Securitization, Regulation and Factors Contributing to Financial Essay

Securitization, Regulation and Factors Contributing to Financial Crisis - Essay Example This paper reviews the current financial crisis with focus on securitization, causes of the crisis, current regulatory framework and the scope of Basel Committee and proposes possible measures regulating the financial sector. The process of securitization and its significance Securitization refers to the transfer of assets from an entity, the originator, to another entity that is set for such purchases with the aim of increasing the generator’s liquidity level. The generator, a financial institution, sells its debt assets to the third party who in turn, provides agreed amount of cash in exchange. The process of securitization incorporates a number of stakeholders. It begins with the financial institution that wishes to securitize its assets. The originator offers its assets to an issuer that must be an established entity for such a purpose and the issuer obtains rights over the assets. The issuer is further a native organization and acquires rights of the assets. Fundamental t o the securitization process is the special purpose vehicle concept that transfers possession of the subject properties from the originator to the issuer and safeguards the issuer’s right over the property should the originator be declared bankrupt. The process also involves the concept of â€Å"credit enhancement† where a ‘non-privity’ party guarantees quality of the involved credit that is then rated before securities are offered. Issue of notes that are structured before they can be offered in the market (Choudhry, 331, 332) accompanies the security offers. The process of securitization identifies diversified benefits to both originators and investors. The process facilitates the originator’s liquidity level by through funding that is derived from owned assets. It therefore allows the financial institutions

Religion In Pompeii And Herculaneum Religion Essay

Religion In Pompeii And Herculaneum Religion Essay Archaeologists in the past and today have recovered and excavated sources to reveal aspects and facts of past societies. The two main cities of Vesuvius, Pompeii and Herculaneum have undergone such excavations, enabling historians of today to reveal facts, in particularly, about religion in the cities. Religion was an important part of an individuals life in both Pompeii and Herculaneum. The religion of the time was polytheistic, meaning that the civilisation believed and worshipped spirits of the Gods. Religion was an active part of everyday life and the worship of offerings was performed in order to keep the Gods satisfied, to ensure the prosperity and safety of all aspects of ones life, and ones family. A number of sources both written and archaeological have provided todays society with facts and evidence of the household Gods and foreign cults of that civilisation. The sources and what they reveal about religion, household Gods and foreign cults, will be explained below. Most sacred, the most hallowed place on earth is the home of each and every citizen. There are his sacred heart and his household Gods, there the very centre of his worship, religion and domestic ritual Cicero. This written source clearly identifies and reveals that the citizens of Pompeii and Herculaneum were intertwined both mentally and emotionally with their religion and spirituality. Cicero describes the religion to be most sacred, revealing that religion played an important, central and significant role in the daily lives and households of an individual and their family. Not only does this source emphasise the importance of religion, but it shows its importance and passion of worship and action within the home. This is revealed through the use of the words, most hallowed place on earth. The worship and rituals of the Household Gods were central and essential within the household and home of an individual. Hence the household Gods were a major and significant aspect of religion in Pompeii and Herculaneum. Many religious practices were celebrated by citizens in their home and household shrine known as the Lararium. Larariums have been found and excavated all over Pompeii and Herculaneum, by modern archaeologists such as Guiseppe Fiorelli. Household Gods sought to save the family from any misfortune or negativity that may enter the door; a spiritual place of the home that needed to be protected by the guardian spirits (Lares) of the households, from incoming evils that may try and enter the home. A lararium excavated in the House of the Vetti, containing a wall painting of the lares (household Gods), a genius (the god of the male line of decent), the Mercury God of commerce and the Dionysus God of wine, depicts and reveals aspects and facts of such household Gods and their importance to an individual and their family. The lararium was found in the atrium, at the entrance of the house. This source is structured and built depicting the front of a temple with columns. This observation revealed to archaeologists that the source has a religious meaning. A wall painting within the infrastructure depicting a temple is an image of the spirit family of genius, Lares, household Gods and other deities. The figure on the furthest left of the image is the genius. The genius wears a toga, in purple symbolising its high ranking and importance, as its the line of male decent to the paterfamilias of the household; prospering fertility for the families continuation. On either side, the Lares o f the household are holding a drinking horn in one hand and a wine bucket in the other. The drinking horns and wine buckets symbolise the offerings of worship and praise towards the Mercury God of commerce (right) and the Dionysus God of Wine (centre).The depiction of drinking horns and wine buckets also symbolise the household prayers and worship that were led by and was a responsibility of the paterfamilias and the offerings of fruit, incense and special cakes were made at the shrine. The snakes below the Lares, which move towards a small altar, have been interpreted as a protective spirit of the Lares and the offerings made to them. The snakes were protectors of prosperity. Pompeii and Herculaneum contained a society that was tolerant and accepting of the worship and rituals brought about by foreign Gods and imported cults. Pompeii and Herculaneum were bombarded with influences from Egypt and Eastern Mediterranean, which affected the structure, traditions and rituals of their religion. Two cults that had a significant affect and presence in Pompeii were the Egyptians cult of Isis and the cult of Bacchus. The cult if Isis, was the goddess of life, fertility and rebirth;A temple of Isis was excavated in Pompeii, revealing that such a cult was worshipped among many in the civilisation as the temples structure proved to be complex and extravagant compared to other temples eg. Surrounded by high walls, initiation hall and an underground chamber storing a basin of holy water retrieved from the Nile River. The worshippers of the cult performed daily rituals and ceremonies carried out by priests at dawn and in the afternoon. Source four, a fresco found in Herculaneum depicts and reveals the ceremonies that took place for the cult of Isis. The fresco shows the high priest standing at the entrance of the temple, looking down on the ceremony beneath. One priest tends to the sacred fire and another priest leads the followers of worship in two rows. In the foreground of the source there are two ibises, sacred to Isis. This source also reveals that women in Pompeii were drawn to this cult, as most worshippers in the fresco appear to be women. It reveals that this cult was widespread, worshipped daily and extremely influential. It also reveals that foreign cults in Pompeii and Herculaneum were accepted and prominent within the civilisation. There is also evidence suggesting the presence of other foreign cults in the cities of Pompeii and Herculaneum. Through the excavation of archaeological sources, cult objects found in Pompeii and the cult of Sabazius has been suggested. There is also various evidence of the existence of Judaism including graffito of Judaic names, frescos and the presence of Jews nearby. Till today, there is much speculation as to whether or not Christianity was present in the cities, as evidence of the crucifixion was found. Religion in Pompeii and Herculaneum was an important and significant part of each individuals homes and daily lives. From the archaeological sources excavated and the written sources produced, it is revealed that the household Gods of each home were the central aspect of living and worship. Each individual lived to favour and fulfil the Gods wants and needs. The sources also reveals facts about the foreign Gods that were brought about to Pompeii and Herculaneum through external influences, like Egypt (cult of Isis), and the significance of such worship for the civilisation. The sources that have been excavated and brought about to todays society reveals facts and helps modern archaeologists gain insight to the unknown of the past. With reference and study of the sources provided in this explanation, the religion of Pompeii and Herculaneum has been revealed. The lares themselves were painted in the lararium. In the lararium painting from the house of the Vetti shown below, the genius is depicted wearing the toga praetexta , bordered in purple, the garment of high-ranking Roman magistrates. The Thermopolium of the Lares in Pompeii shows a typical painting including the snakes associated with protection of food from vermin below the group. The group contains the two lares, the genius of the house, and two further figures Mercury god of commerce and Dionysus god of wine. The paterfamilias was responsible for leading the household prayers at the lararium, and offerings of significance such as first fruits of crops and special cakes, were made at the shrine. The shrine was also garlanded with flowers so there are hooks nearby for this purpose. Of particular importance were family occasions such as birth, marriage and the coming of age of a young man.

George Orwells Shooting an Elephant Essay -- George Orwell Shooting E

George Orwell's "Shooting an Elephant" In 'Shooting an Elephant,' George Orwell finds himself in a difficult situation involving an elephant. The fate of the elephant lies in his hands. Only he can make the final decision. In the end, due to Orwell's decision, the elephant lay dying in a pool of blood. Orwell wins the sympathy of readers by expressing the pressure he feels as an Anglo-Indian in Burma, struggling with his morals, and showing a sense of compassion for the dying animal. Readers sympathize with Orwell because they can relate to his emotions in the moments before the shooting. Being the white ?leader,? he should have been able to make an independent decision, but was influenced by the ?natives? (Orwell 101). Orwell describes his feelings about being pressured to shoot the elephant: ?Here I was the white man with his gun, standing in front of the unarmed crowd - seemingly the leading actor of the piece; but in reality I was only an absurd puppet pushed to and fro by the will of those yellow faces behind (101). Everyone has been in a situation in which he or she has been expected to be a leader. For different reasons people are looked to as leaders, sometimes because of their race, ethnicity, or heritage. In this case, Orwell was pictured as a leader because he was British and he worked for the British Empire. Readers are able to relate to the fact that he does not want to be humiliated in front of the Burmese. He declares, ?Every white man'... George Orwell's Shooting an Elephant Essay -- George Orwell Shooting E George Orwell's "Shooting an Elephant" In 'Shooting an Elephant,' George Orwell finds himself in a difficult situation involving an elephant. The fate of the elephant lies in his hands. Only he can make the final decision. In the end, due to Orwell's decision, the elephant lay dying in a pool of blood. Orwell wins the sympathy of readers by expressing the pressure he feels as an Anglo-Indian in Burma, struggling with his morals, and showing a sense of compassion for the dying animal. Readers sympathize with Orwell because they can relate to his emotions in the moments before the shooting. Being the white ?leader,? he should have been able to make an independent decision, but was influenced by the ?natives? (Orwell 101). Orwell describes his feelings about being pressured to shoot the elephant: ?Here I was the white man with his gun, standing in front of the unarmed crowd - seemingly the leading actor of the piece; but in reality I was only an absurd puppet pushed to and fro by the will of those yellow faces behind (101). Everyone has been in a situation in which he or she has been expected to be a leader. For different reasons people are looked to as leaders, sometimes because of their race, ethnicity, or heritage. In this case, Orwell was pictured as a leader because he was British and he worked for the British Empire. Readers are able to relate to the fact that he does not want to be humiliated in front of the Burmese. He declares, ?Every white man'...

