Environmental Economics Essay Example | Topics and Well Written Essays - 1000 words - 2

Environmental Economics - Essay Example A crisis that is brought about by the accelerated and possible irrevocably impacts of the human activities on the nature agitate for cooperative responses by the intercontinental institutions, governments and the whole populace as well. Governance has therefore, been in the forefront to try and meet the crisis brought about by the environmental problems in the world by their efforts to pool their various experiences and knowledge of the concerned agents and institutions (Gaikwad, 2011). But it should be understood that, the augmenting scales and the gravities of the environmental concerns that are in terms of climatic changes, depletion of biological diversity and deprivation of the ecosystem service threatens to block and likely attempt by various stakeholders including global markets and all the international corporations to reach a solution (Tata Motors, 2012). This aspect has therefore, played a major role in restricting some possible prospects of the economic progress in most re gions and countries The environmental protection actions still remain inadequate in the warning face of the scientific community. The essential reforms indicate a sluggish process that necessitates a lot of diplomatic negotiations, time, energy and above everything money. An extremely serious environmental crisis has demonstrated its in capabilities in the generation of the unanimous reaction from all countries (Gaikwad, 2011). The persistence divisions among the global markets have played a major role in slowing down the advancement towards a suitable organized international environmental governance. Nature pays no attention on the social and the political obstructions and more so various environmental aspects which are meant for change that includes contamination and climatic changes that are indifferent to both borders and states. The international nature of the rooming environmental crisis tends to revoke out the outcomes of all the measures put in place unilaterally by any nati onal body or a particular institution. This therefore, raises a greater need to formulate and apply lasting means for the inter-sector collaboration derived from a holistic perspective of sustainability. A feature of cooperation is needed between the actors and the organizations who are working on the environmental problems (Srinivas, 1999). Along the Montreal protocol to eliminate materials that diminish the ozone layer, it was identified that the stratospheric ozone layer act as shelter in the atmosphere which protects lives on planet earth from the harmful ultraviolet rays. Scientists therefore, observed that, the ozone layer was getting thinner every now and then. The Nations that are UN recognized have endorsed a treaty and are forging ahead to ban the production of the substances that destroy the ozone layer while also coming up with other ozone friendly options (US Environmental

Rosetta Stone Essay Example | Topics and Well Written Essays - 1250 words

Rosetta Stone - Essay Example The Rosetta Stone contains a priestly decree in honour of Ptolemy V which was set up in a major temple. (Wilson, 2004, p. 31) It is said that European archaeology in Egypt began during the French expedition when French soldiers accidentally discovered the Rosetta Stone, however the greatest contribution to the stone was made by Jean-Francis Champollion who after twenty-three years of struggle and work out on studying hieroglyphs was able to uncover the secrets behind 'Rosetta stone' in 1822. Champollion was the one who is held responsible for opening the doors to modern Egyptology. According to Reid (2002) "The French expedition is solely responsible for finding Rosetta Stone as without their expedition there would have been no description of ancient Egypt. It is the stone who brought before us the decipherment of hieroglyphics, otherwise it would have been delayed and, until the decipherment, most pharaoh history would have remained missing. Therefore, the onus is on the stone who revealed modern Egypt and Egyptology". (Reid, 2002, p. 14) The French soldiers after discovering the Rosetta Stone while digging fortifications, left Egypt on the threshold of Anglo-French geopolitical rivalry. This situation fatally weakened the Mamluks (slave soldiers), thereby paving the way for Muhammad Ali. In this context the stone was responsible for a major change occurrence economically, politically and culturally through Muhammad Ali's reign. In archaeology, the French expedition and Muhammad Ali's reign ushered in a new era where the emphasis was given to decipher 'Rosetta Stone'. However the stone paved the way to the decipherment of hieroglyphics and the birth of modern Egyptology, and the Description advanced the documentation of pharaoh art, architecture, and topography. (Reid, 2002, p. 32) Most notably, the 1799 discovery of the Rosetta Stone, a trebly-inscribed stone fragment unearthed by his army during Napoleon's Egyptian campaigns, presented the general as the heroic person likely to unlock the mysteries of ancient Egypt by translating hieroglyphs. Linguistic Significance: Rosetta stone is actually the surviving fragment of granite is inscribed with the decree to guarantee lands and endowments to the temples of Egypt. What is carved on the stone is called the Ptolemaic decrees, written in praise of the then pharaoh. The written text on the Rosetta Stone revealed that the same text on the stone is written in three different languages: Greek (for the ruling administration of the day), Egyptian hieroglyphs (for the gods), and Egyptian Demotic (for a common man). The range of languages reflects the strata of Egyptian society at this time and the lines of communication. Even though the Rosetta Stone was handed over to the British as part of the spoils of the Napoleonic War, the texts had by then been copied and were later sent all over the world. The process of decipherment required several stages as each of the principles behind the script was discovered. With hindsight, it seems as if it were a step-by-step progression, but in fact often one person would have a good idea, but would continue to use other incorrect assumptions at the same time. So, the final triumph came from deciding which of the many permutations

