Financial crisis Essay

The current financial crisis that has caused world economic slowdown is forcing government agencies and financial market to re-think on their practices in order to avoid any possible future occurrence of the same. The financial crisis affected regulators and financial market as well and this reason why regulatory agencies are calling for strict supervision of financial markets (Bernanke). Impacts on regulation One of the regulators in the financial market is the Federal Reserve responsible for developing procedures used to supervise the markets. The current financial turmoil has forced the Federal Reserve to re-look at its supervision and macro-prudential orientation to financial oversight (Bernanke). The financial crisis has also led to the development of new tools by regulators e. g. the Federal Reserve Term Auction facility that can be used to tackle the financial crisis. Federal Reserve and other financial markets supervisors e. g. Financial Stability Board, Presidents Working Group on financial market and Senior Supervisors Groups have realized the importance of collaboration as well as international corporation so as to learn from other experiences abroad to gauge the performance of US institutions (Bernanke). There have been concerted efforts to ensure prudential supervision and consumer protection so as to avert future crises. Regulators have also emphasized on increased vigilance to ensure that the set standard are met. Regulators e. g. the Federal Reserve have been forced to improve on their internal procedure e. g. on communication of information in order to establish priority areas that need supervision and analyze emerging trends in the financial markets. Continuous supervision has also become an important aspect of consumer compliance to ensure enhance monitoring of largest banks (Bernanke). Impacts on financial system Clearly one of the biggest ways in which the financial market has been affected by the crisis is on the aspect of supervision. The regulatory agencies like the Federal Reserve has been forced to re-evaluate how they supervise the financial markets. The effects of this is that the financial market is able to operate according to the set standard thus minimize the recurrence of a crisis like this in the future. The financial crisis was also affected the products introduced by financial institutions. The regulators require that companies evaluate the possible unintended consequences of the products that they introduce to the market. The way companies compensate its management and employees is another factor that is under scrutiny by the regulators. Compensation and bonuses awarded to employees should be in line with the long term objectives of the company. The corporate governance and risk management is the factor that companies are required to consider in order to ensure long term survival of these institutions. Improved regulation The key to avoiding future financial crisis is by enhancing regulation within the financial sector. This includes expanding the capacity of the existing regulatory and ensuring compliance of the set standard of operations (Bernanke). One of the way in which regulation can help improve the financial sector is in the area of new product introduction. Companies should be able to analyze the potential effects of new product they introduce into the market (Bernanke). Management of risk is the other aspect that companies should look into. Companies need to develop risk management techniques that ensure their long term survival. Apart from managing these risks, companies should have capabilities of identifying risk facing them. Regulation on capital and liquidity is one of the key elements in financial sector. Companies are required to be adequately capitalized in order to fund their operations well. It is no secret that the current crisis was precipitated by lack of liquidity in the market. Conclusion It is clear from the current financial crisis that to ensure sound financial market, improved regulation and prudent financial operations on the part of companies is important. Companies are required to maintain adequate liquidity, capital and institute risk identification and management tools. On the other hand regulators should increase on supervision to ensure adherence to set standards (Bernanke). Works cited Bernanke, Ben S. Federal Reserve. 9th May 2009. 26th May 2009 .

Can You Teach Compassion?

Can You â€Å"Teach† Compassion As nurse educators, who could be a better example of teaching compassion to us than the Son of God Himself, Jesus Christ? Jesus was the ultimate teacher, healer, and lover of mankind. Matthew 9:35-39 states: â€Å"Then Jesus went about all the cities and villages, teaching in their synagogues, preaching the gospel of the kingdom, and healing every sickness and every disease among the people. But when He saw the multitudes, He was moved with compassion for them, because they were weary and scattered, like sheep having no shepherd. Then He said to His disciples, ‘The harvest truly is plentiful, but the laborers are few.Therefore pray the Lord of the harvest to send out laborers into His harvest. ’†(NKJV) As Christians, Jesus Christ is our example of how to live. If Jesus could have compassion for those who He loved, so should we. We should show this compassion to our patients as we seek to help them reach healing. We should see k to teach our students how to have compassion for those that they will serve. Compassion, or caring, can be viewed as â€Å"nursing’s most precious asset† (Schantz, 2007), a fundamental element of nursing care (Dietze and Orb, 2000), and as one of the strengths of the profession.One can think of few other professions that are known for their â€Å"caring†. But this act of caring does not come naturally to the nursing student-it must be taught. The nurse educator must seek out specific exercises to instill caring practices in the nursing student. According to Wright (2004), â€Å"Society has witnessed an increase in the power of technology, and this appears to be mirrored in nursing, where the technical and managerial aspects of care take priority over care delivery – possibly because the expansion of nurses’ role has eroded the essence of nursing. The nurse of today is so busy with computer charting, monitoring, and the technical duties of nursin g that little time is actually left for â€Å"caring† for the patient. The nurse of today’s technology overloaded healthcare field must make a special effort to learn how to show compassion to his/her patients. Do nursing students understand compassionate care? According to Pearcey (2007), â€Å"student nurses considered that it was doing the little things for patients that constituted a caring approach. Pearcey goes on to offer the perspective that â€Å"nursing has a functional component or ‘doing’ role, as well as a ‘being’ role. † As human beings, we have all been touched by someone’s compassion for us. Therefore, most of us, including nursing students, have a basic understanding of what compassion is and how to administer it. That being said, nursing students do not automatically know how to integrate compassion into their daily nursing care and must be taught these skills. Dr. Patch Adams, M. D. (2011) of the Gesundheit In stitute has studied the value of compassionate care and its positive effect on holistic care.He has encouraged, challenged, and enticed medical schools to include compassion training in their programs. Dr. Adams has suggested that medical (and nursing) students be included in a two-year study of compassion to help them learn to recognize, appreciate, and integrate compassion into every aspect of the care they give. His suggestions for a small student group study of compassion include: 1. Keep a journal about your relationship to love and compassion. What is it? Ask everyday—How are you giving it? (Pay close attention. Be present. ) How are you receiving it? From everything, from strangers, from trees, etc. ) 2. Do outrageous things for love, like clowning. 3. Actually see if you can produce the vibration of compassion for prolonged periods. What sustains it? (friends, having meaning, fun †¦ ) What hurts it? (arrogance, apathy, tight underwear †¦ ) Are there times yo u do not want to be compassionate? 4. Be observant of compassion in action around you, everywhere. Give details of its languages. 5. Become aware of compassionate projects around the world and plan on at least one elective at a project.Post these projects on this website and ideally how to contact them. 6. Explore the language of love and compassion. Read psychologists and poets, write essays on things you love. Add books you love to our book list. 7. How do you recognize love/compassion? Are there measurements? 8. Do we invite professors in on our exploration? Who? 9. How do you change performances of compassion in different situations? 10. At the small weekly meetings, find easy ways to present your findings to the group. Mention difficulties and ways they were overcome.Search for common languages to speak of these things. Keep notes. Bring questions for the group and preceptor. Integrating these discussion topics to be used in small nursing student groups could effectively teach the nursing student to administer compassionate nursing care. Not to say that teaching compassion to nursing students is an easy job. Not only is compassion difficult to define, but even more difficult to measure, leading to a broad range of definitions and measurements that confound and discourage the teacher and the student.Newton (2010) argues that â€Å"the key to developing a compassionate nurse is being a role model for them so they know how to act with patients and what kinds of approaches to care they should take. Too often, we make assumptions that a junior nurse instinctively â€Å"knows† how to wash or feed a patient or how to deliver fundamental care. † In conclusion, according to researchers at the University of Wisconsin-Madison (2008) emotions like compassion can be taught. The healthcare providers and patients expect and demand that nurses provide compassionate care.The challenge exists for nurse educators to model and teach compassionate nursing care i n an ever-demanding, technologically growing nursing profession. References: Adams, P. (2011, March). Education of compassion. Patch Adams M. D. & Gesundheit! Institute. Retrieved from http://patchadams. org/education-in-compassion-update-march-2011 Dietze, E. V. , Orb, A. (2000) Compassionate care: a moral dimension in nursing. Nursing Inquiry; 7: 3, 166-174. Fields, J. (2008, March 27). Can you really teach compassion? New study says yes. jonathanfields. Retrieved from http://www. jonathanfields. com/blog/can-you-really-teach-compassion-new-study-

