Lord of the Flies, Coral Island and the Role of Adults

It is known that to fully appreciate the novel â€Å"Lord of the Flies† (1954) by William Golding (1911-1993) it is necessary to have read Robert Michael Ballantyne’s (1825-1894) â€Å"Coral Island† (1858), or at least to understand its theme and treatment. And so, since it was Golding’s intention to set himself to write an island story that deliberately challenged Ballantyne’s model in â€Å"Coral Island† -by inverting its assumptions and values- we can explore multiple angles from which the two novels can be compared and studied.An item which seems quite interesting when analysing both texts is that one related to civilization and its adult exponents. After a thorough reading and focusing on very clear and specific elements we happen to notice the differences -as well as some similarities- among the roles and the significance of these adult characters in each novel. We will first refer to Golding’s â€Å"Lord of the Flies†, in which there are various examples of the complexity of the adult figure. But we must first refer to Golding’s own experience at war in order to get a clearer picture of his position towards our central concern.From the first years of his life, he faced the atrocities of war when he took part in the Second World War by joining the British Navy at 1940. The war, as a physical result, changed a lot Golding's view of life. He could not believe in man's innocence any longer. He found that even the children are not innocent. No one is innocent. The ideas of W. Golding's view of human nature can be found in almost any of Golding's books and particularly, in his first and most famous book, â€Å"Lord of the flies† 1. So, let us now focus on the novel itself.At a moment of uncertainty-anguish the boys beg desperately for a signal from the world of grown-ups: (â€Å"Grown-ups know things† said Piggy. â€Å"They ain’t afraid of the dark. They’d meet and have tea and discuss. Then things ‘ud be all right—† â€Å"They wouldn’t set fire to the island. Or lose—-† â€Å"They’d build a ship—-â€Å" The three boys stood in the darkness, striving unsuccessfully to convey the majesty of adult life. â€Å"They wouldn’t quarrel—-† [†¦] â€Å"If only they could get a message to us,† cried Ralph desperately. â€Å"If only they could send us something grown-up†¦ a sign or something. 2) In the next chapter what they get is a dead body of a man hanging from a parachute, a corpse which gets rotten as the story advances. Is this the adult figure they were waiting for? Or, should the question be: Does this ‘gift’ from air help them in any way to strengthen their boundaries with civilization? The answer seems to be ‘no’. On the contrary, it makes them panic, slowly driving them mad and irrational. It unleashes violence, leads them to sa crifices and murder, and takes them back to a primitive stage.So up to now the adult figure does not seem to be associated with a positive role. However, there is another character in the novel who also becomes very important as regards our analysis of the adult figure. Finally, when on the last pages, Ralph is lying on the sand, ready to accept the blow which will kill him, and he hears the silence around him, and he looks up †¦ up†¦ , he can first see some emblems of power, some symbols of the grown ups’ world and also of his father authority, and only then he can see a man – a naval officer. This man happens to stop Ralph’s brutal chase just by chance. Grown-ups have been dropping bombs and planes, and it was an atomic war which had made the children’s evacuation necessary in the first place. Who have gone crazy and been having an atomic war but the grown-ups themselves? 3 Again, a new question should be made: Is this a real symbol of salvati on? Or, How can an ambassador of an atomic war stand for the parental protection or even a mature model to be followed? The naval officer’s ignorance, his lack of understanding of what has been going on, is ironical. Furthermore, what Golding is trying to make clear at this instance is the decadent figure of the human adult, and by extension, of the whole human civilized world. Let us now turn to R. M. Ballantyne’s â€Å"Coral Island†. Here, the concern about civilization, seems to be very well defined as well as good and evil are so clearly separated that there cannot be any conflict between them. 5 In spite of this, when we come to a closer look we find a special complexity within a number of characters. Everything about Ballantyne’s boys, who are older by some years than Golding’s boys, is confident and positive.The novel as a whole, pictures the assumptions and values of the Victorian period in affirming progress, imperialism, self-reliance, th e Creator, the goodness of nature and of human nature- when Christianised at least 6 Actually, this is quite an interesting item to focus on. On the one hand there are the dark-skinned people referred to as â€Å"the savages†, who are in fact the native inhabitants from the neighbouring islands. They are a kind of primitive adults, constantly characterised as cruel, uncivilised inferior beings.Their rituals, their form of life, the whole of their culture is described as barbarian and demoniac and Ralph, our young narrator, is deeply horrified at seeing them. They represented a menace to the boys, and they tried to escape from them or to stay in good – but distant- terms with them, so as to keep them away from their coral island. On the other hand there are the pirates, who, paradoxically, are –like the rest of the fair-skinned characters- superior ; their ways are civilised, their clothes being the main symbol of their superiority. What is interesting about thes e last ones is that they are at first described as representing a dangerous element –as had already been the shark or the very ocean. Nevertheless, as the novel goes on, we are made to think that this wandering adults who travel overseas, robbing ships, conquering all that they found at their pace and kidnapping people, are actually ‘not that bad’. Even the pirates are â€Å"better† than the natives, more intelligent, cleaner, etc.But also, as we reach the end of the novel, we suddenly meet some educated peaceful missionaries who work a miracle when they get to the island the boys are captured in and manage to convert the wild savages into Christians and they embrace our Lord’s Gospel. It must be understood that the priest’s reason for being there is to abolish the beliefs of an entire human group and the pirates are traditionally thought of as being thieves, kidnappers and violent conquerors. But, somehow, this is not the image Ballantyne de picts towards the end of the novel. Given, thus, the complex nature of these beings, a new different question arises.What is the true nature of adults-civilization for Ballantyne? How come that adults like the priest and the pirates can be representatives of good or salvation? Are the adults capable of completely changing their previous evil nature all of a sudden? Obviously, the answer seems to rely on the moral outlook, the Victorian ethos, which bathes the whole novel. The didactic intentions are clear. His intentions are to teach his readers, not only to inform them about the wonders and terrors of the Pacific Islands, but also to make them reflect on the power, goodness, glory of God and make them better people. As a result, by comparing and contrasting both novels from the opposed perspectives of the two authors , we identify the key elements inherent to each one as regards our main topic. Basically, while in Ballantyne’s â€Å"Coral Island† the prevalent view of man was that based on the confidence of the white man 9 in Golding’s â€Å"Lord of the Flies† the thesis is based on the man’s fallen nature myth, expressing through it his belief in man’s other nature, the dark and guilty nature. 0 Mainly, both Ballantyne and Golding’s perceptions about adulthood and civilization vary not only because of a completely divergent perception on the world -which derives from their personal experiences- but also because of the time when each novel was written and the totally different socio-political scenery in which they were developed. 1 Material obtained from http://www. geocities. com/Athens/Forum/6249/bio. htm 2 â€Å"The Lord of the Flies†, by William Golding (p. 117) Faber and Faber Limited (1954) 3 Notes provided by the teacher on â€Å"The Lord of the Flies† by William Golding. Notes provided by the teacher on â€Å"The Lord of the Flies† by William Golding. 5 Notes provided by the teacher on â€Å"The Lord of the Flies† by William Golding. 6 Notes provided by the teacher on â€Å"Coral Island† by R. M. Ballantyne. 7 Macmillan Master Guide, The Lord of the Flies, 1986 8 Notes provided by the teacher on â€Å"Coral Island† by R. M. Ballantyne. 9 Notes provided by the teacher on â€Å"Coral Island† by R. M. Ballantyne. 10 Notes provided by the teacher on â€Å"Coral Island† by R. M. Ballantyne. 11Macmillan Master Guide, The Lord of the Flies, 1986

Overview and Criticisms of Andragogy

Andragogy, the art and scientific discipline of learning grownups, is based on a set of nucleus premises about why and how grownups learn. The first premise is that grownups are autonomous ( Knowles, 1984 ) . As a consequence, grownups learn best when their acquisition procedure can be autonomous, instead than centered in a traditional, dependent educational environment. Second, grownups have both a greater figure of experiences from which to larn and a wider assortment of experiences upon which they can pull ( Knowles, 1984 ) . Third, grownup function development plays an of import portion in spurring acquisition in grownups ( Knowles, 1984 ) . For illustration, as a individual ages and takes on new functions such as that of a attention supplier to a kid or an aged parent, that person has the demand to larn new accomplishments. A 4th premise is that, because grownup acquisition is straight related to adult development, grownup acquisition is focused on work outing jobs or executing new undertakings ( Knowles, 1984 ) . Finally, Knowles ( 1984 ) assumes that grownups are chiefly driven by internal incentives and non external forces. Criticisms of Andragogy Both Lee ( 2003 ) and Sandlin ( 2005 ) describe multiple reviews of Knowles ‘ ( 1984 ) five premises. Lee ( 2003 ) challenges andragogy on the footing that it falsely incorporates the importance of context. Harmonizing to Lee ( 2003 ) , andragogy is an individualistic construct, concentrating merely on the context a learner brings from his or her ain experiences. Andragogy fails to see that the person does non be in a vacuity and that persons have many individualities that may â€Å" impact their positions of acquisition and ways of battle in the acquisition procedure † ( Lee, 2003, p. 12 ) . Sandlin ( 2005 ) undertook an integrative literature reappraisal that found that critical theoreticians found andragogy to be missing in five major and interconnected ways. First, andragogy dainties education as a impersonal, nonpolitical activity. Second, the full construct is based on a â€Å" generic † scholar who tends to be white, male, and in-between category. Third, andragogy appears to value merely one manner of knowing and ignores voices that do non suit into the theory. Fourth, the construct is about wholly individualistic, disregarding the importance of context. Finally, andragogy does non dispute the prevalent societal construction, even if that societal construction promotes inequality ( Sandlin, 2005 ) .My PremisesIn developing my ain premises for andragogy, I have incorporated non merely the reviews presented by Lee ( 2003 ) and Sandlin ( 2005 ) but besides those based on my ain experiences as an grownup scholar and as a instructor of grownups. Most of them refl ect the simple fact that worlds are frequently complicated. My first premise is that grownups may be self-directed in their acquisition journeys, but they may besides elect to set about a acquisition procedure because they are directed to make so by an external force. This premise addresses Sandlin ‘s ( 2005 ) review that andragogy is based on the thought that there is a generic scholar. Men and adult females may hold really different grounds for desiring to larn certain things, for illustration. As an pedagogue, it is of import to listen to the voices of your