Strategic Management in Steel Industry Dissertation

Strategic Management in Steel Industry - Dissertation Example With this understanding, it might appear that the evident differences in economic and social policies among OECD governments are explicable as rational responses to the real world, based on democratic political choice, free of overriding concerns to liberalize national economies". In order to run the steel making and the steel selling business profitably-which often is set up at massive deployment of capital and manpower requiring setting up of large scale steel plants ;it has become virtually necessary to plan the operations and policy along the strategic lines. In fact strategic management gives a way of approaching the various issues in any business along scientific lines so that business objectives are attained in an orderly and timely manner. Some businesses are simple, involving easily understood stages involved right from production to marketing to financial aspects; whilst others -like steel industry- are so very complex that one section of business may not even appreciate the complexities involved in the operations of another section of the business, not to talk about keeping in sync with policy thrusts and strategic orientations of the two sections. Strategic management provides answers readily in such complex business situations by offering a model of identifying the strategic areas where attention and focus is required. This paper approaches the issue of strategic management in steel industry through a thorough literature review exploring the concept of strategic management as it is theorized and practiced in steel industry and attempts to find an empirical support for the same through questionnaire survey of policy making and decision making executives in the randomly chosen steel makers.... From the dissertation, it is clear that the concentration witnessed among the steel industry’s customers is still more marked among its suppliers. In the seaborne iron ore trade, three companies control more than 70 percent of the world market. In coking coal, five suppliers control nearly 60 percent of all exports. The merged entity will immediately achieve industry leadership with a production capacity of approximately 130 million tons a year and around 10 percent of world steel output. The new group will have leading positions in the high-end segments of North America and Western Europe with low-cost production in high-growth, developing economies. In conclusion, Mittal Steel has low-cost operations in the developing economies of Central and Eastern Europe, Asia and Africa; Arcelor has low-cost slab manufacturing in Brazil as well as other South American facilities. For its part, Mittal Steel will contribute sizeable captive supplies of raw materials – enabling the combined entity to have strong positions at every step of the value chain. Mittal Steel is approximately 50 percent self-sufficient in iron ore and coal and in 2004 produced more direct reduced iron (DRI) and coke than it consumed. It intends to invest in lifting raw material production, particularly at its major mines in the Ukraine and Liberia. The combination of Mittal Steel and Arcelor will result in a steelmaker more than three times larger than its nearest competitor and with every chance of reaching a production capacity of between 150 million tons and 200 million tons within ten years.

Population Growth Essay Example for Free

Population Growth Essay According to the 2007 World Population record, there are around 6,606,970,166 people who live on earth (US Census Bureau, 2008). Majority of these people come from developing countries including China and India – the first and second most populated countries in the world, respectively. From among the top ten countries in the world which was comprised of up to 3. 8 billion people, around 3. 4 billion people of them was recorded to come from developing countries (US Census Bureau, 2008). Because of these figures and taking into consideration the economic, political and social status of developing countries, analysts are wondering why fertility rates continue to increase in developing countries compared to that of their counter part developed countries. The reason behind this involves various aspects of the developing countries society. Total fertility rate or birth rate basically means â€Å"the number of children an average woman have assuming that she lives her full reproductive lifetime† (Centre for Cancer Education, 2007). As stated earlier, it has been observed that the fertility rate in developing countries remains to be higher than those from the developed countries because of some familial circumstances. One of the reasons behind the fact that most parents from developing countries will have many children is that they expect that some of their children will inevitably die because of the high mortality rate and they wanted to be assured of having a child left to care for. Moreover, since many developing countries are labor-intensive and needs a large work force, having a big family will enable their business to run faster and be more efficient. Another observable reason behind the high fertility rate is attributed to the cultural traditions of many developing countries. Since most developing countries are strongly tied with their cultural heritages, their traditional practices are still observed today even in relation to childbirth and rearing. Ultra-Orthodox Jewish women, for example, was accounted to have a large fertility rate because of their cultural tradition that having twelve children symbolizes the twelve tribes of Judah and that their family will be more united (Rozenbaum Shlam, 2005). In addition to that, many parents assume that having many children will assure people to look after them in their old age and when they are sick. But more importantly, it is perceivable that fertility rate continues to increase because many families lack family planning facilities and programs to educate them (McNeill). On the other hand, developed countries are observed to have a lower fertility rate because the standard of living in these countries are higher and having a larger family would be very expensive. Also, as compared to many women in developing countries who are assumed to stay at home like the women in Israel, more women in developed countries tend to focus on their careers. Moreover, because of increasing sexual equality movements, many women are also observed to have greater control over their fertility. Furthermore, looking back at the premise that families in developing countries lack education on family planning, in developed countries, these facilities and programs are easily accesible and available to them including contraception or strategies to control birth like pills, cervical cap, etc McNeill). According to the World Bank, a â€Å"natural population increase† emerges when birth rate is observably higher than death rate (World Bank). However, with the changing envrionmental conditions, the mortality rate in developing countries is inevitably increasing. Some reasons include: poor housing conditions, unreliable water, poor access to medical services, some endemic diseases, and other health-related problems (McNeill). On the contrary, developed countries have lower death rates because they have better housing programs, accesible medical services, and nutritious food. In all these, it is perceived that when the developing countries are juxtaposed with developed countries, a big discrepancy is observed both in the figures and in its deeper sense. Moreover, it has also been noted how mortality rate is interdependent with the fertility rate to assume a natural population growth process. Furthermore, being aware of the hindrances to the proper population increase, it is therefore an imperative to create better programs and establish facilities to be able to enhance those which are already favorable to the growth system and transform those which challenges it.

Listening Report ? Nirvana: In Utero :: essays research papers

This is probably one of my favourite CD’s of all time. It has so many of Nirvana’s greatest hits. I think (and I’m probably the only one) that Nirvana is a lot like Marilyn Manson in many ways. They completely created a new genre, and have the largest modern cult followings. Nirvana totally brought grunge to the world, and Manson brought us Alternative Music. Real ALTERNATIVE, as in the other choice. Anyways. On with the listening report. This was the second last CD that Nirvana released before Kurt Cobain (the lead singer, and one of my idols) O.D.’d on a LOT of crack and shot himself. The songs on this CD are really about how much Cobain hates the world, but some of the lyrics tell me that he really wants everything to stop. I think the true meaning of the Song, Heart Shaped Box, is that he just wants to stop performing, and go home and forget about all his fame, his money, his somewhat disturbing lyrics, and all of his touring. Heart Shaped Box is the second most popular Nirvana Song ever released. Although Kurt only really used 3 simple chords in all of his songs, that would make him that much more of a creative guy. He managed to come up with 5 or 6 CD’s full of original stuff with only 3 chords. He was an amazing guitarist, he just never felt like going nutz and putting on a real show for the world. He just wanted to sing his songs to get the pain out of him, and then people would leave him alone. Instead of leaving him alone, millions flocked to see him perform live at one of his 200 shows a year. This made him think that people thrived on others pain, and he felt like a guinea pig, this eventually threw him over the edge and he killed himself. With all the guy went through (I’m taking a

Technology Is Changing Education :: essays research papers fc

Technology is Changing Education The best method for improving educational standards is to utilize every tool available, including state-of-the-art technology. Computers and the Internet have expanded the way in which education can be delivered to the students of today. Today's networking technologies provide a valuable opportunity to the practice of learning techniques. Educators are discovering that computers and multi-based educational tools are facilitating learning and enhancing social interaction. Computer based telecommunications can offer enormous instructional opportunities, but educators will need to adapt current lesson plan to incorporate this new medium into all the classrooms. The only problem is that some of today's schools are hindered by an under-powered technology based curriculum and, in order to stay competitive, the American educational system must do a better job of integrating. Computers have made a fundamental change in most industries, providing a competitive advantage that has come to be essential to stay in business. Therefore, education must also use technology to improve the educational process instead of simply applying it to existing structures. School systems often consider acquiring an enterprise computer network, but justify its purchase by applying it to routine administrative tasks, or take period by period attendance. Although these tasks are important, they only represent a small part of what technology can do for an educational institution. Technology must go beyond just keeping attendance, it must focus on keeping students interested and productive. "Curriculum improvement is the best strategy to prevent dropouts; technology is especially useful in this regard" (Kinnaman 78). Technology can provide a unique and compelling curriculum resource, that challenges every student. The Clinton administration has taken steps towards improving educational standards via its "Goals 2000: Educate America Act of 1994" (Thornburg 23). However, several interpretations of the Act never mention the use of technology. Advocates of the Act need to realize that Internet linked computers can provide more current information than what is found in today's "exciting" textbooks. For example, science textbooks and history textbooks are notoriously out of date. In contrast, the Internet offers students a vast pool of current scientific data. Most of the time the Internet makes learning fun, unlike the plain fashion of the "almighty" textbook. Computers and other technology can also heighten the learning process by actively engaging students in the task of exploring data. Some students may be tempted to simply download information from the Internet that does not have anything to do with a particular subject that they were asked to research. This shows that the Internet may have a greater impact to education than to learn that information from a typical textbook. Since computers and the Internet have expanded the way with which