The God of Small Things Book Analysis

The God of Small Things Book Analysis Character: Esthappen, referred to as Estha, and Rahel are twins. Both are innocent children who are still learning their manners. When they grow up and separate, Rahel moves to America and gets married, and Estha leaves to go with Babu, their father who has left them. When he returns to Ayemenem, Rahel also returns because they have a special bond. Their mother is referred to as Ammu. She raises her children well with structure. Ammu has an affair with Velutha, an untouchable, getting her banished from her home.Velutha is a servant in the Ayemenem home, aand the twins grow to admire him. Mammachi is the twins’ grandmother; she does not talk much, but often plays the violin. She is married to Pappachi, and he physically abuses Mammachi with a vase until Chacko, their son, tells him to stop. Chacko is the twins’ uncle. His ex-wife Margaret is British, and they have a daughter named Sophie Mol. Margaret Kochamma and Sophie Mol move to Ayemenem when Joe, Sophie Mol’s stepfather, passes away in London. Baby Kochamma is the twins’ grandaunt.She is very sneaky; for example, she accuses Velutha of raping Ammu, and forces Estha to tell the police that Velutha kidnapped the twins. Conflict: Many conflicts are presented in the book. One major conflict is the affair of Ammu with Velutha. Since he is an untouchable, he is not allowed to even come in contact with a touchable. Because of this affair, Ammu was banished from her own home and died early. Baby Kochamma accused Velutha of raping Ammu, but it was a lie only to protect their family image. Another conflict occurred during the death of Sophie Mol.Sophie Mol joined the twins on a boat when they were trying to escape because Ammu was angry at them. The boat flips, and Sophie Mol drowns in the river. Estha and Rahel are unconscious and wake up next to Velutha, who Baby Kochamma accuses Velutha of kidnapping the twins, and she forces Estha to tell this to t he police. Master Plot: One major master plot in the book is forbidden love. Velutha is loved by Ammu, and Estha and Rahel become attached to him later on. However, he is an untouchable servant so this love is forbidden. Because of this, Velutha is fired and Ammu is forced to leave her own home.Another master plot is discovery. Estha and Rahel discover how they family interacts and how certain actions affect the relationships between family members. Another master plot is maturation. This book shows how the twins start off as innocent and naive children, but through experiences, such as Estha with the Orangedrink Lemondrink man, they become more mature as they become adults. Archetype: One archetype that appears in this book is the mother. Ammu has to raise Estha and Rahel on her own because their Babu left them. She is motherly in teaching them manners and being polite in public.She also employs the father archetype. She has the highest authority over the twins and is powerful over them. The self is also sound in this book because Estha and Rahel are basically parts of a whole. They unconsciously think alike and have similar personalities. The trickster in this book is Baby Kochamma. She is deceiving because she forced Estha to tell the police that Velutha kidnapped the twins, in order to make her statement valid and avoid her own persecution for lying to the police. She also accuses Velutha of raping Ammu when they were actually in a secret love affair.Theme: One theme portrayed in this book is tensions between social classes. The book mentions several times where Touchables and Untouchables are not allowed to interact with each other because Touchables are superior. Rahel and Estha’s family have a higher status than others because they own the pickle company, so they did not interact with poorer people in the book. Estha and Rahel are not allowed to interact with Velutha, but they try to do so anyways. Another theme is betrayal. Chacko is betrayed by Margaret Kochamma, his ex-wife, who does not care about him anymore.The man selling drinks at the theatre betrays Estha. Tone & Irony: Roy writes in various tones. She writes in a sorry tone when describing moments of betrayal and family problems. When writing about the childhood of the twins, she sounds happier because of their innocence. An example of irony is that Comrade Pillai is a communist but does not want Velutha to join the revolution just because he is an untouchable. A revolutionary leader would want all the support he can get, but because Velutha is inferior, he does not accept him.Setting & Location: The book is mainly set in Ayemenem, India during the 1960s. Most of the plot occurs in the Ayemenem House, which is also the Paradise Pickles & Preserves factory they own. Another setting includes the movie theatre called Abhilash Talkies in the city of Kerala when the family goes to watch The Sound of Music. Another setting is in the airport when the family picks up Soph ie Mol and Margaret Kochamma. Writer’s Style: Arundhati Roy’s style is very different from others. She writes with great detail and incorporates deep imagery.She writes in flashbacks to show how the twins’ childhoods still affect them as adults. She begins with the family’s lives when they are older, and go back to when the twins were children. This helps readers know what happens to the family before finding out about the events that occur in between. Symbols: Pappachi’s moth symbolizes fear. It is first mentioned in chapter 2 when Pappachi discovers a new moth species, but does not claim that he discovered it. This moth appears when Ammu is angry at Rahel for talking back to her.It also appears when Rahel realizes that Sophie Mol died by drowning in the river. Another symbol is the toy watch that Rahel wears. It does not function but has a time painted on it. This shows that the tragic events that occurred during the twins’ childhood are f rozen and cannot be changed. These events affected the entire family until the twins’ adulthood. Summary: The book begins when the Rahel finds out that Estha has returned to Ayemenem, so she returns there as well. A flashback then occurs, and the family is at the funeral of Sophie Mol; the twins are seven years old at this time.Rahel does not understand that Sophie Mol is dead, and believes she is about to be buried alive. The entire family ignores Estha and Rahel throughout the entire funeral. The story fast forwards and Rahel visits their old home in Ayemenem, and Paradise Pickles & Preserves. It is also mentioned how the death of Sophie Mol affected the relationships in their family. Then another flashback occurs, and the family goes to Cochin airport to pick up Sophie Mol and Margaret Kochamma. Before going to the airport, they go to the movies to see The Sound of Music.Here at the theatre, Estha cannot help but sing during the movie so he leaves and goes to the lobby. He re, an Orangedrink Lemondrink Man molests him, and this event haunts him forever. After the movie is over, they stay at a hotel. The next day, they pick up Sophie Mol and Margaret Kochamma from the airport. The twins are rude in greeting them, and Ammu becomes mad at them. The story fast forwards and Rahel meets Comrade Pillai. He shows her a picture of the twins with Sophie Mol before her death. The story flashes back to when the family is leaving the airport to go home.The story is fast forwarded again to when Ammu passes away during work. She is cremated, and Chako and Rahel bring her to the crematorium. Estha is not with them, and a letter is sent to him informing him of Ammus’ death. There is another flashback and Sophie Mol has a welcome party. Rahel begins to bond with Velutha, and Ammu notices him and becomes attracted to him. Estha is not at the party, but he is in the factory. They find an old boat, and row to Velutha. He promises to fix the old boat. It is fast for warded to the present, and Estha and Rahel meet in a temple.It is flashbacked to Chacko and Margaret Kochamma’s wedding, and this wedding does not last. Margaret divorces Chacko and marries Joe, who dies later on. His death is what made Margaret Kochamma and Sophie Mol move to Ayemenem. Sophie Mol’s death is finally described. Baby Kochamma keeps Ammu locked up in her room in order to accuse Velutha of raping her. Velutha supports the communist movement, but Comrade Pillai, the leader of the movement, does not defend Velutha whatsoever. Velutha is banished, and Roy begins to refer to his as the â€Å"God of Small Things† because of Sophie Mol’s short death.Sophie joins the twins on their boat ride down the river. The boat flips over, and Sophie Mol drowns and dies. The twins are unconscious and wake up next to Velutha. Because of this, Baby Kochamma accuses him of kidnapping the twins and she forces Estha to tell the same to the police. After this, Estha leaves Ayamenem and lives with Babu. This affects Rahel because her other half is leaving her. In the present, they meet in Ayamenem again and make love. They continue to meet up at the riverbank and admire â€Å"the small things†, which are creatures that they see there.