pupils. Second, grownups may hold been about longer but that does non intend they are capable of larning from their experiences. Most people go through life holding experience after experience, but non all of those experiences are capable of supplying a minute of larning. In add-on, non everyone is interested in or capable of believing about their experiences in such a manner as to larn something from them. This premise incorporates the unfavorable judgment that andragogy, as it was originally presented, merely valued one manner of larning – that of larning from experience ( Sandlin, 2005 ) . A 3rd premise is that grownups may larn non merely to develop the accomplishments and cognition needed for a new developmental function but besides to turn to a demand within their community. This premise addresses the concerns of both Lee ( 2003 ) and Sandlin ( 2005 ) that andragogy is excessively focused on the person and non focused plenty on the societal context of the person or on the demand for persons to turn to unfairness in community. At times, our communities may name us to set about a new function for which we need new accomplishments. In other instances, an grownup might see a job within the community and put out to larn what is needed in order to work towards a solution. Andragogy must admit that larning is non merely about the person. A 4th premise is that grownups might desire to larn to work out jobs but they might besides larn merely because larning is merriment. Again, this is a reaction to the unfavorable judgment that andragogy posits a generic scholar ( Sandlin, 2005 ) . Adults learn for many grounds. An grownup who is researching a new avocation or larning a new athletics may non really be trying to work out a job. Rather, they may be larning because it is fun to make. Finally, grownups might hold multiple motives for larning peculiar things at specific times. We may so be driven to larn for a sense of interior accomplishment, but we may besides be driven to larn so that we can conflict our kid ‘s school territory when they deny our kid something he or she needs. Learning can be a extremely political activity and acquisition can take to political activity ( Sandlin, 2005 ) . Andragogy should ne'er presume that grownup motive to larn is entirely driven by internal demands and desires. Using grounds you select from your readings explicate how race, gender and sexual orientation can impact grownup development or acquisition. Please supply CONCRETE illustrations of EACH positionality ( e.g. one illustration for race, one illustration for gender, and one illustration for sexual orientation ) . ( Hint: Narratives from Adult Learning and Development: Multicultural Narratives may be a good topographic point to get down when seeking to reply this inquiry. ) ( 3 points ) Race, gender, and sexual orientation, in add-on to other personal identifiers such as category, can positively and negatively affect both grownup development and acquisition. In this essay, I briefly examine several concrete illustrations of the relationship between development or acquisition and a scholar ‘s race or cultural individuality, gender, and sexual orientation.Race and Ethnic IdentityRace and cultural individuality can impact larning in a assortment of ways. First, race and cultural individuality can act upon what is of import or proper for an person to larn. La Tortillera, a short narrative by Patricia Preciado Martin ( 2000 ) , provides a good illustration of how race and gender intersect in finding what it is proper for, in this instance, a Latina to larn. In this civilization, it is of import for a adult female and a female parent to larn how to do tortillas for her household. Her female parent shows Ms. Martin over and over once more how to do tortillas, even th ough Ms. Martin finds the tortilla doing lessons to be thwarting non merely because she can ne'er acquire them merely right but besides because they are a reminder of her insufficiencies as a Latina adult female and a female parent. How persons of specific races and cultural individualities are treated can besides play a critical function in how persons experience acquisition. Because of racism, minority pupils are less likely to finish postsecondary instruction ( Swail, 2003 ) . Unfortunately, in a racialist and classist system, minorities frequently attend ill funded schools that lack modern equipment and text editions or that are insecure. If they enroll in college or in an big instruction plan, they may still hold to cover with the long-run effects of racism. Over 50 % of Black alumnus pupils, for illustration, reported being the marks of racist actions on campus and experienced â€Å" isolation, solitariness, disjunction, and favoritism † as a consequence ( Johnson-Bailey, Valentine, Cervero, & A ; Bowles, 2009, p. 192 ) . The affect of racism on larning need non be wholly negative, nevertheless. Developing a strong sense of ego in the face of racism can take scholars to reengage with their civilizations and communities. â€Å" Such bitterness can be directed by more deeply prosecuting with and repossessing one ‘s civilization, history, and heritage, and thereby redefining what it means to be ‘me, ‘ instead than defined ( be either oneself or the dominant civilization ) harmonizing to what one is non aˆÂ ¦ â€Å" ( Smith & A ; Taylor, 2010, p. 53 ) .GenderGender can besides present challenges to the development and larning experiences of adult females and work forces. In the acquisition environment she was analyzing, Cain ( 2002 ) described a state of affairs in which a really traditional power moral forces based on gender developed. The adult females attempted to develop consensus among all participants, while a little group of males took over the meetings and ignored the voic es of everyone else in the room. The lessons for all involved were tragic. â€Å" The importance of this for acquisition is that so many of the initial participants, including all the adult females, learned that their parts were non valued and they quit the group † ( Cain, 2000, p. 70 ) . The work forces ‘s developmental procedure had taught them that their voices were the most of import, and, as a consequence, they ignored and alienated other voices that could hold brought a great trade of cognition to the work. Another illustration that shows how gender can act upon the acquisition experiences of work forces and adult females can be seen in Michael Dorris ‘ ( 2000 ) short narrative Groom Service. In the narrative, Bernard and Marie both exhibit behaviours they have learned as the appropriate behaviours for their gender. What Bernard learns, in peculiar, is described in the narrative. Bernard ‘s accomplishments include runing. â€Å" Subsequently he thought about hunting, how he could hold succeeded the times he had failed, how the animate beings behaved, how they smelled and sounded † ( Dorris, 2000, p. 219 ) . Bernard besides learns proper behaviour around his hereafter in-laws, with whom he will populate in this matrilinear society.Sexual OrientationLike race and gender, sexual orientation can both positively and negatively affect development and acquisition. For illustration, if they are non â€Å" out † to their household, friends, or instructors, sapphic, bise xual, homosexual, and transgender ( LGBT ) pupils may endure from anxiousness about their sexual orientation ( Messinger, 2004 ) . They may make up one's mind to remain in the cupboard because they fear that being unfastened about their orientation might take to violence against them ( Messinger, 2004 ) . They may besides fear that their parents will retreat fiscal and emotional support from them ( Freedman, 2009 ) . As with persons who grow stronger by confronting racism, pupils who develop strong self-identities in the face of homophobia can come through the experience stronger. They frequently show a more extremely developed sense of empathy and better critical thought accomplishments than those who have non had to confront the same challenges ( Messinger, 2004 ) . You have taken Howard Gardner ‘s Multiple Intelligence Test online. You are in charge of developing resident hall helpers. Their highest multiple intelligence is one of your underside three intelligences based on your trial consequences. List your group ‘s acquisition manner and supply a class rubric ( .25 point ) Supply one class aim ( see the CAHA 501 class course of study or seek information on the cyberspace to decently word a class nonsubjective if you do non hold experience composing aims ) . ( .75 point ) Describe how you would learn that nonsubjective to your pupils based on their learning manner. Use concrete illustrations ( at least two ) and do a clear and direct connexion between the acquisition manner and accomplishing the instruction of your aim. ( 2 points )Learning Styles and My Training CourseMy underside three intelligences were societal ( 3.14 ) , body motion ( 3.00 ) , and spacial ( 3.00 ) . For the intents of this essay, my resident hall helpers will be strongest in bodily-kinesthetic intelligence. Learners that excel in bodily-kinesthetic intelligence frequently use parts of their organic structure or their full organic structure as they work through the acquisition procedure ( Smith 2002, 2008 ) . As a consequence, they learn best through hands-on exercisings, including edifice things and function playing ( Armstrong, 2009 ) . The class I will be offering them as portion of their preparation is â€Å" Helping the International Student Transition to American Higher Education. † The class aim is to develop empathy among resident hall helpers for the challenges that international pupils face when get downing college in the United States.Training ExercisesArmstrong ( 2009 ) suggests that one method to prosecute pupils with strong kinaesthetic acquisition intelligence is to function drama or move out what you want them to larn. To assist resident hall helpers gain a better apprehension of what it is like to be an international pupil go toing college in the United States for the first clip, I will offer a function playing exercising. In the exercising, the scholars will draw a scenario out of a chapeau. They will hold to function drama either an international pupil confronting a barrier or challenge or a resident hall helper tasked with assisting the pupil work through the state of affairs. An illustratio n of one scenario that the trainees might move out would be that of a South Korean female pupil who has been harassed by other pupils for walking arm in arm with her female friends. While this is a common behaviour for immature adult females in South Korea, in the United States, it can put pupils up for homophobic torment. The function of the occupant hall helper in this scenario would be to assist the South Korean pupil understand why they are being harassed and to speak through schemes for covering with the negative emotions torment can breed and for advancing personal safety. Another function drama might affect moving like an Ethiopian pupil who has enrolled in a northern college without cognizing that winter vesture, like a coat, is needed. This exercising advances the nonsubjective by assisting the pupils function play a state of affairs in which they take on the character of an international pupil confronting a realistic job. As portion of the preparation plan, I would state the occupant helpers that tiffin will be provided to them. The intent of the tiffin, nevertheless, is to offer them another kinaesthetic acquisition chance. Another manner in which to advance improved acquisition by kinaesthetic scholars is to prosecute them in hands-on activities or, in this instance, a oral cavity and stomach-centered activity ( Armstrong, 2009 ) . Our tiffin would be set up like the cafeteria at an American university. The nutrient would non be labeled, and they would stand for assorted nutrients that are eaten around the universe that might be unusual to American pupils. For illustration, there might be nutrients such as curried caprine animal, lingua greaser, stewed okra, natto ( fermented soya beans ) , blood pudding, kifte ( extremely spiced natural beef ) , kim qi ( spicy fermented veggies ) , and bread fruit and drinks like horchata and ginger beer. Sing such a counter might be disorientating to scholars who are