Kidney Function

It is said that we are what we eat. Because the food we eat is assimilated into our blood. And the nutrients circulating in our bloodstream replenish every cell of our body. On the other side of the coin, this blood needs to be constantly cleaned and maintained at an equilibrium. This is where the kidneys come in. It is the function of the kidneys to continually filter out the impurities and toxins from the blood.   After the body tissues have taken what is needed from the nutrient-laden blood, waste is sent back to the blood. If our kidneys did not remove these waste substances, they would build up in the blood to the point of death. Kidneys excrete the unwanted stuff from the blood and retain only the essential ingredients. In this sense, it can be said that we are indeed what our kidneys keep. Kidneys are such vital organs of the body that we can only keep going as long as the kidneys keep functioning.The kidneys regulate the composition of the blood by 1) removing waste chemica ls from metabolism of body’s tissue cells and various chemicals that have been detoxified by the liver (such as drugs, toxins and hemoglobin breakdown products) – i.e. excretion 2) maintaining the concentrations of various ions (including sodium, potassium, chloride, calcium, magnesium, sulfate, phosphate) and other important substances at optimum levels   – i.e., osmoregulation. 3) keeping the volume of water and in the body at the right levels and 4) keeping   the acid/base concentration of the blood constant.Besides regulating the blood composition, kidneys also help maintain the body’s blood pressure through the action of an enzyme called renin. Further, they actually help new blood cells to generate from the bone marrow. This they do by acting in the capacity of endocrine glands by releasing a hormone called erythropoietin. The kidneys also release a hormone called calcitrol which helps the body sythesize calcium.Blood is pumped down from the hea rt, and the kidneys receive this blood through a branch of aorta called the renal artery. Although the kidneys are relatively small in size and constitute less than 1% of the total body weight, they can take in up to 20% of the body’s total blood volume at a time. Blood flows from the renal artery into progressively smaller arteries, the smallest being the arterioles. From the arterioles, blood flows into tufts of microscopic capillaries called glomeruli. Blood exits each glomerulus through another arteriole, which connects to a small vein. The small veins join to form a single large renal vein, which carries blood away from each kidney. After the processing of the blood, the purified blood is returned to the body through the renal vein and the filtered-out waste products and other unwanted substances move out through the ureter. Urine flows from the kidneys through the ureters to the bladder.The kidneys filter and return to the bloodstream about 200 quarts of fluid every day . of which about two quarts are removed from the body in the form of urine.Excretion in the kidneys removes water, inorganic ions, products of detoxification of blood, and nitrogenous waste products that result from the metabolism of protein taken into the body in food. Protein is broken down by the process of digestion into amino acids which are carried to the liver by the blood and get converted into body protein. But the surplus amino acids which cannot be stored by the body undergo a process of deamination, i.e. are broken down. Ammonia is formed as a by-product. Ammonia is an extremely toxi substance. Inside the liver it combines with carbon dioxide in a series of reactions known as the ornithine cycle. Urea is formed as a result, which then passes into the circulation and is carried to the kidney, is processed by nephrons and then excreted in the urine. With waste products thus expelled from the body, the purity of the blood is restored – an this is a continuous process inside our bodies.The NephronThe key functional unit of the kidney is called the nephron. Each kidney contains about a million nephrons. It is these nephrons that contain glomureli. Each nephron consists of a glomerulus surrounded by a thin-walled, bowl-shaped structure (Bowman's capsule), a tiny tube (tubule) that drains fluid from a space in Bowman's capsule, and a collecting duct that drains the freshly-formed urine from the tubule. Each of these tubules has three parts: the proximal convoluted tubule, the loop of Henle, and the distal convoluted tubule. It is in this closely packed intricate network of glomeruli and tubules that the basic process of blood filtering takes place.Nephrons regulate water and electrolytes in the body by filtering the blood, after which necessary fluid and molecules are reabsorbed and unneedes substances are secreted. Reabsorption and secretion are accomplished with both cotransport and countertransport mechanisms established in the nephrons and asso ciated collecting ducts.Blood enters the glomeruli at high pressure. Much of the fluid part of blood is filtered through small pores in the glomeruli, leaving behind blood cells and most large molecules, such as proteins. Thus filtered fluid then enters Bowman's space and passes into the tubule leading from Bowman's capsule. In the first part of the tubule, most of the sodium, water, glucose, and other substances are reabsorbed and returned to the blood. In the next part of the tubule, the remaining sodium,   and potassium, and chloride are pumped out, and the resulting fluid becomes increasingly dilute. The dilute fluid then passes through the next part of the tubule, where more sodium is pumped out in exchange for potassium and acid, which are pumped in. A complex series of chemical exchanges constantly take place inside the glomeruli and tubules of nephrons.The Kidneys and the Liver  There is also another major organ responsible for filtering out toxins from the blood, and th at is the liver. The liver performs several roles in carbohydrate and lipid metabolism. Further, the liver breaks down toxin substances, and it also breaks down hemoglobin.  Food nutrients entering the liver from the intestine are changed into forms usable by the body cells or are stored for future use. Fats are converted into fatty acids and then into carbohydrates or ketone bodies and transported by the blood to the tissues. Sugars are converted into glycogen, which remains stored in the liver until it is needed for energy production, when it is reconverted into glucose and released into the bloodstream. In its role as a blood purifier, the liver metabolizes nitrogenous waste products from body processes and detoxifies poisonous substances, preparing them for elimination in the urine or feces.The human liver secretes about one litre of bile each day to aid the digestion of fats in the food. Bile is also the medium of excretion for certain metabolic waste products, drug compounds , and toxins. Bile secreted into the common bile duct enters the gallbladder, where it is concentrated and stored. When needed,   this bile flows out of the gallbladder and into the intestine. Worn-out red blood cells are destroyed in the liver, spleen, and bone marrow.   A pigment, bilirubin, formed in the process of hemoglobin breakdown, is released into the bile, creating its characteristic greenish-orange colour.The red blood cells are degraded at end of their lives in liver and spleen, with hemoglobin breaking down to heme and globin. Erythrocytes of red blood cells carry oxygen and carbon dioxide by binding them with iron in hemoglobin. Erythrocyte production in the body is stimulated by a hormone called erythropoietin, secreted mainly by kidneys. The fixed phagocytic cells of the spleen and bone marrow destroy old blood cells and convert the heme groups of hemoglobin into the pigment bilirubin. The bilirubin is secreted into the blood and carried to the liver where it is conjugated with glucuronic acid, a derivative of glucose. Some of the conjugated bilirubin is secreted into the blood, and the rest is excreted in the bile as bile pigment that passes into the small intestine. This â€Å"conjugated† bilirubin is called direct bilirubin, while the â€Å"unconjugated† bilirubin is called indirect bilirubin.The conjugated bilirubin that is excreted into the bile by the liver is stored in the gall bladder or transferred directly to the small intestines. Urobilinogens are colorless compounds formed by bacteria in the intestine from bilirubin after the conjugated glucuronic acid has been removed. The urobilinogen remaining in the intestine is oxidized to brown stercobilin which gives the feces their characteristic color. A small portion of the urobilinogen is reabsorbed, extracted from the circulation by the hepatocytes and excreted by the kidney. This constitutes the normal â€Å"intrahepatic urobilinogen cycle†.If a liver disease su ch as hepatitis interferes with the normal intrahepatic urobilinogen cycle, increased amounts of urobilinogen may appear in the urine where it is converted to yellow urobilin.Whearas in a typical case of biliary obstruction, decreased amounts of direct bilirubin reach the intestine for conversion to urobilinogen. With little urobilinogen available for reabsorption and excretion, the amount of urobilinogen in the urine is low, which would be detected in a urinalysis.UrinalysisUrinalysis is a physical and/or chemical examination of the urine. It consists of a series of chemical and microscopic tests to identify urinary tract infections, kidney disease, liver disease, and diseases of other organs that may result in the appearance of abnormal metabolites (break-down products) in the urine.In urinalysis, a small, randomly collected urine sample is examined physically for things like color, appearance, and concentration (specific gravity); chemically for substances such as proteins, gluco se, and acidity vs. alkalinity (pH value). Further on, tests can be conducted for the presence of cellular elements (red blood cells, white blood cells, and epithelial cells) mircroscopic organisms, crystals, and casts (structures formed by the deposit of protein, cells, and other substances in the kidneys' tubules).Normal Values and DeviationsNormal urine may vary in color from nearly transparent colorlessness to dark yellow. If the urine is of an unusual color that cannot be accounted for by food intake or medication, it is an indication of some abnormality. The urine specific gravity ranges between 1.006 and 1.030. The specific gravity varies depending on various factors such as food and the time of the day. If the specific gravity is above or below the normal range, or if it does not vary, it may indicate a kidney problem.The urine pH value is also influenced by a number of factors. Generally the normal pH range is from 4.6 to 8.0. If the pH is very acidic or alkaline, beyond wh at could be attributed to normal levels of variation, then there could be a problem. There is usually no detectable urine glucose, urine ketones, or urine protein. Significant amounts of glucose and ketones point to uncontrolled diabetes. There should be no red blood cells present in urine. If blood is found in the urine, it is a sure sign of trouble, possibly of a serious nature. It may indicate a urinary tract disease, or the dreaded cancer.Bilirubin is normally not found in the urine, as it would only be present in such tiny quanties as is undetectable by a routine test. There may be a trace of urobilinogen in the urine, but bilirubin in discernable amounts in the urine is a sign of a liver or bile duct disease. Nitrites and white blood cells (leukocytes) too should not be normally present in the urine. And if they are, a strong possibility of an urinary tract infection rises.Creatinine Clearance Test for GFRCreatinine is a metabolite of the compound creatine that is found in mus cles. Creatine is a by-product of muscle energy metabolism. It is filtered from the blood by the kidneys and excreted into the urine, in the same general manner as urea. Creatinine clearance is the process of removal of creatinine from the body, and technically signifies the volume of blood plasma that is cleared of creatinine per unit time (typically, milliliters per minute).Creatinine clearance is used for estimating the glomerular filtration rate (GFR) of the kidneys, which is the volume of fluid filtered from the renal glomerular capillaries into Bowman's capsule per unit time. GFR measurement is often considered to be the best avilable determinant of renal function. The normal range of GFR for males is 97 to 137 ml/min, and for females is 88 to 128 ml/min. The average for men is 120 ml/min and for women 95 ml/min. The GFR may reach 200 ml/min during pregnancy.A clearance of less than 80 ml/min is significant except in people over 80 years. A decreased creatinine clearance rate is an indication of increased blood creatinine level, and happens due to the diminished capability of kidneys to carry out their function, under conditions of abnormality and disease. A creatinine clearance of 50 ml/min or less indicates serious renal insufficiency.The GFR can predict the signs and symptoms of uraemia, especially when it falls to below 10-15 ml/min. It must be noted that the GFR varies according to renal mass and correspondingly to body mass. In a lab report, GFR is corrected for body surface area (which equates with renal mass), which in normal humans is approximately 1.73m2 and represents an average value for normal young men and women.   Impaired renal function is indicated by a GFR of 30-80 ml/min/1.73m2 and in cases of less than 30 ml/min/1.73m2 – there is a strong possibility of renal failure.References:Freudenrich C C (n.d) How Your Kidneys Work. Retrieved May 08, 2006 fromhttp://science.howstuffworks.com/kidney.htmNIH Publication No. 06–4241 (November 2005) Your Kidneys and How They Work. Retrieved May 09, 2006 from http://kidney.niddk.nih.gov/kudiseases/pubs/yourkidneysStone C.(Nov 2005) Bilirubin. Retrieved May 09, 2006 from http://www.nlm.nih.gov/medlineplus/ency/article/003479.htmMerck Manual. (February 2003) Kidneys. Retrieved May 09, 2006 fromhttp://www.merck.com/mmhe/sec11/ch141/ch141b.htmlFord-Martin, P.A. (n.d.) Kidney function tests, Gale Encyclopedia of Medicine. Retrieved May 09, 2006 from http://www.findarticles.com/p/articles/mi_g2601/is_0007/ai_2601000790/pg_1National Kidney Foundation. (n.d.) How Your Kidneys Work. Retrieved May 09, 2006 from http://www.kidney.org/kidneydisease/howkidneyswrk.cfmLAb Tests Online. (n.d.) Creatine Clearance. Retrieved May 09, 2006 from http://www.labtestsonline.org/understanding/analytes/creatinine_clearance/test.htmlFadem S.Z. (n.d.) How the kidney works, The Nephron Information Center. Retrieved May 09, 2006 from http://links.nephron.com/nephsites/htkw/r2_htmlWikipedia. ( April 2006) Renal Function. Retrieved May 09, 2006 from http://en.wikipedia.org/wiki/Renal_function

