, just as your jurisprudence is but the will of your class made into a law for all, a will, whose essential character and direction are determined by the economical conditions of existence of your class.† Thus, only in a classless society would a human individual truly gain freedom. Karl Marx and Maximilian Weber are two of the founders of Modern Sociology. Marx and Weber were influential figures during their time, as both were active and visible in German politics. Their words hold a power in them that denotes authority and conviction thus becoming an inspiration or a threat to those who hear and read, yet were also widely criticized and disputed. These two however, as many people believe, share opposing views in many issues, particularly with regards to the controversial debate of capitalism and socialism. Yet they also share commonalities.Karl Marx is popularly known for his works that gave rise to the concept of communism. Marx is in fact trained in the field of philosophy but eventually veered towards economics and politics. Hence for many scholars then and now, he was more of a revolutionary communist than a philosopher. For Marx nevertheless, â€Å"the philosophers have only interpreted the world, the point is to change it,† this he wrote in his Theses on Feuerbach (Wolff, 2003). His most popular work was the Communist Manifesto (1848), which he co-authored with his lifelong friend, Friedrich Engels. Yet according to many academicians, even if the Manifesto is the most famous of Marx’ works, it is not the best material to use to analyze his sentiments and belief. In fact many deem the Economic and Political Manuscripts of 1844 as the heart of Marx’s analysis particularly in relation to economics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prior to communism, what paved the way to the development of communistic ideas was the theory of Historical Materialism. This is Marx’s version of history, where forms of societies experience a constant rise and fall because that society had grown to inhibit human productive power. During his time, capitalism was the dominant society, thus, capitalism impedes human productivity. What follows the decrease in productivity is a revolution or epoch change because the former society can no longer serve the needs of man. Marx believes that the historical process or the progression or human societies undergoes a series of changes in the mode of production but will eventually culminate to communism; communism will replace capitalism giving rise to a â€Å"society in which each person should contribute according to their ability and receive such according to their need† (Wolff 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Marx’s postulates, though some were regarded as unempirical, were nonetheless necessary, as he was able to discuss economics using â€Å"material bases† rather than relying on philosophical abstractions and dialectics (Kemerling, 2002). Most importantly, his works were viewed as the inspiration for the victory of the Bolsheviks several decades later in the October Revolution. His most notable and recognized ideas is that the Proletariats, Bolsheviks for the Russians, are not given their fair share during the production of commodities, thus there is no harmonious relationship between the capitalist profit earner and the working man and neither will there be an equilibrium in the capitalist market (Weber, 2006). Karl Marx believes that revolution is inevitable. Nations will aspire for a society that fosters equality and progress for everyone and not just the ruling class. This emerges from an uprising from the proletariat as they continue to feel antagonism from the bourgeoisie. Modern day societies, according to Marx, are basically divided into two major classes: the bourgeoisie, or the capitalist, ruling class, and the proletariat, or the working class. With this class distinction, material wealth of a nation is totally controlled by the capitalists, while the working class only depends on salary as they work for the continued wealthy existence of the bourgeoisie. Marx believes that ultimately, the working class will notice the inequalities in their society and will wish to bring about major changes that can only be possible through revolutionary means. (Kemerling). Marx acknowledges the differing ideas on socialism and communism, but eventually concludes that it is through revolution that true communist ideals can be met. Believers in socialist and communist systems assert that antagonism persists as industrial development continues. Since the economic condition does not provide for the emancipation of the proletariat, â€Å"they therefore search after a new social science, after new social laws, that are to create these conditions† (Marx 110). Central to Marx’ concept is class distinction, which has been present throughout the course of history. The modern capitalistic society is itself a product of the feudal society, but has brought about new forms of oppression. Capitalism evolved from feudal concepts and continues to evolve in order to sustain itself – incessantly changing the means of production and exchange. The bourgeoisie has made itself the center of every society in the world as it compelled all nations to follow its model of society – a society that has enormously increased urban population so as to take them away from the simple rural life (Marx 64-64). It has also promoted a mode of production, which it presents to be based on freedom, i.e., free trade and globalization. In the process, the bourgeoisie has given power and wealth to only a few people, that is, the ruling class. On the other hand, the proletariat becomes mere commodities as capitalists continue to look for cheaper labor, and the workers, since they are selling themselves for labor and are competing with other workers for daily sustenance, turn out with lower wages in the end. In the long run, labor becomes more burdensome to the workers even as the wages go down. The economic situation of the working class, as they will eventually discover, is due primarily to the system of production, the system that the capitalists themselves have developed for their own welfare. Marx also notes that even the small shopowners, tradespeople, and handicraftsmen, unable to compete on equal footing against the larger capitalist groups, become part of the proletariat, although they are more conservative, considering only their future interests (70-71). The working class is the revolutionary class that is bound to face the bourgeoisie, starting with small groups until it forms into a national group that will take power from bourgeoisie to centralize all instruments of production. Communists envision a classless society and promote the common interests of the proletariat, and support the overthrow of the capitalists so that the working class will gain power. Marx believes that the communists are the most advanced of all sectors of the working class, as they work towards the abolition of private property, which has been the basis for antagonism of the working class (80-81). Marx predicts that the capitalist society will eventually evolve, leading to its demise as the proletarians resist the system and fight for the emancipation of the working class.