Apple And Its Customer Product Service Marketing Essay

Apple And Its Customer Product Service Marketing Essay Introduction Strategic management involves the analysing of organizational tactics and factors that may contribute to results or performance. In view of achieving this, organizational culture must be looked at as it greatly forms the base of establishing good strategic management. In this essay, we will find out what defines organizational culture and its importance, its impact on strategic management, how the public views the culture and how the culture has affected its strategic decisions, choices, options, etc. We will also discuss about some successful companies and organizations to showcase their organizational culture to see how it has worked for them. Organizational Culture Oxford dictionary distinctly states that organisation is, â€Å"an organized group of people with a particular purpose, such as a business or government department.† (Oxford 2012) Culture on the other hand is, â€Å"the ideas, customs, and social behaviour of a particular people or society.† (Oxford 2012) Organizational culture is then therefore essentially based on shared attitudes, beliefs, customs or written and unwritten rules which the organization has developed over time and that have worked well enough to be considered valid. Factors of organizational culture that will be discussed are the company’s structure, decision making empowerment, the company’s hierarchy and employee commitment towards company goals. Depending on how these factors are effectively diffused through the company, the productivity and performance of the company will be affected directly as these factors serve as guidelines for customer care, safety, product quality, etc. They may also extend to marketing and advertising practices and to new innovations. Apple and its customer/product service To help us understand better, we will now look at a company which has an outstanding organizational culture in its customer/product service. Apple is a company that is very user/customer orie nted. When someone buys an apple product be it a MacBook or an iPod, they are guaranteed excellent customer/product service after they make their purchase. A standard warranty of at least one year is issued upon purchase and its offer is that the entire product can be sent for a ‘one-for-one’ exchange if the product is found to be faulty (Apple 2012). â€Å"A guarantee is not only an assurance that things will go right – it’s a promise that you will make things right if they ever do go wrong† (Kaufman 2012, p.168).Aside from the mandatory warranty on all products, all Apple products are able to be linked up online via iTunes for many updates and product software upgrades (Apple 2012). This culture of having the products constantly up to date even after purchase is a critical one which makes Apple stand out by keeping users constantly updated to the newest trends in IT and enables the user to accessibly and efficiently receive updates and upgrades fr om the internet. Denove and Power IV (2007, p.200) state to â€Å"Reach out to your customers and don’t wait for them to contact you. Smart companies proactively create and sustain a steady line of communications with customers.† This maintains the relationship that Apple has with the customer not only through the purchase of the product but throughout the customer’s entire usage of the product. Also, product servicing centres are available in several areas and are known as Epi Centres. At these places, any Apple product can be sent for servicing, warranty exchanges or troubleshooting, depending on the problem.

Heinrich Wolfflin's book, Principles of Art History Essay

Heinrich Wolfflin's book, Principles of Art History - Essay Example There is more use of much plane in the renaissance drawing by order of presenting strata parallels to the planes of the picture. There are forward and backward relations in the renaissance picture and this are indicated with a look at the planes as presented in the background walls. There is also presentation of a foreground that is simple in both pictures. However, in the renaissance picture, it is easier to explain the foreground formation than the background plane view. The reverse is seen in the baroque picture. Actually, the presentation in the baroque picture is recessional. There are also multiple presentations of planes. The scene has a small group of multiple people. There are very few planes that discrete because each of the figure distances is occupied by an overlapping figure. This allows the viewer to travel their eyes through the painting in a similarly overlapping manner . From the pictures, it is determined that the renaissance picture as presented by Giovanni’ s in the ‘Lamentation with Saints (1490)’ presents an aspect of flat planes. Some parallelism is also presented as indicated by the background walls hanging over the group of people. The presentation in the baroque picture by Reuben indicates diagonal movements of the axes that directly create an attraction to the picture movement as opposed to the plane’s flatness. A comparison of the two pictures indicates much plane in renaissance than the recession in baroque. This refers to a comparison between an entity that is self-contained.

Research theory and skills for sport management Proposal

Theory and skills for sport management - Research Proposal Example The purpose of the program in research theory and skills for sports management is to achieve a professional program. The program will enable sports managers to be leaders in Researching on available theory and expertise in sports administration in all sections of the sports industry. With this regard, the program will aid the managers to serve as directors of athletics for universities, professional sport franchises managers, public and private sports executive directors including fitness and leisure organizations. The research theory and skills of sports management have offered an outstanding training for prospective sports management and the ability to provide the variety. There are experiences required to meet the necessities of the growth of sports administration in all sections of sports industry (Andrews, 2010). The program in Research Theory and Skills for Sports Management has enhanced understanding, sensitivity, including mutual respect among its members. Research theory and skills for sports management is necessary for the future success of the sports industry. The individuals having the responsibility to appoint managers should be advised accordingly to put into consideration the research theories and skills for sports management. The individuals who desire and those who are already in a managerial position in sports are encouraged to reflect on research methods and competencies for sports management in order to enhance greater productivity. It will provide understanding of how prof essional sports management operates. The research methods and skills of sports management have helped to eliminate the limitations of depending on past traditions in sports industry (Cunningham, 2013). The program targets to encourage the development and testing of research theories and skills for sports management stressing the importance of accurate as compared to general theories and skills of management. As a result, the

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

Graffiti - Research Paper Example T is from these motivations that graffiti is categorized into four. These are ideological, conventional, tagging and gangs. Ideological graffiti is where artist make discriminative, offensive and political symbols or slogans in public areas. This type of graffiti is normally motivated by politics, anger, defiance, hostility and hate. Conventional graffiti is where people put down simple messages on surfaces and paintings in public places. This type of graffiti is usually random and is normally done very quickly. It lacks an artistic touch since it is not mercenarily done by artist hence it has no theme or agenda in them. Conventional graffiti is often associated with adolescence who usually do it during their leisure time. A good example is where one writes a message such as â€Å"Daniel was here† on a public wall or surface. Gang graffiti is a category is the type of graffiti where different gangs mostly in cities spray or inscribe their name or symbol on a public surface or wall to illustrate that that area is their territory. Gang graffiti is usually a mode of communication to other gangs to avoid doing business both illegal and legal on another gang’s tuff. ... Cave drawings by natives are often regarded as the earliest form of graffiti irrespective of the fact that it did not have an artistic touch. However, the first form of modern graffiti is believed to have begun in ancient Greece specifically the city of Ephesus which is known as Turkey today. This graffiti is somewhat different from the graffiti practiced today in terms of content in that it was used to communicate messages. For example, in the ruins of the city of Ephesus there is a graffiti composed of a foot, a number and a heart which communicate that there was a brothel nearby. This graffiti is found on a stone and mosaic walk away in the city. There are also drawings of bald men on walls in the city which was used to refer to politicians at the time. Scholars have attributed the spread of graffiti from the United States of America specifically the hip hop culture. Graffiti intertwined with the hip hop culture in the United States of America where hip hop slogans were used to co mmunicate to the public through graffiti in the New York subways, bridges among others. For example, one of the notable graffiti done back in the early 20th century is the myriad graffiti which were in the New York subway. Since then, graffiti has spread all over the continent especially in Europe where artist have used this form of unauthorized art to convey different messages and emotions. The ideological graffiti is the most common type of this art which has been used to communicate and illustrates messages that related to the issues I questions. It has been used to convey messages about politics, race, and gender throughout Europe depending on the social or political issue that was going on in Europe during at the time. During the

Marketing Report for the Library of Birmingham (E- Marketing) Essay

Marketing Report for the Library of Birmingham (E- Marketing) - Essay Example 7). The institution has a good reputation within the industry, which aids it in matters of competition. Besides, the institution runs under the framework of strategic mission and vision, which identifies with the local government, which places it in a position to participate actively in matters of development and growth of the city and region at large. Besides, the institution enjoys sound leadership by the board who champion the vision and objectives of the institution. Sound governance structures aid in ensuring the resources of the institution are effectively utilized. The existence of active marketing department has been very instrumental in revolutionizing the operations of the institution through the transition from the traditional methods of service delivery to the modernized digital systems of service delivery (Department for culture, media and arts, nd, para 1-2). Introduction The education and research sector in the modern day living has evolved greatly with high competitio n being noted in such services as the library services, teaching techniques as well as learning modes. Library services in particular have faced much revolution within the technological age. Changes are noted in shift in use of electronic materials for learning as compared to print materials/modern day era (Sridhar, 1989, p. 1; Balasubramanian et al, 2012, p. 1). Competition in the institutional or public library services has been notable in matters relating to the facilities in use, the building structuresthemselves as well as the learning materials available. Moreover, security, ease of access, the cost implications in utilizing the library services as well as the level of modernization in terms of adopting technology in offering the services. Digitization of learning materials such as books as well as other publications has shaped the direction of the modern day library services. The use of technology to search and retrieve the study materials from physical as well as online libr aries have greatly revolutionized the research and learning in the modern times. This therefore implies that competition within library services has concentrated more on standing out in terms of offering more modernized services. People have adopted digitallearning where unlike in the past where people carried print material while learning from the library services, the modern day learners and researchers are using digital media suchascomputer systems, and other digital gadgets to access and read from a library. Online hosting of library services has helped increase the ease of accessibility of library learning materials overcoming the limitations of physical location, the time barrier where a person can now easily access specific library materials at the convenience of one’s location and at whatever time (24 hours). Other dimensions notable in the evolution in library services has been in marketing strategies within libraries. New dimensions in marketing the services of libr aries have been revolutionized where modern day advertizing strategies such as through websites and through digital modes in social media platforms have been greatly acknowledged and adopted. Subscription to personalized alerts of services