Enthalpy & Entropy

Experiment ENTHALPY AND ENTROPY OF ZINC WITH COPPER SULFATE The CCLI Initiative Computers in Chemistry Laboratory Instruction LEARNING OBJECTIVES The learning objectives of this experiment are to. . . ! ! determine changes in enthalpy and entropy of the reaction of zinc with copper sulfate using two methods: electrochemistry and calorimetry. compare the enthalpy values obtained by the two methods. BACKGROUND Thermodynamics is concerned with energy changes that occur in chemical and physical process es. The enthalpy and entropy changes of a system undergoing such processes are interrelated by the change in free energy, ?G, according to the equation ?G = ?H – T ? S (1) This investigation focuses on the reaction Zn(S ) + CuSO4(aq) Y ZnSO4(aq) + Cu(S ) (2) ?G will be calculated from the ? H and ? S values obtained electrochemically. The validity of Equation (1) will be tested by comparing the value of ? H obtained electrochemically with the value of ? H obtained calorimetrically f or the same reaction. The electrochemical method The electrochemical method offers simple and accurate means for the determination of thermodynamic quantities. A simple electrochemical cell is constructed in a Chem-Carrou-Cellâ„ ¢ plate as shown in Figure 1.Cu(S )/CuSO4 (aq) || Zn(S )/ZnSO4(aq) (3) Fi? G ure 1: Set-up for measuring E versus temperature. 1 The CCLI Initiative The overall galvanic cell reaction is Zn(S ) + Cu2+ (aq) Y Zn2+(aq) + Cu(S ) and it is essentially the same as that taking place in the calorimeter. The quantity of the electrical energy, F , produced or consumed during the electrochemical reaction is a constant measured per mole of electrons, and can be accurately measured. The free energy change, ? G , of an electrochemical reaction is related to the voltage, E, of the electrochemical cell by the equation (4) G where and = -nFE n (5) F = the number of moles of electrons transferred in a redox reaction. = Faraday's constant of 96,500 C/mole of electrons . Co mbining equations (1) and (5), and dividing both sides by the constant â€Å"n,† we obtain a linear relationship between the voltage change, ? E, and the enthalpy and entropy changes at different temperatures E = – IH + T ? S nF nF I (6) or E = IS (T) – IH nF (7) nF By measuring the voltage E, of our electrochemical cell, at several temperatures, we can obtain a plot of the voltage versus temperature. Assuming that ? H and ?S remain constant over a small temperature range, we can calculate the ? S and ? H from the slope and the intercept of the straight line respectively slope = IS nF (8) and Y-intercept = – IH nF (9) ?G can now be calculated by means of Equation (1). We can verify its value using Equation (5). Please note that in both cases, ? G must be calculated for the same temperature. If the calculations are done for 298 K (25  °C), we can also verify the experimental value of E ° for this temperature by employing the Nernst equation (7) E = E ° – RT ln [products ] nF [reactants ] 2 (10)The CCLI Initiative where E ° is the standard potential measured at 25  ° C and is 1. 100V for the cell under consideration. When the concentrations of the ZnSO4 and CuSO4 solutions are equal, the log term of the Nernst equation becomes zero. Under these conditions, the standard voltage, E °, of the cell is equal to the measured voltage, E The calorimetric method The ideal calorimeter is a perfectly insulated vessel which contains a large known weight of solution in perfect thermal contact with an accurate thermometer and a small reaction tube (Figure 2).When measured quantities of reactants are introduced into the reaction tube, the heat of reaction changes the temperature of the calorimeter solution. Figure 2. Diagram of Calorimeter The heat of the chemical reaction is given by the equation IH H n K W Ti Tf = (K + W)(Ti – Tf) n (11) is the heat of reaction at constant pressure. is the number of moles of a limiting re actant as expressed in the balanced equation. is the heat capacity of the calorimeter solution. is the heat capacity of the calorimeter. s the initial temperature of the calorimeter solution. is the final temperature of the calorimeter solution. The heat capacity of the calorimeter solution is obtained by multiplying the specific heat of the solution (3. 8 J g-1  °C-1 for CuSO4 ) by the weight of the solution in the calorimeter. W, the estimated cup heat capacity, is 30 J  °C-1 . 3 The CCLI Initiative SAFETY PRECAUTIONS Safety goggles must be worn in the lab at all times. Any skin contacted by chemicals should be washed immediately. BEFORE PERFORMING THIS EXPERIMENT . . . †¦ ou will need a MicroLAB program capable of: Part I – measuring voltages and temperatures and displaying them in the Graphing , Digital Display and Spreadsheet views. Use delta. G . experiment supplied by your instructor. Part II – collecting temperature readings as a function of time and d isplaying them in the Graphing, Digital Display and Spreadsheet views. Use heat of Solution from the Time and Temperature tab in the MicroLAB opening window. EXPERIMENTAL PROCEDURES Part I: Electrochemistry 1. Calibrate your Temperature probe at a minimum of three separate temperatures with ice-cold water and hot tap water. . Fill a 600 ml beaker three-quarters full of ice. Fill the rest of the beaker with cold tap water until the beaker is filled to one cm from the top. Stir the ice/water mixture to distribute the ice evenly. 3. Place the beaker on a hot plate — don't turn the heat on yet! Rest the Chem-Carrou-CellTM on top of the beaker so that the bottoms of the wells of the Cell are immersed in the ice/water mixture. Let the set-up stand for 15 minutes until the temperature stabilizes. 4. Pour about 5 ml of 0. 1 M KNO3 into the center well. Pour about 5 ml of 0. 0 M ZnSO4 into well #1 and about 5 ml of 0. 50 M CuSO4 into well #2. 5. With clean tweezers, take a s trip of f ilter paper and dip one end into the central well (where immersion in the KNO3 solution will hold one end); dip the other end into well #1. Repeat this procedure with another strip of filter paper, dipping the other end into well #2. This creates the salt bridge for your galvanic cell. 6. With clean tweezers take a zinc metal strip and sand it (on a piece of paper so as not to scratch the table top) to remove any oxide coating.Bend 2 cm of one end of the ? S trip and immerse it in the ZnSO4 solution (well #1). The rest of the metal strip (3cm) extends out to the edge of the cell and should be bent over the rim. Repeat the same procedure with the copper metal strip and place it in well #2. Later the electrical leads (alligator clips ) from the interface will be attached to the metal strips. 7. Fasten your temperature probe to the ring stand with a clamp and adjust the temperature probe such that its tip can be immersed in the central well (KNO3 solution) of the cell.It is assumed tha t the temperature of the ZnSO4 solution and CuSO4 solution will be very close to the temperature of the KNO3 solution throughout the experiment. 8. Start the computer program to monitor the temperature. 9. Read and record the temperature. Attach the alligator clips to the metal strips and take the voltage reading. If a negative number appears on the screen, reverse the wires. Disconnect the wires immediately after the reading is recorded. 10. Turn the hot plate onto high, Start the MicroLAB program, then the program will pause every five  °C to measure the voltage and temperature.When the Message window â€Å"Attach probes , Press ENTER to take a reading, then detach probes ’’ appears on the screen, connect the voltage leads to the 4 The CCLI Initiative appropriate metal tabs, make sure the voltage is stable, then press ENTER, and disconnect the voltage leads until the next reading is due. Prolonged connection of the wires will cause electric current to flow through the cell. This discharge will result in changes in concentrations of the solutions. Since the measured voltage depends on these concentrations, there will be an error in the voltage readings.Stop the program when the temperature reaches 40  °C. Part II: Calorimetry 1. Weigh a clean, dry 150 ml beaker on the top loading balance, then add 50 ml of 0. 5 M CuSO4 solution. Weigh the beaker a second time to determine the mass of the solution in the calorimeter. Nest the 150 ml beaker inside a 400 and 600 ml beaker, thread the stirring rod and temperature probe through the Styrofoam lid and position the lid on the inner beaker. The temperature probe should be as deep into the solution as possible but without strain. Let the apparatus stand ? so that the components attain the same temperature.Using the top loading balance, tare the plastic weighing boat, then weigh 0. 5 grams of zinc powder into a plastic weighing boat, noting the exact weight in your notes. Start the program and plot te mperature against time for several minutes. Add the zinc powder to the copper solution. Save the boat and any Zn suck to it for weighing at the end of the run. Stir thoroughly and watch the plot of temperature versus time until a well defined cooling trend is established. It is important that a rubber policeman be used continually to ensure that any residue produced (copper coated zinc powder) is broken up.Weigh the weighing boat on the analytical balance and obtain the amount of Zn added by difference, noting the exact weight in your notes. Print the graph of your data. From your plot of temperature vs. time, determine the initial and final temperatures and calculate the heat of reaction per mole of zinc. Compare this value with ? H obtained in Part I. DATA ANALYSIS Part I: Electrochemistry 1. 2. 3. 4. Column B of the spreadsheet displays voltage values of the cell in volts. Column C displays temperature readings in degrees Celsius.Use the Formula tool to convert these temperatures into Kelvin, then â€Å"click-drag † the formula to the D column, then the Y-2 Axis. Using the Analysis functions, construct a linear curve fit through the data. Using the linear curve fit equation, calculate intercept ( 2. 3. 4. 5. 6. 7. IH/n F ). IS from the slope ( IS /n F ) and IH from the Part II: Calorimetry 1. From your plot, determine the temperature of the copper sulphate solution before mixing (Ti) and the maximum temperature of the mixture (Tf). Using Equation (11), determine the enthalpy change, 5 2. IH, per mole of zinc added. The CCLI Initiative 6

Indians of Texas essays

Indians of Texas essays The Native American Indians of Texas were as diverse as the State, influenced by the local geography in which they were living. Previous to settling in Texas the Indians migrated from other established cultures in the region. Some scholars believe that some Indians in Texas were offshoots of the Olmec, Mayan and Aztec that were already established in Central Mexico. Other tribes were influenced from the Indians of the Ohio River valley and the southwestern Pueblo Indian culture in the New Mexico region. Texas lying in the middle of the continent felt the influences from all Indian cultures surrounding the state and offered a wide array of opportunities for survival. The first Texans dressed themselves in animal skins and simple coverings of woven plants fibers. The footwear worn by prehistoric Texans were made from fibers woven into thick platforms and resembled sandals. Some lived in hide covered tepees but for the most part they slept on grass mats in a lean-to covered with tall grass. Their migration patterns were influenced by the weather and food was only difficult to find during a drought or late freeze. The Indians rarely went without food because of the abundance of resources. They took small animals like rabbits and squirrels in traps, nets or by throwing a boomerang type stick to strike down the animal. Larger game like deer and buffalo were hunted with spears that were mostly thrown at the animals. Others gathered pecans, plants and acorns to supplement the protein diet. When near a lake or ocean the fished and while in the desert type areas the caught lizards and ate cactus fruit. The social structure of the Texas Indians is similar to that of other areas. The men hunted for food and protected the group from harm while they traveled. The women were responsible for tending the fire, caring for the children, made clothing and packed and unpacked the camp. They used dogs, the only animal they domesticat...

Slash Your Job Search Time In 3 Simple Steps

Slash Your Job Search Time In 3 Simple Steps Old-fashioned job search methods are proving to be just that: old-fashioned. The newspaper classifieds section is something of a laughingstock, and blasting resumes and cover letters blindly into online application systems is almost just as silly. The face of job hunting has changed. Be on the cutting edge, and cut your job search time in half with these 3 simple steps. Find the Voice Behind the CurtainIn this case, that just means: find the hiring manager. Especially when traditional channels aren’t getting you very far. Go straight to the source. The hiring manager will have fewer filters in place to keep out the likes of you, so you have a better chance of making a connection and getting your application noticed. Use a combination of LinkedIn and the company’s website to find out who your best point of contact would be, then draft the classiest, most professional email you can.When in doubt, send the following two things to the department manager you’d be work ing with directly:Create a  Pain LetterThink of this as a cover letter plus. A pain letter, in case you’re unfamiliar with the term, is a letter in which you try to sell yourself to the prospective company by identifying something that pains them, and showing yourself in the unique and perfect light to fix it. Maybe you explain how you solved a similar problem before, at a previous company, or how you filled a similar gap before- with great success.Don’t forget to pump up the company a bit; don’t just list its faults and weak spots! Do emphasize how grateful you’d be for an opportunity to help take them to the next level of greatness.Humanize Your ResumeWe sometimes make the mistake of sounding too cold and removed in our job application materials- like we’re trying to be super professional. But, we end up sounding kind of dry and robotic. Instead, try wording your resume in the first person, with an emphasis on what your particular skills and ex perience can contribute to the organization.

Viviparous Definition

Viviparous Definition Viviparous organisms are those that give birth to live young, rather than laying eggs. The young develop within the mothers body. Viviparous Etymology The word viviparous stems from the  Latin word vivus, meaning alive and parere, meaning to bring forth. The Latin word for viviparous is  viviparus, meaning to bring forth alive. Examples of Viviparous Marine Life Examples of marine life that are viviparous include: Marine mammals such as whales and dolphins, pinnipeds, sirenians, and sea ottersSome sharks, including blue sharks, white sharks hammerhead sharks, and bull sharks, andSome other fish species, (e.g., the Pacific ocean perch). Humans are viviparous animals as well. Characteristics of Viviparity Viviparous animals invest lots of time in the development and care of the young. The young often take several months to develop in the mothers uterus, and they may stay with their mothers for months or even years (e.g., in the case of dolphins, who may remain within their mothers pod for their entire lives).   Thus, the mother does not have many young at a time. In the case of whales, although dead whales have been found with multiple fetuses, mothers usually give birth to just one calf. Seals usually have one pup at a time.  This is in contrast to some other marine animals like crabs or fish, which may produce thousands or even millions of young, but the young are usually broadcast out into the ocean where there is relatively little chance of survival. So, while the time and energy investment in viviparous animals is great, their young have a strong chance of survival. Sharks often have more than one pup (hammerheads may have dozens at once), but these sharks grow relatively large in the womb. Although there is no parental care after birth, the young are relatively self-sufficient when they are born.   Viviparous Antonym and Other Reproductive Strategies The opposite (antonym) of viviparous is oviparous, in which the organism lays eggs. A very recognizable example of an oviparous animal is the chicken.  Marine animals that lay eggs include sea turtles, skates, some sharks, many fish, and nudibranchs. This is probably the most common reproductive strategy used by animals in the ocean.   Some animals utilize a reproductive strategy called ovoviviparity; these animals are said to be ovoviviparous. As you could probably guess from the name, this type of reproduction is in between viviparity and oviparity. In ovoviviparous animals, the mother produces eggs, but they develop within her body instead of hatching outside the body. Some sharks and other types of fish use this strategy. Examples include  whale sharks,  basking sharks,  thresher sharks,  sawfish,  shortfin mako  sharks,  tiger sharks, lantern sharks, frilled sharks, and angel sharks. Pronunciation VI-vip-are-us Also Known As Live-bearing, bear live young Viviparous, as Used in a Sentence Viviparous shark species include bull sharks, blue sharks, lemon sharks, and hammerhead sharks. Sources Canadian Shark Research Lab. 2007. Skates and Rays of Atlantic Canada: Reproduction. Accessed November 30, 2015.Denham, J., Stevens, J., Simpfendorfer, C.A., Heupel, M.R., Cliff, G., Morgan, A., Graham, R., Ducrocq, M., Dulvy, N.D, Seisay, M., Asber, M., Valenti, S.V., Litvinov, F., Martins, P., Lemine Ould Sidi, M. Tous, P. and Bucal, D. 2007.  Sphyrna mokarran. In: IUCN 2012. IUCN Red List of Threatened Species. Version 2012.1. Accessed November 30, 2015.Dictionary.com.  Viviparous. Accessed November 30, 2015.Harper, D. Viviparous. Online Etymology Dictionary. Accessed November 30, 2015.NOAA.  How Many Babies? Science Activity.  Accessed November 30, 2015.NOAA: Voices of the Bay. Fishery Science - Biology and Ecology: How Fish Reproduce.  Accessed November 30, 2015.