Example Sentences Using the Verb Go for ESL

Example Sentences Using the Verb Go for ESL If English students are going to memorize irregular verb forms, theyll need to include the verb go. This page provides example sentences of the verb go in all tenses including active and passive forms, as well as conditional and modal forms. Youll notice that there are many tenses where there is no form of go. Test your knowledge with the quiz at the end. Example Sentences Using 'Go' for All Tenses Base Form go / Past Simple went / Past Participle gone / Gerund going Present Simple Peter goes to church on Sundays. Present Simple Passive None Present Continuous We are going shopping soon. Present Continuous Passive None Present Perfect Peter has gone to the bank. Present Perfect Passive None Present Perfect Continuous Susan has been going to classes for three weeks. Past Simple Alexander went to Denver last week. Past Simple Passive None Past Continuous We were going to visit some friends but decided not to go. Past Continuous Passive None Past Perfect They had already gone to the show so we didnt go. Past Perfect Passive None Past Perfect Continuous We had been going to that school for a few weeks when it was chosen as the best school in the city. Future (will) Jennifer will go to the meeting. Future (will) passive None Future (going to) Peter is going to go to the show tonight. Future (going to) passive None Future Continuous We will be going to dinner this time tomorrow. Future Perfect She will have gone to visit her parents by the time you arrive. Future Possibility Jack might go out this weekend. Real Conditional If she goes to the meeting, I will attend. Unreal Conditional If she went to the meeting, I would attend. Past Unreal Conditional If she had gone to the meeting, I would have attended. Present Modal You should go out tonight. Past Modal They might have gone out for the evening. Quiz: Conjugate With Go Use the verb to go to conjugate the following sentences. Quiz answers are below. In some cases, more than one answer may be correct. Peter _____ to the bank.Alexander _____ to Denver last week.They _____ already _____ to the show so we didnt go.Jennifer _____ to the meeting.If she _____ to the meeting, I will attend.We _____ but decided not to go after all.Peter _____ to church on Sundays.Susan _____ to classes for three weeks.Peter _____ to the show tonight.She _____ to visit her parents by the time you arrive. Quiz Answers has gonewenthad gonewill gogoeswere going to gogoeshas been goingis going to gowill have gone

Breaking the Limits What It Takes to Be a Monster Professor Ramos Blog

Breaking the Limits What It Takes to Be a Monster Moumita Milton English 1027th August 2019 Monsters are a paradoxical cultural phenomenon: although abnormal creatures inspire fear and uncertainty, the movies featuring them never lose popularity. This statement is particularly true of Frankenstein, a popular interpretation of Mary Shelley’s novel Frankenstein; or, The Modern Prometheus. Surprisingly, the 19th century novel has dozens of cinematographic interpretations exciting the public imagination, despite all the breakthroughs in the field of medicine. This paper will examine the canonical Frankenstein produced in 1931 by Carl Laemmle Jr. The objective of the analysis is to explain why the outbreak of the Great Depression was the right time for the monster horror film based on the philosophical novel about the physical and ethical limits of human capabilities. Frankenstein is a monster film telling the story about things going wrong and disturbing the pastoral life in a village of the Bavarian Alps. While ignoring his fiancà ©e’s suasions, the young scientist Henry Frankenstein seeks to create human life from different parts that he and his assistant Fritz have been collected from various sources. Despite its simple and innocent character, the creature inspires fear in many people, which becomes the beginning of a sad saga about the consequences of human attempts to play the god. The monster kills several people but saves the master’s life at the cost of his own existence. The story of the monster was a success given that the box office exceeded the budget almost fifty times (The Numbers n. p.). Therefore, it is interesting to learn why a fairly simple plot attracted thousands of people seeking to survive amidst the global economic crisis. At times, monsters come back explaining why the plain story does not lose its relevance. Jeffrey Cohen, probably the most famous monster expert, asserts that a monster always escapes to â€Å"reappear someplace else† (4). Cohen mentions that â€Å"No monster tastes of death but once†; and this statement may explain why Shelley’s story gained an unexpected popularity with the 20th century public (5). In Shelley’s novel, the monster disappears after Frankenstein tries to shoot him to emerge a century later bringing an important message to who it may concern. (Frankenstein, Boris Karloff, 1931) The message that the creature brings has been bothering experts for decades. According to Lamb, it is the message about the limits of human will that had been significantly extended by Victor Frankenstein’s attempts to create the human life (305). Similarly, Salotto interprets Frankenstein’s experiments as a way to remember himself and reconstruct own identity by creating â€Å"a creature of his likeness† (190). Salotto asserts that Frankenstein’s attempt to manufacture a creature from different parts of various human bodies is a way to survive the traumatic loss experience (191). Frankenstein seeks to recover after his mother’s death by creating someone who is similar to him but who is not overwhelmed by sad memories. The numerous interpretations of Frankenstein’s decision agree on the fact that a monster appears at some critical point in the individual or collective history. For instance, Hartman asserts that monsters reveal the tension between tradition and innovation predetermining the national course (1). Interestingly, this assumption is valid in the context of Frankenstein. Shelley wrote the novel as a rebel against the â€Å"age of reason† underlying the superiority of logic over traditional values like faith(Lamb 305). The 17th and 18th century Enlighteners believed scholars could conduct the experiments that were previously viewed as immoral (Lamb 305). In turn, Shelley created the monster to show that going against the laws of religion and morality would have disastrous consequences. A century later, people followed the monster story because it resonated with changes occurring in their personal existence and the life of the entire country. The cinemagoers saw the destruction of the old world and emergence of the new economic order. The changes were so terrifying that the story of the monster was ironically comforting. Moreover, watching Frankenstein could be motivating by seeing the difference between the monster and the viewers made of flesh and blood. According to Cohen, â€Å"†¦the monster is an incorporation of the Outside, the Beyond – of all those loci that are rhetorically placed as distant and distinct† (7). Although the monster is made from different parts of the human body, he is very different from an average person in terms of physical and mental capabilities; and understanding of the difference evokes a pleasant sense of self excellence. At the beginning of Frankenstein, the monster is timid and awkward, hence, requires a master to oversee his actions and protect him. As the monster leaves the place where he was created, he learns to interact with other people. However, the attempts have dramatic consequences and eventually result in the monster being captured and killed. The scene where the monster saves the master’s life at the cost of his own aims to underline the superiority of a man over an abnormal creature. Since the monster is different from the master, his life appears to be less valuable, and the scene where Baron Frankenstein celebrates the wedding of the recovered Henry seems logical. However, it is necessary to keep in mind the fact that a monster always dwells at the door of difference. According to Cohen, the thesis implies that all the things making a monster different from a man â€Å"originate Within† (7). The statement means that the monstrous difference is an exaggeration of cultural, political, or economic differences. Therefore, people attribute monstrous features to a phenomenon that they cannot understand or control. For instance, scientific experiments may inspire fear because of the unpredicted consequences. Unfortunately, people are unwilling to take responsibility for their careless decisions, so the monstrous features are ascribed to the creature rather than the scientist manufacturing it. Nevertheless, Frankenstein suggests that the difference between the man and the monster may be subtle which encourages people taking a closer look into their choices and decisions. In Cohen’s theory, a monster is standing at the creator’s threshold looking for the reasons why he has arisen from the unknown (25). In a broader sense, the monster is the result of Frankenstein’s attempts to create someone who is like him but is not overburdened by moral dilemmas (Salotto 190). However, the 20th century suggested new reasons why the monster arose from the years of oblivion. Obviously, the monster is an allegory of the national economy that did not live up to the expectations and almost destroyed its creator. During the late 1920s and the early 1930s, American economy resembled Shelley’s monster manufactured from unsustainable ideas and driven by inflated expectations. When the monster left its gloomy shelter, thousands of people wondered how it happened that the creature came to life and made everyone feel insecure. In turn, capturing the monster meant there is always a solution if humans think of the ways how their own thoughts and actions preconditioned the disaster. Therefore, monsters will always be part of culture because they are the product of human desires, fears, and ambitions. The old monster plots do not lose their relevance because the abnormal creatures appear in the time of crisis and encourage people thinking how their worldview opened Pandora’s Box. Understanding of the relationship of a monster to a man is, probably, the best way to make the plot exciting and thought provoking. Cohen, Jeffrey Jerome. â€Å"Monster Culture (Seven Theses).† Monster Theory: Reading Culture. Ed. Jeffrey Jerome Cohen. University of Minnesota Press, 1996, 3-25. Hartman, Emma. â€Å"Tradition vs. Innovation and the Creatures in Spirited Away.†Digital Literature Review, vol. 4, 2017, pp. 1-13. Laemmle, Carl, director. Frankenstein. Universal Pictures, 1931. Lamb, John B. â€Å"Mary Shelley’s Frankenstein and Milton Monstrous Myth.† Nineteenth-Century Literature, vol. 47, no 3, 1992, pp. 303-319. Salotto, Eleanor. â€Å"Frankenstein† and Dis(re)membered Identity.† The Journal of Narrative Technique, vol. 24, no 3, 1994, pp. 190-211. The Numbers. â€Å"Frankenstein (1931) Domestic Box Office.† The Numbers, https://www.the-numbers.com/movie/Frankenstein-(1931)#tab=summary. Accessed 6 August 2019. Annotated Bibliography Cohen, Jeffrey Jerome. â€Å"Monster Culture (Seven Theses).† Monster Theory: Reading Culture. Ed. Jeffrey Jerome Cohen. University of Minnesota Press, 1996, 3-25. Although monsters are a common occurrence in world culture, there is no consensus why they exist and continue to excite the imagination. Jeffrey Jerome Cohen argues that monsters embody a difference, hence inspire fear and uncertainty in their creators (3). Cohen further elaborates on the nature of monsters by putting forward seven â€Å"monster theses† (3). According to Cohen, the monster embodies a certain cultural moment, always escapes to reappear in another place or time, defies existing order and rules, reveals cultural differences, policies the borders of the possible, represents forbidden practices, and brings attention to the link with humans creating abnormal creatures (3-25). By introducing the theses, Cohen offers an insightful explanation why monsters emerge, develop, and reappear to appear somewhere in a different time or place. Moreover, the theses explain the longstanding phenomenon by shedding light on the link between the monsters and the people creating them. Hartman, Emma. â€Å"Tradition vs. Innovation and the Creatures in Spirited Away.†Digital Literature Review, vol. 4, 2017, pp. 1-13. Hartman suggests an in-depth analysis of Spirited Away, â€Å"the highest grossing film in the history of Japanese cinema†, with an aim to explain the essence of kami and their relation to Japanese culture (1). According to Hartman, kami possess monstrous features, like supernatural abilities or threatening agendas that are not quite understandable from a Western perspective. Nevertheless, examination of the kami through the prism of Japanese tradition suggests that the monsters embody the tension between tradition and innovation in the country (Hartman 1). Hartman asserts that the kami were invented with an aim to prevent the Japanese youth from slipping away from the tradition (1). Therefore, Hartman’s conclusion is in line with Cohen’s thesis that monsters portend a crisis (6). In Spirited Away, the kami appear when the tension between the traditional and innovative development reaches its peak and becomes a major cause for public concern. Lamb, John B. â€Å"Mary Shelley’s Frankenstein and Milton Monstrous Myth.† Nineteenth-Century Literature, vol. 47, no 3, 1992, pp. 303-319. Lamb conducted an intertextual analysis to identify the relationship of Shelley’s Frankenstein to Milton’s Paradise Lost. According to Lamb, tracing the relationship between the two works is â€Å"problematic† because despite Milton’s hold on literary imagination, Shelley succeeded in â€Å"changing the discourse of identity from monologue to dialogue† (319). The changing discourse is insightful in terms of understanding who the monster is, why it has appeared, and whether he is able to survive without the master. The own voice is the distinctive feature of Shelley’s monster who can explain how he feels and why he seeks to find the master, despite the challenges on his way. When the creature gains his voice, the reader understands the moral dilemmas of engaging into forbidden practices and breaking taboos underlying the process of creating a monster. A person transcends the limits because of inner fear, uncertainty, and problematic identity. Salotto, Eleanor. â€Å"Frankenstein† and Dis(re)membered Identity.† The Journal of Narrative Technique, vol. 24, no 3, 1994, pp. 190-211. Salotto suggests an in-depth analysis of Shelley’s narrative as a way to explain the origins of one’s life. Although Frankenstein is divided among three narrators, the distinction between the narrative parts is arbitrary and suggests a close relationship between Frankenstein and the monster he has created. According to Salotto, Frankenstein’s experiments â€Å"to create a creature of his likeness† are the attempts to remember and reconstruct one’s own identity after the mother’s death (190). Salotto’s analysis explains Frankenstein’s decision to create a monster and addresses a plethora of moral dilemmas associated with the intention. Also, Salotto’s analysis elaborates on a number of Cohen’s monster theses. In particular, the examination of Frankenstein’s narration reveals the reasons why people create the creatures that inspire fear and uncertainty. Moreover, Salotto elaborates on Cohen’s seventh thesis by underlying the inextricable relationship between the monster and his creator.