steeped in American civilization and who are used to school bill of fares of pizza and beefburgers. This exercising provides pupils with a concrete, hands-on acquisition experience, that of being forced to choose and eat nutrients that are unusual without any anterior experience or counsel ( McKenzie, 1999 ) . It promotes the nonsubjective by leting the occupant hall helper to see what an international pupil might see the first twenty-four hours in the cafeteria. You have taken the Emotional Intelligence Test online. a ) Argue for or against the usage of emotional intelligence trials in engaging. You need to mention at least TWO ( 2 ) beginnings outside class stuffs to back up your reply. ( 2 points ) I find the thought of emotional intelligence to be extremely attractive. â€Å" Emotional intelligence is a set of abilities that includes the abilities to perceive emotions in the ego and in others, usage emotions to ease public presentation, understand emotions and emotional cognition, and modulate emotions in the ego and in others † ( Mayer & A ; Salovey, 1997 ) . Even though the construct of emotional intelligence presently is supported as a â€Å" separate concept of intelligence † by small empirical grounds ( Merriam, Caffarella, & A ; Baumgartner, 2007, p. 383 ) , I find that this theoretical account speaks to me because it argues for the importance of a really of import portion of life that is frequently denigrated or denied. How we interact and perceive the universe is non merely cold and rational, but instead our emotions play an of import portion in how we perceive the universe and how we learn and make significance. Dirkx ( 2008 ) argues that â€Å" emotional issues ne'er seem really far from the surface in grownup acquisition contexts † ( p. 9 ) . Emotions can impact how the pupil reacts to a schoolroom puting. They can besides impact, positively or negatively, how good an single learns, particularly if a scholar is scared or fearful ( Rager, 2009 ) . In add-on, struggles between scholars can make negative emotions that negatively impact the ability to larn ( Dirkx, 2008 ) . Having emotional intelligence can break aid scholars understand non merely their ain acquisition procedure but besides can assist them understand what their fellow scholars are traveling through. The usage of emotional intelligence trials in hiring, nevertheless, is a different affair. Does emotional intelligence play an of import function in an person ‘s ability to be a good employee? Is it perchance to accurately prove an person ‘s emotional intelligence? The usage of emotional intelligence trials in hiring is turning, yet the cogency of the trials is problematic ( Grubb & A ; McDaniel, 2007 ) . There is no uncertainty that emotional intelligence can be helpful in the workplace. Cote and Miners ( 2006 ) found that workers who had low cognitive abilities could be extremely successful workers if they had strong emotional intelligence to counterbalance for their lacks in other countries. However, the ability to accurately prove for emotional intelligence and to happen a trial that could non be â€Å" faked out † continues to be hard. Grubb and McDaniel ( 2007 ) found that, at least with one peculiar emotional intelligence trial, the EQ-i: Second, it was possible to learn trial takers how to â€Å" forge † emotional intelligence. In their experiment, they found that imposters could be identified in merely 31 % of the instances, but â€Å" most of the respondents were able to increase their mark by forging and non be identif ied † ( Grubb & A ; McDaniel, 2007, p. 56 ) . Of what usage is a trial that can be so easy deceived? On the other manus, other research workers have found emotional intelligence trials to be really utile in engaging patterns. In one survey, the research workers found that emotional intelligence trials were advantageous to minority trial takers, as they tended to hit higher in emotional intelligence than Caucasians ( Van Rooy, Alexander, & A ; Chockalingam, 2005 ) . If engaging were based on emotional intelligence trials with the engaging single unaware of the race of the trial taker, minority appliers might be more likely to be hired, whereas in traditional hiring state of affairss they are more likely to non be hired due to racism. When I took the emotional intelligence trial online, I was extremely dismayed by the consequences, which indicated that I had below mean emotional intelligence. I found this distressing because I have spent most of my calling working in places that require a high grade of emotional intelligence ( ability to read people, empathy ) and I have been really successful in my work. Have I been forging emotional intelligence this full clip or did I merely non make good in the proving environment? Or was the trial itself faulty? In the terminal, I believe that the construct of emotional intelligence is of import to see in the workplace. In many places, holding emotional intelligence is cardinal to or supports success. However, emotional intelligence trials remain debatable and should be used merely with great cautiousness. Ultimately, whether or non person has the emotional intelligence needed for any given place will merely be determined by detecting that single ‘s public presentation on the occupation. As the testing instruments are developed and refined, possibly this fact will alter, but for now, to establish a determination on whether or non to engage a given person on the footing of an emotional intelligence trial is non in the best involvements of employer or employee. 5. Situated knowledge is a subject of involvement in big instruction and it has been used in many scenes. Following are inquiries refering located knowledge. Compare ( state the similarities between ) and contrast ( state the differences between ) situated knowledge and experiential acquisition. ( 1 point ) In the narrative â€Å" Talking to the Dead † by Watanabe, explicate what type ( s ) of larning occur for supporter ( e.g. experiential, located knowledge, brooding pattern ) and support your reply by binding it to grounds in your readings. ( 1 point ) Situated knowledge and experiential acquisition are closely related. However, the primary topographic point of societal interaction and societal relationships as a demand of larning in societal knowledge delineates the two theories from each other. It is the importance of the societal interactions in Watanabe ‘s ( 2000 ) narrative, Talking to the Dead, that indicate that the type of larning the supporter experienced falls under the class of located knowledge.Situated Cognition and Experiential LearningOne of the most outstanding theories of grownup instruction, experiential acquisition addresses how grownups make significance or learn from their experiences ( Zepke & A ; Leach, 2002 ) . There are five major schools of idea that autumn under experiential acquisition theory. The first is the constructivist theoretical account, in which scholars participate in a brooding procedure in order to develop new apprehensions ( Merriam et al. , 2007 ) . The situative theoretical account p ostulates that larning happens as the scholar participates in activities, such as larning on the occupation ( Merriam et al. , 2007 ) . The psychoanalytic theoretical account believes that the emotions of the scholar, peculiarly those that inhibit acquisition, must be dealt with in order for larning to happen, and the critical theoretical account believes that larning happens when the scholar challenges the bulk civilization ( Merriam et al. , 2007 ) . Finally, the complexness theoretical account posits that larning happens when persons compare and contrast what multiple experiences teach them ( Merriam et al. , 2007 ) . Like experiential acquisition, situated knowledge involves a scholar deriving new understanding from lived experience. One illustration of located knowledge, the cognitive apprenticeship, makes this clear. In this procedure, larning can ne'er be separated â€Å" from the state of affairs in which the acquisition is presented † ( Merriam et al. , 2007, p. 178 ) . The acquisition happens in the experience. The experience of the topographic point itself is of import to the procedure of acquisition. â€Å" The physical and societal experiences and state of affairss in which scholars find themselves and the tools they use in that experience are built-in to the full acquisition procedure † ( Merriam et al. , 2007, p. 178 ) . Experiential acquisition besides focuses on â€Å" making the undertaking in order to larn it † ( Hansman, 2001, p. 46 ) . Situated knowledge, nevertheless, â€Å" is inherently societal in nature. The nature of the interactions among scholars, the tools they use within these interactions, the activity itself, and the societal context in which the activity takes topographic point form acquisition † ( Hansman, p. 45 ) . Experiential larning theory might affect a societal constituent but does non needfully necessitate it.Learning to Talk to the DeadIn seeking to find what type of larning the supporter of Watanabe ‘s ( 2000 ) narrative Talking to the Dead experienced, I felt it of import to believe about what it was that she was truly larning. On the surface, it appears that she was larning the procedure of fixing the organic structures of the dead. However, at a deeper degree, the supporter is really larning about proper societal relationships – between maestro and learner, between female parents and kids, between co-workers, and between the life and the dead ( Watanabe, 2000 ) . With t his in head, I believe that the supporter participated in located knowledge. Neither her acquisition procedure nor what she learned can be separated for the societal experience ( Hansman, 2001 ) . As in a cognitive apprenticeship, her larning merely came approximately because she learned in a specific state of affairs ( Merriam et al. , 2007 ) . Had she learned to embalm organic structures in another topographic point, she ne'er would hold learned that the proper manner to care for Aunty Talking to the Dead was to cremate her cadaver in the traditional manner ( Watanabe, 2000 ) . Every experience she had in larning about the proper relationships between the life and the dead – from the puting out of Mustard to the Blindman and the Blindman ‘s Dog – every societal context in which she found herself and of all time interaction between herself, Aunty, and others in the community contributed to her larning what she needed to larn in order to come to her minute ( Wata nabe, 2000, p. 279 ) . Application of Gerald Grow ‘s SDL Scale to Instruction: Grow ‘s SDL graduated table is enlightening for all pedagogues. This inquiry asks you to use his graduated table. You are an teacher in whatever context you choose. a ) Create a class rubric and one ( 1 ) aim. ( 1 point ) B ) Describe in item how you would learn this aim ( use 2 concrete illustrations ) to a Level 1 and a Level 4 scholar. ( 2 points ) I have for two old ages taught a class titled â€Å" Female Images of the Divine in the West. † My pupils dearly call it the goddess category. The primary aim of the class is to develop the ability to believe critically about how spiritual symbols and imagery impact people ‘s lives – both in the past and in the present. It is a 200-level undergraduate category, and I frequently find that I have a big group of freshman pupils in my category. I besides tend to hold a important figure of non-traditional-age pupils in my category, largely because it is a dark category. It makes for a really interesting group of pupils, stand foring every phase of Grow ‘s ( 1991 ) SDL Scale to Instruction.Teaching Phase 1 LearnersPhase 1 scholars are really dependent and view the teacher as the ultimate authorization on the capable affair ( Grow, 1991 ) . They feel most comfy in environments in which they receive immediate feedback, and they feel most comfy in an environment in w hich the teacher-master dispenses wisdom to the scholar ( Grow, 1991 ) . In working with this type of pupil, the pedagogue needs to happen a manner to assist the pupil addition assurance and get down to derive command over stuff that might be wholly new to them ( Grow, 1991 ( . The first manner I teach to my aim for my Phase 1 scholars is to assist them acknowledge that they know more about images of goddesses than they