Ethical Article Analysis Essay Example | Topics and Well Written Essays - 500 words

Ethical Article Analysis - Essay Example The banks will have expectations that loans are returned in full without default. The owners of the firm will expect that some black money is not being invested in their firm; they expect of the employees that their output or productivity matches their emoluments. They may have concerns as to there should not be wastage of resources and maximum production is being ensured at minimum cost. The consumers expect that they are charged reasonable prices for goods and services and firms are not seeking exorbitant profits. Moreover, consumers’ interests are not infringed by firms’ cartels or by price discrimination. General public will expect from firms that their operations are not detrimental for their health or not generating environmental pollution. The environmentalists concerns are that firms operations are not leading to ozone-layer depletion or loss of biodiversity. Government expectations are that corporate laws are not violated and firms pay taxes without evasion. Th e employees concerns are that they are paid fully for the services they render and there is no discrimination in salaries and promotions on the basis of sex differences or on any other ground. When so many different things from different quarters enter into the scene the financial decision will naturally be affected. In the business organization referred to in the article under consideration ethical concerns are categorized on the basis of the various publics with which the financial manager has to deal; these publics include the board of directors, the medical staff, vendors, regulatory agencies, employees, and consumers. A board of directors’ member interests may be in conflict with that of the organization due to his multiple roles; the board member may also represent an organization that is in competition with the institution for certain goods or services. Ethical concerns may also come up as a result

Orgnistionl context of PEPSI INC Assignment Example | Topics and Well Written Essays - 1750 words

Orgnistionl context of PEPSI INC - Assignment Example Stakeholders are generally defined as any individuals or organizations who have the ability to directly or indirectly affect or are affected by the operations of a program. (Wnous, Reichers, Mlik, 2004) In Pepsi Inc there are two main distinctions concerning the type of stakeholder: internal and external. Internal stakeholders are typically all employees, and might include specific groups such as agency managers; program managers; front-line supervisors; direct-service employees; subject matter experts or occupational specialists; and evaluation, planning, and budgeting staff. External stakeholders are individuals or groups outside the organization that regularly exercise actions that can promote, inhibit, or change the operations of the organization. Types of external stakeholders who might participate include: elected officials, interest groups, union representatives, the media, customers, and citizens. Powerful externl stkeholders re cpble of dominting n orgnistion's strtegy. It i s importnt to scertin ech stkeholder's level of interest concerning the orgnistionl purposes nd strtegic choices, nd the level of power they yield. Implementing stkeholder mpping mtrix provides n insight into this, which in turn fcilittes the understnding of Pepsi Inc's politicl priorities. 4. Corporte strtegy Pepsi Inc brnd nmes re mong the best-known nd most respected in the world. Some of the Pepsi Inc brnd nmes re 100 yers old, but the corportion is reltively young. Pepsi Inc. ws founded in 1965 through the merger of Pepsi-Col nd Frito-Ly. Tropicn ws cquired in 1998. In 2001, Pepsi Inc merged with the Quker Ots Compny, creting the world's fifth-lrgest food nd beverge compny, with 15 brnds - ech generting more thn $1 billion in nnul retil sles. The success of PepsiCo is the result of superior products, high stndrds of performnce, distinctive competitive strtegies nd the high level of integrity of our people. Compny's overriding objective is to increse the vlue of our shreholders' investment through integrted operting, investing nd finncing ctivities. Pepsi's strtegy is to concentrte our resources on growing our businesses, both through internl growth nd crefully selected cquisitions. Corporte strtegy is continully fine-tuned to ddress the opportunities nd risks of the globl mrketplce. T he corportion's success reflects our continuing commitment to growth nd focus on those businesses where we cn drive our own growth nd crete opportunities. Pepsi's Keys of Corporte Governnce nd Business Ethics: strong record of community support nd corporte citizenship, contributing through The PepsiCo Foundtion, which includes grnts to orgniztions, support of employee volunteerism nd mtching gifts. Commitment to culture of inclusion, providing equl opportunity nd workplce where ll employees hve the opportunity to rech their potentil. Commitment to helping employees blnce their work nd home lives. Cultivtion diverse supplier bse, purchsing growing percentge of our products from minority- nd women-owned firms. Striving to develop

Is the statement ''Good record-keeping shows good clinical care'' true Assignment

Is the statement ''Good record-keeping shows good clinical care'' true Discuss - Assignment Example A good clinical record should include: (1) pertinent information of the patients’ medical history, including important negatives; (2) examination results, including important negatives; (3) differential diagnosis; (4) details of any laboratory exams ordered, and any treatment provided; (5) patients’ progress report; (6) follow-up schedules; (7) information shared with or discussed to the patient, such as associated complications of a treatment; and (8) patients’ non-compliance of the treatment (Medical Protection Society [MPS], 2011). This should be written objectively, clearly and legibly; with the name and signature of the medical practitioner; as well as the date and time of examination affixed after the report (MPS, 2011). Clinical records are part and parcel of patient care, which ensures the safe delivery of health care, as well as positive patient outcomes. Medical records are the basis for establishing a high quality of patient care (Ram & Carpenter, 2007 ). It is a vital tool that allow medical practitioners to understand; learn from; and correct errors made in the past (Ram & Carpenter, 2007). ... A detailed account of patient complaints help medical practitioners focus treatment plan and care provision on the problem presented; and on its associated complication. It provides a list of objective manifestation that form the basis for the diagnosis; and it prevents deviation from the ideal course of treatment. By setting out on a treatment course designed for the patient, unnecessary tests, medications, procedures, as well as expenses can be dodged; and a focused plan of care can be applied. According to Blake (2010), â€Å"good record-keeping will assist the member in accurately recalling the starting point with the client, the agreed-upon goals and process, and evaluating the extent to which the goals have been achieved† (p.15). Information contained in medical records serve as a basement data with which present, and future assessment findings can be compared with. This aids the health providers in deciding; in planning; and in evaluating the treatment regimen and other interventions for the patient. Documenting assessment findings, outcome interventions, and other observed manifestations, can help medical practitioners monitor the progress of patient care; and identify, as well as prevent possible adverse effects resulting from the treatments employed. In a study by Pomeranz (n.d) on deaths caused by medication errors, he emphasized that â€Å"...better awareness can help prevent some of the deaths [caused by adverse medication reactions;]...and better record keeping can help prevent patients’ being given drugs that they have had allergic reactions to in the past...† (as cited in Grady, 1998, n. pag.). Pertinent information that can affect

The intercaction between business and the external environment - Pest Essay

The intercaction between business and the external environment - Pest Amalysis - Essay Example With competition in the food and drinks retail market becoming stiffer in the UK market, the company has come up with strategy of increasing its retail outlet in other parts of the world as a way of maintaining growth in the market. The company has set out four manning goals which have been a source of it strong in the market n and also source of growth. (T-online, 2008) Tesco is one of the largest retail chains in the industry holding more than 30% of the market share in the UK which has been seen as dominance in the sector. The supermarket accounts for 1 of every 8 pounds that are spent by UK shoppers in food and drinks industry. Currently the store has more than 400,000 employees in all its retail outlets. It has integrated the interest of different stakeholders in its goals and objective which have been the growth point. The company and an initial goal of becoming a strong UK core business. In this regard the company had set out a goal of growing in the external world but with a special focus of the UK market. In the last few years the industry had been record marginal growth but Tesco had been recording massive growth in its operation. This has been through given customers value for their money and offering cheaper products. Since it was established the company set out goals of becoming strong food and nonfood earlier in the UK market. These were two industrial sectors that were growing very fast in the consumer world and therefore the initial targets were aimed at reaching to all the market segments that dealt with these goods. Since then it has grown to be the largest online retailer in the world with more that 1 millions customer in the word. The company also set goal of diversifying its operations in the external market and a 30% of the stores are found out side the UK and the company has been having a plan of increasing it to 45% of their markets by investing in Central Europe and Asia. The company also set out a

Personal Statement for International commercial and business law

For International commercial and business law - Personal Statement Example By studying business law I have come to understand that the legitimate system of a nation is closely linked to its social, political and cultural customs and to its complete financial condition. In exact, the skills in business Law that I studied at the university is a field that is aimed at regulating the global monetary associations; it comprises international community law, global private law and the public laws of diverse nations. It is my belief that the greatest technique of applying these skills of this this topic well is by getting me into the other nations globally with the aim of experiencing and being acquainted with the precise legitimate systems. When pursuing my undergraduate program at the University, the institution allowed me to learn all the elementary courses of business law in a systematic manner; I was thus able to become exposed to fundamental groups of specific laws. However, among these classes, my most favorite was business law. This enabled me to receive a series of awards and as well as scholarships, this was a significance of how I exceled in my academic works. In 2009, due to the excellent school performance, I managed to qualify on a trip that was very educative and that where i attained the vast experience that I have today, I was selected as one of the five students to go to Korea to present my university in a course program. On this trip we spend a full month whereby I managed to work together and bond with law students internationally, the most fundamental courses that I studied at the program in Korea entailed, Global Financial Law, Overview of American law, and WTO and China. These lectures were mostly given my professors who were form the United States. I did not only manage to attain high marks for these courses. On the other hand, I managed to adapt myself to the different styles of education that

Public Relations Plan Essay Example | Topics and Well Written Essays - 2250 words

Public Relations Plan - Essay Example The College height is to create a competitive private sector, which accommodates the diverse academic fields that the world can offer. Our institution boasts of lodging seven schools in its park. The present faculties are growing to put up with the blissful near future our college is set to thrive in it. As an institution, we believe we are growing from the nugget of a small private college that was to a multi-national academic footprint. The history of this park, where the vast buildings of this college sit; have an olden times of a long tradition of education, and magnificent achievement. The institution will grow from the well re-known London Zoo it harbors to a better academic institution with distinction (Duhe, 2007:21). The presidential visit provides us with a ripe time to highlight what the institution boasts of and what it can offer. Like every other Educational Institution, this possibility of a stately visit lays our grounds to grow in the eyes of the world. The few minute s of grace and honor presented to us by the president calls for proper channeling for the benefit of the entire Regent College. It is an opportunity that opens us to the international focus. Regent’s College, which has grown into a multi-disciplinary campus community, will rise up to the pinnacle of the seven world-renowned schools if we utilize the president’s visit amicably. This public relation plan efforts divines the event goals: the presidential visit to serve as a friendraiser for the institution. As an academic community, we would like to harvest as many beneficiaries globally to our institution as possible. This in return will increase the scholars’ attendance, inform new global audience, in better way educate, and inform our public. Planning and programming Audience Having drawn seven successful colleges in its Villa Park grounds, the presidential visit should attract not only the internal scholars but also the international community. The president wi ll address a range of audience who will substantially benefit. Regent’s fraternity is bound to witness a tumult of internal audience. From this view, we will have full attendance of the internal scholars, parents and guardians, kids and teaching staff (Watson, 2007:12). Every faculty will also parade its staff and the personnel’s owing to its success. The speech is destined to address the uncommon path of its success and the possible reason for its unmatched itinerary. The internal audience will keenly want to hear their stake in comparison to the other international academic community. The College has preserved enough space as well for the external audience. The presidential speech will be a reason for the general public, volunteer groups and charity organizations. All this, being put into place; is to highlight the expansiveness of the historical park and its viability to develop still further. The potential and existing founders and commissioners, service users, pol itical and professional stakeholders expected to gather at Regent’s College will form part of the multitude the president will address. They will be all in not to listen to eloquent American president, but also to listen a powerful person speak of their own Regent College. Key messages The presidents speak will be key to the public. His messages must communicate in order to reach the