Victor Vasarely, Leader of the Op Art Movement

Victor Vasarely, Leader of the Op Art Movement Born on April 9, 1906, in Pecs, Hungary, artist Victor Vasarely initially studied medicine but soon abandoned the field to take up painting at the Podolini-Volkmann Academy in Budapest. There, he studied with Sandor Bortniky, through which Vasarely learned about the functional artistic style taught to students at the Bauhaus art school in Germany. It was one of a variety of styles that would influence Vasarely before he became the patriarch of Op Art, an abstract form of art featuring geometric patterns, bright colors and spatial trickery. An Emerging Talent Still an emerging artist in 1930, Vasarely traveled to Paris to study optics and color, earning a living in graphic design. In addition to the artists of the Bauhaus, Vasarely admired early Abstract Expressionism. In Paris, he found a patron, Denise Rene, who helped him open up an art gallery in 1945. He exhibited his works of graphic design and painting at the gallery. Vasarely unstintingly joined together his influences- the Bauhaus style and Abstract Expressionism- to reach new levels of geometric precision and foster the Op Art movement in the 1960s. His brilliant works went mainstream in the forms of posters and fabrics. The ArtRepublic website describes Op Art as Vasarely’s â€Å"own geometric form of abstraction, which he varied to create different optical patterns with a kinetic effect. The artist makes a grid in which he arranges geometric forms in brilliant colors in such a way that the eye perceives a fluctuating movement.† The Function of Art In Vasarely’s obituary, the New York Times reported that Vasarely viewed his work as the link between the Bauhaus and a form of modern design that would spare the public â€Å"visual pollution.† The Times noted, â€Å"He thought that art would have to combine with architecture to survive, and in later years made many studies and proposals for urban design. He also devised a computer program for the designing of his art as well as a do-it-yourself kit for making Op Art paintings and left much of the actual fabrication of his work to assistants.† According to the paper, Vasarely said, It is the original idea that is unique, not the object itself. The Decline of Op Art After 1970 the popularity of Op Art, and thus Vasarely, waned. But the artist used the proceeds from his Op Art works to design and build his own museum in France, the Vasarely Museum. It closed in 1996, but there are several other museums in France and Hungary named after the artist. Vasarely died on March 19, 1997, in Annet-on-Marne, France. He was 90. Decades before his death, Hungarian native Vasarely became a naturalized French citizen. Hence, he’s referred to as a Hungarian-born French artist. His wife, the artist Claire Spinner, preceded him in death. Two sons, Andre and Jean-Pierre, and three grandchildren, survived him. Important Works Zebra, 1938Vega, 1957Alom, 1966Sinfel, 1977 Links to nytimes.com/1997/03/18/arts/victor-vasarely-op-art-patriarch-dies-at-90.html

Public employment law Assignment Example | Topics and Well Written Essays - 500 words

Public employment law - Assignment Example superintendent in informing or misinforming the districts taxpayers in the school of the reasons for not seeking additional revenue in the form of tax (Haynes, 2003). The boards’ position on the issue was that the contents of the letter were fabricated thus leading to the dismissal of Mr. Pickering from the teaching staff. The teacher appealed the decision on the basis of a violation of his rights as represented in the first and the fourteenth amendments that gave the teacher the right to speak out as a loyal citizen on any issue of public interest. Both the Will County Circuit Court and the Illinois Supreme Court after analyzing the issue affirmed the Board’s decision to dismiss the teacher. Only the U.S Supreme court found reasonable ground to overturn the dismissal based on a violation of the freedom of speech as made possible by the First Amendment (Haynes, 2003). A keen analysis of the issues surrounding this case reveals various flaws and rationality depending on the perspective one views it. For instance, if it were considered from the aspect that Mr. Pickering was a citizen of the United States, then, he was acting within his legal limits by commenting on the conduct of the Educational Board. Such issues as he rose are by all means of great public interests since they constitute mismanagement of funds. However, the most logical way to view this issue is perhaps that of the First Amendment. Mr. Pickering was justified in claiming that his right of expression was maybe violated. He has reasonable grounds to argue so since, after all, all citizens are protected in their speech. What Mr. Pickering did not consider was probably the facts also enshrined in the First Amendment under which this freedom of speech is not guaranteed and which it can actually be regarded as an abuse of the rights bestowed on an individual. This is the view that the law holds in as far as employment law is concerned (Haynes, 2003). While the constitution protects Mr. Pickering

O&PM Assignment Essay Example | Topics and Well Written Essays - 500 words

O&PM Assignment - Essay Example Below describes how the 4Vs are involved in the business process in the supermarket. Ordering and delivery of goods from suppliers depends on volume of goods that were sold. The amount of goods ordered (volume) usually depends the amount present and the sales records. There can be a situation where the ordered volume of products is high but with a low variety of the same products. An example is when a large volume but small variety of fruits are ordered from suppliers. The demand for each product in a supermarket varies and is very hard to predict, and with not enough inventory space, what the management does is stock less volume of the products with more variety. This is to make sure that there is each variety of a product available for customers as each customer has different preference. It is crucial for a competitive supermarket to make sure they do not run out of each of the variety of products available. Another ‘V’ which is crucial to a supermarket is variation of demand as supermarkets have to cope with changing customer needs during different seasons. Therefore it is ultimately important to have large variety of products. Merchandising or displaying of products in shelves is also important. This is known as visibility. Products should be displayed in a manner that they are highly visible to the customer in order to make it easier for them to find the products. The main idea is to attract customers have many variety of products which are easily visible. Therefore the shelves should be designed in a way that there is a large variety of a certain product in its category on the shelf. Also fast- moving goods should be placed in shelves next to the entrance for convenience of customers (Samson and draft, 2012,56). Retail store orders for goods from warehouse according to need and preference of local customers. Periodically, the store