might believe they do – even if they do non place with any peculiar religion. We do this by speaking about popular civilization word pictures of goddesses. I have discovered that my pupils all seem to adore Xena: Warrior Princess. I have them travel on YouTube and happen cartridge holders from the show that depict the assorted goddesses – Here, Callisto, and Aphrodite to call merely a few. We so read primary texts from the ancient Greeks depicting the goddesses. As a group, we identify similarities and differences between the telecasting word pictures and the word pictures of the ancient Greeks and discourse why the two are frequently different. This treatment frequently leads to a farther treatment about why the goddesses were of import to ancient peoples and starts a semester-long treatment about the topographic point of godd ess imagination in modern times. A 2nd manner I help my Phase 1 pupils is that I give quizzes in category, particularly during the first few hebdomads, and we go over the replies right off. This helps them acquire immediate feedback on their apprehension of the stuff. This activity helps progress the class aim because spiritual symbolism both holds steady and evolves over clip. If they do non derive a solid command of the ancient apprehensions of goddesses, they have great trouble when we begin treatment on whether or non modern figures, such as Princess Diana or Angelina Jolie, serve the same intents in modern society as Artemis or Isis did in antediluvian civilizations.Teaching Phase 4 LearnersPhase 4 scholars are considered to be to the full autonomous ( Grow, 1991 ) . For a autonomous scholar, the pedagogue is person who serves as a adviser, heightening the acquisition work that is delineated and directed by the scholar. Students working at the really highest degrees are frequently autonomous scholars ; surely, a pupil set abouting a major undertaking such as a thesis ought to be able to work as a autonomous scholar ( Grow, 1991 ) . As an teacher of a phase 4 scholar, I personally feel most comfy with the delegator function ( Grow, 1991 ) . In this function, I can work straight with the pupil to detect their involvements and demands, assist them develop a acquisition program, and so run into with them on a regular footing to discourse their advancement and any barriers they have encountered. As portion of their acquisition program, we besides develop together an appraisal program: what will be assessed, what merchandises they are required to bring forth, and by which standard we will measure their advancement ( Zepke & A ; Leach, 2002 ) . Most frequently, the phase 4 pupils I work with and I agree that they will prosecute an independent undertaking that makes a connexion between the antediluvian and the modern. One undertaking involved a pupil who examined the ancient Irish myths of the godly figure Deirdre. She so created an interpretative dance that incorporated environmental, costume, and motion symbols to co nvey the myth to a modern audience. Another pupil undertook a undertaking that looked at the construct of ancient sovereignty goddesses and so used that stuff to analyse the Robert Zemeckis ‘ movie version of Beowulf. When we foremost discussed the undertaking, I suspected she might happen reverberations of sovereignty goddesses in the figure of Grendel ‘s female parent, but she besides, convincingly, found reverberations of the construct in the figure of Wealtheow. I was blown off! My pupil had made an rational find that had wholly escape me. 7. Several writers have constructed theoretical accounts that show autonomous acquisition as a procedure. Construct your ain theoretical account of autonomous acquisition based on your experiences. ( 1 point ) Compare ( state the similarities between ) and contrast ( state the differences between your theoretical account and two of the theoretical accounts found in Merriam, Caffarella and Baumgartner ( 2007 ) ( pp. 110-119 ) . ( 2 points ) Argue for or against the importance of context in the autonomous acquisition procedure utilizing grounds from the literature. ( 1 points ) Specifying autonomous acquisition can be slippery. It is non a self-contained theory of grownup larning but alternatively a group of related constructs and patterns. Among the definitions I most prefer, Caffarella ( 1993 ) defines autonomous acquisition as: a self-initiated procedure of larning that stresses the ability of persons to program and pull off their ain acquisition, an property or feature of scholars with personal liberty as its trademark, and a manner of forming direction in formal scenes that allows for greater scholar control. ( p. 25 ) . Similar to Caffarella ‘s ( 1993 ) definition, Candy ‘s ( 1987 ) definition focuses on the importance of liberty in autonomous acquisition, although the scholar can work in concert with an pedagogue ( as cited in Grow, 1991 ) .My Model of Autonomous LearningMy ain theoretical account of autonomous acquisition is one based on procedure divinity. Process divinity is grounded in alteration, growing, and changeless motion. â€Å" Human and other existences are non things ( substances or kernels ) situated in empty infinite aˆÂ ¦ but are active procedures of all time in relation and passage † ( Christ, 2003, p. 3 ) . Furthermore, as a postmodern divinity, it is structured around the belief that all cognition is contextual and that cognition is shaped and controlled by cultural systems. The ego can ne'er be genuinely independent. â€Å" The individuality of each of us extends over and includes the civilization, society, and civilisation that we participate in. There is no stray, lone ego imprisoned in its ain organic structure † ( Brumbaugh, 1982, p. 3 ) . My theoretical account of autonomous acquisition is one, so, that is based on the thought that worlds, by nature, are spurred to turn and alter. Curiosity is portion of growing and alteration, whether initiated by internal demands and involvements or external demands and forces. Once wonder is sparked, the scholar sees where that wonder takes her or him – either in weaving jets of larning activity or in a sustained acquisition journey. As portion of their autonomous acquisition, the scholar may seek out educational stuffs. The scholar may besides integrate hands-on activities, seting into pattern what has been taken in from the educational stuffs, or take a category to foster reinforce what has been learned from other beginnings. At times, failure may ensue, and the scholar may get down the full procedure once more. If there is success, the scholar may rest for a clip, but be spurred once more subsequently to set about a new acquisition undertaking.Similarities and Differences Between ModelsIn many ways, my theoretical account of autonomous acquisition is non much different from many of the synergistic theoretical accounts described in Merriam et Al. ( 2007 ) . Like those theoretical accounts, my theoretical account is non additive in nature. Curiosity and the acquisition journey will take the scholar where the scholar wants or needs to travel. My theoretical account has the most in common with Spear ‘s theoretical account. First, Spear identifies three elements that spur autonomous acquisition, all of which work with my theoretical account: environmental chance, opportunity, and personal cognition ( as cited in Merriam et al. , 2007 ) . Second, Spear ‘s theoretical account incorporates the thought that autonomous acquisition is non a steady, controlled procedure, but instead one that can go on in tantrums and starts, one that can halt and get down once more, and one that can integrate room for both failure and success ( Merriam et al. , 2007 ) . My theoretical account is least like those proposed by Tough and Knowles. In Tough ‘s theoretical account, autonomous acquisition is calculated and focused on achieving a specific piece of cognition or a accomplishment ( Merriam et al. , 2007 ) . In Knowles ‘ theoretical account, autonomous acquisition is a bit-by-bit procedure focused on work outing a particular job ( Merriam et al. , 2007 ) . My larning theoretical account acknowledges that certain scholars may elect to set about a additive autonomous acquisition procedure focused on work outing a peculiar job, but it does non presume that all autonomous acquisition will follow a similar way. My theoretical account has room for larning for the interest of acquisition and for fulfilling wonder, for the joy of merely being able to state â€Å" Well, you learn something new every twenty-four hours. †Importance of ContextIn all of the theoretical accounts I have examined here, including my ain, context plays a critic al function. First, a scholar ‘s context may find whether or non she or he is interested in or capable of take parting in a autonomous acquisition procedure ( Grow, 1991 ; Zepke & A ; Leach, 2002 ) . Second, context can find the type of resources available to assist with acquisition. For illustration, interior metropolis scholars of colour may non hold entree to all the rich acquisition resources that can be obtained through the Internet. Not merely is the monetary value of a computing machine prohibitive, but the scholar, as the consequence of life in a context, an environment, that is unsupportive, may non hold the computing machine literacy needed to utilize the Internet to seek out information as portion of his or her autonomous acquisition procedure ( Norris & A ; Conceicao, 2004 ) . All in all, context should be a core constituent of autonomous acquisition. 8. Experiential acquisition, autonomous acquisition, and transformative acquisition are three theories of grownup acquisition. What is the â€Å" best † larning theory? Why? Supply grounds from your readings ( and beyond if you so choose ) to back up your points. ( 3 points ) This essay will briefly analyze the chief renters of experiential acquisition, autonomous acquisition, and transformative acquisition. While all three theories have both positive and negative facets, I argue that experiential acquisition is the most flexible and hence the most utile of the three theories for the work of big pedagogues.The Three TheoriesExperiential larning â€Å" is a procedure of doing intending from all experiences-cognitive, emotional, physical, societal and religious † ( Zepke & A ; Leach, 2002, p. 206 ) . Harmonizing to Zepke and Leach ( 2002 ) , experiential acquisition is possibly the most dominant construct in the grownup instruction field, but theoreticians have different thoughts of how the procedure works. Learners can either reflect on experience in order to larn ( constructivist lens ) , learn through take parting in experiences ( situative lens ) , learn by linking with and get the better ofing frights and other emotional barriers ( psychoanalyti c lens ) , learn by challenge the dominate ethos ( critical lens ) , or larn by developing an apprehension of how assorted experiences relate to each other ( complexness lens ) ( Merriam et al. , 2007 ) . Harmonizing to Grow ( 1991 ) , the â€Å" end of the educational procedure is to bring forth autonomous, womb-to-tomb scholars † ( p. 127 ) . Although autonomous acquisition can be hard to specify, Candy ( 1987 ) delineated three features that can be used to set up whether or non learning is autonomous: the scholar possesses autonomy, the acquisition can go on outside of a formal acquisition environment, and the acquisition is directed chiefly by the pupil even if a instructor is involved ( as cited in Grow, 1991 ) . Mezirow ‘s theory of transformational larning postulates that adults see a minute when their beliefs turn out inadequate in understanding the state of affairs in which they find themselves ( Elias & A ; Merriam, 2005 ) . This disorienting quandary forces them to reevaluate their cognition and develop new apprehensions. As a consequence, a transmutation happens, and the single learns and grows ( Elias & A ; Merriam, 2005 ) . Transformative acquisition is an emancipatory procedure in which self-reflection leads to critical consciousness ( Cranton, 2002 ) .The â€Å" Best † TheoryAll of these larning theories have countries of concern. For illustration, scholars may non really have the ability to larn from experience, or they may non hold had experiences that are meaningful ( Brookfield, 1998 ) . On the other manus, scholars may non hold the desire or the ability to direct their ain acquisition procedures ( Zepke & A ; Leach, 2002 ) . Transformative acquisition can be ethic ally disputing. First of wholly, the terminal consequence of transformative acquisition could be a major crisis for the scholar. â€Å" Despite an pedagogue ‘s best purposes, a procedure of transformative acquisition can take to unpredictable and unwilled events † ( Moore, 2005, p. 83 ) . The power derived function between scholar and pedagogue can take to indoctrination ( Moore, 2005 ) . Ultimately, the best acquisition theory is whichever theory best helps the scholar run into his or her educational ends. However, transmutation of the scholar is non a demand of either autonomous or experiential acquisition ; hence, they both may advance greater flexibleness in grownup instruction ( Zepke & A ; Leach, 2002 ) . Autonomous acquisition is less an grownup larning theory and more a related group of patterns and thoughts ( Caffarella, 1993 ) ; as a consequence, it is slightly mussy. It besides does non see as many issues as experiential larning theory does. Experiential acquisition, on the other manus, addresses the procedure of larning non merely from reflecting on and in experience but besides from larning through engagement in experiences ( Zepke & A ; Leach, 2002 ) . It besides addresses of import issues around emotions, cultural context and the scholar ‘s relationship to society, and doing sense of a broad assortment of experiences that may either reinforce or dispute each other ( Merriam et al. , 2007 ) . All in all, experiential acquisition addresses more issues that might impact a scholar ‘s larning experience than the other two theories, and hence, it is the most utile of the theories for grownup pedagogues.