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   REFERENCES Hart, M. (1982) The Ranking of the Most Influential Persons in History, Galahad Books, New York City. Kemerling, G. (2002, August 7). Karl Marx. Retrieved Jan. 25, 2007 at:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.philosophypages.com/ph/marx/htm Marx, K. and   Engels, F.   The Communist Manifesto. New York: Simon and Schuster Inc., 1964. Weber, M. (2006, July 30). In Wikipedia, The Free Encyclopedia. Retrieved Jan. 25, 2007 at: http://en.wikipedia.org/w/   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   index.php?title=Max_Weberoldid=66750368 Wolff, J. (2003, August 26). Karl Marx. Retrieved Jan. 25, 2007 at:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://plato.stanford.edu/entries/marx/

Reading Aloud Essay Example for Free

Reading Aloud Essay 1. 0 Introduction More than half of our lives today concern about reading ability. Through reading people are being introduce to values and knowledge. People usually read to get a job, as a hobby or to fulfill their dream. Reading always intertwine with literacy and the experiences that one felt via reading often different with each other. Different people have different understanding on text read. Reading materials can be magazines, newspapers, books, research articles, journals and other written form of texts. As long as people can write there will be always a text to read. Moreover, one academic skill that is especially important for school success is reading proficiency (Bernhardt, 2005). For children to succeed academically it is essential that they develop the foundational reading skills that will allow them to obtain knowledge fluidly through text and increased opportunities for learning (Joseph, 2006). Thus, reading proficiency is a fundamental skill which will help students to engage with new input or knowledge. However not all proficient readers have the ability to read fluently. According to Hudson (2009), reading proficiency constitutes of reading for fluency and reading for comprehension: reading for fluency deals with the accurate reading behavior which deals with reading with correct pronunciation. Whereas reading for comprehension deals with reading for understanding a text. Reading fluency is the most important component in reading skills and the numbers of students who can acquire a good reading fluency is not great (Schatschneider, 2006). Most curriculum in schools assumes that all students are literate and they can accumulate knowledge via reading (Rasinski Hoffman, 2003). However not all readers can read a passage fluently even though they can comprehend the passage well (Baker, Smolkowski, Katz, Fien, Seeley, Kame’enui, et al. , 2008). Hence, for years reading fluency was the forgotten stepchild of the reading curriculum because teachers and reading scholars were more interested in moving students as quickly as possible into silent reading, not the level of expressiveness in oral reading (Rasinski et al., 2008). Profoundly according to Elena Lilles et al. (2008) if students struggle with reading fluency, they will consequently struggle with other academic areas. Serious reading fluency problems in school limits success in most academic tasks and promote academic exclusion from intellectually rewarding and challenging educational opportunities (Entwisle, Alexander Olson, 2004). Ellen, Ramp, Anderson Martin, (2007) ask if students capable of comprehending a passage, will they also capable to read the same passage with correct pronunciation? They also explain that if the students can achieve a good level in comprehending a text in English, it does not guarantee that the students can acquire an efficient level in oral reading. As a consequence, students will face problems in using English language orally as medium of communicative language in society. However, students who are struggling to read can be helped through monitoring their oral reading fluency through a suitable reading approach (Schatschneider, 2006). Daly III, Chafouleas Skinner, (2005) has come out with several reading approach. There are 1)reading aloud, where the students need to read aloud a passage given several time before being evaluate by teachers, 2) phrase drill error correction, where the error words are being repeated until the students acquire the phonic sound, 3) performance feedback, where the students need to give feedback on passage that they have read. 4) Listening while reading, where the students need to read the passage aloud in the class and the students who are listening will learn how to pronounce certain words. 5) Folding in flashcard instruction, where the students learn to pronounce a word through flash cards. In conclusion, students should be able to acquire reading proficiency both in fluency and comprehending a reading text. The consequences of lack in reading proficiency could affect their academic performance. As solution reading habits should be implement in school. Students should practice reading in order to prevent them from being a struggle readers. Students who can comprehend a reading text does not mean that they can read the text fluently with correct pronunciation. Reading problem especially in reading fluency can be improved through appropriate intervention which seem to be suitable with the students. Thus, students’ weaknesses in reading a text should be identified in order to enhance their reading proficiency especially in reading fluency 1. 