Contrast of the Two Articles Essay Example for Free

Contrast of the Two Articles Essay When comparing the two articles, more comparison was on the view point of social responsibility but the contrast of the two articles focuses more on aspect of business ethics. Drucker spends far more time finding out the meaning of business ethics, and as stated earlier he breaks it down into more of different types of samples and other meanings than just the overall view of business ethics. Again, Freidman’s view was more on social responsibility being the term that faces and encourages business ethics, but what I found interesting was a little excerpt from George, (1999) in his titled book â€Å"Business Ethics,† here George is explaining the issues that approach business ethics, and even though this quote was used earlier in the writing, he states â€Å"some point out that self-interest would still require a business to obey the law and adhere to basic moral rules, because the consequences of failing to do so could be very costly in fines, loss of licensure, or company reputation. The noted economist Milton Freidman was a leading proponent of this view (George, 1999). â€Å" If this is the case, then it is noted that Freidman was a view point on that ethical decisions are made on the basis of consequences and not just on their social responsibility to their company and their actions. Now one could argue in depth that it is ones social responsibility to adhere to basic moral rules and the consequences that follow. But the contrast is that while Drucker believes that business ethics comes from one’s social responsibility to himself and his kingdom, Casuistry, â€Å"Business ethics undoubtedly is a close parallel to casuistry. Its basic thesis that ethics for the ruler, and especially for the business executive, has to express â€Å"social responsibility† is exactly the starting point of the Casuist. But if â€Å"business ethics† is casuistry, then it will not last long-and long before it dies, it will have become a tool of the business executive to justify what for other people would be unethical behavior, rather than a tool to restrain the business executive and to impose tight ethical limits on business (Drucker, 1970). † Conclusion So what does this all mean? My view on the contrast is that one is using the philosophy that business ethics is based on decisions and behavior from Drucker’s standpoint, to the contrast that, business ethics is based on consequences of certain business situations. Business ethics is broader in its term and uses more than just right and wrong in business aspects. There are far more things that cause business ethics to be a stable-ford in the business world. One’s behavior and responsiveness to situations is a main component to business ethics but that can’t be the determining factor when trying to pursue the actual meaning and how it affects a business. And even when social responsibility is a main component to business ethics and is quite equal on some aspects of the term, there will always be the argument that if it leans towards someone’s responsibility, is the decisions that are being made ethical, and if so is it more towards the person’s responsibility to society or to one’s business? References 1. Carroll, A. B. , Buchholtz, Ann K. (2006) Business society: Ethics and stakeholder management Mason, Ohio: South-Western ISBN: 0324225814 2. George, Richard T. de (1999). Business Ethics. Prentice Hall Publishing, ISBN: 01307977723 3. Drucker, P. (1970) What Is Business Ethics New York, N. Y. New York Times Magazine pp. 32-33, 122-124, 126