Personal Statement for International commercial and business law

For International commercial and business law - Personal Statement Example By studying business law I have come to understand that the legitimate system of a nation is closely linked to its social, political and cultural customs and to its complete financial condition. In exact, the skills in business Law that I studied at the university is a field that is aimed at regulating the global monetary associations; it comprises international community law, global private law and the public laws of diverse nations. It is my belief that the greatest technique of applying these skills of this this topic well is by getting me into the other nations globally with the aim of experiencing and being acquainted with the precise legitimate systems. When pursuing my undergraduate program at the University, the institution allowed me to learn all the elementary courses of business law in a systematic manner; I was thus able to become exposed to fundamental groups of specific laws. However, among these classes, my most favorite was business law. This enabled me to receive a series of awards and as well as scholarships, this was a significance of how I exceled in my academic works. In 2009, due to the excellent school performance, I managed to qualify on a trip that was very educative and that where i attained the vast experience that I have today, I was selected as one of the five students to go to Korea to present my university in a course program. On this trip we spend a full month whereby I managed to work together and bond with law students internationally, the most fundamental courses that I studied at the program in Korea entailed, Global Financial Law, Overview of American law, and WTO and China. These lectures were mostly given my professors who were form the United States. I did not only manage to attain high marks for these courses. On the other hand, I managed to adapt myself to the different styles of education that

Injustice Essay Example | Topics and Well Written Essays - 250 words

Injustice - Essay Example Thrasymachus points out that justice is the advantage of the stronger. He claims that rulers and makers of law do not commit errors in their decrees and that they make laws that are best for themselves. Thrasymachus argues that subjects have no chance but to do as the decrees of their ruler without question. This argument makes injustice act solely for the interest of the rulers. According to Thrasymachus, injustice is stronger if it is on a larger scale, and it is more masterly than justice is. Injustice always gets more(Plato. 343b-344c). Glaucon view on justice is that it is a necessary evil that people allow themselves to suffer to avoid a much greater evil of impunity (Plato. 438b-e). Injustice is thus a much better preference than justice is as justice is just a burden that we engage in out of fear. People participate in justice, as they are afraid of the punishment of injustice. Injustice rewards all that practice it, with honor and wealth, as it allows one to indulge in all his urges (Plato. 357a-367e). Adeimantus claims that justice does not act solely but for something more: for the rewards, that one reaps in the current life and aftermath. One seeks injustice for one’s sake while justice is only for something more, the rewards it brings along (Plato. 357a-367e). Conclusion In light of the arguments proposed above, it is apparent that the three favor injustice rather than justice. Injustice is a practice of free will that satisfies the body, unlike justice that is a bondage of something more.

Impact of Government Curriculum on Teaching and Learning

Impact of Government Curriculum on Teaching and Learning Governmental Control Over Curriculum and the Impact on Teachers as Skilled  Professionals Introduction Caldwell and Hayward (1998) state that the need for reform in England’s school system was realized in 1976 (p. 1). Yet, it was not until 1988 with the Education Reform Act instituted under Margaret Thatcher that a â€Å"national curriculum, national tests† and control of the schools by the government began to become a reality (Caldwell Hayward 1998, p. 1). Murnane and Steele (2007) contend that national involvement in the public schools was intended to support the learners, as well as the teachers (p. 15). However, because of the continued awareness by governments that Western educational institutions were lagging behind the accomplishments of Eastern schools, continued changes in the area of education and government’s control over it have completely altered the educational landscape (Murnane Steele 2007, p. 15). This is because of an adopted neo-liberalist policy approach that has favored markets over learners and policies over teacher effectiveness (Apple 200 1, p. 182). As a result teachers are becoming â€Å"deskilled† and incapable of maintaining their own control over their effectiveness in the classroom (Hall 2004, p. 3). As this control subsides, therefore, teachers are leaving the profession due to frustration and an inability to maintain their professional capabilities in the schools. This knowledge provides evidence that the neo-liberalist policies that have been adopted in the United Kingdom are not achieving the end results as once forecast and that there is perhaps a need to reconsider these policies in order to ensure that teachers that are the foundation of education retain the skills and knowledge that is necessary to instruct society’s children. Neo-Liberalism Apple (2001) indicates that there was once a â€Å"classical liberalism† that existed in relation to the schools and those policies related to education that impacted teachers and students (p. 182). However, Apple (2001) states that as time has progressed the classical liberalism of the state policies has been altered toward a â€Å"neo-liberalism approach† (p. 182). According to Apple (2001), it is important to understand the differences between these two types of views of education because these differences are at the core of the educational issues that schools in many countries face today (p. 182). Olssen (1996) defines classical liberalism in the schools as a method of â€Å"freeing those within the schools from state control† (p. 337). Olssen (1996), on the other hand, specifies that neo-liberalism supports the state’s role in controlling education by â€Å"creating a market†¦[that involves] the conditions, laws and institutions necessary for its operation† (p. 337). Apple (2001) argues that when an education â€Å"market† is, therefore, created it is a market that seems to suggest â€Å"individualization† (p. 182). However, the individualization of the market is subjected to the controls of the government and the policies that force parents, teachers and students to act in a certain manner, leading to the end results that the state intended from the start (Apple 2001, p. 182). This is because the actions of the entities connected to education are restrained by the boundaries set forth in the policies of the government and as those boun daries become more tightly fixed the actions of the parties are more predictable. Choice and Influence on Teachers Apple (2001) expands on this notion by examining the middle class in society (p. 182). Apple (2001) stipulates that when parents of different nations in the middle class are given the opportunity of school choice the government knows that those parents will naturally begin placing their own criteria and/or expectations on schools (p. 182). Consequently when parents are unhappy with the curriculum at one school the teachers at the school are forced to alter that curriculum in order to meet the demands of the parents or they will loose the students within that school (Apple 2001, p. 182). The loss of students within a school means the loss of government funding, the loss of jobs, the lack of teacher’s ability to provide resources and ultimately the loss of the school itself in the community. Therefore, as Apple (2001) indicates, the government policies may be suggesting that people have a greater choice; yet, what is actually occurring is a more significant control of schools th rough the ability of parents to actively use choice to influence curriculum in relation to the schools (p. 182). As parents influence how the curriculum is created, consequently, teachers are placed under greater scrutiny and are forced to expand their offerings in the classroom – even if these offerings include learning that the teacher is not knowledgeable or skilled in. Brooker (2003) contends that the manner in which parents and private entities are capable of influencing the education of students is evident in the United Kingdom with the inclusion of computer technologies in the elementary classroom (p. 261). Over the past decade there has been such a significant increase in the demand for computer technology training of young students. Yet, those schools that do not conform to this expectation are loosing students (Brooker 2003, p. 261). In general this is because parents, manufacturers and the government insists that if children are not trained in the use of computers at an early age they will not be capable of competing with their peers or those in the outside world later on (Brooker 2003, p. 261). Yet, Brooker (2003) argues that technologies in the classroom has impacted teachers negatively due to the fact that many of today’s teachers are not skilled in the use of computers and they are not capable of acquiring the knowledge needed to instruct their students adequately (p. 261). This is because, in general, many schools fail to provide teachers with new training that will support the increase in the instructional scope and teachers do not have the ability to seek outside skill training and maintain their work schedule at the same time. New Teacher Training The concept of choice and control offered by the government is also being reflected in proposals by government entities associated with initial teacher training (Apple 2000, p. 1). Apple (2000) specifies that in the current educational climate what is being considered is the â€Å"deregulation† of teacher training as a means of promoting competition among institutions of higher learning (p. 1). Essentially what this causes to occur is that colleges and universities are freely allowed to choose their own approaches to teaching and teachers have the choice of training institutions that they prefer. However, as time progresses it becomes apparent to schools and the communities that support them which teachers are trained effectively and which are not (Apple 2001, p. 182). This occurs when standardized test scores are revealed from students, reflecting directly back on the teacher’s abilities to educate (Apple 2001, p. 182). As a result, when enough teachers from a particul ar institution are incapable of developing learners that can pass standardized tests that institution begins to realize a decline in enrollment (Apple 2001, p. 182). Although teachers in training are given the choice of schools to attend and colleges are given freedom in determining how those teachers are training, ultimately it is the governmental control of policies that impacts whether or not the institution of higher learning will survive and what curriculum will be used to teach teachers in society. In the neo-liberalist approach to education there is evidence that the freedoms that are being given to colleges and universities are instead tools that negatively impact teachers entering the profession, often with the new teachers being unaware that they are ultimately slated for failure before they even begin their careers. Able Students Ball, Bowe and Gewirtz (1994) stipulate that governmental control over education further impacts teachers and curriculum due to the fact that teachers and schools begin to attempt to avoid students with special needs and â€Å"seek out able children† (p. 19). This is because special needs students require a greater amount of teacher time, teacher expertise and teacher interaction with students that takes away from the teacher instructing â€Å"able† students who do not have special needs (Ball, Bowe Gewitz 1994, p. 19). In England, Ball, Bowe and Gewitz (1994) state that this intent to encourage able students enrolling in schools by teachers and administrators is directly related to the â€Å"publication of performance indicators such as examination league tables† because schools find it difficult to explain that test scores may be low due to an abundance of special needs students (Ball, Bowe Gewitz 1994, p. 19). Yet, Gerwitz, Ball and Bowe (1995) further argue that control of the curriculum and teacher performance is also related to the students of different cultures (p. 6). For example, in England it is known that African American students traditionally have difficulties in the schools because of the large segment of this population that is impoverished (p. 6). Poverty is correlated to the abilities of the students, with those in the impoverished classes historically performing less successfully on standardized tests (Gerwitz, Ball Bowe 1995, p. 6). Apple (2001), therefore, states that this causes teachers to develop curriculum that targets students who are more capable of learning and ignores those students that standardized testing was intended to support in the first place (p. 182). Fragmentation Allen and Ainley (2007) contend that as time progresses the governmental control over the curriculum in the schools is continuing to expand, impacting how teachers not only teach, but changing what is taught to students, causing a fragmentation of teacher control over their own labor (p. 1). An example of this exists within English schools as education reform is focused on vocational education for students beginning at age 14 (Allen Ainley 2007, p. 1). According to Allen and Ainley (2007) the government came to the conclusion that there was a decline in students graduating from schools with marketable skills and this impacted their success after public schooling (p. 1). The issue, therefore, became less concentrated on a student’s ability to read, write and perform simple math and more on specifically training students to function in specific jobs once they have left academia (Allen Ainley, 2007, p. 1). Allen and Ainley (2007) indicate that this brings about two specific issues. First, while teachers in the United Kingdom have indicated that they do not support this policy, teacher organizations throughout the country have ignored teacher protests and called on educators to ensure that the policies are successful (Allen Ainley 2007, p 1). Second, programs for vocational training are being largely created in schools that instruct low income or impoverished students, with those students in high performing schools working with a traditional curriculum (Allen Ainley 2007, p. 1). What this means is that while governmental policies are once again suggesting that there is choice in relation to education, the policies are ensuring that only those choices that support what the government deems appropriate for education will be made (Allen Ainley 2007, p. 1; Chitty 2004, p. 160). Furthermore, Murnane and Steele (2007) state that this causes teachers to be inundated with having to cope with a curriculum that is ever-changing and that they believe they no longer have control over (p. 15). As a result teachers are leaving the teaching profession in vast numbers and this is creating a greater shortage in the teacher workforce than ever before (Murnane Steele 2007, p. 15). Conclusion Duggan and Pole (1996) suggest that the dissatisfaction in the teacher workforce began to be ever apparent in the 1990s (p. 139). Hall (2004) states that this is an issue that has increased over time because of policies such as â€Å"the Literacy and Numeracy Strategies in primary school and the Key Stage 3 Strategy in secondary schools†, as well as the inclusion of technologies and standardized testing that â€Å"constricts teachers† and their capabilities throughout the curriculum (p. 3). According to Hall (2004) the types of control connected to the schools and the deskilling of teachers are endless (p. 8; Appendix 1). Consequently there is an increased teacher workload, decreased teacher satisfaction and a reduction in the number of teachers that want to or are capable of instructing students in the manner in which government and/or society demands. For the future of education in the Western world this could mean that the attempt by government to regulate education and create more successful outcomes for students in England has the opposite effect, as is indicated by Hall (2004, p. 3). The research indicates that the original intent of education to create students that were capable of being productive citizens after their educational careers ended became extremely complex when it was realized that Western students did not achieve at the same rate as Eastern students. Therefore, a neo-liberalist policy toward education by the government was adopted, suggesting that choice was available to parents, teachers and students and that a greater freedom in education would exist. Yet, the research also demonstrates that the idea of choice was restricted by the policies related to education that were adopted by the government and that these policies minimalized the choices that actually existed. Moreover, these neo-liberalist policies became so intricately woven within education that the choices made by those connected to education could be predicted and manipulated with ease. For teachers this has meant that they are overworked, under-trained and unprepared for the demands o f the modern educational system and given few options as to how they can overcome these issues. This knowledge provides serious implications for the educational system because as teachers continue to become frustrated due to their increasing deskilled status they are leaving the teaching workforce. This knowledge provides evidence that the neo-liberalist policies that have been adopted in the United Kingdom are not achieving the end results as once forecast and that there is perhaps a need to reconsider these policies in order to ensure that teachers that are the foundation of education retain the skills and knowledge that is necessary to instruct society’s children. Appendix 1 (Hall 2004, p. 8). 1. Regulated market control: metaphors of the market and consumer demand are imposed upon schools; success and profits go to those who best meet consumer demand. Teachers’ work is evaluated in terms of measured outputs set against cost. Competition is the key element in relations between schools. (Ball, 1994) 2. Technical control: this is embodied in structures rather than people – in, for example, notionally ‘teacher proof’ teaching materials and text books, and in specified competences (Apple, 1988, 1996) 3. Bureaucratic control: hierarchical power is embedded in the social and organisational structure of institutions – jobs are differently divided and defined, have different salaries, and supervision, evaluation and promotion arrangements. The potential for establishing a career operates as a control mechanism. 4. Corporate control: the focus of the institution is on economic rather than social good. A competitive ethos prevails. Managers focus on economic goals. The head teacher is perceived more as a line manager than as a first among professional equals. 5. Ideological control: hegemonic beliefs – for example, that a good teacher has certain characteristics – become part of the dominant ideology within schools. These ideas and beliefs are reinforced in pre-service and in-service training. Certain conceptions of teachers’ work become naturalised – for example, a move away from child-centred discourse to market based discourse. 6. Disciplinary power: Foucault (1977) shows how, by means of the technologies of power – hierarchical observation, normalising judgment and examination –individuals are ‘disciplined’ into ways of understanding their work. Minor procedures and routines are specified (times, dress, expected responses) in ways that become anonymous and functional within a school; teachers and others within the school regulate their own behaviours to meet these expectations. Smyth describes this as a ‘triumph of technique over questions of purpose’ Bibliography Allen, M. and Ainley, P. (2007) Education make you fick, innit? London: Tufnell Press. Apple, M. (2000). Power, meaning, and identity. New York: Peter Lang. Apple, M. (2001). Markets, standards, teaching and teacher education. Journal of  Teacher Education. 52(3): 182-207. Ball, S., Bowe, R., Gewirtz, S. (1994). Market forces and parental choice. In S. Tomlinson (Ed.), Educational reform and its consequences (pp. 13-25). London: IPPR/Rivers Oram Press. Brooker, L. (2003). Integrating new technologies in the UK classroom. Childhood  Education. 79(5): 261-289. Caldwell, B., and Hayward, D. (1998). The future of schools: Lessons from the reform  of public education. London: Falmer Press. Chitty, C. (2004). Education policy in Britain. London: Palgrave. Duggan, R., and Pole, C. (1996). Reshaping education in the 1990s. New York:  Routledge. Gewirtz, S., Ball, S., Bowe, R. (1995). Markets, choice, and equity in education.  Philadelphia: Open University Press. Hall. C. (2004). Theorizing changes in teacher’s work. Canadian Journal of Education  Administration and Policy. Retrieved January 1, 2009, from http://www.umanitoba.ca/publications/cjeap/pdf_files/hall.pdf Murnane, R., and Steele, J. (2007). What is the problem? The challenge of providing  effective teacher for all children. The Future of Children. 17(1): 15-35. Olssen, M. (1996). In defense of the welfare state and of publicly provided education.  Journal of Education Policy. 11: 337-362.