1 Background of the study Malaysia is characterised by a multilingual society where its population is made up of people who come from various ethnic and linguistic backgrounds (Harison, 2010). Thus, Malaysia has different kind of races that use different kind of languages. Malay students will use Malay language to communicate, the Indian students will use Tamil language and the Chinese students will use Mandarin language. Most of the time they will read books that related to their languages because of the need to enhance their reading on their mother tongue (Abdul Rashid, Chew Muhammad Kamarul, 2006). Hence, due to this matter, reading in English might being neglected or being less focused in school. When teacher conducting an oral test to our students, the interference of their mother tongue occurs and that made our students become a struggle reader (Siti Norliana, Roszainora Muthusamy, 2009). Most of the reading activities in Malaysian Secondary Schools focus on understanding a comprehension text which later the knowledge that they comprehend will be used to answer the questions given (KBSM, 2001). Therefore, secondary students reading skills was not optimally being explored. Teachers will ask several students to read aloud and most of the time will be silent reading. Indeed, the students only built their knowledge but they cannot read fluently which most of them having problem related to reading fluency (Siti Norliana, Roszainora Muthusamy, 2009). In order to find a solution for the reading problem related to reading fluency, a precise study on how can we help our Malaysian secondary students become a fluent reader is important to carry out. Reading fluency like has been mention above focused on students’ speed of accurate reading (Hudson et al. , 2005). Thus, this research focused on how we can help struggle readers to enhance their reading fluency. This study used reading aloud approach where the students need to read passage given orally. Reading passages were chosen from the Malaysian secondary English Textbook as the reading materials. CBM was used to measure the accurate reading or the percentages of correct word read during the reading sessions. Accurate reading focuses on 1) words pronounce correctly, 2) words read incorrectly which consist errors of mispronunciations, substitutions, and omissions, 3) three second rule which the words will be counted as an error when the teacher help the students to pronounce it after they hesitate in pronouncing the words for three seconds. Exactly as the guidelines provided by Daly III, Chafouleas Skinner, (2005, p. 78). Thus, the result of this research sought to reveal on how far the reading will aloud approach can improve Malaysian secondary students reading fluency. 1. 2 Problem statement Models of World Englishes has been coined by Professor Braj B. Kachru on 1985 (Phillipson, 2008). This model explains how English widely spread and used worldwide. According to Kachru, B. B. , Kachru, Y. , Nelson, C. L. , (2006), there are three circle models which can classify English as native language (ENL), English as a second language (ESL), and English as foreign language (EFL). The three circles model are: The current sociolinguistic profile of English may be viewed in terms of three concentric circles . . . The inner Circle refers to traditional cultural and linguistic bases of English. The Outer Circle represents the institutionalised non- native varieties (ESL) in regions that have passed through extended periods of colonization . . . The Expanding Circle includes the regions where the performance varieties of the languages are used essentially in EFL contexts. (Kachru, B. B. , Kachru, Y. , Nelson, C. L. , 2006). Concisely, this model explains about three circles which roughly classify three different English learners worldwide. 1) The Inner Circle houses countries, like the United States, United Kingdom, Australia and so on, where English is traditionally the primary or native language (English as Native Language). 2) The Outer Circle comprises countries where English has a long history of institutionalized functions, usually owing to a colonial past, and is used intra-nationally among fellow citizens who are usually bilingual (English as Second Language). Finally, 3) The Expanding Circle consists of countries in which English has no special status, but may be taught as a foreign language (English as Foreign Language) (Rajadurai, 2010). Applied to Malaysia, our country has traditionally been assigned Outer Circle status due to the British colonization. (David Govindasamy 2003). Rajah stated that the independence of Malaya in 1957, however, saw a continuing change in attitude towards the English language, in favor of the Malay language. English continued to be a dominant language. (as cited in Lee Su Kim, Lee King Siong, Wong Azizah, 2010). Competence in English had become a crucial partition in Malaysian society after the independence, carving out for itself a role in the economical areas, in education and placing the society status or standard among Malaysian. (Lee Su Kim, Lee King Siong, Wong Azizah, 2010). In the Malaysian school context, where English is officially stated and taught as a second language, learning English as a second language (ESL) in class always poses many language and cultural obstacles (Melor et al,.2012). Thus, there is a widespread concern among educators about students who not having the ability to read or students who is struggling to read in English (Zulhilmi, 2005). In News Straits Times newspaper dated on 12th February 2006 reported a survey conducted by the National Union of the Teaching Profession (NUTP) on students’ ability to read in English among secondary schools students in Malaysia. From the 70 secondary schools population of 73,858 students were analyzed, and from the analysis there are 34,890 students who could not read in English. What is more shocking is that some of these students are in Form five and having had eleven years of schooling and learning English as a second language yet they failed to achieve the basic skills of reading in English. Thus, students’ reading ability in second language need to be developed so that they can become fluent readers. (Noorliza, 2006). In order for students to succeed in reading fluently the teacher need to focus on enhancing their reading fluency (Baker, 2008). Baker also claimed that acquiring fluency in reading can also be considered important because it is also a part of developing reading ability. One of the ways to help students in enhancing their reading fluency is through reading aloud approach. (Hale et al. , 2007). Thus, this research will show the insight of struggling readers enhancing their reading fluency through reading aloud approach. 