Convergence In The Economies Finance Essay - Free Essay Example

Sample details Pages: 4 Words: 1209 Downloads: 10 Date added: 2017/06/26 Category Finance Essay Type Cause and effect essay Did you like this example? Over the past half decade, although there have been a convergence in the economies and business practices, the difference of ownership structures amount countries have continued. Most companies shares the same goals which includes the utilization of resources efficiently, its ability to garner new capital, increase the companys value and improve information for decision making. These goals should see many companies and organizations moving towards a single corporate set of rules and structures that will allow efficient and effective operations. Don’t waste time! Our writers will create an original "Convergence In The Economies Finance Essay" essay for you Create order However, today we continue to observe differences in corporate governance ownership and structure around the globe. There are two common systems under which most companies operate namely a concentrated ownership system and a dispersed ownership system. A concentrated ownership system, the majority of control is taken up by a small group of individuals, shareholders or bondholders. In dispersed ownership, there is a separation of ownership and control where the executives and directors do not necessarily own any shares or any huge blocks of shares within the company. Under the dispersed system, the markets tend to be very active especially the stock market and large volume of stocks traded daily. Typical example of this type of system is one under which United States of America and United Kingdom operates. Unlike the dispersed system, the concentrated system is weaker and less active than those in the dispersed market. There are also very low standard and accountability in this type o f system unlike the dispersed ownership which is more regulated and provide a legal basis on which shareholders can be compensated for breaches and unethical practices. There is a high level of transparency and disclosure requirements for companies especially those listed on the stock exchange compared to the concentrated with very low disclosure standards and transparency . The emergence of the alternative corporate governance system has led to a number of theorists seeking to justify the existence of such systems. La Porta, Lopez-de Silanes and Schleifer have raised and argued the point in regards to the protection of investors and have indicated that this protection is through the legal rules that exist in the jurisdictions where these securities are being issued. The existing law in a jurisdiction and the enforcement quality are very important factors in determining the rights of shareholders and what protection exists for their investments. These legal protection differences that exist around the world may be able to explain why firms owned and finance the way they do across the globe. LLS V argued that a contributing factor of the differences in the legal rules that exist across various countries is mainly as a result of the differences in the origins of the legal rules. In their empirical test of their predictions, they have found that laws in co untries like the US, UK and Canada were more protective than those that exist in the Jurisdictions of civil law , namely, Germany, France and Italy. LLSV argued that little or no protection is offered to the minority shareholders in the civil law legal system; hence the notion that dispersed ownership can only survive in a common law legal system. In supporting this view, they developed a global database have indicated that the stock markets liquidity and depth around the world is closely align to specific areas of the legal systems, common law systems Civil- law systems consistently. A typically example of the legal protection to shareholders in the common law jurisdiction is the scenario of the Enron Scandal in ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦ÃƒÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦ÃƒÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦ÃƒÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦ This scenario raises serious questions about the assumptions of LLSV and the legal protection that exist in these jurisdictions. However, the adoption of the Sarbanes-Oxley act of 2002 was a quick response and proof of good legal protection for investors in this jurisdiction. LLSV also found in their sample that even in countries with minimal shareholder protection, there were 27% of the large firms in the sample. It therefore explains that even where firms with dispersed ownership are minority in many countries, these firms exist in all markets regardless of the legal rules. The reality of the situation is that in most security markets, a number of firms with dispersed ownership exist together with a number of concentrated owne rship usually the majority in some jurisdiction which attempts to discredit the explanation of dispersed ownership as a function strong legal protection. Dispersed ownership firms can basically survive in the worse legal atmosphere which would be an indicator that having a strong legal protection or not does not determine the survival of these firms. The legal Explanation of the emergence of the dispersed ownership has been challenged by Mark Roe and Lucian Bebchuk who argued that it is politics that is the determinant of the corporate governance system and not law. According to Mark Roe, legal differences are merely values evolved through politics. They argued that European style social democracies influence managers to give up various opportunities so as to maximize the profit of the firm in order to maintain its high employment rate while utilizing the shareholders capital. They also argued that while in other political environment, firms may be expected to cut back on expenses based on the market conditions that exist, social democracies firms are expected and influenced to utilize their capital to subsidize the effects of the market. Private firms are therefore less exposed to the market conditions compared to the public firms. Roe attributed this exposure to a higher agency cost of the social democracies; hence concentrated ownership utilize a self -protective model in response to the immense pressures through creative accounting and tighter management supervision. Based on the arguments provided, it can be argued that large block of shareholders can resist the political pressure of exhausting capital of the firm rather than downsizing to maximize profitability. As it relates to the United States, the historical absence of social democracy accounts for the persistence of dispersed ownership in that country. The effect of social democracy is to separate ownership and control as it relates to shareholders and management, thereby increasing the agency cost. While both theorist agreed that the emergence of a liquid market requires the state to adequately address the problem of the high agency cost, it is important to understand that control and ownership cannot be considered separately without looking at the impact of the managerial agency cost, the impact of weak legal standards compared to the political pressures of firms to utilize their capital. Bebchuk in his political explanation sought to use the argument that concentrated ownership will control dispersed ownership when there are high benefits to private control. He also argued that investors are expected to pay a higher price for controlling rights of block holdings in order to have the private benefits of control. It therefore means investor will prefer to sell to block shareholders where they will get a higher price for their voting rights against selling their rights to disperse shareholders. In essence, a bock shareholder will be more willing to pay a higher price in order to increase his rights of control or achieve sole rights of control. In the ensued discussion, it must be noted that the political explanation is not without its weaknesses similar to the legal explanation. A weakness identified is its correlation of ownership and political orientation

Environmental fit analysis - Free Essay Example

Sample details Pages: 10 Words: 3097 Downloads: 1 Date added: 2017/06/26 Category Marketing Essay Type Compare and contrast essay Did you like this example? INTRODUCTION: Since organizations are recognizing the importance of managing their human resources as effectively as possible as well analyzing the factors that might affect the organization supply and demand levels and its costs many are devoting more time, attention, skill and effort to have a competitive edge. Therefore, for this essay I have choose Tescos and Waitroses supermarket to look at their grocery industry PEST and SWOT analysis and how this organizations performs the recruitment and selection of personnel. Tesco is a leading retailer in the UK and one of the largest food retailers in the world. Don’t waste time! Our writers will create an original "Environmental fit analysis" essay for you Create order Also, is one of the biggest private sector employers in the UK. Around 86% of all sales are from the UK. Tesco also, operates in 12 countries outside the UK, including China, Thailand, Poland, South Korea and Japan and Turkey. On the other hand, Waitrose owned by the John Lewis Partnership, operates 137 stores, mainly in the South-east of the UK and currently employs more than 27.000 staff. Stores are of small to medium size, conveniently located. Waitrose is recognized for its focused differentiation strategy targeting the upmarket with a wide range of quality, fresh and organic products. This document will discuss some areas regarding human resources department in an organization such as basic concepts, implementation and models of recruitment and selection processes. RESEARCH AND METHODOLOGY: In the lack of internal contacts within the organizations chosen, this essay is based on information found via Internet search, books and journals. MAIN FINDINGS: PEST Analysis: A different number of frameworks have been developed to classify the vast number of possible issues that might affect an industry. A PEST analysis is one of the frameworks that categorize environmental influences as political, economic, social and technological forces. For a PEST analysis it is important to identify the factors that might affect a number of variables that are likely to influence the organization supply and demand levels and its costs (Kotter and Schlesinger, 2005). The analysis examines the impact of each of these factors on the business. The results can then be used to take advantage of opportunities and to make contingency plans for threats when preparing business and strategic plans (Lawson, 2006). Based on the results from of the PEST analysis the market grocery is a good industry to be in as can be seen is positive (+76). See appendix table 1 for the grocery industry PEST analysis. The result shows that the food and grocery market is typically very robus t and recession proof. Food sales are at the core of the supermarkets and spending on food has been growing. Non foods sales account for an increasing share of Supermarkets incomes. For example, most of the UK supermarkets are large and carry a complete line of non food products such as cosmetics, non-prescription drugs, kitchen wares, insurances and petrol stations. From the customer point of view, most of the positive factors have been score based on social and technological issues where environmentally friendly strategies and new technological advances benefices both the customer and for the organizations. For example, take away and convenience intended to save resources such as time and energy or frustration. Most of the supermarkets stores such as Tesco have convenience stores like petrol stations where the consumer can save time as he fill the car with petrol or wash it, the customer can do his shopping. From the point of view of the organizations since supermarkets tries to c oncentrate on satisfying consumers needs, they need to have in mind that there are several other factors that could affect them, such as external environments for instance, Legislation. The food and grocery market is subject to many pieces of stringent legislation surrounding food safety and distribution. For example, supermarkets in UK can be affected in several ways because of politicians different law agreements. For example, as it can be seen in media new laws implied that supermarkets have to compare their products with their competitors products or changes made by the government in income taxes, changes on VAT on goods and changes in tobacco and alcohol laws, all this would have a large positive or negative impacts on supermarkets. Tesco SWOT analysis: This international expansion is part of Tescos strategy to diversify and grow the business. Tesco has established itself as the largest organization of the industry within the UK; its position is strong and has a stable trend. But, intense competition in both domestic and international markets could adversely affect its profitability. However, despite the onset of the economic downturn Tesco reveals its 2008 financial results of annual pre-tax profits rise by ten per cent over the last year. The retailer recorded profits of pound;3.13 billion per year as turnover exceeded pound;1 billion per week over the 12-month period. Overall sales were recorded at pound;59.4 billion, the highest on record for a retailer in the UK. Tesco chief executive Sir Terry Leahy attributed the firms success to a commitment to a long-term consistent strategy. For example, the introduction of buy-one-get-one-free-later deals to help shoppers cut down on food waste. Under the offers, consumers will be able to postpone getting their free second promotional product until a later shopping trip. This would avoid perishable items sitting in the fridge or fruit bowl and then being thrown away if they are not eaten on time. Wa itrose SWOT analysis: Waitrose is well positioned the market and very competitive. A difference from Tesco, Waitrose focuses his strategy targeting the upper market with a wide range of quality and fresh products. Waitrose strengths are for instance, the partnership with John Lewis that provides expertise and already familiar and tested supply links. Also, Waitrose was one of the first retailers to develop Own Brands. Own brand lines carry over 16.000 products including sandwiches and fresh meals. Waitrose is promoted for a fresh and healthy lifestyle leading supermarket chain in food quality and range. As in this days society place more pressure on environmental issues; equally customers put more emphasis on healthy eating and organic food and most are opposed to GM-food. Therefore, Waitrose fully serves this trend with its fresh, quality foods and their own label. Furthermore, Waitrose is undertaking a range of activities to maintain their green image like for example, Bag for Life, publishes an Environmental Report and Fair-trade Bananas. Also, a wide range of social programmes are sponsored. Waitrose actively promotes its commitment to providing British products and offers products through partnerships with farms and dairies. Furthermore, mayor threats come from others supermarkets that also positioned their own brand labels targeting the upmarket like for example, Tesco Finest which can offer their products at lower prices. Because consumers will generally buy their groceries at the most convenient place with the lowest price and since the products they buy are identical in every chain they dont mind which shop they buy their goods from. Indeed, Waitrose has a good reputation for stocking quality products but this has led to a perception of being expensive. An additional threat in that Waitrose has concentrated on the food and drinks market, choosing not to diversify as much as Tesco, this can affect grow and incomes. Consequently, their market s hare cannot really be improved unless they build more stores and expand to other brands labels. Recruitment and selection: A study by Rioux and Bernthal (no dated: 1) based on survey results from 162 members of the DDI HR Benchmark Group quote: Better recruitment and selection strategies result in improved organizational outcomes. The more effectively organizations recruit and select candidates, the more likely they are to hire and retain satisfied employees Human resource recruitment is the process of identifying and attracting potential candidates from within and outside an organization to begin evaluating them for future employment. The goal of recruitment is to ensure that when a vacancy occurs, the organization has a number of reasonably qualified applicants to choose from (Armstrong, 2006). The process of staff recruitment and selection is becoming increasingly complex and Human Resource (HR) strategies means that the successful outcome of these processes is vital for job performance. Workforce comprises people who are different and share different attitudes, needs, desires, values and work behaviours (DNetto and Sohal, 1999). Once candidates are identified, an organization can begin the selection process. This includes collecting, measuring and evaluating information about the candidate qualifications for a specified position. Organizations use these processes to increase the probability of hiring individuals who possess the accurate skills and abilities to be successful at their jobs in which managers and other can choose from a pool of applicants most likely person or persons to succeed in the job given management goals and legal requirements (Rioux and Bernthal, no dated). Consequently, Effective recruitment is essential to the successful functioning of an organization. Successful recruitment depends on finding people with the necessary skills, expertise and qualifications to deliver organisational objectives and the ability to make a positive contribution to the values and aims of the organization (Canterbury Christ Church University, 2009). Process: Recruitment is a big investment and is very important that an organization get the process right, fair and consistent to recruit the right person for the job. Getting that right person takes more than simply checking out the technical details of their application in an interview. Of course they need to have the right skills to do the job,but skills and knowledge alone do not necessarily guarantee a positive contribution to the organisation (Canterbury Christ Church University, 2009). For example, for leadership and management roles, in particular, there is a need to know more about candidate interpersonal skills and behaviours, their values and their ability to cope with a range of different situations (Canterbury Christ Church University, 2009). Putting in place a fair and consistent recruitment process is critical in ensuring to make the right decision. It w ill also safeguard and enhance the reputation as a fair and effective employer (Canterbury Christ Church University, 2009). Consequently, recruitment and selection have been always been critical process for organizations (Bratton and Gold, 2007). Attracting and selecting the right employees is a critical strategic human resources management decision in all organizations irrespective of their size, structure or sector (Baker and McKenzie, 2009; Marchington and Wilkinson, 2008). For example, a survey in the UK by the chartered institute of Personnel and Development found that 85 per cent of organizations experience recruitment process difficulties such as, lack of experience and specialist skills being the most frequent factors (Bratton and Gold, 2007). Moreover, other keys of staffing for instance, HR planning, labour, turnover and recruitment are often downplayed because attention is focused on how selection decisions can be improved by using new or sophisticated techniques proce ss (Marchington and Wilkinson, 2008). These techniques to recruitment and selection tend to emphasize the power of employers. Traditional approaches attempt to attract a wide choice of candidates for vacancies before screening of those who do not match the criteria set in job descriptions and personnel specifications (Bratton and Gold, 2007). Figure 1 for example, shows an overall view of the stages of recruitment and selection and the connections of these processes to human resource planning. Recruitment method in Tesco and Waitrose: The number and categories of people required should be specified derived from the human resource plan. For both stores HR planning is vital as the stores are growing. Tesco and Waitrose need people across a wide range of both store based and non store jobs: In stores: Checkout staffs, stock handlers, supervisors as well as many specialists, such as pharmacists and bakers. Distribution: skilled people in stock management and logistics. Head office: human resources, legal services, property management, marketing, accounting and information technology. The superstores need to recruit on a regular basis for both the food and non food parts of the business. Positions become available because jobs are created as the company opens new stores in the UK or expands internationally such the case of Tesco. Also, vacancies arise as employees leave the company when they retire or resign, or get promotion to other positions within store. The companies use a workforce planning tables to establish the likely demand for new staff planning. For example, Tescos process runs each year from the last week in February. There are quarterly reviews in May, August and November. The superstores seek to fill many vacancies from within the company. They recognise the importance of motivating its staff to progress their careers with the company. Tesco for example, practises a talent planning process. This encourages people to work their way through and up the organisation. Through an annual appraisal scheme, individuals can apply for bigger jobs. Employe es identify roles in which they would like to develop their careers with Tesco. Their manager sets out the technical skills, competencies and behaviours necessary for these roles, what training this will require and how long it will take the person to be ready to do the job. This helps Tesco to achieve its business objectives and employees to achieve their personal and career objectives. On the other hand, Waitrose practises The Waitrose Graduate Scheme that offers a range of programmes for well rounded graduates with the potential to become leaders of our unique business. Advertising: The two organizations advertise jobs in different ways. The process varies depending on the job available. They first looks at its internal talent plan to fill a vacancy. For external recruitment, Tesco advertises vacancies via the Tesco website