Postmodernism- Derrida, Foucault and Rorty Essay

Postmodernism- Derrida, Foucault and Rorty - Essay Example The essay "Postmodernism- Derrida, Foucault and Rorty" examines how do philosophers Derrida, Foucault and Rorty differ in their views. Though Derrida, Foucault and Rorty tend to differ in an array of ways, still their postmodern views do evince a similarity in the sense that their philosophies do starkly come out as being a potent reaction against the salient philosophical values and assumptions that the modern period of the Western history does affiliate to. The philosophies of Derrida, Foucault and Rorty do carry a single thread in the sense that they are marked by a stark skepticism and a pervasive suspicion of the power of reason. The strategy of deconstruction contrived by Derrida does practically amount to a staunch critique of the philosophical traditions that hitherto signified the Western philosophy. The strategy of deconstruction not only does tend to expose any literary or philosophical text, but by doing so it also does vehemently try to subvert it by exposing the varied binary oppositions that envelop the salient Western ways of thinking about and perceiving reality. The technique of deconstruction tends to attempt a textual interpretation of a text, with the intent to bring to fore the alternative meanings hidden in that text. It is not a surprise that Derrida’s â€Å"idea of â€Å"deconstructing text† has had a very wide influence". In continuation of a similar skeptical sentiment, Foucault did study the salient power structures that governed an array of social institutions.

Paid fulltime firefighters are not compensated enough for the job they Essay - 1

Paid fulltime firefighters are not compensated enough for the job they provide citizens - Essay Example This paper will try to point out that despite the seemingly attractive salary of a firefighter in New York, there is a generally perceived low salary for firefighters that restrain many aspirants from seriously considering it as a career. A firefighter’s sworn duty is protect lives and properties from the threats of fire. But most of the time, they also need to respond to emergency calls for public safety from medical, disaster to terrorist acts. Aside from responding to emergency calls and situations, firefighters also include in their duty to educate the public for fire prevention as well as aid in the investigation process for cases that involve fire or arson (NYFD, 2). The firefighters are expected to be ready to serve, brave enough to bring other people and properties to safety despite threats to their own lives, committed and prepared to perform their duties (NYFD, 3). Prevost et al (42) suggested that firefighters face tremendous occupational accidents and the job requires physical and mental professionalism to be able to perform satisfactorily. They encounter in their job aerobic capacity and significant motor coordination. In one study, it was found that many firefighters do not receive salaries but work on voluntary basis, receive minimal government support, and work only as required and when needed, specifically in emergency situations only (Monares, Ochoa, Pino, Herskovic, Rodriguez-Covili, and Neyem, 36). In responding to emergency situations, the firefighters are expected to be aware of full information about the situation in order to take control. These information includes the dangers of the fire, type of fire, size, evolution; affected areas, building blueprints, emergency exits and access, electric or gas network; surrounding key resources such as schools, elderly care homes, chemical industries; the update of response process such as the number of fire trucks and firefighters in the area and capabilities of

Capital Funding Essay Example | Topics and Well Written Essays - 3500 words

Capital Funding - Essay Example Contrary to this as per the advocates of capital funding, it causes encouragement of the development of technologies, managerial expertise, and integration with the world economy, exports and higher growth. Since it is a very much controversial issue, my primary objective will be exploring the all the aspect of capital funding in new business and private sector in developing countries and also calculating possibility and to answer the hypothesis that effect of the various policies of capital funding on the development of new business and private practice in developing countries. Since this research problem needs an in depth study and it give rise to some insights to the magnitude of the capital funding I'll formulate such research questions which may help me exploring the reality of the problem. The questions will be, Since it is highly necessary to gather accurate information for giving an ample scope to my research problem, I will approach autonomous and governmental bodies like Department for international development, office of foreign common wealth offices and HM treasury. Collecting data from such bodies will help me to draw a comprehensible data related to the effect of policies in the development of new business and private practice in developing countries. ... The governments of respective countries has implemented a number of policies related to this .But The practice of imparting and accepting the fund always invites criticism as the opponents draw attention regarding imperfections, adverse results such as capital intensity of such funds, inappropriate technology ,the possible adverse on income distribution etc. Contrary to this as per the advocates of capital funding, it causes encouragement of the development of technologies, managerial expertise, and integration with the world economy, exports and higher growth. Since it is a very much controversial issue, my primary objective will be exploring the all the aspect of capital funding in new business and private sector in developing countries and also calculating possibility and to answer the hypothesis that effect of the various policies of capital funding on the development of new business and private practice in developing countries. Since this research problem needs an in depth study and it give rise to some insights to the magnitude of the capital funding I'll formulate such research questions which may help me exploring the reality of the problem. The questions will be, 1. What is the magnitude of the effectiveness of the policies in developing countries, particularly in their economic growth 2. Whether it effect positively or negatively on the development of new business and private practice 2 3. What are aims of the particular government regarding the implementation of the respective policies 4. Which are major countries who undertaken to impart funds to developing countries and whether there is particular motive

Paid fulltime firefighters are not compensated enough for the job they Essay - 1

Paid fulltime firefighters are not compensated enough for the job they provide citizens - Essay Example This paper will try to point out that despite the seemingly attractive salary of a firefighter in New York, there is a generally perceived low salary for firefighters that restrain many aspirants from seriously considering it as a career. A firefighter’s sworn duty is protect lives and properties from the threats of fire. But most of the time, they also need to respond to emergency calls for public safety from medical, disaster to terrorist acts. Aside from responding to emergency calls and situations, firefighters also include in their duty to educate the public for fire prevention as well as aid in the investigation process for cases that involve fire or arson (NYFD, 2). The firefighters are expected to be ready to serve, brave enough to bring other people and properties to safety despite threats to their own lives, committed and prepared to perform their duties (NYFD, 3). Prevost et al (42) suggested that firefighters face tremendous occupational accidents and the job requires physical and mental professionalism to be able to perform satisfactorily. They encounter in their job aerobic capacity and significant motor coordination. In one study, it was found that many firefighters do not receive salaries but work on voluntary basis, receive minimal government support, and work only as required and when needed, specifically in emergency situations only (Monares, Ochoa, Pino, Herskovic, Rodriguez-Covili, and Neyem, 36). In responding to emergency situations, the firefighters are expected to be aware of full information about the situation in order to take control. These information includes the dangers of the fire, type of fire, size, evolution; affected areas, building blueprints, emergency exits and access, electric or gas network; surrounding key resources such as schools, elderly care homes, chemical industries; the update of response process such as the number of fire trucks and firefighters in the area and capabilities of

Curricula of ACARA and VELS in LOTE Essay Example | Topics and Well Written Essays - 1000 words

Curricula of ACARA and VELS in LOTE - Essay Example LOTE is a subject of languages other than English, taught to students based on the designed curriculum of ACARA and VELS (Amery, 2000). Curriculum of both these systems for LOTE has some basic similarities and differences. Part A: Focus Answer: 2) ACARA and VELS’ curricula for LOTE subject seem to focus on the development of students’ skills in terms of additional knowledge about different language. Along with the vision, focused content does also have some similarities as both curricula have divided languages into categories, namely Aboriginal languages, Roman alphabetical language, Non-Roman alphabetical languages, Character languages, Sign language, and Classical languages (VELS, 2009). These six types of languages are offered in VELS systems, while ACARA curriculum offers Australian languages, world languages, classical languages, and Australian sign language. Answer: 3) VELS and ACARA curricula are closely related to each other in LOTE domain as both these learning curricula focus on preparing students for later years, by teaching some international languages and keep on enhancing their language skills with passing years. This focus is made believing that learning different languages can foster reflective, profound, and critical thinking in particular manners (VELS, 2009). It is noticeable that with the designed curricula students have to learn these languages for some years, which polish their language skills and even if they do not want to continue in the future. They would have sufficient knowledge to communicate successfully in professional grounds particularly in global organizations, where workforce belongs to diverse ethnic backgrounds (Robertson, 2012). Part B: Messages Answer: 1) VELS curricula include an aspect of history in this domain as the professional working to teach students different languages along with the knowledge of history, geography and shopping aspects of the language spoken in particular regions (VELS, 2007). VELS c urriculum offers a wide range of voices and settings to strengthen written and oral language skills; students are given opportunities to refer to simple history, stories, legends, rhymes, and songs of different language. Also, students following VELS curriculum are encouraged to discover other specific features, natures and tools of the languages. On the other hand, ACARA curriculum also offers similar opportunities with some distinct attributes such as in the ACARA system vocabulary and grammar are highly focused on with a great variety of information through print and electronic sources (ACARA, 2011). Unlike VELS, this curriculum does not simply help students learn about different languages and their cultural belongings, but ACARA also focuses on providing knowledge about values and laws differing from culture to culture (ACARA, 2011). Answer: 6) Both these curricula explicitly highlight the importance of learning