Beef Hormone Crisis Essay Example | Topics and Well Written Essays - 2500 words

Beef Hormone Crisis - Essay Example The future implications of what could turn out to be a drastic exploitation of science are uncertain, but should they prove to be negative, someone will have to be held responsible. Experimentation with hormones has been taking place for approximately fifty years. In the early 1980s the potential use for hormones as growth stimulants in cattle were realised: "A hormone-treated animal gains weight more rapidly, producing a more flavorful and tender product. By reaching market weight sooner, there is a reduction in the cost of beef production. Thus, consumers are provided with a higher quality of meat at lower prices" (A Primer On Beef Hormones). Research intensified in attempts to better understand and ultimately put to use potentially revolutionary procedures in hormone administration. Six hormones became the focus of attention for scientists and agriculturalists alike, three of which occur naturally within humans and animals (estradiol, progesterone and testosterone), and three synthetic hormones (trenbolone acetate, zeranol and melengestrol acetate). As early as 1981, Europe's stance concerning hormones became clear as the European Commission (EC) Council "adopts Directive 81/602 to prohibit the use of hormones, except for therapeutic purposes, but later postpones action on five hormones pending EC study" (Chronology of the EU's hormone ban). The United States adopted a more lenient policy towards the use of hormones as growth stimulants, encouraging the use of both naturally occurring and synthetic hormones as growth stimulants. Problems immediately arose as both parties either side of the Atlantic began to realise the financial implications of their differing views. Finding themselves on the raw end of the deal, in September 1986 the United States "raises EC hormone ban in the Committee on Technical Barriers to Trade ("Standards Code") of the General Agreement on Tariffs and Trade (GATT)", and then early in 1987 "invokes dispute settlement under the Tokyo Round Agreement on Technical Barriers to Trade" (Chronology of the EU's hormone ban). Hence a virtual trade war begins. The main results are a European Commission ban on all U.S. meat, and, in retaliation, one hundred percent tariffs on many millions of dollars worth of EC imports. Following the climax of trade disputes between Europe and the U.S., a relatively quiet period ensued leading up to 1993. The greatest significance of this year was perhaps the development and introduction of a new synthetic hormone, "Posilac", otherwise known as bovine somatotropin. According to its manufacturer, "supplementing dairy cows with bovine somatotropin safely enhances milk production and serves as an important tool to help dairy producers improve the efficiency of their operations" (Posilac; Bovine Somatotropin). Quite clearly the financial potential associated with such a product is considerable, and, just a few years after its introduction into the U.S. market, a new series of appeals arose as the United States bombarded the World Trade Organization (WTO) with complaints that Europe was not complying with International trade law. Canada also joined in the protestations summarised in the Iowa Agricultural Review: In 1996 the United States

The impact of iPads on children Research Paper Example | Topics and Well Written Essays - 1250 words

The impact of iPads on children - Research Paper Example A number of studies have been conducted to show the positive benefits of iPads and tablet PC’s on children. In one such study conducted by Dundar & Akcayir (2012) that sought to try and compare the electronic reading performance, reading comprehension and reading speed of primary school 5th-class students using printed books and tablet PCs, the researchers selected a randomly selected sample size of 20 students. The study was designed in such a manner that the students were divided into the two groups of a control group and a treatment group. Whereas the students in the control book read ordinary printed books, the students in the treatment group read the same text on electronic tablet PC display. The findings of the study showed that there was no significant difference between the two groups in either reading speed or reading comprehension. However the study found that students’ opinions pertaining to the use of tablet PCs was significantly positive. The ergonomics, display quality and availability of tablet PCs was noted to have a positive effect on students who could read the text on the tablets like a book (Dundar & Akcayir, 2012). Tablet PCs can be used in both the vertical and horizontal positions and the size of the text can be easily adjusted to allow for students to read the books more easily and hence make the learning process easier. The results of this study were found to be similar to that which was conducted by Clarke & Svanaes (2012) that analyzed the feasibility of giving pupils tablets. In this study, researchers established that the iPad greatly contributed to the motivation of pupils to become more engaged with school work. The study also showed that tablets were especially beneficial to children that happened to have special educational needs. The technology promotes inclusion and improves com munication and

James Robie Art Gallery Visit Assignment Essay Example | Topics and Well Written Essays - 500 words

James Robie Art Gallery Visit Assignment - Essay Example The arms are silver in color and are half circles. He shows the head as a half circle. the body stands on a wood base of dark wood. The "Conjurer" is strong and powerful because the whole body is visible to the viewer. You really don't have to use your imagination to see the body. Why the name "the Conjurer"? He is a strong wizard. His art is old and his feats are to change the fate of those who ask. The half head shows the size of the moon. A wizard or conjurer practices his art at night. The "Shrine" represent a couple under the umbrella of unity. It is a kind feeling as the man and wife are united into one. There is a mixture of modern as seen with the top and of native culture. It could be African or it could be from the depths of South America. The soft light wood with the oxidized green shows life which has become united in time and aged with experience. It is interesting to note that though there are angles in this statute, the majority of the statue is a solid piece of wood. The couple is facing each other. Normally Robie uses different pieces and forms in his statutes. In the "Conjurer", he used a vibrate wide spread silver showing the magic. Perhaps this is why we see him as moving his arms We see the "Shrine" as a still peaceful moment of a couple looking out. Each of Robie's statutes show different angles of the person both physically and spiritually.

Tragedy vs Comedy Essay Example for Free

Tragedy vs Comedy Essay With their entertaining plots, Shakespeares comedies keep people laughing the whole time. This is shown in his play Taming of the Shrew when Kate breaks the lute ver Hortensios head (Tam. . 1. 142-167). This shows that Hortensio is a horrible teacher and Kate has a nasty temper that Is entertaining to the audience. This Is Important because It contributes to the plot and makes the comedy even funnier. Another entertaining part is when Petruchio first meets Kate and tells her that they are going to be married on Sunday she says Ill see thee hanged on Sunday first. (Tam. 2. 1. 182-317). This is hilarious because Kate Is refusing to marry Petruchlo. It also shows that Petruchio is teasing Kate and saying that she wants him too. While many people like plays with an entertaining plot line, some may enjoy tragedies that somber and not as entertaining. This is shown in Shakespeares play, Othello, when Othello is angry with his wife Desdemona, then calls her Devil! and strikes her (Othello. 4. 1. 224-251). With a tragedy ending with a characters downfall, It does not do a good job of having an entertaining plot as a comedy does. As a result, comedies are more effective in this way. Even with an entertaining plot, a comedy would be nothing without humorous characters too. Shakespeares comedies have many humorous characters one of them being Petruchlo who Is trying to kill Kate with kindness by yelling at his own servants by calling them loggerheaded and unpolished grooms and knaves (Tam. 4. 1. 114-172). This shows how humorous Petruchio is because he isnt the person who usually has the temper, Kate usually has the temper. Petruchio is hoping to rid Kate of her temper by having one also. Another humorous character is Grumlo, Petruchlos servant. This is shown when Kate comes looking for food and Grumio teases her with ood but doesnt let her have any (Tam. . 3. 1-31)

Hong Kong Fitness Essay Example for Free

Hong Kong Fitness Essay â€Å"We expect to be opening our newest center in Causeway bay which has the largest staff of any center. They will provide the greatest service and suitable advices of gym to our members, helping them get fit faster and stay fit longer. I believe that it would be the best and one of a kind gymnasium in Hong Kong,† said Joyce Ng, CEO of Hong Kong Fitness. â€Å"We are pleased to be the guests of ribbon cutting and have opportunity to visit this 1,000 square-meter gym,† said by James Lane and Betty Tang. After speech, visitors can visit the facilities and join free yoga classes. The center has dedicated areas for training and yoga classes. Visitors can also try advanced electronic fitness equipment out, such as running machine and exercise bike. The newest center provides over 18 training and yoga classes, such as jazzercise, boxing and dance classes, opening 24hours a day, 7 days a week. It is convenient to people who are busy in the daytime. Personal training, nutrition and health care planning, babysitting services are also available. About Hong Kong Fitness Established in April, 2010, Hong Kong Fitness is the most popular fitness club in Asia and presently has over 188 locations in 15 Asian cities. The mission of Hong Kong Fitness is to promote health and wellness in the community. Hong Kong Fitness not only offers a variety of health and fitness programs, but also has advanced electronic fitness equipment in order to helps its members to get fit faster and stay fit longer.