Prefabricated Buildings: Advantages and Disadvantages

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

Endgame and Act Without Words Essay -- Drama

Endgame and Act Without Words Beckett: Endgame Hamm is horrofied at the notion that existence is a recurring matter and therefore is cyclic; that beginnings and endings (60- 62) may be amalgamated in the grand scheme of things and that life will start afresh again. Nevertheless, the contradictions confuse his desires. He is terrified of the flea and rat that Clov finds and wants to exterminate them in case "humanity might start from there all over again," but he also suggests that he and Clov go South to other "mammals." He wants to be left alone, but clings to Clov and does anything he can to pull him back into the room. Most confusingly, he believes that nature is changing, though all evidence indicates that it has "zero" change. Under his misanthropic exterior is a desperate craving, the fear of being alone that has been with him ever since childhood (as Nagg tells it). Light (52- 56), which is used as a symbol of hope and life, expresses many of the displayed facetts of Hamm's personality. He is attracted to whatever light there is in a world where the light is fading (54), asking Clov to push him under the window so he can feel it on his face. On the other hand, we also learn that he withheld light from someone named Mother Pegg, who died of darkness. Compounding this is Hamm's blindness; he has been cursed with darkness (50-56), and he wants others to share the same depressing and miserable fate. When he polishes his dark glasses (41- 45), it is a futile routine of equal parts poignancy, resentment and bitterness. Indeed, Hamm's routines are all futile (38, 44). As in many of Beckett's plays, routines are what humans perform to convince themselves that death is not imminent, that each day is the same. Ironically, the empty, absurd practices only push them closer to death. In the "endgame" of his life, Hamm is only partially reconciled to death—he wants it to come, but he admits that he "hesitate[s]" to "finish." (Beckett 3) The routines fill this middle ground, staving off death while drawing it ever closer. Both men question why they put up with each other, and at one point Hamm suggests that Clov help him out of compassion. The real reason is that both are dependent on each other (8- 14) and afraid to leave and be alone, despite their constant threats. The play takes a surprisingly moving turn here at the e... ...aises the whistle to his lips, hesitates, drops it. Pause.) 74. Yes, truly! 75. (He whistles. Pause. Louder. Pause.) 76. Good. 77. (Pause.) 78. Father! 79. (Pause. Louder.) 80. Father! 81. (Pause.) 82. Good. 83. (Pause.) 84. We're coming. 85. (Pause.) 86. And to end up with? 87. (Pause.) 88. Discard. 89. (He throws away the dog. He tears the whistle from his neck.) 90. With my compliments. 91. (He throws the whistle towards the auditorium. Pause. He sniffs. Soft.) 92. Clov! 93. (Long pause.) 94. No? Good. 95. (He takes out the handkerchief.) 96. Since that's the way we're playing it... 97. (he unfolds handkerchief) 98. ...let's play it that way... 99. (he unfolds) 100..and speak no more about it... (he finishes unfolding) 101.speak no more. 102.(He holds handkerchief spread out before him.) 103.Old stancher! 104.(Pause.) 105.You... remain. 106.(Pause. He covers his face with handkerchief, lowers his arms to armrests, 107. remains motionless.) 101.(Brief tableau.) 102.Curtain Work Cited: Beckett, Samuel. Endgame and Act Without Words. New York: Grove Press, 1958.