Speak Essay Example for Free

Speak Essay A Voice for the Hurt High school is supposed to be a fun, new, and exciting experience. The novel Speak is about a social outcast named Melinda and her struggles to fit in in high school. She doesnt have any true friends because no one stays around long enough to hear her story. The book is written by Laurie Halse Anderson. Throughout the novel Melinda shows her emotional discomfort through actions instead of speaking out. In the end she speaks up for herself and she finds a happier state of being. In the beginning of the novel Melinda enters high school being shunned by all of her ld friends and even people she has never met before because she called the cops at a party at the beginning of the summer. Melinda hides her feelings and doesnt speak out about what really happened that night. Instead of speaking she silences herself by her actions. An example of this is how she constantly bites her lips. The fist example of this is right in the beginning of the novel when Melindas ex best friend mouths l hate you, to her from across the room. Melinda bit her lip and tried not to think about it (Anderson 5). She continues to do this to remind herself to stay silent hroughout the novel. Melinda silences herself many other ways too. One of the most intense ways of this is when she cut herself with a paper clip. She says, l open up the paper clip and scratch it across my left wrist. Pitiful. If suicide is a cry for help, then what is this? A whimper, a peep? (Anderson 65) When her mom sees the cuts all she says is that she doesnt have time to deal with it. This shows how Melinda is trying to speak through cutting herself doesnt help. Her mom doesnt care. Her whimper for help is not heard. She needs to speak up about how she was raped. At the end of the novel Melinda finds a happier state of being when she decides to finally speak. There are many factors that lead her to speak. One of ways she finds her voice is by standing up to Heather. Also she tells Rachel about how Andy Evans had raped trying to protect her, but Rachel doesnt listen to her. After she wrote in the bathroom stall other girls also wrote about how much of a creep Andy is. This gives her confidence to speak out about Andy because she knows that she isnt the only girl going through what she went through. At the very end of the novel when Andy tries to rape her again she finds her voice and says no. Once others hear about what happened they understand her story. In art a seniors asks her if she id 0K and says way to go (Anderson 197). Speak is a powerful novel about a young girl who was raped. Melinda silences herself through her actions. She bites her lip as a constant reminder not to speak out. Also she cut herself with a paper clip as a whimper for help instead of Just telling her parents and friends the truth. In the end she finds her voice and simply speak. Speak Essay By JJkatemull

Examining The Changing Media Scene In India Media Essay

Examining The Changing Media Scene In India Media Essay INTRODUCTION The media scene in India is changing very fast, especially in the past decade. On one hand, new media are emerging and affecting the existing ones. On the other hand, the consumption patterns of the media users are also undergoing a lot of transformations. Post independence, the development of media was rather slow and unexciting. For twenty five years after independence, the growth of media such as print, cinema and radio followed a gradual and uneventful path, progressing slowly and steadily. Pressures of urbanization, growing literacy and development in technology did not affect the media significantly. The scenario was such a sad one that neither inter nor intra- media competition existed. This obviously translated into the fact that there was no strategy or planning on the part of the media. Essentially media marketing itself was an alien concept for most of the newspaper owners and the sole television operator Doordarshan. The first strains of change on this static environment were observed in the early eighties. These changes were introduced through technology: the development of grafting techniques in press and in electronics. The implications were two fold. On the first level, the reach of media was expanded and on the second level, the people were given more choice. Introduction of glossies among print titles, the expansion of the television network, establishing a radio commercial channel suddenly made life more exciting and entertaining for the vast majority of the urbanites. It was now, for the first time, that audiences were getting segmented by the titles introduced, new markets were opening up and a large number of people were coming under the media exposure. Another interesting fact during this time was the development of a new relationship between the media and the audiences. Media patterns changed once again when sponsored programs on television became a regular feature. This initiative, along with the development and popularity of home videos changed the entire equation. People stopped frequenting cinemas, since the same films were conveniently available at home. Magazine readership also declined in favor of videos. Television, however, maintained its regular set of viewers during the period. It became a veritable obsession with the people. Programs such as the Mahabharat and the Ramayan were the opium of the masses. Now, television delivered important audience segments such as women, the rural affluent and children. At about the same time, easy access to technology and developing markets pushed publishers to add on new editions as well as supplements. THE GLOBAL BEGINNING Another change in the media environment came with the Invasion of the Skies in the early nineties. Satellite television found its way into India through CNN and the Star Network during the Gulf War. The monopoly of Doordarshan came to an end and there were multiple channels, giving the Indian viewer a choice of programs he had never been exposed to before. This, needless to say, introduced heavy competition among the channels and thus the programs contents also improved. Finally, Doordarshan had to deal with the fact that it was not the king of the skies any more: for the first time in India, the television viewer had the choice of deciding what to watch from over 50 channels. Faced with heavy competition, it had to revamp and introduce new channels in the metros and in regional areas. The competition became intense even within the satellite television players with the influx of regional channels and more and more international quality programming. It was realized that only those players who can adopt a market-savvy, strategic approach to differentiate their programming from the rest shall be able survive the media jungle. Developments in wireless technologies and their decreasing costs have created opportunities for faster deployment of telecommunications services. This speed is critical for developing countries especially in rural areas, as the role of telecommunications in development is more significant for them. The uptake of wireless technologies has been rapid in most developing countries. For the most part, these have been cellular networks that operate in the licensed bands. The unparalleled growth of mobile service (operating in licensed bands) in almost all countries of the world has been driven by both technology as well as deregulation. While the rapid spread of such networks is unprecedented, it has so far been limited to urban and semi-urban areas. Satellite Instructional Television Experiment (SITE): It is considered to be one of the biggest techno-social communication experiments in education and rural development. The one-year experiment (August 1975 July 1976) aimed to provide direct broadcasting of instructional and educational television in 2400 villages in the states of Andhra Pradesh, Bihar, Karnataka, Madhya Pradesh, Orissa and Rajasthan. Over 500 conventional television sets spread over 335 villages in Kheda district, Gujarat was also part of SITE. Satellite technologists had called SITE as leapfrogging from bullock cart stage to satellite communication, which did not discriminate between rural poor and urban rich for information and communication. It had given 50 years communication lead to rural poor of the country. SITE provided telecast for rural primary school children in the age group 5 12 years studying in grades 1-5. Rural adults viewed television programs on improved agricultural practices, health and family planning. They were also able to view news. Television was considered as window to the world. Both quantitative (survey) and qualitative in-depth (anthropological holistic study) evaluation indicated modest gains in some areas, whereas no gain or negative gain in other areas. The one-year duration was thought to be too little for any positive results. Based on the experiences and positive gains, INSAT satellite was launched in 1981. Since then a series of INSAT satellites have been launched and used for nationwide television telecast for education and deve lopment. The sad part is that, in spite of best efforts, satellite television has been used for entertainment more than rural development. The other research says that access to satellite TV is of surprising value to the lives of rural Indian women and villagers in general. School enrolment among girls, family planning, hygiene, awareness about diseases and many more such milestones have been achieved by the electronic media. The newly wired women also has become less accepting of spousal abuse, a bias in favor of having boys declined, and they look more likely to be able to spend money without a husbands permission. However, shows on satellite TV tend to focus on urban areas, where womens status is higher and are shown leading extravagant lifestyles. The rural people are not able to associate with those programs and shows. Customization as per rural needs has recently begun and has been appreciated even by the urban crowd. People are getting exposed to a set of attitudes that are more liberal, that are more favorable toward women, and they are changing their minds in response to that. Change is inevitable. Government h as taken initiatives to start many such programs to generate awareness, some ran for years, others could never come out of papers and the rest bombed after the take off. Few project initiatives were: Project Project Partners Outcomes Country wide classrooms UGC, CEC and 17 other universities where media centers are located 10,000 programs produced and telecast on National TV till date School Television in India CIET and 6 state Institutes of Educational Technology Programs produced and run on national TV till date Gyan Darshan HRD, IB, Prasar Bharti, IGNOU The program runs 24 hrs and is handled by IGNOU Gyan Vani Reached out to backward communities, distant education and counseling Namma Dhwani (voices) UNESCO Educational and development oriented informal programs Gujarat Community Radio Kutch Mahila Vikas Sangathan, DMC, Ahmedabad Non- formal education and social issues, esp. for women Jhabua Development Communication Program ISOR, GoMP Literacy, health and non- formal education, watershed management RADIO AS A MEDIUM Radio, as a mass medium, is particularly suited to communicate in the local dialect and idiom, thereby establishing a personal connection between the broadcaster and the listener. That has not, however, been achieved in India because of the bureaucratic stranglehold on radio. Development, as a process meant to empower the poor, reduce exploitation, and oppression by those having economic, social, and political power. It also means an equitable sharing of resources, improved health care and education for all. One of the major components and driving force of rural development is communication. Conventionally, communication includes electronic media, human communication now information technology (IT). All forms of communications have dominated the development scene in which its persuasive role has been most dominant within the democratic political framework of the country. Persuasive communication for rural development has been given highest priority for bringing about desirable socia l and behavioral change among the most vulnerable rural poor and women. Initially, the approach lacked gender sensitivity and empathy of the communicators and development agents who came from urban elite homes. Added to these constraints is political will that still influences the pace and progress of rural development. Communication has been seen by a large number of development planners as a panacea for solving major social ills and problems. Apart from development, the introduction of communication in the educational process for open and distance learning is seen as step towards improving the quality of education and bridging the social and educational gap (Agrawal 1993). However, experience indicates that those rich who could afford to have access to private resources have hogged the advantage whether development or education. In this respect, it seems that communication technology has, in no way has helped the poor for improving their socio-economic condition. ALL INDIA RADIO (AIR) India presents huge challenges to any broadcasting institution that aspires to serve the whole nation. All India Radio (AIR), the state-run monopoly, was expected to take these challenges on and help build a modern nation state with an egalitarian social democracy. Approximately 303 news bulletins are aired daily, of which 93 are intended for national listeners, whereas regional stations originate 135 news bulletins daily. In addition, there are special bulletins on sports, youth, and other major events, such as the annual Haj to Mecca by Muslims or the Kumbh Mela in Allahabad. More than 80 stations in the AIR network broadcast radio dramas in various languages. Forty percent of the broadcast time, however, is set aside for classical, light, folk, and film music. The External Service, set up to act as a cultural ambassador, airs 65 news bulletins in 16 foreign and eight Indian languages. In addition, magazine programs on sports and literature; talk shows on sociopolitical-economic is sues; and classical, folk, and modern Indian music from different regions of the country are broadcast. But the results have not been that healthy, the reasons being many folds. AIRs heavily bureaucratic ways have been the major impediment to innovation and creativity. In a highly pluralistic society with incredible linguistic, caste, and class differences, AIR has attempted not to offend any group. Controversial social and community welfare issues take a back seat while popular film music dominates. Regional language radio stations beam programs to the whole state in a formal dialect, which renders it stiff and official. As a consequence, most people find AIR boring. Radio for Rural Development: Popularly known as Radio Farm Forum, it was one of the earliest efforts in the use of radio for rural development. The experiment was carried out from February to April 1956 in five districts of Maharashtra State by All India Radio (AIR). Rural listener groups were organized, who would listen to radio broadcasts twice a week at 6.30 p.m. for half an hour. The group then stayed together for discussion of what they had heard, the discussion lasted usually, about half an hour. The summative impact evaluation indicated positive outcome of radio rural forum. Impressive knowledge gains as a result of radio listening were reported across illiterates and literates, agriculturists and non-agriculturists, village leaders and others. However, over a period of time the project withered away and could not be operationalized for large-scale implementation in one form or the other. Lack of political will and indifference of bureaucracy killed the rural development proje ct even before it could help poor to take advantage of radio broadcast. Satellite radio for education EDUSAT, according to the Indian Space Research Organization (ISRO), is the first exclusive satellite for serving the educational sector. The satellite has multiple regional beams covering different parts of India, which theoretically enables programs to be broadcast in relevant local languages EDUSAT can provide connectivity to schools, colleges and higher levels of education and also support non-formal education including developmental communication. But it is a matter of concern that, over a year after the satellite was launched, much of its capacity is lying idle. Community Radio Initiative: In post media liberalization phase, Government of India, announced the policy for community radio broadcasting which was expected to focus on issues relating to education, health, environment, agriculture, rural and community development. In the absence of true community radio in India, a number of NGOs are using innovative methods for non-formal education through audio. School Audio through cable has been in operation in Budhikote village, Karnataka, since January 2002. The School Audio project is a spin-off of the Namma Dhwani cable audio service. In the Kutch region of Gujarat, the Kutch Mahila Vikas Sangathan (KMVS), an independent organization of rural women, focuses on adolescent girls education, basic functional literacy within sangathan members and development of context specific educational curricula on different issues for literates and neo-literates. Shivpuri, MP launched a radio station, Dharkan 107.8 FM, to give educational messages through humor featuring Ms. Adivasi as a difficult mother-in-law arguing against exclusive breastfeeding. Vandana Dube, the stations first manager, helps to produce programs on hygiene, health and the importance of education. She said that listening groups, which have formed throughout the district, are having a major impact. In particular, more women are now contributing to important debates on caste discrimination, female foeticide and female empowerment issues that concern them directly. UNICEF Image CONCLUSION There is no single ideal format for educational radio. Innovative programming offers some very effective approaches to non-formal education over radio. Recently, AIR agreed to a proposal from Sesame Workshop India to provide airtime on national and regional radio channels for locally produced versions of the universally popular Sesame Street. The programs would be aimed at pre-school goers, and would also provide under-served children with access to educational media, especially in rural areas. All the same, it has been amply proved that radio rightly used can improve educational quality and relevance, lower educational costs and improve access to education, particularly for disadvantaged groups. It is most effective when supported by trained facilitators, group learning, group discussion, feedback and the use of multimedia approaches.