Langston Hughes, Prolific Writer Of Black Pride During The Harlem Renai

During a time where racism was at its height in America, Jim Crow laws separated blacks from mainstream white society. Where the notion of â€Å"separate but equal† was widely accepted in America, blacks were faced with adversity that they had to overcome in a race intolerant society. They were forced to face a system that compromised their freedom and rights. Blacks knew that equal was never equal and separate was definitely separate (George 8-9). Blacks had to fight for their rights because it wasn’t handed to them. Racism manifested itself on many levels and had to be fought on many levels. This gave rise to influential black leaders in the fight for civil rights. Langston Hughes was one of those black leaders who arose during the Harlem Renaissance. He gave his people a voice and encouraged pride and hope through his literary work, to overcome racial discrimination. Langston Hughes lived during the time of the Harlem Renaissance, an African American cultural movement of the early 1920s and 1930s that was centered in the Harlem neighborhood of New York City. It also came to be known as the New Negro movement, marked the first time that mainstream publishers and critics took African American literature seriously and that African American literature and arts attracted significant attention from the nation at large. Although it was primarily a literary movement, it was closely related to developments in African American music, theater, art, and politics. This was also the time of the â€Å"Great Migration†, where more blacks were migrating from the rural South to the urban North, to seek better jobs and lives for their families (George 62). This new identity blacks to gain a new social consciousness and opportunity that was not available ... ...a fifty seven story famous historic landmark building in New York. â€Å"I’ve been a singer: All the way from Africa to Georgia I carried my sorrow songs.† There have been many famous black singers who have made a name for themselves. Singing songs of the blues, gospel etc. telling their stories through melodies and soul. â€Å"I’ve been a victim: The Belgians cut off my hands in the Congo. They lynch me still in Mississippi.† Here Hughes shows that blacks have been objects of violent hate. But at the end of the poem Hughes repeats â€Å"I am a Negro: Black as the night is black, black like the depths of my Africa.† This shows that although blacks have been treated in ways in which no human should be treated. We still kept moving forward never giving up hope and faith, that a change would come. We have accomplished many things in our past and we can use this to motivate our future.

adopt to a new environment :: essays research papers

What do you think the best way to adopt a new environment that has a different culture for a foreigner? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Well, I think it’s to develop social relationships with members of the new culture, and in order to have a better communication with them, it’s not enough just speak their language fluent, but we also have to know the personality of the country and the way that people talking. Today I want to share some of my culture shock experiences with you, and I hope those experiences can help you to have a little closer look of the personality of Americans and the way that people talking. The first thing I want to talk happened at the first day I attended to USC as its student, which just several weeks ago. A friend and I went to the cafeteria to have lunch. There was a middle size? guy caught my attention. He carried a big backpack and wore a huge headphone. He was singing as he stopped in the front of a food counter. It seemed that the music he was listening reached the climax. He closed his eyes, turned to another side and opened his arms while his sound became more and more loud until almost yelled! Everybody turned to look at him, and he seemed still enjoyed in that song. During a short quiet moment, a lady who sat in a wheelchair beside the table I sat suddenly moved her body hardly and yelled: I like it! I like it! The guy who shared the same table with us looked at me said: â€Å"Oh man, it is amazing, isn’t it?† I was still in shock and replied him a smile after couple seconds. †¦Ã¢â‚¬ ¦ This experience is unforgettable for me. That’ s the first time that I feel the free and open personality that people have in this culture so strongly.