1. 3 Rationale of the study Several models of reading development suggest that reading fluency is a one of the most important components of effective reading ( Kuhn Stahl, 2003). Normally, students who are struggling to read will take longer time to develop their reading fluency. Due to this subject matter using reading aloud strategy seem to be an effective and convenient way to help our struggling readers. (Compton, Fuchs, D. , Fuchs, L. S. , Bryant, 2006) Rasinski Padak (2008) claims that reading aloud approach should be an instructional routine in all classrooms, including those for student who experience difficulty in reading. Another advantage of reading aloud, especially for those who find reading difficult, is that it familiarizes students with the style and form of written language. It also provides students with a model of what fluent reading should sound like. (Goering Baker, 2010). Furthermore, Nurazila et al. , (2011) claim that the use of reading aloud approach is less being attempt to be studied by our Malaysian researchers. Indeed, they also stated that this reading approach strengths and weaknesses still need to be investigate deeper. So, the rationales of this study open up the chance to enhance students reading fluency using reading aloud approach. 1. 4 The Purpose and Objective of the study. The purpose of this study is to investigate the reading fluency development of our secondary school students using reading aloud approach. Henceforth, the objectives of this study are: 1. To identify whether reading aloud approach can improve students reading fluency or not 2. To identify whether reading aloud approach has a positive influence on the subjects’ percentages of correct words read during the treatment was given. 3. To identify students common errors in their reading session. 1. 5 Research questions Thus, research questions of this study will be: 1. To what extent does reading aloud approach improve students’ reading fluency? 2. To what extent does reading aloud approach influences the subjects’ percentages of correct words read in each reading sessions during the treatment was given? 3. To what extent does students make errors in their reading sessions? 1. 6 Significance of the study 1. 6. 1. Society level At the society level, this study can help in developing number of peoples who can use English as a second language fluently which can cater jobs requirement as English is being used as second language in Malaysia. This study will also help the new generation equip with proper level English proficiency that can help them face the globalization era which English is widely being used as universal language. 1. 6. 2. School level. This study will help school to improve their students reading abilities in order to gain better result in major examination in English subject. It is also will give an idea on how to save struggle readers in the schools. 1. 6. 3. Teacher At the pedagogical level, this study can assist the teachers in solving problems in reading fluency among the students. Students who are struggling readers could be helped through the approach used in this research which later could help teachers to easily conduct the lesson of the day without facing any problem in teaching and learning session. 1. 6. 4. Students. This research might help the student in enhancing their reading proficiency. Students not only competent in reading to gain comprehension and knowledge but also can convey the knowledge fluently through oral reading using accurate pronunciation, intonation and reading rate. 1. 7 Limitation of the study 1. 7. 1. Time limitation In order to carry out this research, a consistent time management should be taken care of. This study has to be conducted 4 times a week, for 5 weeks. So, a proper supervision of time is needed. However, in school the periodic timetable given and the school’s programs will interrupt the suggested period of the research. 1. 8 Definition of terms 1. 9. 1 Reading fluency Reading fluency is often defined as â€Å"the ability to read rapidly with ease and accuracy and to read with appropriate expression and phrasing. (Grabe, 2008). In this study, reading fluency refers to accurately read the words in one minute without making errors in the reading sessions. 1. 9. 2. 1 Accurate reading. According to Fletcher, Francis, Morris Lyon (2005) accurate reading is the ability to recognize word, how to sound a words which involve the process of pronouncing words correctly with the correct pronunciation. In this research, accurate reading refers to reading a passage accurately without making errors in reading. The errors consist of mispronunciation, substitutions and omission, and three second rules which the words will be counted as an error when the teacher help the students to pronounce it after they hesitate in pronouncing the words for three seconds. 1. 9. 2 Reading aloud approach Rasinski (2003) defined reading aloud as a process of sounding the words in written forms loudly with appropriate facial expression, rhythm and use the correct punctuation marks in the texts read. In this study reading aloud means students need to read passage given orally in front of teacher. Teacher will assist the students through monitoring the students’ reading. Students will be given chances to read the passages repeatedly before the students’ progress in reading were taken. 1. 9. 3 Curriculum Based Measurement Curriculum-based measurement (CBM) is a standardize format for assessing reading fluency in one minute time. (Daly III, Chafouleas Skinner, 2005). In this study, CBM refers to students reading progress in one minute. CBM will show the level of students’ reading fluency gain through reading treatment given for the students. 1. 9. 4 Struggling readers Struggling readers refers to students who fail to recognize words, fail to comprehend various types of text, have little motivation to read and spend less time in reading. (Chard, Vaughn Tyler, 2002). In this research struggling readers refers to students who fail to pronounce a word with correct intonation using appropriate reading speed and students who can comprehend the texts but having difficulties in sounding the words in a text.