Prefabricated Buildings: Advantages and Disadvantages

Prefabricated Buildings: Advantages and Disadvantages There are many different types of construction  buildings  such as residential, commercial or industrial.  Industrial  buildings  are mainly used for manufacture warehousing, offices, showrooms, sport, retailing, agricultural and horticultural  buildings, recreation leisure, swimming pool enclosures as well as many other aspects. If your business is in need of extra space; whether it is for storage or to conduct aspects of business, an  industrial  building, such as a warehouse may be the answer that your business is looking for. Industrial  buildings, such as the ones named above are available from many different building contractor teams and they are often available as both a permanent or temporary business solution. You may need the use of an  industrial  building as a way of housing certain equipment and supplies as well as providing you with a space that can be dedicated for you to undertake aspects of business. Depending on what you need the  industrial  building for depends on what type of building you have constructed. If you need the extra space as a place where people can do business then a more permanent structure may be in order. Also if you are planning on using your  industrial  building as an added work space then it is important that you ensure the building is insulated and that your employees are protected. Many of the  industrial  buildings  that are open to you to use for your business provide you with a comfortable working environment and in many cases reduce energy through the quality and reliability which can be achieved with high performance insulation solutions. Also by choosing a reliable building contractor team to install your  industrial  building you will be getting a workspace which creates a clean environment for all of your production, storage, material handling and infrastructure needs. Many building contractor teams will design your  industrial  buildings  using cladding and lining and will incorporate windows and doors that in some cases are double glazed as well as being tough when it comes to security. You will be able to decide what features are and arent included on your  industrial  building, meaning from the start you will know exactly what you are buying. When you are deciding on including an  industrial  building into your workplace you need to ensure that the execution of the project is successful. One way of making sure that this happens is by conducting effective planning as this is essential to ensure that you get what you want from your  industrial  building. During your planning for your  industrial  building you should consider aspects such as the environmental impact of the job, the success of the scheduling, budgeting and site safety as well as the availability of materials, logistics and the inconvenience to the public caused by construction delays, preparing tender documents, etc. If you are hoping to gain the extra help from the use of an  industrial  building then it is highly important that you gain the help of a professional building contractor team to construct your industrial  building. Identify the Differences of the Prefabricated and Pre Engineered Buildings. Prefabricated building is a type of building that consists that of several factory built components or units that are assembled on site to complete the unit. Its Prefabricated / Pre-engineered components away from the site and bringing them to site and assembling. These methods reduce construction time at the site, facilitate better quality control and reduce labour component which involves in the site. Prefabricated Buildings. The term prefabricated may refer to buildings built in components (e.g. panels), modules (modular homes) or transportable sections (manufactured homes), and may also be used to refer to mobile homes, i.e. houses on wheels. Although similar in nature, the methods and design of the three can vary wildly. There are two-level home plans, as well as custom home plans. There are also large differences in the construction types. Mobile and manufactured houses are constructed in accordance with the HUD building codes in the U.S. while modular houses are constructed in accordance with the IBC (International Building Code). Modular homes are homes that are created in sections, and then transported to the home site for construction and installation. These are typically installed and treated like a regular house, for financing, appraisal and construction purposes, and are usually the most expensive of the three. Although the sections of the house are prefabricated, the sections, or modules, are put together at the construction much like a typical home. Manufactured and mobile houses are rated as personal property and depreciate over time. Manufactured homes refer to homes that are built onto steel beams, and are transported in complete sections to the home site, where they are assembled. Mobile homes are homes built on wheels, which are able to be moved from place to place. Mobile homes and manufactured homes can be placed in mobile home parks, and manufactured homes can also be placed on private land, providing the land is appropriately zoned for manufactured homes. As far as getting set up, prefabricated buildings can be erected rather quickly some in as little as 45 days. Companies can start concentrating on making money rather than concerning themselves with when their building will be finished. Prefabricated buildings can be constructed at almost half the cost of a traditional building. For a basic structure such as a portable office or classroom, expect to pay about $35 per square foot. More complex prefabricated buildings medical clinics and retail facilities will cost you close to $200 per square foot. While not exactly a drop in the bucket, its still more affordable than traditional construction, particularly if the prefabricated buildings are only going to be used for a fixed period of time. For those companies who look beyond price and convenience, prefabricated buildings do have a few downsides. The most obvious is the look and feel. At their most basic, prefabricated buildings are meant to be quick, affordable solutions so they arent the prettiest structures in the world. Elevated entrances and shorter ceilings dont really add to the dà ©cor, but if you are willing to spend a bit more, you can upgrade your prefabricated buildings to have more stylish designs. The types of materials used for prefabricated buildings are usually aluminum,  wood, steel, fiberglass, and concrete. The steel used in these structures is specially treated to resist corrosion, rust, and fire. The use of plastics and other composite materials offer a less expensive option for surface materials without sacrificing durability or quality. The construction of the components of the prefabricated building is accomplished inside the factory where the plumbing and electrical systems are tested before they are exported to their destinations. The wall finishes and  countertops  are also installed inside the factory. Although customization is available, prefabrication businesses are able to buy much of their material in bulk and thus are able to pass on the savings to their buyers.   Pre-engineered Buildings In  structural engineering, a  pre-engineered building  (PEB) is designed by a manufacturer to be fabricated using a pre-determined inventory of raw materials and manufacturing methods that can efficiently satisfy a wide range of structural and aesthetic design requirements. Within some geographic industry sectors these buildings are also called Pre-Engineered Metal Buildings (PEMB) or, as is becoming increasingly common due to the reduced amount of pre-engineering involved in custom computer aided designs, simply, Engineered Metal Buildings (EMB). Historically, the primary framing structure of a pre-engineered building is an assembly of I shaped members, often referred as  I beams. In pre-engineered buildings, the I beams used are usually formed by welding together steel plates to form the I section. The I beams are then field-assembled (e.g. bolted connections) to form the entire frame of the pre-engineered building. Some manufacturers taper the framing members (varying in web depth) according to the local loading effects. Larger plate dimensions are used in areas of higher load effects. Other forms of primary framing can include trusses, mill sections rather than 3-plate welded, castellated beams, etc. The choice of economic form can vary depending on factors such as local capabilities (e.g. manufacturing, transportation, construction) and variations in material vs. labour costs. Typically, primary frames are 2D type frames (i.e. may be analyzed using 2-Dimensional techniques). Advances in computer aided design technology, materials and manufacturing capabilities have assisted a growth in alternate forms of Pre-engineered building such as the Tension fabric building  and more sophisticated analysis (e.g. 3-Dimensional) as is required by some building codes. Cold formed Z and C-shaped members may be used as secondary structural elements to fasten and support the external cladding. Roll-formed profiled steel sheet, wood, tensioned fabric, precast concrete, masonry block, glass curtain wall or other materials may be used for the external cladding of the building. In order to accurately design a pre-engineered building, engineers consider the clear span between bearing points, bay spacing, roof slope, live loads, dead loads, collateral loads, wind uplift, deflection criteria, internal crane system and maximum practical size and weight of fabricated members. Historically, pre-engineered building manufacturers have developed pre-calculated tables for different structural elements in order to allow designers to select the most efficient I beams size for their projects. However, the table selection procedures are becoming rare with the evolution in computer aided custom designs. While pre-engineered buildings can be adapted to suit a wide variety of structural applications, the greatest economy will be realized when utilizing standard details. An efficiently designed pre-engineered building can be lighter than the conventional steel buildings by up to 30%. Lighter weight equates to less steel and a potential price savings in structural framework. Applications of Pre Engineered Buildings (PEB) Warehouses Factories Workshops Offices Gas stations Vehicle parking sheds Showrooms Aircraft hangars Metro stations Schools Recreational Indoor stadium roofs Outdoor stadium canopies Bridges Railway platform shelters Advantages of Pre Engineered Buildings Reduced construction time: Buildings are typically delivered in just a few weeks after approval of drawings. Foundation and anchor bolts are cast parallel with finished, ready for the site bolting. Our study shows that in India the use of PEB will reduce total construction time of the project by at least 50%. This also allows faster occupancy and earlier realization of revenue. Lower cost: Due to the systems approach, there is a significant saving in design, manufacturing and on site erection cost. The secondary members and cladding nest together reducing transportation cost. Flexibility of expansion: Buildings can be easily expanded in length by adding additional bays. Also expansion in width and height is possible by pre designing for future expansion. Large clear spans: Buildings can be supplied to around 80M clear spans. Quality control: As buildings are manufactured completely in the factory under controlled conditions the quality is assured. Low maintenance: Buildings are supplied with high quality paint systems for cladding and steel to suit ambient conditions at the site, which results in long durability and low maintenance coats. Energy efficient roofing and wall systems:   Buildings can be supplied with polyurethane insulated panels or fiberglass blankets insulation to achieve required U values. Architectural versatility:   Building can be supplied with various types of fascias, canopies, and curved eaves and are designed to receive pre cast concrete wall panels, curtain walls, block walls and other wall systems. Single source responsibility: As the complete building package is supplied by a single vendor, compatibility of all the building components and accessories is assured. This is one of the major benefits of the pre engineered building systems. Investigate various types of materials, which can be used for the factory and residential Buildings in this project. Materials used for pre-fabricated buildings Prefabricated building materials are used for buildings that are manufactured off site and shipped later to assemble at the final location. Some of the commonly used prefabricated building materials are aluminum, steel, wood, fiberglass and concrete. Prefabricated metal buildings use galvanized steel and galvalume as the chief materials for building. Galvalume is a form of steel coated with aluminum-zinc. This is to protect the building against corrosion, rust and fire. It also provides a sturdy and protective covering to the prefabricated building. Almost all the components