Mary Parker Follett Essay

The newest addition to the collection of books about Mary Parker Follett is a contribution by Joan C. Tonn entitled Mary P. Follett: Creating Democracy, Transforming Management (BUS stack HN57.T695 2003) The press release for this book is available here. Recently a new book about an older management theorist arrived in the Business Library. Published by the Harvard Business School Press, the contributors included Drucker, Mintzberg, Bennis and Kanter. Perhaps it was because the book was published by that press with comments by those people, that the subject attracted more attention than usual. The title of the book is Mary Parker Follett – Prophet of Management: A Celebration of Writings from the 1920s (BUS stack HD31.M334 1995) and the subject is obviously Follett who was a social theorist earlier in this century. A considerable amount has been written about Follett and her theories concerning organizations and management. Since the material is scattered over a long period and across different academic disciplines, this brief introduction and bibliography is designed to help you quickly find material relating to the â€Å"mother† of management theory. Obviously the place to begin is with the new collection of her writings mentioned above. It also contains evaluations of her positions, a useful epilogue by Paul Lawrence and a bibliography of Follett’s writings. For a brief biographical sketch see the appendix in Integrative Management: Creating Unity from Diversity, by Pauline Graham (HD 38.G68) as well as the essay by Graham in Mary Parker Follett – Prophet of Management (BUS stack HD 31.M334) which she edited. For an earlier biographical piece see Vol. 4 of theInternational Encyclopedia of Social Sciences, â€Å"Follett, Mary Parker† (DBW reference H 41.I58). The University of Western Ontario has a solid collection of material by and about Follett and there have been some works about her that were produced on this campus. In 1992, David Hurst wrote an article for Business Quarterly with the title: â€Å"Thoroughly Modern – Mary Parker Follett† (Vol. 56, No.4, Spring). Two masters theses have also originated here and they reflect the inter-disciplinary nature of Follett’s work: Science and Service: M.P. Follett and the Profession of Educational Administration by A.M.H. van den Heuvel (EDU stack AS42.L85.V265) and Mary Parker Follett: An Application of Her Management Theories to Educational Administration by Lorraine Vanderkerckhove (EDU stack AS 42.L85.V29). WORKS BY MARY PARKER FOLLETT Creative Experience (BUS stack BF 57.F6 1951; DBW stack BF 408.R67 1970) Dynamic Administration: The Collected Papers of Mary Parker Follett [electronic resource] (BUS stack HF 5547. F6). Weldon has an additional copy of the 1941 edition. Additional copies can be requested from storage, including 1 copy of the 1965 edition. Freedom & Co-ordination: Lectures in Business Organization (BUS stack HD 57.7.F66 1987). This work contains 6 lectures: â€Å"The Illusion of Final Authority†; â€Å"The Giving of Orders†; â€Å"The Basis of Authority†; â€Å"The Essentials of Leadership†; â€Å"Co-ordination† and â€Å"The Process of Control†. The last essay is also found in another volume available here at Western: Papers on the Science of Administration, ed. by Gulick and Urwick, p.159 (JF 1351.G8). The New State – Group Organization, the Solution for Popular Government (DBW stack JC336.F57 1918). The Speaker of the House of Representatives [electronic resource] (DBW stack JK 1411.F67 1896). For recent samples and discussions of Follett’s works see: Management Theory: From Taylorism to Japanization (BUS stack HD31.S22); Writing About Business and Industry (DBW stack HF5718.3.W74 1995);Management and Gender: Issues and Attitudes (BUS stack HD6054.4.U6K37 1994); Management and Organizational Behavior Classics (BUS stack HD31.M2917 1993); Great Writers on Organizations (DBW stack HM131.P74 1993); International Management Handbook (HD62.4.T47) and Classics of Organization Theory (DBW stack HD31.C56 1992). SELECTED WORKS ABOUT MARY PARKER FOLLETT In addition to some of the sources noted above, articles about Follett may be found by searching electronic databases such as Proquest. Articles that pre-date the electronic databases may be found by searching a variety of print indexes; some articles are noted below and others may be found quickly by looking at the M.A. theses noted above. Follett has also been the subject of many doctoral dissertations and they may be quickly located by searching Proquest’s Dissertations & Theses. Two dissertations that can be consulted are: Mary Parker Follett: Pioneer in Organizational Theory by Linda Brown (HD31.F667B76) and Scientific Management and Administrative Reform in Education†¦ by Kathleen Schwartz (HD 30.12.S39). â€Å"Sibyl of a Modern Science†, Business Week, Nov. 21, 1964, p.96 â€Å"Mary Parker Follett, Civic Leader Dies†, obituary, New York Times, Dec. 21, 1933, p.21, col.1 (DBWMFM AN 2.N5) â€Å"Mary Parker Follett: The Enduring Contribution†, Public Administration Review,Vol.28, No.6, 1968, p. 520 (DBWPER JK1.P85) â€Å"No occupation can make a more worthy appeal to the imagination either from the point of view of service it can perform, or from the tremendous interest in the job itself, than business management†. MPF. Mary Parker Follett Facts: Known for: pioneering ideas introducing human psychology and human relations into industrial management Occupation: social worker, management theory writer and speaker Dates: 1868-1933 Mary Parker Follett Biography: Modern management theory owes a lot to a nearly-forgotten woman writer, Mary Parker Follett. Mary Parker Follett was born in Quincy, Massachusetts. She studied at the Thayer Academy, Braintree, Massachusetts, where she credited one of her teachers with influencing many of her later ideas. In 1894, she used her inheritance to study at the Society for Collegiate Instruction of Women, sponsored by Harvard, going on to a year at Newnham College, Cambridge, in 1890. She studied on and off at Radcliffe as well, starting in the early 1890s. In 1898, Mary Parker Follett graduated summa cum laude from Radcliffe. Her research at Radcliffe was published in 1896 and again in 1909 as The Speaker of the House of Representatives. Mary Parker Follett began working in Roxbury as a voluntary social worker in 1900. In 1908 she became chair of the Women’s Municipal League Committee on Extended Use of School Buildings. In 1911, she and others opened the East Boston High School Social Center. She also helped found other social centers in Boston. In 1917, Mary Parker Follett took on the vice-presidency of the National Community Center Association, and in 1918 published her book on community, democracy, and government, The New State. Mary Parker Follett published another book, Creative Experience, in 1924, with more of her ideas about the creative interaction of people in group process. In 1926, she moved to England to live and work, and to study at Oxford. In 1928, Follett consulted with the League of Nations and with the International Labor Organization in Geneva. She lived in London from 1929 with Dame Katharine Furse of the Red Cross. In her later years, Mary Parker Follett became a popular writer and lecturer in the business world. She was a lecturer at the London School of Economics from 1933. Mary Parker Follett advocated for a human relations emphasis equal to a mechanical or operational empha sis in management. Her work contrasted with the â€Å"scientific management† of Frederick W. Taylor (1856-1915) and evolved by Frank and Lillian Gilbreth, which stressed time and motion studies. Mary Parker Follett stressed the interactions of management and workers. She looks at management and leadership holistically, presaging modern systems approaches; she identifies a leader as â€Å"someone who sees the whole rather than the particular.† Follett was one of the first (and for a long time, one of the few) to integrate the idea of organizational conflict into management theory, and is sometimes considered the â€Å"mother of conflict resolution.† In a 1924 essay, â€Å"Power,† she coined the words â€Å"power-over† and â€Å"power-with† to differentiate coercive power from participative decision-making, showing how â€Å"power-with† can be greater than â€Å"power-over.† â€Å"Do we not see now,† she observed, â€Å"that while there are many ways of gaining an external, an arbitrary power —- through brute strength, through manipulation, through diplomacy —- genuine power is always that which inheres in the situation?† Mary Parker Follett died in 1933 on a visit to Boston. After her death, her papers and speeches were compiled and published in 1942 in Dynamic Administration, and in 1995, Pauline Graham edited a compilation of her writing in Mary Parker Follett: Prophet of Management. The New State was reissued in a new edition in 1998 with helpful additional material. Her work was mostly forgotten in America, and is still largely neglected in studies of the evolution of management theory, despite the accolades of more recent thinkers like Peter Drucker. Peter Drucker called her the â€Å"prophet of management† and his â€Å"guru.†