Why is Thermoregulation Important?

Why is Thermoregulation Important? In all living organisms there is a complex series of chemical reactions occurring, the rate of which is dependent of temperature. In order for these chemical reactions to occur and thus sustain life all animals exhibit some way of regulating their body temperature. This process is known as thermoregulation. This regulation is achieved in various ways, either by behavioural or autonomic means. Homeothermic animals take advantage of both behavioural and autonomic means of regulating their body temperature in response to temperature fluctuations. Homeotherms have complex means of maintaining core body temperature within very narrow limits. For example, humans are able to regulate skin blood flow through the vasodilation and vasoconstriction of blood vessels redirecting blood so as to conserve heat in cold conditions or to increase heat loss in the cold. This process is further reviewed later on. Other autonomic processes utilized by homeotherms are shivering and non-shivering thermogene sis. Poikiotherms do not have the means to regulate their body temperature in such a precise way. Their body temperature is more dependent on the environmental temperature and they regulate this primarily by behavioural means. Such animals include bees, fish, amphibians and reptiles. However current knowledge on how this behavioural thermoregulation operates is not very high. Heterotherms exhibit the characteristics of both homeotherms and poikilotherms. One such example are bats which when active utilize autonomic means to maintain their relatively high body temperature. At rest however the metabolic cost of maintaining this body temperature is too high thus they substantially reduce their metabolic rate, at such time they can be described as being poikiothermic. This review will focus in some detail on the various mechanisms by which different animals thermoregulate, some of the benefits and drawbacks associated with thermoregulation and how this complex system has evolved across different groups of animals. I will draw on knowledge from various pieces of literature to give a comprehensive overview of this important life process. Behavioural and autonomic means of thermoregulation As discussed earlier homeotherms are utilise autonomic means to regulate their internal body temperature. It has been postulated that there is a hierarchy of structures responsible for maintaining the internal body temperature of these animals. The preoptic area of the hypothalamus plays a key role in autonomic thermoregulatory process. Early thermal studies identified the preoptic area as the centre of the thermoregulatory response. This area is synaptically connected to the lower brain stem and thus enables precise regulation of body temperature. Early research suggested that an increase in temperature in this preoptic region would lead to the excitation of neurons, resulting in the heat loss organs bringing about a reduction in preoptic temperature. In the same way, a reduction in preoptic temperature would excite neurons and lead to the heat production organs bringing about an increase in preoptic temperature. More recent research however has demonstrated that there is a far grea ter number of warm-sensitive neuron than cold-sensitive. These warm-sensitive neurons, play a much bigger role in the thermoregulatory process. During pre-optic warming these warm sensitive neurons significantly increase their firing rates and because of the synaptic connection with the lower brain stem, effector neurons are able to bring about heat loss responses. The median forebrain bundle is an important pathway that may be utilized here carrying signals to effector areas. In this way autonomic responses such as skin blood flow and shivering are controlled. Figure 1 demonstrates that in addition to bringing about heat loss responses, the increased firing rate of warm sensitive neurons inhibits nearby cold sensitive receptors preventing heat production. During pre-optic cooling the firing rate of warm sensitive neurons decreases thus reducing synaptic inhibition of the cold sensitive neurons. In turn the cold sensitive neurons increase their firing rate and induce heat production responses and heat retention. The preoptic region is also involved in afferent signals, detecting peripheral temperature changes through receptors in the skin. This information is integrated with central temperature information and the appropriate thermal response is activated. Most preoptic neurons are actually temperature insensitive, but do serve a purpose in thermoregulation. It has been postulated that they are involved in the comparison of excitatory and inhibitory synaptic inputs from both warm sensitive and temperature insensitive neurons. It is this that forms the basis for set point temperatures, therefore playing a vital role in heat loss, heat retention and heat production responses. Figure 1 demonstrates the activity of a temperature insensitive neuron. If a neuron is inhibited by a warm sensitive neuron and excited by a temperature insensitive neuron it will act as a cold sensitive neuron. Once the preoptic temperature drops below a certain point i.e. the set point, it will increases it firing rate and bring about heat production and heat retention responses. If thermoregulation does not operate properly it may result in fever. This can be caused by the presence of endogenous substances like pyrogen. Pyrogen affects the activity of the pre-optic thermosensitive neurons. It can inhibit the firing rate of the warm sensitive neurons resulting in heat loss responses not occurring and elevated set point temperature. Also because of the synaptic inhibition between the warm-sensitive and cold-sensitive neurons, this decreased firing rate will result in an increased firing rate in the cold-sensitive neurons and bring about heat production responses further elevating the set point temperature. As a result fever occurs. Skin blood flow The preoptic area is able to coordinate correct efferent response in response to various internal and external thermal stimuli. One of these responses is the control of skin blood flow in humans. The