www.tesco-careers.com, Waitrose advertises via www.waitrosejobs.com in partnership with John Lewis. This means that people can increase their chan ces of recruitment in other kind of jobs such as in clothes, furniture, home-wares, electrical and fashion stores. Also, both of them advertise through vacancy boards in stores. The chosen applicants have an interview followed by attendance at an assessment centre for the final stage of the selection process. People interested in store-based jobs can approach stores with their CV or register though Jobcentre Plus. The stores prepare a waiting list of people applying in this way and call them in as jobs become available. Selection process: It involves choosing the most suitable people from those that apply for a vacancy, whilst keeping to employment laws and regulations. Screening candidates is a very important part of the selection process. This ensures that those selected for interview have the best fit with the job requirements. Both organizations use a screening selection process where selectors will look carefully at each applicants CV. A candidate who passes screening pro cess attends an assessment centre. The assessment centres take place in store and are run by managers. They help to provide consistency in the selection process. Applicants are given various exercises, including team working activities or problem solving exercises. These involve examples of problems they might have to deal with at work. Candidates approved by the internal assessment centres then have an interview. Line managers for the job on offer take part in the interview to make sure that the candidate fits the job requirements. CONCLUSION: For both supermarkets growth have been excellent for the business, they have shown an increase in turnover despite the economic downturn. Although, Waitrose has shown steady growth it is important for Waitrose to challenge Tesco either by thinking of international expansion or on price. On the other hand, the growing importance of environmental issues means that supermarkets will have to provide to consumers better green alternatives and also governed by price. This is a sensitive issue as they will have to balance their public stand on environment without losing consumers due to the increase in prices. Waitrose seems to be very well placed on these issues due to its various and recent green initiatives. This presents an opportunity to Tesco where they can improve and have bigger benefits. Treats to these organizations can be legislation with stringent laws on food and drinks. Tesco and Waitrose will have to follow more and more packaging and labelling policies to deal with t hese, which can be an additional financial trouble for the companies. On the other hand, as organizations respond to economic and technological pressures. Jobs change accordingly. Therefore, planning is vital if a business is to meet its future demands for staff. Tesco and Waitrose have many job opportunities, from management to apprentice posts. Both organizations have clear organisational structures, detailed job descriptions and person specifications. It provides user friendly ways of applying for jobs and a consistent approach to recruitment and selection. RECOMMENDATIONS: As one of the downsides of supermarket shopping is the queuing system, supermarkets should increase the self checkout machines; this can help solve this problem. Internet shopping seems to be growing. However, Waitrose should take additional advantage of this way of shopping. A lot of emphasis and pressure has been added to big companies in reducing carbon footprint and increasing energy efficiency. Organizations will have to invest more on green issues, especially Tesco, as Waitrose has more ethical issues, like sale of organic food and the ethical treatment of animals. Unlike Tescos expansion plan, Waitrose is not present in international markets. This can lead to trouble especially if there is some problem within food retailing in the UK. Waitrose should have a source of extra growth. They can see the opportunity of expansion and have international market. Supermarkets need to be able to ensure that the management of human resources contributes to support broad goals and also, building a strong relationship between HR management and employees. REFERENCES: Andidas.com. (2002). Environmental Fit Analysis. Waitrose. Andidas.com (2003). A Guide for Trainee Graduate Retail Managers and Middle-Level Managers. Waitrose. P 1-30. Armstrong, M. (2003). A handbook of human resource management practice. Ninth edition. London: Kohan Page Limited. Armstrong, M. (2006). A handbook of human resource management practice. Tenth edition. London: Kohan Page Limited. Datamonitor (2006). Tesco SWOT Analysis. P 1-10. Bach, S. (2005). Managing Human Resources: Personnel Management in Transition. Fourth edition. Oxford: Blackwell Publishing. Baker and McKenzie. (2009). Australian Master Human Resources Guide. Seventh edition. Australia: McPherson printing group. Bratton, J and Gold J. (1999). Human Resource Management: Theory and Practice. Second edition. Houndmills: Macmillan Press Ltd. Bratton, J and Gold J. (2007). Human Resource Management: Theory and Practice. Fourth edition. Houndmills: Palgrave Macmillan Press Ltd. Canterbury Christ Church University (2009). Recruitment and selection overview. [Internet]. Available at: lt;https://www.canterbury.ac.uk/business-management/CLMD/recruitment-and-selection/Home.aspxgt;. [Accessed, 24 November 2009]. Courtney, R. (2002). Strategic management for voluntary non-profit organizations. London: Routledge. Marchington, M and Wilkinson, A. (2008). Human Resource Management at work: people management and development. Fourth edition. London: Chartered Institution of Personnel and Development. Rioux, S. M and Bernthal, P. (no dated).Recruitment and Selection Practices. Development Dimensions International. P. 1-4. Storey, J. (1992). Developments in the Management of Human Resources. London: Blackwell.

Eating Disorders And Body Image - 1613 Words

Eating disorders and body image Cenia Xu Father Michael Mcgivney Catholic Academy Effects of Eating disorders have on teenagers Every day, teenagers are surrounded by different messages from different sources that impact the way they feel about the way they look. For some, poor body image is a sign of a serious problem: an eating disorder. Eating disorders are not just about food.The eating disorders contain anorexia nervosa, bulimia nervosa, and binge-eating disorder, and their variants, all feature serious disturbances in eating behavior and weight regulation. They are often a way to cope with difficult problems or regain a sense of control. They are complicated illnesses that affect a person’s sense of identity, worth, and self-esteem. The risks of eating disorders for teenagers are in physical health, mental health, substance abuse and negative self-esteem/self worth. Physical health Eating disorders can cause a host of serious physical consequences. With anorexia nervosa, the patient is starving her body of essential nutrients that it needs to function. With bulimia, the patient binges and purges, upsetting the digestive system and setting the body up for serious heart and other major organ malfunctions. Including Heart disease. For anorexia nervosa , the heart rate slows and bloodShow MoreRelatedBody Image And Eating Disorders1375 Words   |  6 PagesBody Image and Eating Disorders Females and males are both under pressure to conform to societies idea of beauty. Women feel pressure to be thin, big chested, while men feel the urge to be lean and muscular. Society portrays these images of thinness and muscularity through media, magazines, and even toys. These images can have an impact on peoples body images, which can lead to eating disorders such as Anorexia nervosa and Bulimia nervosa. 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In a world based around celebrities and media, shouldn’t they be promoting a healthy body image insteadRead MoreBody Image, Eating Disorders and Advertising3063 Words   |  13 PagesBody Image, Eating Disorders and Advertising Body Image, Eating Disorders and Advertising We have all heard, â€Å"you are what you eat†; however, and maybe more importantly, you want to be what you watch or read. How does today’s advertising impact on your body image? The shaping of our concept of the ideal body image begins at a young age and continues though adulthood. It begins with our toys; that first Barbie you received on your sixth birthday; the one with the long blond flowing hairRead MoreEating Disorders And Body Image Issues2801 Words   |  12 PagesIntroduction Eating disorders (ED) and body image issues are increasingly becoming more and more common among women in Western societies (Stice, 2002). 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Systems Science and Engineering for Environmental - myassignmenthelp

Question: Discuss about theSystems Science and Engineering for Environmental Practice. Answer: Introduction It is an un-denying fact that good environmental practice mostly is in resonance with good and effective economic practice. Measures for the reduction of the energy consumption and consumption of water will not only have greater benefits for the environment by substantial reduction in the emissions and conservation of the resources but will also lead to the substantial savings in financial costs over the entire lifetime of any building. The cost of water bad energy are most likely to increase at a faster rate than the RPI in the coming years as the resources continue to decrease and there has been increase in the environmental controls regarding utility companies (Ando, Sutou Koike, 2016). In the previous assignment, it was stated that the concept of environment friendly buildings have been continuing to be propagated for many years. It was also observed that many people had misconceptions and wrong believes regarding the environment friendly buildings which are also referred as green buildings. Many people considered green buildings to be surrounded by green trees (Chhabra, Verma Krishna, 2017). It is also true that some people think of green buildings to have no negative impact on the environment. It has been very clearly stated in the assignment regarding the actual definition of environment friendly buildings. The fact that the environment friendly buildings to be built in preserving the natural environment around the buildings and also being able to generate the energy for any purpose of the needs of the buildings. It has been observed that the assignment has stated that the structuring of the building and its operation will not be causing any kind of disruptions in regards to the natural resources such as land, water, and energy along with promoting a very healthy environment for all the individuals who are involved in the project. In the previous assignment, the case of The Crystal which is an environment friendly building has been taken into consideration which is situated in London (Deo, 2017). The building is designed by Siemens. The building that is taken into consideration was open by the Siemens in the year 2012. The prime reason which was observed regarding the construction of the building was to have a debate on the requirement of sustainable development and living. The building was also noted to be functioning as an inter-active museum which facilitated and served as a platform for the provision of education regarding urban living along with the conduction of discussion regarding the ways in which people live in cities and what kind of struggle these people. The building also served as the infrastructure which assisted in the demonstration of the ways in which the green houses help in balancing the quality of life, environment, and economy (Dickerson Mavris, 2016). Preliminary design The phase of preliminary design of any kind of system engineering denotes to the definition and development of the preferred notion of the considered system and the requirements for the construction of environment friendly buildings. It has been observed that the conceptual design for the environmentally friendly buildings tales place after the feasibility studies and appraisals regarding the options and after the briefing of the project. Preliminary design is