of a metal building such as beams, frames, columns, walls and roofs, are made of steel. Most prefabricated military buildings use steel or aluminum frames. Synthetic materials are used for the walls and roofs. To provide enhanced security, a combination of both metal and cloth materials are used. Plastic flooring materials can be quickly assembled and are very durable. Prefabricated building materials used for small prefabricated buildings are steel, wood, fiberglass, plastic or aluminum materials. These materials are cheaper than regular brick and concrete buildings. Materials like steel, fiberglass, wood and aluminum are used as prefabricated building materials for sports buildings. These materials provide flexibility and are preferred for making structures and accessories like stands and seats for stadium and gyms. For making low cost houses, prefabricated materials like straw bale, Ferro cement, Calcium silicate products, composites and other cheap wood based materials are currently being used. Calcium silicate bricks are strong and durable. Ferro cement consists of a cement matrix reinforced with a mesh of closely-spaced iron rods or wires. In this type of construction, the techniques used are simple and quick. Using prefabricated materials one can make durable, water and fire resistant and cheap prefabricated buildings. Most of the prefabricated building materials are eco-friendly and affordable. Steel Aluminum Wood Fiberglass Materials used for pre-engineered buildings Steel / Stainless steel Galvalume roof sheeting Stainless steel capped fasteners Silicon zed polyester baked-on enamel paint Various types of materials Steel For prefabricated buildings, steel and galvalume materials are used. Galvalume is a form of steel coated with aluminum-zinc. This is to protect the building against corrosion, rust and fire. It also provides a sturdy and protective covering to the prefabricated building. Most of components are built in steel in prefabrication buildings such as beams, frames, columns, walls and roofs, are made of steel. Aluminum Most prefabricated buildings use aluminum as a material for frames. It can be widow frames or door frames. Because of its light weight it is very useful for prefabrication building production. Wood These materials provide flexibility and are preferred for making structures and accessories like stands and seats for stadium and gyms. And wood use for prefabricated buildings for some of the components. It is not a most probably used material. This material is used for making of law cost prefabricated homes. Fiberglass The fiberglass material is used for the partition walls in the buildings. And its light weight is useful for constructing prefabricated buildings. And for doors and window frames, doors fiberglass is used. Advantages of Per Fabricated Buildings Prefabricated homes can be ordered and transported straight to your block.  You can organize the stumping and plumbing and electrical connections or have it pre ordered into the overall package. Prefabricated homes cause less damage to the environment than conventional brick homes.  They can be mass produced or fabricated to your design and are quick to build so it will save you rent as brick homes tend to be dragged out with different contractors being involved. They will cost a lot less, than a double brick home by far.  They can be insulated to reduce the cost of heating and cooling. Not only that they are environmentally friendly. The real  beauty  of one of these is if you have a real bad neighbor you can up and take your home and chattels to another town without any problems. As it saves time It saves money and labour Enables money and standardization. Enhances aesthetic appeal. It is lightweight and easy to transport. Easy to installing and maintaining: i.e. rust, fire, and pest retardant and insulated. It is re-locatable and eco-friendly. The disadvantages of prefabricated homes The cost of your prefabricated home will depend on the site your home will be put on.  Site costs will vary from block to block. If you are doing the stumping etc yourself then that is not a problem.  If they need to factor that into the price they will need to make varying changes to prices due to level and position of the block where the prefabricated home will be built. Your choice of prefabricated home will be affected by your particular budget.  Low cost designs may suit those on a tight budget.  Then if you can afford the better styles, then price may not affect your decision. The better high quality designs are made for the higher income families and could be out of your price range. Prefabricated homes are improving like other forms of buildings and the main advantage of a prefabricated home is the potential to reduce the harmful impact on our environment.  This is one of the worlds biggest concerns these days. Materials used for pre-engineered buildings Steel / Stainless steel Galvalume roof sheeting Stainless steel capped fasteners Silicon zed polyester baked-on enamel paint The Advantages of pre-engineered buildings Fast erection Low cost if choosing manufacturers standard package/inventory and no add on Open clear span Can be easily expanded to grow with needs The disadvantages of pre-engineered buildings Marginal design, material and construction Not energy efficient Higher lifetime maintenance Not durable for long term use, generally last 10 to 15 years May not include all construction/fit-up needed for the building to serve the intended purpose. No secondary roof membrane Usually no internal finished walls Pre-engineered steel fabric buildings vs. Conventional steel buildings Steel Fabric Structures Conventional Steel Buildings Overall Price Price per square foot is about 30% lower than conventional steel More expensive than a pre-engineered steel fabric building Maintenance Costs The building and fabric cover is virtually maintenance free. The fabric will not attract or hold dirt contaminants and proves to be self-cleaning Shingling or painting may be necessary to maintain the outside of the building Interior Clear span throughout building does not interfere with any operations Columns or posts may need to be in place to maintain structural integrity of the building Corrosion Our buildings are made with hot dipped galvanized steel and are corrosion resistant Due to the exterior of the building being exposed in all weather conditions, corrosion may become an issue Temperature Control Our membrane fabric cover had non-conductive qualities keeping buildings cooler in the summer and warmer in the winter Steel buildings are conductive of heat, creating a virtual oven in hot weather conditions Operational Costs Lower costs for lighting, heat, and A/C due to non-conductive translucent cover Operational costs are higher for lighting, heat, and A/C Future Expansions Our buildings are easily expandable and reloadable. Can be used as a temporary and permanent structure. Steel buildings are permanent and cannot be relocated. Expansion will be timely and costly, if possible. Foundation Foundation can be as little as Footings at truss and end column base plate locations. Foundation requirements are typically a fraction of that of similar conventional buildings. Extensive, heavy foundation required Installation and delivery Depending on the size of the Structure installation takes an average of 7-10 days. Delivery after order takes about 6-12 weeks. Delivery of material averages From 20 to 26 weeks. Installation Time is more than double that of a steel fabric structure. Noise Sound absorbing covers keep building quiet even during adverse weather conditions Buildings are loud during rain and hail storms creating unpleasant working conditions Condensation Our membrane fabric design allows natural light to filter through the building while keeping out moisture and condensation Condensation is a known problem in steel buildings and can damage the building and its contents Structure weight Pre engineered buildings are on the average 30% lighter because of the efficient use of steel. Primary framing members are tapered built up section. With the large depths in areas of higher stress. Secondary members are light weight roll formed Z or C shaped members. Primary steel members are selected hot rolled T sections. Which are, in many segments of the members heavier than what is actually required by design? Members have constant cross section regardless of the varying magnitude of the local stresses  along the member length Secondary members are selected from standard hot rolled sections which are much heavier. Design Quick and efficient: since PEBs are mainly formed by standard sections and connections design, time is significantly reduced. Basic design based on international design codes are used over and over. Specialized computer analysis design programs optimize material required. Drafting is also computerized using standard detail that minimizes the use of project custom details. Design shop detail sketches and erection drawings are supplied free of cost by the manufacturer. Approval drawing is usually prepared within in 2 weeks. PEB designers design and detail PEB buildings almost every day of the year resulting in improving the quality of designs every time they work Each conventional steel structure is designed from scratch with fewer design aids available to the engineer. Substantial engineering and detailing work is required from the very basic is required by the consultant with fewer design aids. Extensive amount of consultant time is devoted to the alterations that have to be done. As each project is a new project engineers need more time to develop the designs and details of the unique structure. Erection simplicity Since the connection of compounds is standard the learning curve of erection for each subsequent project is faster. Periodic free of charge erection is provided at the site by the manufacturer. The connections are normally complicated and differ from project to project resulting tin increasing the time for erection of the buildings. There has to be separate allocation of labour for the purpose of erection. Erection cost and time Both costs and time of erection are accurately known based upon extensive experience with similar buildings. The erection process is faster and much easier with very less requirement for equipment. Typically, conventional steel buildings are 20% more expensive than PEB in most of the cases, the erection costs and time are not estimated accurately. Erection process is slow and extensive field labors required. Heavy equipment is also needed. Architecture Outstanding architectural design can be achieved at low cost using standard architectural details and interfaces. Special architectural design and features must be developed for each project which often requires research and thus resulting in higher cost. Sourcing and coordination Building is supplied complete with all accessories including erection for a single ONE STOP SOURCE. Many sources of supply are there so it becomes difficult to co ordinate and handle the things. Building accessories Designed to fit the system with standardized and inter changeable parts. Including pre designed flashing and trims. Building accessories are mass produced for economy and are available with the building. Every project requires different and special design for accessories and special sourcing for each item. Flashing and trims must be uniquely designed and fabricated. Future expansions All project records are safely and orderly kept in electronic format which makes it easy for the owner to obtain a copy of his building record at any time. Future expansion is very easy and simple. It would be difficult to obtain project records after a long period of time. It is required to contact more than one number of parties. Future expansion is most tedious and more costly. Safety and responsibility Single source of responsibility is there because the entire job is being done by one supplier. Multiple responsibilities can result in question of who is responsible when the components do not fit in properly, insufficient material is supplied or parts fail to perform particularly at the supplier/contractor interface. Performance All components have been specified and designed specially to act together as a system for maximum efficiency, precise fir and peak performance in the field. Experience with similar buildings, in actual field conditions worldwide, has resulted in design improvements over time, which allows dependable prediction of performance. Components are custom designed for a specific application on a specific job. Design and detailing errors are possible when assembling the diverse components into unique buildings. Each building design is unique, so predication, of how components will perform together is uncertain. Materials which have performed well in some climates may not do well in other conditions. Explain the appropriateness, advantages and disadvantages of using prefabricated buildings in the project The advantages of having prefabricated buildings in this project Prefabricated buildings can be ordered and transported straight to your block.  