vasodilation of blood vessels and the resultant increased blood flow to the skin is vital to heat dissipation during heat exposure. The increased skin blood flow significantly increases convective heat transfer from the body to the periphery. In conjunction with this increased skin blood flow, the evaporation of sweat from the skin results in cooling of blood in the dilated vessels. This process continues until the internal temperature returns to normal, at which point sweating stops and skin blood flow returns to normal. Skin blood flow in humans is controlled by vasoconstrictor and vasodilator nerves. The vasoconstrictor system is continually active, detecting even detecting subtle changes in ambient temperature. Through this activity maintenance of normal body temperature is achieved. Even small changes in skin blood flow can cause relatively large changes in heat dissipation. The vasodilator system on the other hand is only activated when an increase in internal temperature is detected. This may be during exercise or as a result of environmental heat exposure. Humans have many eccrine sweat glands distributed around the body which are responsible for thermal sweating. These sweat glands are innervated by sympathetic nerves which when stimulated results in secretion. The sweating response is only of benefit when it is coupled with evaporative heat loss. It is for this reason that environmental conditions like humidity and wind speed play an important role in this thermoregulatory process. Sweating and vasodilation are functionally linked however changes in one does not necessarily reflect changes in the other. An example of this is during exercise, as the threshold for cutaneous vasodilation is increased bit the threshold for the sweating response is not. During exercise blood cannot be redirected to the skin at the same level as blood flow to the muscle must be maintained. During cold exposure vasoconstriction of blood vessels and the redirection of blood flow to the core is essential for heat retention. When vasoconstriction occurs its results in a decrease in heat dissipation from the skin. Any alteration in this process can have serious implications, impairing the bodys ability to thermoregulate. As temperature decreases further shivering occurs. These muscular contractions help to maintain core body temperature. Humans are not the only animals to utilize evaporative heat loss process. Despite the fact that most mammals do not have sweat glands many of them are able to use this process in different ways. Birds lack sweat glands and some mammals like cats or dogs only have sweat glands on their feet. In such animals evaporative heat loss occurs by increased air movement over moist mucosal surfaces of the mouth and upper respiratory tract. This is brought about by rapid shallow breathing along with increased salivation. Another way of utilizing this process is seen in rats and kangaroos when they spread saliva on their fur. Tests in rats have shown that warming of the pre optic area of the hypothalamus results in increased saliva secretion. It also resulted in body extension which improves heat loss through the increase in effective body surface area. Many small mammals and those that hibernate exhibit another process in the thermoregulatory process. This process known as non-shivering thermogenesis occurs in response to the cold and it is regulated by the pre-optic area of the hypothalamus. It is a result of increased metabolic activity in the brown adipose tissue. The brown fat cells there are numerous fat droplets interspersed with many mitochondria. The brown adipose tissue has a rich supply and is also innervated by many sympathetic nerves. In cold conditions this non-shivering thermogenesis is activated by impulses passing down these sympathetic nerves or by the release of noradrenaline from the adrenal medulla. The free fatty acid store are burned up with the help of mitochondria and heat is produced. The rich blood supply to the area ensures blood is transported back to the core thus increasing core temperature. This process is seen in animals that hibernate, evident from the amount of brown fat found in such animals. Behavioural thermoregulation As indicated before the preoptic region plays a key role in autonomic thermoregulation, it does not however play such an important role in behavioural thermoregulation. Currently there is a lack of knowledge to indicate exactly which area of the hypothalamus is involved in behavioural thermoregulation. Behavioural responses to changes in environmental temperature occur before the internal body temperature elevates. It is from this that the assumption has been made that receptors in the skin play a key role in behavioural thermoregulation. Research has shown that the neurons responding to thermal stimulation of the skin are located in the spinal cord, with the signals from these reach areas in the cerebral cortex. However these signals, whether detected as hot or cold, cannot be a direct cause of activating the behavioural process. The reasoning behind this is that if a cold stimulus is applied to the skin of a resting animal, they perceive this as unpleasant and move away from it. Ho wever during exercise the same cold stimulus applied to the skin may be perceived as pleasant. It is because of this that the behavioural mechanisms of thermoregulation appear to be based around thermal comfort and discomfort. It has been postulated that the parastrial nucleus and the dorsomedial hypothalamic region are involved in eliciting behavioural responses. Further research however needs to be done to confirm this, possibly by examining the effect of lesions of the two areas on behavioural responses. Once the area directly responsible for eliciting behavioural responses further research can then be done into the relationship between behavioural and autonomic responses. One example of an animal that exhibits mainly behavioural thermoregulation is the lizard. Lizards are ectothermic mainly obtaining heat from external sources. Lizards are able to maintain a relatively high body temperature, unlike most other ectotherms they can do this very precisely. Much research has been carried