The Reader :: Literature Literary Text Papers

The Reader In the academic study of literature very little attention has been paid to the ordinary reader, the subjective individual who reads a particular text. David S. Miall and Don Kuiken, in their paper The form of reading: Empirical studies of literariness state, Almost no professional attention is being paid to the ordinary reader, who continues to read for the pleasure of understanding the world of the text rather than for the development of a deconstructive or historicist perspective. The concerns that an ordinary reader seems likely to have about a literary text, such as its style, its narrative structure, or the reader's relation to the author, the impact on the reader's understanding or feelings - such concerns now seem of little interest. In this paper I should like to study a few kinds of reader and the subjectivity of their responses to the objectivity found within literary texts, quoting some views found within reader-response criticism. Before I begin, I should like to consider what is meant by the term 'literary text', and what is meant by the objectivity of it. According to Terry Eagleton, [1] the definition of 'literary', as advanced by the Russian formalists, (who included in their ranks are Viktor Shklovsky, Roman Jakobson, Osip Brik, Yury Tynyanov, Boris Eichenbaum and Boris Tomashevsky), is the peculiar use of language. Literature is said to transform and intensify ordinary language, deviating from the everyday colloquial tongue. The literariness of the language spoken could be determined by the texture, rhythm and resonance of the words used. There is a kind of disproportion between the signifier and the signified, by virtue of the abstract excesses of the language, a language that flaunts itself and evokes rich imagery. Eagleton argues that what distinguishes the literary language from other forms of discourse is the way it 'deforms' ordinary languages in various ways. Under the pressure of literary devices, ordinary language is intensified, condensed, twisted, telescoped, drawn out and turned on its head. [1] According to Wolfgang Iser, [2] a literary work has two poles; the aesthetic and the artistic. The artistic pole is the author's text, and the aesthetic is the realisation accomplished by the reader. Hence the literary work cannot be considered as the actualisation of, or identical to, the text, but is situated somewhere between the two. Iser speaks of the text as a virtual character that cannot be reduced to the reality of text or to the subjectivity of the reader, and it derives its dynamism from that virtuality.