James Joyce :: essays papers

James Joyce In the Portrait of the Artist as a Young Man, James Joyce creates a deeply personal and emotional portrait to every man. Joyce’s main character, Stephen Dedalus, encounters universal feelings of detachment, guilt, and awakening. Rather than stepping back and remembering the characteristics of infancy and childhood from and adult perspective, Joyce uses the language the infant was enveloped in. Joyce also uses baby Stephen’s viewpoint to reproduce features of infancy. In Joyce’s first chapter, crucial characteristics of Stephen’s individuality are established. Stephen’s first memory as a child begins with storytelling. â€Å"Once upon a time and a very good time it was there was a moocow coming down along the road and this moocow that was coming down along the road met a nicens little boy named tuckoo†¦Ã¢â‚¬  (Portrait, 7). From the start, Stephen’s lines are riddled with poetic sound and rhythm. Joyce demonstrates Stephen’s control over words with the baby’s first stream of consciousness. As Stephen’s thoughts continue, Joyce inflects the baby’s relationship to each of his parents through imagery. â€Å"His father looked at him through a glass. His father had a hairy face† (Portrait, 7). The glass that the father uses to look at baby Stephen is the very glass that keeps the father and son separate throughout the novel. Although the glass should aid Mr. Dedalus to see Stephen more clearly, closer up, the glass limits the father’s mind and perceptions. As Stephen grows older, the two literally view each other through the beer glass raised above Mr. Dedalus’s chin. Similarly, his father’s hairy face visibly separates the two. Mr. Dedalus exemplifies the standard man, one who loves sports, drink and women. Stephen’s enjoyment of words and lack of facial hair help him later understand how foreign and different he is from his father. Despite the lack of affection between Stephen and his father, Stephen shares a fondness for his mother. â€Å"His mother had a nicer smell than his father. She played on the piano†¦he danced† (Portrait, 7). When Stephen wet the bed she even â€Å"put on the oil-sheet. That had a queer smell† (Portrait, 7). Because of the affinity Stephen developed for his mother as an infant, the queer smell of urine brings Stephen comfort. This comforting, childhood association is attributed to the Freudian theory developed prior to the novel.

American Self Perception Vs. The Truth Essay -- essays research papers

American Self Perception vs. The Truth Lee Greenwood, a song writer, describes the emotion involved in American self-perception in a song by saying, "I'm proud to be an American. For at least I know I'm free." Freedom is the founding pillar of the American self- perception. Self-perception is the culmination of how one views oneself. Other aspects which make up American self-perception are wealth, power, and the pursuance of happiness. Self-perceptions, whether confined to the individual or confined to an entire country, usually leave out negative aspects such as hypocrisy. When dealing with the perception of a country, the true image of a society comes from self, or internal perceptions, combined with the external perceptions from other countries. The foundation of American self-perception is freedom. Freedom of speech and movement are virtual institutions in the United States. Such freedoms of speech and movement are outlined in the United States Constitution. Americans believe the constitution sketches the "American Dream" which is having a family, money, and the freedom to pursue happiness. Every American will stand by the line derived from the Constitution, "All men are created equal." In actuality, the constitution outlined the freedom for rich white landowners to achieve unchecked power and wealth. At the time of the framing of the constitution, blacks were slaves thus all men were NOT created equal. Women were equally excluded from the constitution as suffrage wasn't even a consideration at the time. The only class groups which the American Constitution outlined freedom for were wealthy European immigrants fleeing their own land for such reasons as taxes. After such movements as Suffrage and Civil Rights, all Americans were granted individual rights of freedom thus approaching equality. The American self-perception of living a life of virtual complete freedom parallels the American stand on its' belief of democracy. Americans feel that a democratic government is the only possible administration which can be deemed acceptable in today's world system. Such a deep rooted belief in democracy instills a fear and dislike of any other form of government. Look at American policies towards the Soviet Union after the second world war. The ... ...rom America is a godsend, Many Poles agree that the intermingling of American culture with Polish culture is unacceptable. Never has the US ever extended another country such equal treatment. A large section of the Polish population views Americans as wealthy and powerful on the positive side, and imperialistic and egotistical on the negative side. The American true image is comprised of more than self-perception. How other countries and cultures perceive Americans is a important part of what it truly means to be an American. Americans see themselves as free and righteous while other countries like Poland view Americans as ethnocentric. What many Americans fail to see in their self-perception is, that intermingled within their beliefs and practices, hypocrisy. Hypocrisy dominated the American containment policy of the Soviet Union in the Cold War era. As Americans were condemning the Soviets for pushing a communist government, Americans themselves were pushing democracy in weaker, dependent states. To find the truth of what it is to be American, you must combine other countries perceptions into your own, otherwise you will only achieve half the truth. American Self Perception Vs. The Truth Essay -- essays research papers American Self Perception vs. The Truth Lee Greenwood, a song writer, describes the emotion involved in American self-perception in a song by saying, "I'm proud to be an American. For at least I know I'm free." Freedom is the founding pillar of the American self- perception. Self-perception is the culmination of how one views oneself. Other aspects which make up American self-perception are wealth, power, and the pursuance of happiness. Self-perceptions, whether confined to the individual or confined to an entire country, usually leave out negative aspects such as hypocrisy. When dealing with the perception of a country, the true image of a society comes from self, or internal perceptions, combined with the external perceptions from other countries. The foundation of American self-perception is freedom. Freedom of speech and movement are virtual institutions in the United States. Such freedoms of speech and movement are outlined in the United States Constitution. Americans believe the constitution sketches the "American Dream" which is having a family, money, and the freedom to pursue happiness. Every American will stand by the line derived from the Constitution, "All men are created equal." In actuality, the constitution outlined the freedom for rich white landowners to achieve unchecked power and wealth. At the time of the framing of the constitution, blacks were slaves thus all men were NOT created equal. Women were equally excluded from the constitution as suffrage wasn't even a consideration at the time. The only class groups which the American Constitution outlined freedom for were wealthy European immigrants fleeing their own land for such reasons as taxes. After such movements as Suffrage and Civil Rights, all Americans were granted individual rights of freedom thus approaching equality. The American self-perception of living a life of virtual complete freedom parallels the American stand on its' belief of democracy. Americans feel that a democratic government is the only possible administration which can be deemed acceptable in today's world system. Such a deep rooted belief in democracy instills a fear and dislike of any other form of government. Look at American policies towards the Soviet Union after the second world war. The ... ...rom America is a godsend, Many Poles agree that the intermingling of American culture with Polish culture is unacceptable. Never has the US ever extended another country such equal treatment. A large section of the Polish population views Americans as wealthy and powerful on the positive side, and imperialistic and egotistical on the negative side. The American true image is comprised of more than self-perception. How other countries and cultures perceive Americans is a important part of what it truly means to be an American. Americans see themselves as free and righteous while other countries like Poland view Americans as ethnocentric. What many Americans fail to see in their self-perception is, that intermingled within their beliefs and practices, hypocrisy. Hypocrisy dominated the American containment policy of the Soviet Union in the Cold War era. As Americans were condemning the Soviets for pushing a communist government, Americans themselves were pushing democracy in weaker, dependent states. To find the truth of what it is to be American, you must combine other countries perceptions into your own, otherwise you will only achieve half the truth.