out into the thermoregulatory process of reptiles. An early concept that was developed was that of the preferred body temperature (PBT), which is related to homeostasis. The idea being that the PBT is the optimum temperature at which the animals physiological processes take place. The PBT varies across species and in some lizards the PBT can change along with the seasons. There are a number of different ways in which the lizard obtains heat from the environment. The absorption of solar radiation or the conduction from hot air or surfaces are the main ways in which lizards gain heat. If internal temperature is too high they may reduce this by radiation from the surface, con vection or conduction to a cooler surface. Like other animals discussed before lizards are able to utilize evaporative cooling processes. In temperate climates lizards maintain a high PBT and obtain heat through absorption of solar radiation by basking in the sun, these are known as basking heliotherms. Different species of lizard exhibit different behaviour in relation to basking. The Lacerta vivipara emerges and begins to bask at a time when the activity temperature can be reached in the least time. This way they do not unnecessarily make themselves vulnerable to predators. Other lizards may emerge at a constant time independent of temperature. When basking lizards will adopt a specific posture in order to maximise body surface area and thus maximising their heat gain from the surroundings. They do this by sprawling on the ground with outstretched legs. During the day lizards will alternate between periods of activity and periods of basking. When they achieved their activity tempe rature they will stop basking and may begin actively foraging for food. During this time their internal body temperature is continually dropping and once it reaches a certain point they will have to bask again. This is a continual cycle throughout the day, observed in species known as shuttling heliotherms. Species which obtain most of their heat by conduction from hot rocks are known as thigmotherms, they are only able to in regions with intense solar radiation. Although the information on how lizards monitor their body temperature and how they use this to elicit the appropriate behavioural response is limited, the assumption is made that they must have thermal receptors in the skin. While maintaining a high body temperature the lizard will exhibit a lower metabolic rate than mammals, the reason being that they obtain most of their heat by thermal radiation. However lizards do generate some heat by metabolism but as they do not have fur, feathers or other insulatory means seen in h ometherms this heat is lost very quickly. Research has shown that heart rate can effect thermoregulation in these animals. During cooling the animals heart rate decreases thus decreasing blood flow and conserving heat. As seen in other animals, these reptiles exhibit some control over peripheral blood flow through the sympathetic vasoconstriction or vasodilation of blood vessels. Evolution of homethermy Endotherms like birds and mammals are different from ectotherms in that they have substantially higher standard metabolic rate. When the ambient temperature is reduced endotherms may raise their metabolic rate to generate heat, as opposed to ectotherms such as the lizard which simply allow their body temperature to drop. The evolution of this process of homeothermy may have occurred in stages with the first being the development of behavioural thermoregulation. As seen in the lizard this can become very precise. Once this level of thermoregulation had been achieved enzymes may have become adapted to function optimally at the PBT. Along with a gradual increase in the importance of metabolic heat and development of fur, feathers and subcutaneous fat to retain the heat homeothermy eventually evolved. Consequences of homethermy The evolution of homethermy has many advantages, in that it gives such animals independence from changes in environmental temperature. There are however some downfalls to this process. In order to maintain their high body temperature they must also maintain a high metabolic rate. To do so homeothermic animals must eat a lot more than poikiotherms and they must do so continually. This can be a big problem for small mammals or birds which lose heat fairly quickly. These smaller animals must feed voraciously just to maintain their body temperature. Adaptions to cold Many animals have had to adapt to survive in climates where they are exposed to severe cold conditions. There is a number of ways in which they do this, either through migration, adapting itself to tolerate the cold or it can go into hibernation. Some poikiotherms such as faced with extreme cold have demonstrated adaptions to avoid freezing through the secretion of glycerol. Through this they are able to reduce the freezing point of the body fluids. Another adaption to surviving extreme cold conditions is known as supercooling. This phenomenon is the ability to tolerate temperatures lower than the typical freezing point. One experiment demonstrated that fish taken from deep water had a freezing point between -0.9 and -1.0 C, yet the temperature of the water from which they were taken was -1.73C. Thus they are demonstrating supercooling. It is through this process that deep water fish are able to survive such low temperatures. Another adaption to climatic stress is hibernation. During hibernation, body temperature decreases to approximately that of the surrounding environment. Heart rate and metabolic rate also drop to a minimal level. Animals that hibernate are homeothermic during the summer but under the cold conditions of winter they become poikilothermic. During hibernation the animal remains inactive with greatly reduced metabolic requirements. The animal sustains these small requirements through its energy stores. If surrounding conditions get too low the animals metabolic rate may increase to generate heat. Some species also exhibit another process in regulating their body temperature. This process is a cycle between phases of intense activity with phases of torpor. This is a daily cycle exhibited in small birds