Agriculture Education

IDA/700-PAK-10 Assignment Report Agricultural Education FOR INTERNAL USE ONLY: NOT FOR GENERAL DISTRIBUTION PAKISTAN Horticulture and Vegetable Production at the Sind Agricultural University, Tandojam by Mohamed A. S. Sakr UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (Unesco) Paris, 1982 Serial No. FMR/ED/OPS/82/23KIDA) IDA/700-PAK-10 Assignment Report (Sakr) FMR/ED/OPS/82/231 (IDA) Paris, 22 June 1982 CONTENTS PARAGRAPHS INTRODUCTION ( 1 – 2) AGRICULTURAL EDUCATION: UNIVERSITY PROVISION AND NEEDS ( 3 – 14) Faculties 3- Central Facilities: 5- 8 (1) (2) (3) Central Library Laboratories Water and Electricity (4) 5 6 7 S University Farm 9 Faculty of Agriculture 9 Staffing 10 – 14 Department of Horticulture 10 (1) (2) (3) Staffing Buildings Equipment 11 – 13 14 (15 – 36) ACTIVITIES OF HORTICULTURAL DEPARTMENT AND ADVISER 16 – 20 Undergraduate Curricula 21 Postgraduate Curricula 22 – 29 Vegetable Crops (1) (2) (3) object ives and Methods Growing methods Seed production (4) Results 22 – 23 24 – 27 28 29 30 – 32 Student Training:- practical work and lectures 3 – 34 Staff Training Research 35 – I. INTRODUCTION 1. This report covers the activities of the Adviser in Horticulture and Vega,table Production from 14 March 1981 to 13 March 1982, within the framework of Credit Agreement No. 678, signed on 18 February 1977 between the Government of the Islamic Republic of Pakistan and the International Development Association as provided by the Food and Agriculture Organization (FAO) under sub-contract to Unesco. 2. His functions were defined as follows:Under the direction of theVice-chancellor of the University and the Director of the Third Education Project in Pakistan, the Adviser, besides performing such other duties within his competence as might be assigned him, would assist the University's Faculty of Agriculture to: a) b) Develop curricula and teaching methods for cour ses in horticulture ; c) Prepare courses on physiological features affecting the growth of horticultural crops, including day-length, water-stress, soil and air temperatures, fertiliser use and uptake, etc. ; d) Encourage the development and use of innovative methods for teaching horticulture; e)Identify plant species which could be used locally for seed production; f) I I. Initiate and improve research methods in vegetable production; Prepare, within the Adviser's field of competence, technical documents (manuals, guidelines, brochures, etc. ) to be put at the disposal of the Faculty of Agriculture. AGRICULTURAL EDUCATION: UNIVERSITY PROVISION AND NEEDS Faculties 3. The Sind Agricultural University, which developed from the Agricultural College first established at Sakrand in 1939, had in 1982, an enrolment of 1,700 students and some 200 teaching staff (not including Research Institute s taff).It has a Division of Basic Sciences, three Faculties – Agriculture, Animal Husband ry and Veterinary Science, and Agricultural Engineering — and a Directorate of Advanced Studies. 4. The largest faculty is that of Agriculture, with 1,252 undergraduates and 174 postgraduate students and 88 teaching staff in 1982. It has eleven departments: agronomy, botany and plant breeding, agricultural extension and short courses, agricultural chemistry, agricultural economics, entomology, horticulture, plant protection, plant pathology, statistics and English. -2-Central Facilities (1) Central Library; 5. The Adviser considered that the Central Library, which serves the whole University, had inadequate stocks of recent reference books and periodicals, that its use could be increased if its hours of operation were extended from 7. 30 a. m. to 7. 30 p. m. , and that indexing and shelf-storage of books and other materials should be improved. (2) Laboratories : 6. A Central Laboratory, the Adviser recommended, should be established for advanced studies, suitably equipped and staffed with trained technicians.There was a need for a central service to maintain and repair laboratory equipment and apparatus. He found numerous items to be out of service which could easily have been repaired. Laboratory assistants were needed for proper laboratory maintenance and operation, and every department should have access to laboratories suitable for practical work by students, for demonstrations and for research and experimentation by teaching staff and postgraduate students. (3) Water and Electricity: 7. The water pressure was inadequate in most laboratories, to the detriment of practical work and experimental projects.Intermittent electrical breakdowns interfered with the conduct of laboratory experiments which required maintenance of a certain temperature, humidity and lighting. Wiring in some laboratories was inadequate. Voltage fluctuations should be stabilized by voltage regulators where sensitive apparatus was used. An emergency power, supply should be availab le. (4) university Farm: 8. The importance of practical training should be reflected by the development of a university farm large enough to serve all three faculties.A committee, headed by the Vice-chancellor, should be responsible for the planning and control of the farm, with a farm manager in charge of its activities. The farm would be used primarily for training students and for experimental studies, while production of field crops, fruit and vegetables, together with apiculture and fish-farming, could support research activities. Faculty of Agriculture Staffing: 9. With 88 teaching staff for 1,426 students, the student-teacher ratio in the Faculty of Agriculture is 1:16.This makes it difficult for teachers to teach, supervise practical training and research tasks and deal individually with students. The Adviser considered that the teacher:student ratio should be 1:10. -3- Department of Horticulture (1) Staffing 10. The Horticultural Department of the Faculty of Agriculture pro vides undergraduate and graduate courses in three main fields: pomology, olericulture and ornamental horticulture. The teaching staff of eight (a professor, one associate professor, four assistant professors and two lecturers) should be doubled by the addition of two associates, two assistant professors and four lecturers.A laboratory technician and three assistants, a field assistant for the vegetable garden and a tractor driver (should the Department receive a garden tractor) should also b e provided. For the moment, the University should provide at least a laboratory technician and a field assistant. (2) Buildings (a) Laboratories : 11. The Department has two laboratories, one about 30* x 15†² and the other 60†² x 3 0†², the latter having two store rooms. Considering that this space was not enough for undergraduate practical work, the Adviser-recommended the provision of two more laboratories of 4 0†² x 25 ‘ . b) 12. Horticultural Structures: The Adviser recommended provision of: (i) a lath house of 4 0 x 8 0 ‘ for propagation and to provide proper shade for seedlings and ornamental shade plants; (ii) a greenhouse for tropical foliage plants? (iii) a growth chamber for research on environmental impact on the growth and yield of horticultural plants. If an imported growth chamber cannot b e obtained, an alternative would b e a greenhouse with humidity, light and temperature controls. (c) Post-harvest Structures: 1 3. A building is needed for preparing fruit and vegetables for marketing and torage, de-greening and fruit-curing chambers, cold storage, and preservation of fruit and vegetables. (3) Equipment 1 4. The laboratory equipment is adequate, though some items were in need of repair. Field machinery, for both garden and farm, is provided by the Faculty of Agricultural Engineering. However, the Adviser considered it would be advantageous for the Department to have a 60 hp garden tractor, with trolly and -4- other accessori es, plough, cultivator, rotivator, leveller, pit-digger, driller, power sprayer, etc.This would save time now being lost in borrowing tractors in emergencies, such as one which might arise in connection with disease and pest control. It would ease problems occurring from the shortage of labour. I II. ACTIVITIES OF HORTICULTURAL DEPARTMENT AND ADVISER 1 5. Besides advising on staffing and facilities, the Adviser co-operated with Department of Horticulture staff in a number of activities, including the revision of curricula, growing of vegetable crops, practical work, training students and staff, and research. Undergraduate Curricula 16..Undergraduate studies in horticulture cover a period of five years, the courses being: Years 1 and 2 : Basic science (Intermediate l evel); Year 3 : General horticulture; Year 4 : Fruit and vegetable growing and ornamental horticulture ; Year 5 : Fruit and vegetable production, landscape gardening and general food technology. 1 7. The curricula in the following areas were revised. (a) Intermediate level basic science; (b) Various major field horticultural courses; (c) Agro-ecology of Sind and Baluchistan; (d) Major horticultural crops in Sind and Baluchistan; e) Problems of fruit and vegetable production in these two provinces. 18. An interim development plan was prepared for undergraduate and postgraduate studies. It was agreed that the three existing courses in plant-breeding and genetics provided an adequate scientific background in this field and that priority should now go to fruit and vegetable production. To this end, two new courses should be added so that the overall course would include: vegetable growing, vegetable production (two courses) and seed production. – 5- 19.In vegetable growing, in addition to the existing areas of definition, classification, soil and climatic requirements, the Faculty should add rotation, green manuring and kitchen garden cultivation. The two courses in vegetable production would gi ve time for major crops to be dealt with in greater detail and for more practical training. The area in Sind under vegetable cultivation is increasing steadily as farmers realise its value for cash crops, but the yield is still very low. This is due mainly to lack of knowledge and experience (which the agricultural extension services could provide) and a lack of good seed. 0. A course in vegetables, fruit and ornamental plant seed production should be offered. Students would learn how to collect, harvest, clean, dry, pack and store seeds and they would study seed dormancy, germination and treatment, together with methods of breeding self and cross-pollinated crops. Postgraduate Curricula 21. The present postgraduate curricula cover horticultural plant nutrition, plant propagation and fruit production (two p arts). This last should be replaced by two new courses : (a) the soil and water relations of horticultural plants; (b) temperature and water relations of horticultural plants.Opt ional courses should be introduced for M. Sc. students to supply them with additional information needed in their fields of study. Options could include courses on major horticultural crops and general courses on the improvement of horticultural plants, on growth† regulators and on protected cultivation. As most research experiments on vegetables must be conducted at the Agricultural Research Institute at Mirpurkhas, 30 miles away, it was decided that priority should be given to raising vegetable crops at Malir, the university Farm,to provide the Horticultural Department with the facilities needed for research.Vegetable Crops (1) Objectives and Methods 22. The main objectives of the Horticultural Department in growing vegetable crops were to provide practical training for staff, students and labourers; to become familiar with problems of vegetable production in Sind; to evaluate crops and varieties, and seed production. It was planned to start by using two acres in the horticu ltural garden for growing most of the vegetable crops for practical training, and four acres at Malir Farm for a four-year crop rotation. 2 3.Winter vegetables, carrots, radishes, turnips, cauliflowers, spinach and beet, were grown in the garden. The local varieties were identified, evaluated, weighed and measured. Promising varieties of radish, carrot and onion could be improved by breeding. All peas and spinach were of poor quality, most of the peas being dwarf types, with an average plant height of only ten – twelve inches. – 6- The spinach varieties were prickly-seeded and, during the shortest winter days, started flowering early. The seed stalks had an extreme male-type of inflorescence.Seed of selected suitable varieties of peas and spinach should be imported. (2) Growing Methods (a) Trailed Tomatoes; 2 4. Trailing tomatoes were tried in the open; local and imported varieties were planted and supported by iron stakes, galvanised wire and plastic string. Students and labourers were trained to tie the vines to strings, to pinch and remove auxiliary shoots and to apply fertilisers. The trial was successful, the plants standing well throughout the season and bearing -heavily. Later, owing to virus diseases on some vines, all plants were removed and burnt.A second trial was begun in the summer, the tomato vines being shaded by luffa plants – ridge gourd (luffa acutangula) and sponge gourd (luffa aegyptica) – the small luffa fruit being edible. (b) Soil-level mulches: 2 5. Cucurbits – bitter gourd (mermodica charanta), tinda or Indian squash (citrullos vulgaris, var fistulosa), tori (luffa s p. ), cucumber and cantalope were grown- early. Seeds were planted on December 21st in hillocks on raised beds covered with clear polyethylene film to form soil-level mulches.Two weeks later, seed emergence was observed, with a minimum temperature o f 6 C. Minimum and maximum temperatures and germination percentages were recorded. (c) Pla stic tunnels: 2 6. Plastic walk-in and mini-tunnels were† made of local materials. The mini-tunnels were used for raising nursery plants and for getting tomato, pepper and egg-plant seedlings†¢ They gave high germination percentages and well-established seedlings. The walk-in tunnels were used for trailed tomatoes and for cucumbers, temperature and humidity data being recorded. d) Crop rotation: 2 7. A site on Malir Farm was selected for growing vegetables as an intercrop on the new mango plantation and an area of four acres was prepared for a fouryear rotation. Vegetables were grown on the farm to provide training in managing a vegetable farm for profitable production, and the rotation was designed to cover the main summer and winter crops. The main factors taken into account when planning the cropping sequence were distribution of the root systems and differences in the uptake of nutrients.All needs for seeds, fertilisers, fungicides and pesticides were estimated, and s upply arrangements made, from the beginning. . 7- (3) Seed Production 2 8. Onions, cauliflowers-and spinach were grown on the farm for seed production. Good onion bulbs of two to three inches in diameter were selected, the Phulkara variety being chosen as being an early sort commercially grown on a large scale in Sind's three main districts – Hyderabad, Tharparker and Sanghar. Snow white, an imported variety of cauliflower, was also planted for seed production.Spinach seed was sown in two batches, that for seed production being sown early and a fortnight later another small area being sown to ensure adequate pollination. (4) Results 29. This vegetable growing gave ample scope for training staff, students and labourers. Mini-tunnels and plastic soil mulches showed possibilities of improving yields and reducing costs. The former, as noted, gave high germination percentages and well-established seedlings, while the latter produced good quality summer crops, advanced by some thre e to four weeks and with a 25% to 50% increase in yield, with consequent savings in water and labour.Visitors were interested in getting information on plastic film tunnels and mulches for growing early tomatoes, egg-plants, chillies, okra, melons and gourds, which all gave high market prices. Student Training – practical work and lectures 30. The horticultural garden of about forty acres and the new fifty-acre mango plantation provided ample space for giving students practical training in fruit, vegetables and ornamental horticulture during the academic year 1981/82. Four groups, of 45 third-year general horticulture students, were split into sub-groups, each having its own assignment r e. . in the orchard or vegetable garden, weeding or thinning out, etc. Fourth-year students likewise participated in practical work in ornamental horticulture, trimming hedges and creepers, tending lawns and preparing cuttings. Fifth-year students also took part in practical work on vegetable production. 31. In the winter season, when more land is usually available for practical training and demonstration in vegetable growing, work done by third and fifth year students included: (a) different ways, of sowing seed: by scattering; in hillocks, by drilling, (b) aising and tending nursery plants, both in the open and in mini-tunnels ; (c) weeding, thinning, manuring, applying fertilisers; (d) trailing tomatoes and preparing paper p ots, plastic tunnels and mulches. -8 3 2. included: In addition, practical garden and farm work for fifth-year students (a) identification of spinach and chard seeds, learning by observation that spinach is single-seeded while chard and beet are multiple-seeded; practice in thinning; (b) recognition of spinach sex: extreme male, vegetative male, female, and identification of types of inflorescence; (c) emonstration of sexual propagation of the potato, sweet potato, dasheen and garlic;. (d) practice in cutting seed tubers into two, three or four p ieces according to size and number of eyes; cutting of sweet potato vines. Staff Training 33. In-service training of the'Department's teaching staff was carried o ut, directly or indirectly, by visits, practical work and discussions. Most staff members participated, in groups of two to four at a time, in visits to noted farms, progressive vegetable growers, agricultural research institutes, fruit and flower shows, and to seed markets, merchants and growers.The Adviser recommended that more such visits should be made and that the University should have more transportation for this purpose. 3 4. Practical work included vegetable growing and testing, plant and seed studies, laying out crop rotations and managing day-to-day operations. Discussion topics included undergraduate and postgraduate curricula, teaching methods, laboratory and equipment needs and use, and the draft university development plan. Three topics were prepared for seminars – plastic film tunnels and mulches, ro tation and inter-cropping, and vegetable crop nutrition.A seminar was held on the first of these, attended by university staff, growers and guests. Research 35. The Adviser considered the span of one academic year inadequate for the work that the M. Sc. course should comprise – attending courses and seminars, laying out the research experiment, collecting data and information, and preparing the thesis. Chemical analysis, he noted. , had not been included in any of the eight M . Sc. experiments on vegetables carried out in the previous seven years, although four were on the use of manure and fertilisers and two on variety tests. 9- 36. Eight M. Sc. experiments were due to be conducted at Malir Farm: two on methods of carrot seed production, three on onions (two on fertiliser use and the other on spacing), two on okra (on spacing and on testing varieties) and one on manure-testing for chillies. Other experiments proposed included evaluation and improvement of the keeping qualit ies of local varieties of vegetables, studies on the optimum sowing dates for the main vegetable crops, and the effects on vegetable crops' growth and yields of selected environmental factors and of manure and fertilisers.