presented in the previous assignment regarding the environment friendly buildings in aspects of the design for the initiation and completion of the project (Floudas, et al., 2016). The elaboration of the ways and what stages the project will be carried out regarding the completion of the environment friendly buildings. In context to the construction of the environment friendly buildings from the preliminary phase of design begins with the definition of the issue or problem for which the proposal of the project is been laid out. It is a much-known fact that the construction of the building is very common in all cities in the world which is even increasing at an alarming rate. This happens to have many negative implications on the environment. It is noted that a lot of natural resources is being used in the construction of the building which causes severe impact on the environment in a negative way (Groen, et al., 2016). These are the issues which are identified in the preliminary design phase of the construction of environment friendly buildings. In the preliminary phase of design of the construction of environment friendly buildings, it is detected that a large amount of emissions and energy of hazardous chemicals are emitted into the environment which is very lethal for the living and non-living beings on the Earth. It was observed that Siemens had identified such issues and made the decision for the construction of the green building which is otherwise known as environment friendly buildings that can happen to resolve such problems (Haridass, et al., 2017). It is also observed that the costs regarding resolving such issues through the construction of environment friendly buildings are also decided during the preliminary design phase of the entire project. It is also observed that the different aspects and methods of the conceptual design evaluation efforts are integrated into the project. The requirements of the preliminary design phase of the construction of the environment friendly buildings evolve from the requirements of the design of the environment friendly buildings. The specification for the construction of the environment friendly buildings in the preliminary design phase relates to the operational, technical, support and performance characteristics of the project. These aspects generally relate to the phases of design of the project at the sub system level. The merits of the benefits of the project in regards to the impacts on the environment and effectiveness sin the cost of the construction of the building are discussed in the preliminary phase of the construction of the environment friendly buildings (Hasibuan, et al., 2017). The fact that the construction of the environment friendly buildings can have drawbacks during the construction phase has to be also taken into consideration during the preliminary phase. Figure 1: Design Process Source: (Hasibuan, et al., 2017) Detailed design and development The detailed design and development phase of the life cycle of the construction of environment friendly buildings have been analyzed to be a continuation of the repetitive process of the development. It is also observed that the detailed design and development phase of the construction of the environment friendly buildings encompasses the improvement of the requirements of the designs for all the components ate the individual level of the construction (Rousseau, 2017). It also encompasses the required activities that are associated with the technological and biological aspects of the fulfillment of all the aims of the construction of the environment friendly buildings. The activities and elements associated with the integration of the environmental concerns along with the construction science and engineering have been done in the detailed design and development phase of the project. In this stage of the project of construction of green buildings, changes in the format and in various other aspects of the project are incorporated in this section (Salado, Nilchiani Verma, 2017). The evaluation of the system designing phase is conducted in the previous assignment which is basically centered around the analysis of the building Crystal which includes various steps such as outlining of specifications, architecture, planning strategies, preparation of the schedule of the project, estimation of the costs associated with the project, looking for the options related to the procurement and strategies for the completion of various phases. It is observed that specification of the building Crystal was analyzed in respect to the generation of energy by the use of solar panel, natural light, minimization in the carbon emission, regulating the heating of the building and provision of hot water to the entire building by using solar thermal energy and much more. Technical feasibility has also been included in the previous assignment in which various technical features associated with the construction of environment friendly buildings such as storage of rain water by rain water harvesting, optimized use of the natural light, generation of the energy within the building itself (Schwarz, Passmore Reiser, 2017). The features such as integration of the equipment like solar panels for the generation of electricity, construction of underground tanks for storing water, ground source heat pumps and use of a natural source of heat have been mentioned in the paper. It has also been specified that the availability of the equipment that are required in accordance to the objective of the construction of the environment friendly along with the technical specification is very much relevant. Thus, it is very much appropriate to state that construction of environment friendly buildings is very much feasible (Shanks, 2016). In such context, the model of ADDIE Model is found to be very much relevant for the analysis. ADDIE Model can be denoted as the generic process that is very much suitable for the authorities who intend of making environment friendly buildings. The five phases of the model are very much in accordance with the stages in which the construction of the environment friendly buildings is conducted. These stages are analysis, design, development, implementation, and evaluation. The analysis phase is in association to the preliminary or conceptual phase of the construction of the environment friendly buildings (Taylor, 2017). The design phase of the construction of the green buildings would refer to the dealing with the instruments, equipment, and selection of the materials and time of construction of the buildings. The development phase of the model is very much appropriate to the assembling and creation of the equipment required for the construction of the environment friendly buildings (Wagh Walke, 2017). The implementation phase of the construction of the green buildings is relevant to the initiation of the construction. The evaluation phase includes the summative and assessment of the construction which relates to the testing of the building (Zou, et al., 2016). System test, evaluation validation, and optimization The system test, evaluation, and validation along with optimization relates to the assessment of the entire environment friendly buildings in both the terms of technical and environmental aspects. It also encompasses the maintenance of the environment friendly buildings which are stated to be done prior for the long-lasting operation of the green building. The evaluation and testing of the green buildings would include the assessment of the measures of technical performance of the buildings from the perspective of the civil engineering. The validation process of the green buildings denotes to the ensuring of the configuration of technical configuration in the context of meeting the need of the people who are supposed to reside in it along with the environmental concerns (Wang Waltman, 2016). Human factors definitely play a very significant role in the functioning and construction of the green buildings. People need to accept and identify the need and concern of protecting the environment which is going to provide them with a very good place to live in. This would also have positive implications on the nature and the future of the all the generations in return (Wang Waltman, 2016). The complete functionality of the construction of the environment friendly buildings can be accessed through the functional analysis and allocation of the buildings which is very briefly state din the paper. The functional analysis categorizes the system in smaller parts such as functional elements (Zou, et al., 2016). These happen to describe the way in which the individuals elements are required to perform respective work and tasks. These would include using the solar panels for electricity and construction of underground tanks for storage of rain water for the reduction of carbon emission by using natural fuels in place of fossil fuels. The system and function requirements of the environment friendly buildings have been considered to be significant (Wagh Walke, 2017). Conclusion The importance design process and the proper conduction of various stages of design of the project which in this case is the construction of the environment friendly buildings are discussed in the paper. The concept of the green buildings can be the solution to various environmental issues is stated in the assignment. People can save electricity, use rain water and minimize carbon emission along with enhancing the overall health of mankind by the establishment of green buildings. References Ando, D., Sutou, Y. and Koike, J., 2016. Internal microstructure observation of enhanced grain-boundary sliding at room temperature in AZ31 magnesium alloy.Materials Science and Engineering: A,666, pp.94-99. Chhabra, R., Verma, S. and Krishna, C.R., 2017, January. A survey on driver behavior detection techniques for intelligent transportation systems. InCloud Computing, Data Science Engineering-Confluence, 2017 7th International Conference on(pp. 36-41). IEEE. Deo, N., 2017.Graph theory with applications to engineering and computer science. Courier Dover Publications. Dickerson, C. and Mavris, D.N., 2016.Architecture and principles of systems engineering. CRC Press. Floudas, C.A., Niziolek, A.M., Onel, O. and Matthews, L.R., 2016. Multi?scale systems engineering for energy and the environment: Challenges and opportunities.AIChE Journal,62(3), pp.602-623. Groen, N., Guvendiren, M., Rabitz, H., Welsh, W.J., Kohn, J. and de Boer, J., 2016. Stepping into the omics era: opportunities and challenges for biomaterials science and engineering.Acta biomaterialia,34, pp.133-142. Haridass, R., Ramesh, K., Rajeshkumar, T. and Vignesh, E., 2017. Performance Improvement Of Pollution Control Device Used In Small Scale Foundry Industry.International Journal of Research In Science Engineering,3. Hasibuan, N.A., Yusmiarti, K., Waruwu, F.T. and Rahim, R., 2017. Expert Systems With Genetics Probability.International Journal of Research In Science Engineering,3. Rousseau, D., 2017, February. Systems Philosophy and its relevance to Systems Engineering. InProceedings of the 59th Annual Meeting of the ISSS-2015 Berlin, Germany(Vol. 1, No. 1). Salado, A., Nilchiani, R. and Verma, D., 2017. A contribution to the scientific foundations of systems engineering: Solution spaces and requirements.Journal of Systems Science and Systems Engineering,26(5), pp.549-589. Schwarz, C.V., Passmore, C. and Reiser, B.J., 2017.Helping students make sense of the world using next generation science and engineering practices. NSTA Press. Shanks, M., 2016.European Social Policy, Today and Tomorrow: Pergamon International Library of Science, Technology, Engineering and Social Studies. Elsevier. Taylor, T.S., 2017.Introduction to rocket science and engineering. CRC Press. Wagh, S. and Walke, P.V., 2017. REVIEW ON WIND-SOLAR HYBRID POWER SYSTEM.International Journal of Research In Science Engineering,3. Wang, Q. and Waltman, L., 2016. Large-scale analysis of the accuracy of the journal classification systems of Web of Science and Scopus.Journal of Informetrics,10(2), pp.347-364. Zou, J., Arinez, J., Chang, Q. and Lei, Y., 2016. Opportunity window for energy saving and maintenance in stochastic production systems.Journal of Manufacturing Science and Engineering,138(12), p.121009.