Elimination of Waste in a Lean Manufacturing Environment

Many things can be done in a manufacturing enterprise in order to increase its performance. Special consideration should be given to the activities where the most benefit can be attained. The elimination of waste is the most important contributor to improvement in a lean manufacturing environment. The efforts for the elimination of waste begin on the manufacturing floor and include all areas of the enterprise all the way up to management. The whole organization plays a part in the continuous efforts to eliminate waste. It is the responsibility of management to provide the proper training and tools so that all personnel can properly participate in these activities. Once the personnel is actively searching for and eliminating waste, proper care must be taken in order to not introduce new sources of waste into the system. One important aspect to consider in the elimination of waste is that waste must not be transferred to vendors, customers or another area within the enterprise. Vendors cannot be expected to bear the burden of improper methods of waste elimination without undesirable consequences and likely introduction of new wastes. The transfer of waste to the customer is a dangerous and undesirable proposition since they are the reason the manufacturing enterprise exists in the first place. Working closely with the customer leads to a better understanding of their requirements and improved mutually beneficial processes or methods can be implemented. This allows the elimination of additional waste where the original demands of the customer may have forced areas within the manufacturing enterprise to contain waste. In order to truly remove waste it must be eliminated from the system entirely and not simply transferred within the system (Goldratt, 2004). Waste exists in all areas of an organization. This is an important reason why successful efforts to eliminate it can have such a huge impact on the organization’s performance. Tools such as 5S programs, Standard Operating Procedures, total productive maintenance, or visual management tools and techniques can be implemented to aid in such efforts (NWLEAN, Inc. , 2013). According to Lean principles there are eight major areas of waste. They are referred to as the Eight Deadly Wastes: 1. Overproduction – Making or doing more than is required or earlier than needed. This waste can tie up significant working capital that could be sed for other purposes. 2. Waiting – For information, materials, people, maintenance, etc. An organization must look to eliminate or minimize any wait-times by ensuring that items arrive only when they are truly needed. 3. Transport – Moving people or goods around or between sites. Although some is necessary, this is potentially a huge waste with poorly planned distances or number of moves. 4. Poor process design – Too many/few steps, non-standardization, inspection rather than prevention, etc. An organization should strive to eliminate any non-value adding activities within the process. 5. Inventory – Work-in-progress, papers, electronic files, etc. An understanding is needed of how long it takes to replenish each item in order to truly reflect the real customer demand and not mask waste such as excessive queue times, unbalanced workloads, unreliable suppliers, or misunderstood customer needs. 6. Motion – Inefficient layouts, unplanned downtime, poor ergonomics in offices, etc. If there is any type of unnecessary movement of people or machines then there is motion waste. 7. Defects – Errors, scrap, rework, non-conformance; poor quality controls, process documentation or machine capabilities, etc. Strive to eliminate all causes of defects through mistake proofing and statistical methods of process control. 8. Personnel resources and creativity – This is the waste of not using people’s mental, creative, and physical abilities. Everyone can be a successful contributor toward the organization's goal and elimination of waste. Availability of appropriate resource levels at all times can be achieved through good communications, teamwork, proper training, and by avoiding over-skilled personnel to be used for mundane tasks (Juran Institute, Inc. 2013). In-line with Mr. Pareto’s famous rule, 80% of the benefits during the implementation of lean principles exist in the elimination of waste. Many tools exist in order to achieve and maintain meaningful results. It is with the proper implementation of these tools that successful elimination of waste can be achieved. Some tools will have more impact than others depending on the organization so careful planning and imple mentation is needed in order to achieve real improvements with the best possible benefits.Works CitedGoldratt, E. M. (2004). The Goal: A Process of Ongoing Improvement. GreatBarrington, MA: The North River Press Publishing Corp. Juran Institute, Inc. (2013). Retrieved Jul. 11, 2013, from Juran: http://www.juran.com/ NWLEAN, Inc. (2013). Retrieved Jul. 10, 2013, from The Northwest Lean Networks: http://nwlean.net/