Delivering interventions Essay

Critiquing an article is fundamental to research utilization and evidence based practice. The process of research critique is an intellectual activity which will help one decide as to what extent research maybe useful in practice; to see if the findings are trustworthy, and be able to compare it with other related research. While the term â€Å"research† has been used rather freely in the past, there has also been a tendency to perceive research as an end in itself rather than as a means to an end, namely improvement in the quality of care provided to patients. As LoBiondo-Wood et al. (2002) mention, â€Å"the meaning of quality research should contribute to knowledge relevant to care and service. Further, research should provide a specialized scientific knowledge base that empowers a profession to anticipate and meet these challenges and maintain its societal relevance†. The internet once again has proven that it is the most powerful tool to disseminate informations worldwide. It has been used for health and medical informations with over millions of internet users nowadays as it has the capacity to disseminate psychoeducation especially to those who may have not seek formal treatment for mental and health services for a minimal cost. Moreover, it has the capacity for online interventions to a large audience and over a third says that their health has improved. Further, its programs can be modified to suit the needs of its users as they can be alerted anytime to change and track updates or for follow-up of their case encompassing geological barriers. This paper will critique the seminar on â€Å"Delivering internet interventions for depression: Free range users and one hit wonders†by Helen Christensen, Kathy Griffiths, Chloe Groves, Ailsa Korten, based on the journal article â€Å"Free range users and one hit wonders: community users of an Internet-based cognitive behavior therapy program published in the Australian and New Zealand Journal of Psychiatry 2006; 40:59–62. Research Purpose and Aim The research problem is a â€Å"situation in need of a solution, improvement or alteration or a discrepancy in the way things are or the way they ought to be† (Burns & Grove, 1993). The article, â€Å"â€Å"Free range users and one hit wonders: community users of an Internet-based cognitive behavior therapy program (2006) is a study to evaluate the predictors of symptoms change or the methods that might increase user ‘compliance’ on websites designed to improve mental health outcomes (p. 59). The aims of the study are twofold: first is to examine predictors of expected final depression and anxiety scores as a function of characteristics such as gender, number of modules completed, and initial anxiety and depression scores of users; and second is to compare user characteristics and outcomes from the original MoodGYM site (Mark I) with those of public registrants of the new public version of the site (MoodGYM Mark II). For this second aim of the paper, comparison is made for gender, initial depression and anxiety scores, and completion rates for the two site versions to examine whether structural changes to the site resulted in different user (p. 61). This study is important for online users as it hope to show that shorter interventions lead to similar health outcomes and that even brief burst of information lead to increased help seeking. In addition, this study is important for online healthcare providers like MoodGYM to find out if website adherence or â€Å"stickiness† will be helped resolved or cease to be an issue (p. 62). Hypothesis and Research Questions In a research study, the researcher must formulate as many hypotheses as needed to address all aspects of the research problem. Research hypothesis directs the research study, unifies theory and reality and helps extend the knowledge base. It is a statement about the relationship between 2 or more variables; it provides direction for gathering and interpreting data and identifies the population to be studied. Wood & Haber (1998) pointed out that hypotheses are never proven; they are accepted or rejected, or supported or not supported. Christensen et al. used a directional hypothesis as they specified the expected direction of the relationship between the independent and dependent variables where the dependent variable was the final score and independent variables were gender, number of modules completed (treated as three dummy variables), initial depression score and a quadratic function of the initial score. Hence, the following research hypotheses were tested: a) that shorter internet interventions are associated with decreased depression symptoms, b) that even brief burst of information lead to increased helpseeking (one hit wonders) and c) that much better outcome is expected if users could be retained on the site for longer periods of time. (p. 60). This research is a follow-up study since the previous research have shown that the interactive program called the MoodGym has delivered cognitive behavior therapy (CBT) as effective as those compared to an attention placebo condition in reducing depression and anxiety symptoms ( Christensen & Jorm, 2004). The previous study have subsequently shown that outcomes for spontaneous users of the site are of the same magnitude as those of trial participants enrolled in our randomized controlled trial (Christensen, et. al. , 2004). Hence the research questions arising for this study could be: 1) Can shorter internet interventions results to the same decreased depression symptoms as that of the RCT? 2) Can brief burst of informations increased help seeking and do â€Å"one hit wonders†? and 3) How could users be retained on the site for longer periods of time? Methods of the Study The online survey is the main design of the study as it is internet based of course. The sample population consisted of 19 607 online visitors as ‘free range users’ who registered on the site between April 2001 and September 2003. The control group is the 182 participants in the MoodGYM condition of the BlueMood trial. To assess the symptoms of depression of the two groups, the Goldberg Depression and Anxiety Scales (Goldberg et. al. , 1988) were repeated within the website intervention to allow the examination of change in symptoms across modules. The outcome variables used were gender, initial depression severity scores, number of assessments attempted (maximum number=5) and symptom levels following intervention. To determine if the results are statistically significant, Christensen et al. (2005) used various statistical analyses for this study. The linear regression analyses were used to develop predictors of anxiety and depression final scores. Chi-squared or t-tests were used to find out the differences between the two versions of the site. For the comparison between Mark I and Mark II versions of the site, the researchers compared the 19 607 visitors to the original site, with 38 791 users who registered on the Mark II version of the site between September 2003 and October, 2004. Analysis of the Results Analysis of the predictors of final anxiety and depression scores for Moodgym (Mark I) revealed that there were no differences in outcomes between the randomized clinical trial (RCT) participants and those accessing the original MoodGYM website (p. 60). The linear regression results where the dependent variable was the final score and independent variables were gender, number of modules completed (treated as three dummy variables), and initial depression score and a quadratic function of the initial score, all independent variables and the interaction between initial depression score and number of modules were significant. The results showed that men are predicted to be 0. 