Client can organize the stumping and plumbing and electrical connections or have it pre ordered into the overall package. Prefabricated buildings cause less damage to the environment than conventional brick buildings.  They can be mass produced or fabricated to the design and are quick to build so it will save you rent as brick buildings tend to be dragged out with different contractors being involved. They will cost a lot less, than a double brick building by far.  They can be insulated to reduce the cost of heating and cooling. Not only that they are environmentally friendly. The disadvantages of having prefabricated buildings in this project The cost of your prefabricated building will depend on the site your home will be put on.  Site costs will vary from block to block. If you are doing the stumping etc yourself then that is not a problem.  If they need to factor that into the price they will need to make varying changes to prices due to level and position of the block where the prefabricated home will be built. The choice of prefabricated building will be affected by your particular budget.  Low cost designs may suit those on a tight budget.  Then if you can afford the better styles, then price may not affect your decision. Prefabricated homes are improving like other forms of buildings and the main advantage of a prefabricated home is the potential to reduce the harmful impact on our environment.  This is one of the worlds biggest concerns these days. The advantages of having a prefabricated steel building Steel is a remarkable material that has been steadily increasing in popularity for construction. It is 66% recyclable, which offers both environmental and financial benefits, and is especially strong and durable. There are a number of options available for building with steel, and one of the most innovative of those options are pre-engineered steel buildings. They are planned, designed and almost pre-built at the factory itself. They just have to be assembled after they reach the building site. They are pre-drilled, pre-cut and pre-welded and just need to be bolted together. This can often be done quickly and with a minimum of professional assistance, and sometimes with none at all. They are quicker, easier and almost 50% less expensive than conventional buildings. Besides, they can be designed as per exact specifications. Elements of the site, other buildings in the area, proposed purpose, and other elements can be taken into consideration. This is the reason for the increasing use of pre-engineered steel buildings for schools, offices, houses, stores, churches and recreational places. Pre-engineered steel buildings, which have no support columns, are known as clear-span buildings. Though they maximize floor space, they cannot be expanded in width. On the other hand, multi-span buildings have unlimited scope for expansion and are thus are often a popular choice for offices and residential buildings. Pre-engineered steel homes have also become very popular in recent years. They offer affordability and flexibility, among many other benefits. There are two kinds of pre-engineered steel buildings: modular and manufactured homes. The only difference is that manufactured homes need not be built as per the building codes, unlike modular homes. For this reason, modular homes are often considered to be more sturdy and reliable. Whether youre creating a manufactured home, modular home, or even a new office, pre-engineered steel buildings offer a vast array of affordable and durable options. Specification for a Pre-fabricated building Panels for a Pre-fabricated building < Curriculum | Definition and Analysis Curriculum | Definition and Analysis CURRICULUM Definition of Curriculum â€Å"A curriculum is more than a list of topics to be covered by an educational programme, for which the more commonly accepted word is a ‘syllabus. A curriculum is first of all a policy statement about a piece of education, and secondly an indication as to the ways in which that policy is to be realised through a programme of action. In practice, though, a curriculum is more than even this; it is useful to think of it as being much wider. As a working definition of a curriculum I would say that it is the sum of all the activities, experiences and learning opportunities for which an institution (such as the Society) or a teacher (such as a faculty member) takes responsibility either deliberately or by default. This includes in such a broad concept of curriculum the formal and the informal, the overt and the covert, the recognised and the overlooked, the intentional and the unintentional. A curriculum is determined as much by what is not offered, and what has been rejected, a s it is by positive actions. And very importantly the curriculum that actually happens that is what is realised in practice includes informal contact between teachers and learners as well as between the learners themselves, and this has been termed ‘the hidden curriculum which often has as much influence on what is learnt as the formal curriculum that is written down as a set of intentions. And it includes what you decide to do on the spur of the moment. So in fact it is useful to think of there being three faces to a curriculum: the curriculum on paper; the curriculum in action; and the curriculum that participants actually learn.† Coles C (2003) Product, Process or Praxis. That is the question. Which curriculum model relates to my own teaching? Firstly I should identify the main theories that are associated with the curriculum and the learning process, as I understand them. The main ones that come to mind are: n Curriculum as product n Curriculum as process n Curriculum as praxis n Curriculum as context There are other theories but the above seem to have the express the basics of the curriculum and how we learn, each has its own supporters. Curriculum as Product What is the dictionary definition of product? Product, (noun) thing that which is produced by effort or labour, or that produced as a result of an act or process, from the Latin prodoceo, to lead or bring forth. What is the relevance to the curriculum? The process of learning is likened to that of producing a product, or something tangible, Bobbitt wrote The central theory [of curriculum] is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. However numerous and diverse they may be for any social class they can be discovered. This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist. These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need. These will be the objectives of the curriculum. They will be numerous, definite and particularized. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives. F Bobbitt (1918) We start by knowing nothing; we learn and apply our learning to our actions. It is like a manufacturing process in the way that it progresses, starting with the idea and through a series of logical step and sequences we arrive at the product or outcome. Step 1: Diagnosis of need Step 2: Formulation of objectives Step 3: Selection of content Step 4: Organization of content Step 5: Selection of learning experiences Step 6: Organization of learning experiences Step 7: Determination of what to evaluate and of the ways and means of doing it.(Taba 1962) With the Product model it makes for more precise assessment, provides structure and content, makes teachers more aware of differing types and levels, avoids vague general statements, everything is clearly laid out, learners know what is required of them to achieve, and teachers to be able to direct the learners in the correct pathway. It is very much a teacher orientated model, where the learner is very much a secondary entity; it is about how the information is given. The product model is linked closely with behaviourism also called learning perspectives, where the physical action is behaviour. Studies in this area have been undertaken by Skinner and Gestalt, following upon the work undertaken by Pavlov. Curriculum as a Process The focus of this model is on the teaching activities and the teachers role, with the learners activities having the biggest impact. The focus is on interactions. This can mean that attention shifts from teaching to learning. This is where learning takes place. The emphasis in this model is â€Å"the means† rather than â€Å"the end†. In the process model the curriculum is not a physical thing but rather the interaction between the teacher, the learner and the knowledge. The curriculum is what actually happens in the classroom, and what we do to prepare and evaluate. Each element is constantly interacting. It is an active process, and links back to Aristotle. The focus is on learning and the fact that the learner has a voice in the way the lesson proceeds and the nature of the learning activities. There is an emphasis on the active roles of the teachers and the learners, with the emphasis being on learning rather than teaching. There is a more rounded approach in this model as it looks at learning for life rather than specific functions. L Stenhouse (1975) likened it to: A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. Curriculum as Praxis â€Å"Curriculum as praxis is, in many respects, a development of the process model. While the process model is driven by general principles and places an emphasis on judgment and meaning making, it does not make explicit statements about the interests it serves. It may, for example, be used in such a way that does not make continual reference to collective human well-being and to the emancipation of the human spirit. The praxis model of curriculum theory and practice brings these to the centre of the process and makes an explicit commitment to emancipation. Thus action is not simply informed, it is also committed. It is praxis.† (Wikipedia) Not very clear to the layperson. What do we/I understand by the term â€Å"Praxis†. The dictionary definition reads: 1. Practical application or exercise of a branch of learning. 2. Habitual or established practice; custom. (The Free Dictionary) Going one step further:  · translating an idea into action; a hard theory to put into practice; differences between theory and praxis of communism (The Free Dictionary) In short, thinking about what I do, and the way that I do it, not because I am told to do it, because I have my own values about the way it should be done, this influences the way that I do things. This model takes into account the experiences of both the learner and the teacher, and through discussion and negotiations, recognises there may be problems. There may be common ground but this will only come about through mutual self-respect. That is, the curriculum is not simply a set of plans to be implemented, but rather is constituted through an active process in which planning, acting and evaluating are all reciprocally related and integrated into the process (Grundy 1987: 115) Curriculum as Content Broadly speaking the curriculum is the same as the syllabus, and the topics that are to be taught. This is the content in which the curriculum is set. It is the examinations that shape the curriculum, the setting within society, the demands and aspirations of industry. The relationship between learner and teacher, the organisation of classes the tracking of progress. Back to the opening question, which model influences the curriculum in my own teaching? It would have to be the Product model, with occasional use of the Process model. I am taking learners who have little or no knowledge. I am teaching them the application, and they are in turn applying this knowledge to meet required assessment criteria. There are clear aims and objectives. Learning is structured, by me to meet the specified outcomes. There are no general statements of intent. The learners know from the outset what is required of them to achieve the goal at the end; I am there to facilitate their learning. Is this model too rigid? Would I change it? The curriculum lends itself to this model. The final assessment is a formal examination to assess the learners ability to perform specific tasks. These tasks are those that would be required to be undertaken within the work-place. The learner, upon completion of the course and having successfully completed the summative assessment, will be competent to take their place within the workplace, able to meet the demands of industry. They started with nothing and have achieved their goal. What is a meant by or understood by the term curriculum? The dictionary definition reads as follows: 1. All the courses of study offered by an educational institution. 2. A group of related courses, often in a special field of study: e.g. the engineering curriculum. (Wikipedia) If that is so what is a syllabus? * An outline or a summary of the main points of a text, lecture, or course of study. (Wikipedia) It is not very clear, to either a professional or a layperson. We have the educational curricula, simplified, that which is taught in educational establishments, in short the syllabus. Then we have the total curriculum including the informal curriculum, this could be regarded as the sum total of the subjects that the learner is learning. We then have the hidden curriculum, â€Å"the hidden curriculum is taught by the school, not by any teachersomething is coming across to the pupils which may never be spoken in the English lesson or prayed about in assembly. They are picking-up an approach to living and an attitude to learning.