Cooperative Learning for Positive Interdependence

The Effectiveness of using Cooperative Learning in Enhancing Reading Comprehension for English for Communication II students in Universiti Utara Malaysia. Chapter 2: Literature Review 1. John Myers (Cooperative Learning Vol 11 #4 July 1991) points out that the dictionary definitions of â€Å"collaboration†, derived from its Latin root, focus on the process of working together; the root word for â€Å"cooperation† stresses the product of such work. 2.According to Ted Panitz (1996), he summarize from Johnson, Johnson & Smith (1991) the six principles of their definition of a new paradigm of teaching and define cooperation is a structure that was designed to help and guide the specific of product or aims through people that working together in a group. 3. According to Skinners, et. al (2001), cooperative learning is also one of approach under The Communicative Approach where it involves a group of learners been instructed by one teacher when they are working together to co mplete the task instead of competitively working on it. . Weidner (2003,p. 29) states that cooperative learning is a special form of group teaching which accentuates and structures social processes in learning and makes them a subject of discussion. 5. â€Å" Cooperative learning is the instructional use of small groups os that students work together to maximize their own and other’s learning† (Johnson, Johnson & Holubec, 1998,p. 15) 6. Robert Slavin (1987), suggested that cooperative learning occurs when instructional methods enable students to work and learn in small heterogeneous – ability groups.When this happens, cooperative learning is able to lead students into the social power of learning (Zemelman, Baniel & Hyde, 1993) 7. Roger T. and David W. Johnson (1994), says that even though these three interaction patterns are not equally effective in helping students learn concepts and skills, it is important that students learn to interact effectively in each o f these ways. Students will face situations in which all three interaction patterns are operating and they will need to be able to be effective in each.They also should be able to select the appropriate interaction pattern suited to the situation. An interpersonal, competitive situation is characterized by negative goal interdependence where, when one person wins, the others lose. 8. Borchmann & Kirchmann (2006), found that there 5 basic elements in cooperative learning which is interpersonal and small group skills, face to face interaction, individual and group accountability, positive interdependence and group processing. 9. Cowie and Rudduck, (1988, p. 0), state that cooperative learning offers a view of learning which is socially based. 10. Artzt and Newman(1990), define that cooperative learning is an activity involving a small group of learning who work together as a team to complete a task or accomplish a common goal. 11. Davidson (1990) says that cooperative learning is a ta sk of group discussion and resolution (if possible) requiring face to face interaction, an atmosphere of cooperation and mutual helpfulness and individual accountability. 12.Spencer, Kegan (1990), provided as definition of collaborative learning by looking at general structures which can be applied to any situation. He defines collaborative learning as the structured approach to collaborative learning which is based on the creation, analysis and systematic application of structures or content- free ways of organizing social interaction in the classroom. 13. Goodsell, Maher and Tinto (1992) describe cooperative learning as a working in groups of two or more mutually searching for understanding, solutions or meanings or creating a product. 4. O’Donnell (2002) is that this cooperative method enhances social interaction that is important for learning because higher mental functions, such as reasoning, comprehension and critical thinking, originate in social interactions and are t hen internalized by individuals. 15. From Collins Online Dictionary 10th Edition, reading comprehension is a text that students use to help them improve their reading skills by reading and answering questions relating to the text. Sometimes, used as a test or examination of reading skills.A reading comprehension can be in the students own or another language. 16. According to Snow, Catherine E (2002), in her report entitled ‘Reading For Understanding; Towards an R&D Program in Reading Comprehension†, defines reading comprehension as the â€Å"process simultaneously extracting and constructing meaning through interaction and involvement with written language†. 17. Aarnoutse, Van den Bos,&. Brand-Gruwel, 1998; Jenkins et al. , (2003), believe that vocabulary knowledge, fluency, word recognition, and listening comprehension are necessary skills for reading comprehension. 18. s a process that requires how to decode through the development of an extensive repertoire of sight words, learning the meanings of vocabulary words encountered in the texts, and learning how to abstract meaning from text. It represents how well readers understand literal comprehension which concentrates on explicit meaning and inferential comprehension which concentrates on implicit meaning in the reading text. 19. Pressley (2000), states that the development of comprehension skills is a long term developmental process which depends on language and text experiences from early stage of life.Learning how to decode and learning how to abstract the meanings of vocabulary words are commonly encountered in texts. 20. Tahir, (1988, p. 24), â€Å"Reading comprehension involves visual mechanical skills of recognition, remembering of meaning of words, integrating grammatical and semantic clues and relating to the reader’s own general knowledge and the knowledge of the subject being read†. 21. Daniel E. Himes (2007), in his article entitled â€Å"How to Improve Reading Comprehension†, he supports that cooperative learning is one of the method to improve reading comprehension. 2. Erly Wahyuni (2006) in his journal article entitled â€Å"The Effectiveness of Cooperative Learning Technique in Increasing the Students’ Comprehension of Literary Texts† said that the learners’ responses to the cooperative learning in literary text was good and interesting as they were able to discuss the literary text together. 23. Kassim Shaaban (2007,) from his article â€Å"An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read† that cooperative learning improves learners’ motivation to read. Cooperative Learning for Positive Interdependence The Effectiveness of using Cooperative Learning in Enhancing Reading Comprehension for English for Communication II students in Universiti Utara Malaysia. Chapter 2: Literature Review 1. John Myers (Cooperative Learning Vol 11 #4 July 1991) points out that the dictionary definitions of â€Å"collaboration†, derived from its Latin root, focus on the process of working together; the root word for â€Å"cooperation† stresses the product of such work. 2.According to Ted Panitz (1996), he summarize from Johnson, Johnson & Smith (1991) the six principles of their definition of a new paradigm of teaching and define cooperation is a structure that was designed to help and guide the specific of product or aims through people that working together in a group. 3. According to Skinners, et. al (2001), cooperative learning is also one of approach under The Communicative Approach where it involves a group of learners been instructed by one teacher when they are working together to co mplete the task instead of competitively working on it. . Weidner (2003,p. 29) states that cooperative learning is a special form of group teaching which accentuates and structures social processes in learning and makes them a subject of discussion. 5. â€Å" Cooperative learning is the instructional use of small groups os that students work together to maximize their own and other’s learning† (Johnson, Johnson & Holubec, 1998,p. 15) 6. Robert Slavin (1987), suggested that cooperative learning occurs when instructional methods enable students to work and learn in small heterogeneous – ability groups.When this happens, cooperative learning is able to lead students into the social power of learning (Zemelman, Baniel & Hyde, 1993) 7. Roger T. and David W. Johnson (1994), says that even though these three interaction patterns are not equally effective in helping students learn concepts and skills, it is important that students learn to interact effectively in each o f these ways. Students will face situations in which all three interaction patterns are operating and they will need to be able to be effective in each.They also should be able to select the appropriate interaction pattern suited to the situation. An interpersonal, competitive situation is characterized by negative goal interdependence where, when one person wins, the others lose. 8. Borchmann & Kirchmann (2006), found that there 5 basic elements in cooperative learning which is interpersonal and small group skills, face to face interaction, individual and group accountability, positive interdependence and group processing. 9. Cowie and Rudduck, (1988, p. 0), state that cooperative learning offers a view of learning which is socially based. 10. Artzt and Newman(1990), define that cooperative learning is an activity involving a small group of learning who work together as a team to complete a task or accomplish a common goal. 11. Davidson (1990) says that cooperative learning is a ta sk of group discussion and resolution (if possible) requiring face to face interaction, an atmosphere of cooperation and mutual helpfulness and individual accountability. 12.Spencer, Kegan (1990), provided as definition of collaborative learning by looking at general structures which can be applied to any situation. He defines collaborative learning as the structured approach to collaborative learning which is based on the creation, analysis and systematic application of structures or content- free ways of organizing social interaction in the classroom. 13. Goodsell, Maher and Tinto (1992) describe cooperative learning as a working in groups of two or more mutually searching for understanding, solutions or meanings or creating a product. 4. O’Donnell (2002) is that this cooperative method enhances social interaction that is important for learning because higher mental functions, such as reasoning, comprehension and critical thinking, originate in social interactions and are t hen internalized by individuals. 15. From Collins Online Dictionary 10th Edition, reading comprehension is a text that students use to help them improve their reading skills by reading and answering questions relating to the text. Sometimes, used as a test or examination of reading skills.A reading comprehension can be in the students own or another language. 16. According to Snow, Catherine E (2002), in her report entitled ‘Reading For Understanding; Towards an R&D Program in Reading Comprehension†, defines reading comprehension as the â€Å"process simultaneously extracting and constructing meaning through interaction and involvement with written language†. 17. Aarnoutse, Van den Bos,&. Brand-Gruwel, 1998; Jenkins et al. , (2003), believe that vocabulary knowledge, fluency, word recognition, and listening comprehension are necessary skills for reading comprehension. 18. s a process that requires how to decode through the development of an extensive repertoire of sight words, learning the meanings of vocabulary words encountered in the texts, and learning how to abstract meaning from text. It represents how well readers understand literal comprehension which concentrates on explicit meaning and inferential comprehension which concentrates on implicit meaning in the reading text. 19. Pressley (2000), states that the development of comprehension skills is a long term developmental process which depends on language and text experiences from early stage of life.Learning how to decode and learning how to abstract the meanings of vocabulary words are commonly encountered in texts. 20. Tahir, (1988, p. 24), â€Å"Reading comprehension involves visual mechanical skills of recognition, remembering of meaning of words, integrating grammatical and semantic clues and relating to the reader’s own general knowledge and the knowledge of the subject being read†. 21. Daniel E. Himes (2007), in his article entitled â€Å"How to Improve Reading Comprehension†, he supports that cooperative learning is one of the method to improve reading comprehension. 2. Erly Wahyuni (2006) in his journal article entitled â€Å"The Effectiveness of Cooperative Learning Technique in Increasing the Students’ Comprehension of Literary Texts† said that the learners’ responses to the cooperative learning in literary text was good and interesting as they were able to discuss the literary text together. 23. Kassim Shaaban (2007,) from his article â€Å"An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read† that cooperative learning improves learners’ motivation to read.