and mammals that have high metabolic rates. An animal that exhibits such behaviour is the insectivorous bat. Their particular aerial habits inhibit them from carrying large energy stores. Studies have shown that torpor is important in energy maintenance during the summer diurnal roosting of the N. geoffroy. While resting, the energetic cost of maintaining a  constant, high (normothermic) body temperature (Tb) in small  bats rises steeply when ambient temperature (Ta) decreases below  about 30_C (Herreid and Schmidt-Nielsen 1966; Kulzer et  al. 1970; Genoud 1993; Geiser and Brigham 2000). Hence, thermoregulation  throughout the diurnal rest phase can be energetically  expensive, even at relatively high roost Ta. Furthermore,  during cool weather, insect activity and therefore foraging  success and energy intake of insectivorous bats typically declines  dramatically (Paige 1995; Hickey and Fenton 1996). Torpor is  likely an important factor in allowing insectivorous bats to  manage their energy expenditure nd survive in temperate climates  

Gauss Guns :: physics gauss gun

The theory behind gauss guns is that you can take electrical energy and convert it to kinetic energy by using an electromagnetic energy storage field. In essence, you take a ferrous object (the projectile) and place it at one end of a hollow solenoid. When electricity is applied to the coils inside the solenoid, a magnetic field is generated which pulls the projectile towards the center of the coils. As the projectile reaches the center and continues, the magnetic pull decreases and eventually reverses. Before this happens, you need to either shut off the field, or reverse it. This will allow the particle to continue out the opposite side of the solenoid and beyond, thus being a "gun". This system cannot make for a very powerful projectile without becoming prohibitively draining in terms of power for the coils. But it is possible to line up multiple coils and by carefully timing electrical pulses fire the projectile with much more acceleration. However, in terms of a man-portable "gun", anything beyond a single stage would be too heavy, while a single stage gun that is portable cannot generate too much force. Thus, there are no soldiers carrying Gauss rifles. The formula for Projectile Force from a Gauss Gun F = A*N*I(((ÃŽ ¼0*N*I)/(2*(c)2))+(1/CL)) Breakdown of Formula: F = Final force of projectile, in Newtons A = Area of cross-section of barrel, in meters N = Number of turns in solenoid coil I = Current through coils, in Amperes ÃŽ ¼0 = The permeability of free space (12.5663*10-7) in Teslas c = (ra/2b) Found from measurements in figure 1 C = Quantity of electric charge, in Coulombs (A/s) L = Length of barrel, in meters Using this formula and the mass of your projectile, you can determine the acceleration your projectile will have when exiting the gun. (F=ma) There are too many variables to ever find a perfectly efficient setup for a gauss gun, but it is possible to find various setups that provide a very high level of efficiency. If you are looking to see a gauss gun being used as a weapon, your best bet is too run out and buy some futuristic video game. At this point in time, there are no known (unclassified?) portable weapons that fire with electromagnetic forces. However, some prototype, tabletop sized models have been built, and below you can find some links to see some current experiments in Gauss Gun technology. Sam Barros's POWERLABS currently has built a nice single stage Gauss Gun and there are also developing a powerful multi-stage gun.

Imperialism :: essays research papers

Imperialism Causes and strategies; Reactions to expansion:-Increasing tensions among industrial powers. -Increasing agitation for national independence.-Scrambles for empire: Africa China, Latin America. --China--the Boxer Rebellion.--Latin America and Free Trade Imperialism ---The scramble brings new players.---The United States.----Internal imperialism. ---Rivalries and alliances-Independence movement leads to revolution (mass movement)--Latin America-middle class join elites or masses. ---The Constitution of 1917. -Independence deferred: India --Development of Indian Nationalist-divided nationalism b/w Hindu & Muslim Industrialization -Recruitment of science in industrialization -Premier industries-Transportation, materials, electricity and communication -Standardizing work and workers.--The automobile and mass production; assembly line production; --scientific management; Time and motion studies.-communications; telegraph -Electric light and power systems The two faces of science in the industrial age. Science and social uplift; Industrial science and monopoly capitalism. Modernization: Bourgeois liberalism: rule of law, contracts, rights; Industrial capitalism: free markets, free labor, mechanization, growth of professional classes.-Ottoman Turks indebted to France and Britain brings reforms. Financial infrastructure, class formation, urbanization.-Lack of industrialization, and trade deficits. Young Ottomans and demands for constitution & parliament.-Western liberalism, Turkish nationalism, Islamic modernism. Globalization: Supplying the industrial west; creating an indigenous middle class, encouraging European bourgeois values.-Igniting indigenous nationalism and reform movements.-Usually without mass support. N. Africa: Egyptian modernization under Muhammad Ali. The limits of modernization.-The Revolution of 1857-8 and annexation; The emergence of middle-class. Indian nationalists; Formation of the Indian National Congress. -During the Opium War Chinese military weakness: modern weaponry -Industrial Revolution "quiet revolution"; Making use of surplus rural labor -Britain first: Population growth, market and social structure, religious dissent: the "Protestant work ethic." Agricultural revolution, enclosure movement, rural poverty. Selective breeding, fertilization, land reclamation Fuel sources: coal, tapping greater energy supplies. Capital resources: empire, trade, banks. Domestic peace (no wars on British soil). -The transportation & communications revolutions. turnpikes (roads); Canals; railroads; telegraph. -Urbanization and growth of municipal government.