† Meighan (1981). And so it goes on, the planned curriculum, the received curriculum, the formal curriculum, the informal curriculum, Kelly A V, (2004) According to Alan Rogers (2002), methods and content together make up the curriculum. There is relatively very little material related to curriculum in adult or lifelong education; most of the work on curriculum has been done in schools, Griffins (1983) concentrates on philosophical concepts of the adult curriculum and tends to neglect more practical aspects of the curriculum. Curriculum is seen as a body of knowledge, the content of education to which the students need to be exposed. It is not what you say, but how you say it! The Lifelong Learning Sector My Curriculum area I am employed within the adult/lifelong learning sector, supporting learners in ICT. This is over a variety of disciplines and software applications, Secretarial disciplines using Microsoft applications, text and word processing, using MS Word, presentations using MS PowerPoint, data management using MS Access and financial and mathematical work using MS Excel. There are a number of qualifications and routes for the learner to follow. I am also supporting learners through computerised accountancy and payroll applications, using Sage to progress within this sector of industry. The majority of learners that I come into contact with are in the process of up-skilling, looking at new career opportunities and openings, looking at updating their own personal skills, and adding to their CV. The use of IT within the workplace has doubled to 77%, with an estimated 22m4 using technology at work. ICT is now a part of everyday life, and no matter what position you are employed in there will be the need to have some knowledge of what a computer can do, how they are used. However there has been a 50% reduction in the number of adults taking up funded ICT provision since 2004/5, largely as a result of shorter courses being displaced by longer qualification-bearing provision. The complexity of the current system of different learning providers, funding routes and qualification outcomes make it harder to access the skills that adults need to get on line.1 Government does not make it easy for adults to access the training that they need, as detailed above. The number who lack basic skills has reduced, there is still a significant percentage who lack the basic skills to access ICT, not only skills but financial support. Digital Life Skills are essential to all adults as they will benefit from: Social Inclusion Equality to access Information and Services Employability Business Productivity Learning and Skills This is a need identified by Government as an area that needs addressing: n an estimated 22m people use technology at work 77% of the working population. (ICT User Skills Report) n a lack of basic ICT skills will be a disadvantage in both finding and securing a new job?(ICT User Skills Report) Are there other factors that affect adult learners? Industry has an impact on what the learners need to study, what is required as a benchmark for employability. It is our job to ensure that we meet the criteria that is laid down to meet the needs of industry, whilst ensuring that we meet the syllabus required by the Examining Board, occasionally the two do not agree. The Learning and Skills Council (LSC) is responsible for funding all adult skills provision. Since 2004/05, although the overall budget has increased, there has been a 23% decline in enrolments on LSC funded programmes as funding has been focused on longer, qualification-bearing courses. (ICT User Skills Report) A large proportion of this decline has been in ICT programmes. Data provided by the LSC Data Service suggests that over the same period there has been a 54% reduction in enrolments on ICT courses to just under 700,000 in 2007/08, and a 50% reduction in learners to 485,000 learners in 2007/08. (ICT User Skills report) There is the legacy of what adults did not learn in their formative years in the education system. Their lack of basic skills can affect all future learning, they may be turned off by the thought of learning in adulthood, having fears of the classroom, as they remember it. Not a pleasant experience and one not to be repeated. The prioritisation of courses leading to literacy, numeracy and full Level 2 appears to have displaced ICT provision of less than 50 hours at Entry and Level 1 in FE. The majority of this provision (75%) was accredited. Another area that affects adult learners undertaking training is that of a financial nature. Is training to expensive? Who will pay? Equipment is expensive? Is help available? Will my benefits be affected? To some, the benefits of training are outweighed by the problems of everyday living, and until these concerns are addressed they continue as they are. What is Evaluation? Evaluation is systematic determination of merit, worth, and significance of something or someone using criteria against a set of standards. Evaluation often is used to characterise and appraise subjects of interest in a wide range of human enterprises. (Wikipedia) What is Assessment? Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole. (Wikipedia) In my role as a teacher do I assess or do I evaluate? As a reflective practitioner do I assess or evaluate? In my role in the classroom it is important that I spend my time with the learner. The learner should be the main focus of my attention. I should ensure that they are engaged in the learning process. I start out with a plan of what we will be doing (lesson plan) throughout the session, they as learners or the group, me as the teacher, what they will be doing and what I will be doing to support them. I will be engaging with learners throughout the session, advising, supporting, encouraging, and providing feedback. All the learners that I come into contact with receive formative feedback through the use of QA, tutorials, one to ones, practice examination papers and general support. They finally have summative feedback through a formal examination process. These forms of summative assessment are laid down by the qualification bodies, as they do with the syllabus that is to be studied. It is my responsibility, along with my colleagues and peers adapt the curriculum to ensure that we meet all of the criteria required. I would therefore consider that in the classroom I undertake the role of an assessor. It would be wrong to say that I am not evaluating, I consider the evaluation process to be an ongoing process. The assessment process is â€Å"here and now†, I am assessing a learners ability to undertake specific tasks, to achieve a specific goal, which is measureable, and meets the required standards as determined by outside bodies. Evaluation is undertaken as an ongoing process from the time I am advised that a class or programme of learning is to be undertaken. This process has two differing facets to it, that of QI (Quality Improvement) and QA (Quality Assurance). Do we undertake one or both of these roles? Immediate reaction is to say â€Å"yes†, but after consideration the truthful answer may be â€Å"no†. We may aspire to the former but that is all. We as teachers are more concerned with the learners and statistics, retention and achievement, s by which we are measured, and which our employers rely upon. Poor achievement and retention leads to reduced funding, a course which is not viable, and therefore it will not run! Quality assurance is the bigger picture, that which we as front line staff strive to achieve but attain infrequently, and which we rely on our managers, employers and senior staff members to take on board on our behalf. The external agencies that monitor our teaching and all aspects of all that we undertake the examining bodies, LSC, Ofsted and all Government regulatory bodies, together with our internal monitoring and recording strategies, observations, SARs, internal verifiers. Do we have the time to participate? Do we have the time to look at the bigger picture? It would be nice to be able to look at the curriculum from a number of differing prospectives, management, teacher and learners. Look at the syllabus, how does it fit into the curriculum. Are there sufficient resources available to meet the needs of learners, are they the right resources? Does the course meet the needs of industry? So many questions, we may aspire to do many things but realistically there are so many outside influences that affect the curriculum that our teaching takes priority, we think others will pick up the QI that we are not able to address. My curriculum, is there room for improvement? Is there need for change? Evidence used in the completing of this document has been taken from end of course reviews submitted by learners, past and present. Hard data in the form of registers and external examination board summative feedback, together with verbal feedback from learners past and present. Teaching ICT in the Lifelong Learning sector brings me into contact with adult learners, looking to raise their skills base through ICT, studying for pleasure, greater use of ICT within the home environment using the Internet and Email, retraining to enter or re-enter the job market. Funding issues have seen a decline within this area and the number of adult learners has dropped. Employers are aware of the need to up skill their staff, and are know taking the necessary steps to enable their staff to review their training needs. The courses that I support are fairly well subscribed to, those that run for a longer period tend to have significantly lower retention and achievement rates, even when fees are being paid. Is this due to the structure of the course and qualification, the times that the sessions are scheduled, the resources that the learners are supplied with? We offer a range of sessions to accommodate learners at different times. Location can be viewed as an issue, being out of town restricts access to a degree. Learners who are unemployed are offered assistance with transport costs. Equipment could be highlighted as a possible issue; if learners had computers/laptops in their own environment would they study there, if we were able to support them? Adults are more likely to be self motivated to complete a course of study. If they drop out what are the reasons for doing so, should we check and compile meaningful data to promote a better culture of learning. Should we look at differing learning styles, and have different approaches to make the learning process more user friendly and less regimented? The majority of the classes that I support are held in the evening, and the majority of learners work during the day time. This is the time that suits them best. However, such long hours are not conducive to the learning process. Learners become tired and make mistakes. This is not born out in the latest set of results and achievement. Are learners building themselves up for the final summative assessment, the exam? Would they be better working at home if the had access to the specialist applications? They are not able to practice in the work-place. In an ideal world all learners would have access to the necessary equipment and applications. Learners would be accommodated in the classroom or in their own location, with support at specified times. There would be a range of resources to accommodate individual learners. Formative assessment would be undertaken on a regular basis, both on a face to face basis, and using email following marked work. Summative assessments would only be undertaken in the classroom. Nothing is perfect, these are suggestions, and everything ultimately revolves around finance. Conclusion The curriculum is a constantly changing and evolving entity or process. It can be affected by many outside influences. Social, governmental and financial, to name but a few, all have an impact of the way the curriculum is evolving. We, as reflective practitioners, have a responsibility to reflect these changes in our teaching, to ensure that our learners have a rounded knowledge and well-being of the changes within our society. References AV Kelly (1999) The Curriculum, Theory and Practice, 5th Edition (Sage) Coles, C., (2003) Second Spine Course of the Spine Society of Europe Barcelona 16th 19th September 2003 Bobbitt, F. (1928) How to Make a Curriculum, Boston: (Houghton) Taba, H. (1962) Curriculum Development: Theory and practice, New York: (Harcourt Brace and World). Bloom B. S. (1956).Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Stenhouse, L (1975) An introduction to Curriculum Research and Development, London http://en.wikipedia.org/wiki/Curriculum_and_instruction#Curriculum_as_praxis [Accessed 09 December2009] http://www.thefreedictionary.com/praxis [Accessed 12 December 2009] Grundy, S. (1987) Curriculum: Product or Praxis, Lewes: Falmer Alan Rogers (2002) Teaching Adults 2nd Edition OUP HM Government (2009) Independent Review of ICT User Skills Report Baroness Estelle Morris 230-09-SK-b