19 units (SE=0. 095) higher than women on depression, controlling for the initial depression level and number of modules completed. For initial depression scores above 2, it is predicted that the final score will indicate improvement relative to the initial score, the magnitude of the improvement increasing as a function of the number of modules attempted. For initial anxiety scores above 2, it is predicted that the final score will indicate improvement relative to the initial score, the magnitude of the improvement increasing as a function of the number of modules attempted. Mark II registrants were more likely than to Mark I registrants to complete onsite assessments (p. 59). Thus Christensen, et. al. (2005) has answered the objectives of the study. For the first objective, they were able to establish that the predictors of expected final depression are gender; number of modules completed, and initial depression scores of users. On the other hand, the expected final anxiety predictors are the same with that of depression except gender. The second aim is to compare user characteristics and outcomes from the original MoodGYM site (Mark I) with those of public registrants of the new public version of the site (MoodGYM Mark). Researchers have concluded from the results that ‘free range users’ of the online version of MoodGYM Mark I are more likely to have lower depression at the end of the intervention if they are women, have lower initial scores, and complete more module assessments. These dose–response relationships may illustrate the importance of a user’s adherence to the site for positive outcomes, although they may also be due to the retention of users who make the biggest gains early. The completion data from MoodGYM indicate that adherence to the full program is poor, with less than 7% of the site users progressing beyond the first two modules in the Mark II site. The remaining proportion of users, the ‘one hit wonders’, drop out early. The addition of compulsory components appears to increase compliance for a second assessment, but does not increase persistence, with approximately the same proportion of users from both sites discontinuing at the same rate at subsequent assessment occasions. The Mark II structure is also associated with a reduced proportion of female users and a (statistically significant) increase in registrants with higher levels of depression (p. 62). Limitations Christensen et al. recognized that their study has several limitations. First, the usefulness of making direct comparisons of the outcome level and attrition rates of Internet interventions and clinical trials is in question because of the difference in patterns of attrition and the missing data will reflect the tied sample characteristics (motivation, symptom severity and expectations of participants). In addition, the Internet sites create the opportunity to either ‘opt in’ or ‘opt out’ of ‘treatment’ easily, making them likely to ‘enroll’ diverse individuals with low levels of commitment and little expectation of being ‘helped’. Also, clinical trials provide infrastructure and positive expectations. Hence these differences question the usefulness of directly comparing rates of adherence or compliance across the two types of interventions. Moreover, selective attrition is difficult to interpret in both clinical and Internet trials, because ‘dropout’ or non-adherence may arise for different reasons and be associated with different outcomes for different individuals. For example, Internet users may ‘drop out’ either because they are dissatisfied with the intervention (real ‘dropouts’) or because the intervention has met their needs (these individuals are labeled ‘attainers’ in e-education environments (Martinez, 2003). Future Research Studies The authors recommended that future studies are needed to identify the proportions of these different classes of dropouts as it will require different analysis models to those traditionally used, including the development of new models which take into account individual trajectories of change based on sample characteristics. Hence, there should be the creation of new services through the development of virtual clinics with a consumer focus including the use a ‘new class of worker’ to implement evidence based applications. Another future research should show that shorter interventions lead to similar health outcomes and that even brief burst of information lead to increased help seeking. Lastly, a future research is needed to end the issue on website adherence or ‘stickiness’ for online sites like MoodGYM (p. 62) and to reward models of service that deliver evidence based treatments – through Medicare rebates- or other funding mechanisms. Conclusion The critique of the seminar on â€Å"Delivering internet interventions for depression: Free range users and one hit wonders†by Helen Christensen, Kathy Griffiths, Chloe Groves, Ailsa Korten, based on the journal article â€Å"Free range users and one hit wonders: community users of an Internet-based cognitive behavior therapy (2005) have recognized that the Internet has the capacity to reach many individuals who are seeking for formal treatment for mental health services and that the Internet has a role in disease prevention even in the delivery of short positive health messages. Patient visitors to any internet-based cognitive therapy program such as the MoodGYM site are likely to have better psychological outcomes if they complete more of the site material and comply with the necessary core sections will increases assessment completion and thus treatment. References Burns, N. & Grove, S. K. (1993). The practice of psychological research: conduct, critique and utilization. 4th edition. Philadelphia : W. B. Saunders. Christensen H, Griffiths KM, Jorm AF (2004). Delivering interventions for depression by using the Internet: randomized controlled trial. British Medical Journal, 328:265. Christensen H, Griffiths KM, Korten AE, Brittliffe K, Groves C. (2004). A comparison of changes in anxiety and depression symptoms of spontaneous users and trial participants of a cognitive behavior therapy website. Journal of Medical Internet Research, 6:e46. Christensen, H. ,Griffiths K. , Groves C. & Korten, A. (2006). Free range users and one hit wonders: community users of an Internet-based cognitive behavior therapy program. Australian and New Zealand Journal of Psychiatry; 40:59–62. Goldberg D, Bridges K, Duncan-Jones P, Grayson D. (1988). Detecting anxiety and depression in general medical settings. British Medical Journal, 297:897–899. Martinez M. (2003). 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