Saloon Culture Essay -- essays research papers

Saloon Culture   Ã‚  Ã‚  Ã‚  Ã‚  Royal Melendy writes about a rising social culture taking place at the turn of the twentieth century. He depicts this culture as the ambiance emitted in early Chicago saloons. â€Å"Saloons served many roles for the working-class during this period of American history, and were labeled as the poor man’s social clubs† (summary of saloon culture, pg. 76).   Ã‚  Ã‚  Ã‚  Ã‚  Saloons were described as part of the neighborhood. An institution recognized and familiar to its people. Many laws restricted their services; however, they continued to exist. The article talks about two types of saloons. The first being the more upscale in downtown districts. These would close around midnight not in accordance to law, but demand. The other type Melendy calls â€Å"saloons [of] workingmen’s districts† (Melendy, pg. 77). He illustrates these clubs as home away from home. They supplied the basis of food supply for those whose home was in the street or for those residents of cheap lodging establishments. It is even stated that many saloons provided free lunches.   Ã‚  Ã‚  Ã‚  Ã‚  The article discusses the need for these early Chicago saloons as a neighborhood commune for those men who labor long hours only to come home to poverty and despair of a desolate household. Melendy focuses on the mental, physiological, and moral nature of these workingmen. He points out that this saloon culture allows it’s patrons to develop these traits by interacting with their peers—others facing the same despair. These establishments are described as the â€Å"workingman’s school. He is both scholar and teacher† (Melendy pg. 78). Patrons gather at the bar, around tables and in the next room amongst games of pool, cards, and darts to discuss political and social problems, sporting news, and other neighborhood gossip. Here men, native and immigrant, exchange opinions and views of patriotism, brotherhood, and lessons in civil government. Melendy describes this atmosphere as cosmopolitan, and articulates that these businesses advertise this issue in their names. For example one of the downtown saloons was entitled â€Å"Everybody’s Exchange.† The saloon’s customers experienced a buffet of nationalities upon which was not so for those of poverty in previous decades. Saloons also served as disguises of corruption as Melendy illustrates by declaring â€Å"... ... Melendy’s discussion are lightly touched on in the excerpt. The article does explain how some patrons abused alcohol and would â€Å"revel in drunkenness and shame,† (Melendy, pg. 76) and even how the saloon wrecked their life. It also expresses the fact that some saloons would display nudeness and play on human lust in order to boost liquor sales. Finally, Melendy in his last sentence of the excerpt states â€Å"the youths are here [the saloon] corrupted is too well known†¦Ã¢â‚¬  (Melendy, pg. 79). Courtesy of the Chicago Historical Society. Available at: http://homicide.northwestern.edu/timeline/1905/large/29.jpg References A Millennium Biography, Chicago in 1900. (October 1999). Available at: http://www.chipublib.org/004chicago/1900/fun.html Melendy, Royal. â€Å"The Saloon in Chicago,† The American Journal of Sociology, 6 (November 1900): 289-306. Above references with page numbers note an excerpt of this article as published in For the Record: A Documentary History of America from Reconstruction through Contemporary Times. Edited by David E. Shi and Holly A. Mayer. Other references denote the full length article available at:   Ã‚  Ã‚  Ã‚  Ã‚  http://historymatters.gmu.edu/d/5765/ Saloon Culture Essay -- essays research papers Saloon Culture   Ã‚  Ã‚  Ã‚  Ã‚  Royal Melendy writes about a rising social culture taking place at the turn of the twentieth century. He depicts this culture as the ambiance emitted in early Chicago saloons. â€Å"Saloons served many roles for the working-class during this period of American history, and were labeled as the poor man’s social clubs† (summary of saloon culture, pg. 76).   Ã‚  Ã‚  Ã‚  Ã‚  Saloons were described as part of the neighborhood. An institution recognized and familiar to its people. Many laws restricted their services; however, they continued to exist. The article talks about two types of saloons. The first being the more upscale in downtown districts. These would close around midnight not in accordance to law, but demand. The other type Melendy calls â€Å"saloons [of] workingmen’s districts† (Melendy, pg. 77). He illustrates these clubs as home away from home. They supplied the basis of food supply for those whose home was in the street or for those residents of cheap lodging establishments. It is even stated that many saloons provided free lunches.   Ã‚  Ã‚  Ã‚  Ã‚  The article discusses the need for these early Chicago saloons as a neighborhood commune for those men who labor long hours only to come home to poverty and despair of a desolate household. Melendy focuses on the mental, physiological, and moral nature of these workingmen. He points out that this saloon culture allows it’s patrons to develop these traits by interacting with their peers—others facing the same despair. These establishments are described as the â€Å"workingman’s school. He is both scholar and teacher† (Melendy pg. 78). Patrons gather at the bar, around tables and in the next room amongst games of pool, cards, and darts to discuss political and social problems, sporting news, and other neighborhood gossip. Here men, native and immigrant, exchange opinions and views of patriotism, brotherhood, and lessons in civil government. Melendy describes this atmosphere as cosmopolitan, and articulates that these businesses advertise this issue in their names. For example one of the downtown saloons was entitled â€Å"Everybody’s Exchange.† The saloon’s customers experienced a buffet of nationalities upon which was not so for those of poverty in previous decades. Saloons also served as disguises of corruption as Melendy illustrates by declaring â€Å"... ... Melendy’s discussion are lightly touched on in the excerpt. The article does explain how some patrons abused alcohol and would â€Å"revel in drunkenness and shame,† (Melendy, pg. 76) and even how the saloon wrecked their life. It also expresses the fact that some saloons would display nudeness and play on human lust in order to boost liquor sales. Finally, Melendy in his last sentence of the excerpt states â€Å"the youths are here [the saloon] corrupted is too well known†¦Ã¢â‚¬  (Melendy, pg. 79). Courtesy of the Chicago Historical Society. Available at: http://homicide.northwestern.edu/timeline/1905/large/29.jpg References A Millennium Biography, Chicago in 1900. (October 1999). Available at: http://www.chipublib.org/004chicago/1900/fun.html Melendy, Royal. â€Å"The Saloon in Chicago,† The American Journal of Sociology, 6 (November 1900): 289-306. Above references with page numbers note an excerpt of this article as published in For the Record: A Documentary History of America from Reconstruction through Contemporary Times. Edited by David E. Shi and Holly A. Mayer. Other references denote the full length article available at:   Ã‚  Ã‚  Ã‚  Ã‚  http://historymatters.gmu.edu/d/5765/

Willy Loman as Tragic Hero of Death of a Salesman Essay -- Death Sales

Willy Loman as Tragic Hero of Death of a Salesman       Willy Loman, the title character of the play, Death of Salesman, exhibits all the characteristics of a modern tragic hero. This essay will support this thesis by drawing on examples from Medea by Euripedes, Poetics by Aristotle, Oedipus Rex by Sophocles, and Shakespeare's Julius Caesar, while comments by Moss, Gordon, and Nourse reinforce the thesis.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Death of Salesman, by Arthur Miller, fits the characteristics of classic tragedy. ?.... this is, first of all, a play about a man's death. And tragedy has from the beginning dealt with this awesome experience, regarding it as significant and moving.? (Nourse).   The first defining point of a tragedy is the hero. The traits for a tragic hero, as defined by Aristotle in Poetics, are social rank, hamartia, ability to arouse pity, peripeteia, hubris, and anagnorisis. Will Loman's classification as a tragic hero has been debated because he lacks the high social rank and nobility to be considered so. Arthur Miller chose to argue this, however, by stating that Willy Loman was ?a very brave spirit who cannot settle for but must pursue his dream of himself to the end,? (Moss, 27) reasserting the character of a modern hero as noble, not in position ... ... Twayne Publishers, 1967. Nourse, Joan T. Arthur Miller's 'Death of a Salesman' and 'All My Sons.' New York, 1965. Shakespeare, William. Julius Caesar. Elements of Literature. Ed. Edwina McMahon et al. New York: Holt, Rinehart and Winston, Inc., 1997. Sophocles. "Oedipus Rex." Elements of Literature. Ed. Robert Scholes, Nancy Comley, Carl H. Klaus, and David Staines. Toronto: Oxford University Press, 1990. 714-757. Sophocles. Oedipus Rex. New York: Dover Publications, Inc., 1991. Clinton W. Trowbridge, "Arthur Miller: Between Pathos and Tragedy," Arthur Miller, ed. Harold Bloom (New York: Chelsea House, 1987) Willy Loman as Tragic Hero of Death of a Salesman Essay -- Death Sales Willy Loman as Tragic Hero of Death of a Salesman       Willy Loman, the title character of the play, Death of Salesman, exhibits all the characteristics of a modern tragic hero. This essay will support this thesis by drawing on examples from Medea by Euripedes, Poetics by Aristotle, Oedipus Rex by Sophocles, and Shakespeare's Julius Caesar, while comments by Moss, Gordon, and Nourse reinforce the thesis.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Death of Salesman, by Arthur Miller, fits the characteristics of classic tragedy. ?.... this is, first of all, a play about a man's death. And tragedy has from the beginning dealt with this awesome experience, regarding it as significant and moving.? (Nourse).   The first defining point of a tragedy is the hero. The traits for a tragic hero, as defined by Aristotle in Poetics, are social rank, hamartia, ability to arouse pity, peripeteia, hubris, and anagnorisis. Will Loman's classification as a tragic hero has been debated because he lacks the high social rank and nobility to be considered so. Arthur Miller chose to argue this, however, by stating that Willy Loman was ?a very brave spirit who cannot settle for but must pursue his dream of himself to the end,? (Moss, 27) reasserting the character of a modern hero as noble, not in position ... ... Twayne Publishers, 1967. Nourse, Joan T. Arthur Miller's 'Death of a Salesman' and 'All My Sons.' New York, 1965. Shakespeare, William. Julius Caesar. Elements of Literature. Ed. Edwina McMahon et al. New York: Holt, Rinehart and Winston, Inc., 1997. Sophocles. "Oedipus Rex." Elements of Literature. Ed. Robert Scholes, Nancy Comley, Carl H. Klaus, and David Staines. Toronto: Oxford University Press, 1990. 714-757. Sophocles. Oedipus Rex. New York: Dover Publications, Inc., 1991. Clinton W. Trowbridge, "Arthur Miller: Between Pathos and Tragedy," Arthur Miller, ed. Harold Bloom (New York: Chelsea House, 1987)