Class System in Pakistan

ABSTRACT In this paper I would like to introduce interrelated propositions about the Social structure of Pakistan: (i) that Pakistan society is characterized by a social stratification process which is compensatory in nature; (ii) that the compensatory process of social stratification over the years has given rise to status-centric value orientation; and (iii) that the most significant indicator of status-centric orientation is emergence of artificial middle class which can be distinguished from real middle class in terms of norms. INTRODUCTION They originated as the cast system in the time of divin-reite monarchs,  Upper  related to, or avored by the monarchy. Middle related to management, legal and business. Lower:  often called, â€Å"The work force those whom have no rights the ones that die and sweat. That the rich might richer get. The everlasting poor. In Pakistan society, the  middle class may be divided into two or three sub-groups. When divided into two parts, the lower middle class, also sometimes simply referred to as â€Å"middle class†, consists of roughly one third of households, roughly twice as large as the upper middle or  managerial class. Common occupation fields are semi- professionals, such as lower-level managers or school teachers, small business owners and killed craftsmen. These individuals commonly have  some college education  or perhaps a  Bachelor's degree  and earn a  comfortable living. Already among the largest social classes, rivaled only by the working class, the lower middle class is diverse and growing. Though not common in sociological models, the middle class may be divided into two sections, And the least working class that’s express a lot of peoples. A social class is a homogeneous group of people in a society formed on the combined basis of * Education * Occupation * Income * Place of residenceAnd have who have similar social values similar interest in life and they behave a like have approximately equal position of respect or status in a society. The social classes of Pakistan: – 1. Upper class 2. Middle class 3. Working class 1. UPPER CLASS: – The upper social class which generally have high level of income and belong to be most high paying profession and they live in most cleanest place of the country and money will be no problem for them and their size is  2%  of the total society and approximately  3. 7 million  they have 60% to 65% of money of the country. They are actually * High status leadership * Big business man Top management of the company Members of the upper class control and own significant portions of the corporate and may exercise indirect power through the investment of capital. The high salaries and the potential for amassing great wealth through  have greatly increased for the power and visibility of the â€Å"corporate elite†. Many sociologists and commentators, however, make a distinction between the upper cla ss (in the sense of those in the families of inherited wealth) and the corporate elite. By implication, the upper class is held in lower regard (as inheritors of idle wealth) than the self-made millionaires in prestigious occupations.Yet another important feature of the upper class is that of inherited privilege. While most Americans, including those in the  upper-middl class  need to actively maintain their status, upper class persons do not need to work in order to maintain their status. Status tends to be passed on from generation to generation without each generation having to re-certify its status. Overall, the upper class is the financially best compensated and one of the most influential socio-economic classes in society. (i) Upper Middle Class The upper middle class consists of highly educated salaried professionals whose work is largely self-directed.Many have advanced graduate degrees and household incomes commonly exceed the high five-figure range. Members of this cla ss commonly value higher education – most holding advanced academic degrees – and are often involved with personal and professional networks including professional organizations. The upper middle class tends to have great influence over the course of society. Occupations which require high educational attainment, are well-compensated and are held in high public esteem such as physicians, lawyers, engineers, scientists and professors are largely considered to be upper middle class.The very well-educated are seen as trend setters with movements such as the anti-smoking movement, pro-fitness movement, organic food movement, and environmentalism being largely indigenous to this particular socio-economic grouping. Education serves as perhaps the most important value and also the most dominant entry barrier of the upper middle clas 2. MIDDLE CLASS: – The USC and MSC education are met different like USC study in foreign country like oxford university and MSC are study in local university of their country but income size will found more different their houses are ifferent their house are not huge and not think for a huge house of defense and think a house of Gulshan-e-iqbal their population is 28% out of the total population their population is 53 to 54 million of the total population They are actually * They are small to medium size business man. * Middle management * Low ranking govt officer And the big difference in USC and MSC is house concentration they focus more to their house but USC not so much home focus they are less and MSC lot home focus. The  middle class  is perhaps the mostly vaguely defined of the social classe.The term can be used either to describe a relative elite of professionals and managers also called the upper middle class or it can be used to describe those in-between the extremes of wealth, disregarding considerable differences in income, culture,  educational attainment, influence, and occupation. As with all soci al classes in pakistan there are no definite answers as to what is and what is not middle class. Sociologists have brought forth class models in which the middle class is divided into two sections that combined constitute 47% to 49% of the population.The upper middle or professional class constitutes the upper end of the middle class which consists of highly educated, well-paid professionals with considerable work autonomy. The lower end of the middle class – called either lower middle class or just middle class – consists of semi-professionals, craftsmen, office staff, and sales employees who often have college degrees and are very loosely supervised. Although income thresholds cannot be determined since social classes lack istinct boundaries and tend to overlap, sociologists and economists have put forward certain income figures they find indicative of middle class households. Sociologist identifies a husband making roughly $57,000 and a wife making roughly $40,000 w ith a household income of roughly $97,000 as a typical middle-class family. Sociologists identify household incomes between $35,000 and $75,000 as typical for the lower middle and $100,000 or more as typical for the upper middle class. Though it needs to be noted that household income distribution neither reflects standard of living nor class status with complete accuracy. i) Traditional Middle Class Those households more or less at the center of society may be referred to as being part of the pakistan middle or middle-middle class in vernacular language use. In the academic models featured in this article, however, the middle class does not constitute a strong majority of the population. The most prominent academic models split the middle class into two sections. Yet, it remains common for the term middle class to be applied for anyone in between either extreme of the socio-economic strata.The middle class is then often sub-divided into an upper-middle, middle-middle, and lower-mid dle class. In colloquial descriptions of the class system the middle-middle class may described as consisting of those in the middle of the social strata. The term middle class in this manner, especially when discussing the  middle-class squeeze. The wide discrepancy between the academic models and public opinions that lump highly educated professionals together in the same class with secretaries, may lead to the conclusion that public opinion on the subject has become largely ambiguous. ii) Lower Middle Class The lower middle class is, as the name implies, generally defined as those less privileged than the middle class. People in this class commonly work in supporting occupations. Although they seldom hold advanced academic degrees, a college degree (usually a bachelor's degree) is almost always required for entry into the lower middle class. Sociologists divide the middle class into two groups. In their class modes the middle class only consists of an upper and lower middle cla ss.The upper middle class, as described above, constitutes roughly 15% of the population with highly educated white collar professionals who commonly have salaries in the high 5-figure range and household incomes in the low six figure range. Semi-professionals with Bachelor's degrees and some college degrees constitute the lower middle class. Their class models show the lower middle class positioned slightly above the middle of the socio-economic strata. Those in  blue  and  pink-collar as well as  clerical  occupations are referred to as working class in these class models. . WORKING CLASS: – The term working class applies to those that work at this tier in the social hierarchy. Definitions of this term vary greatly. Population to be in either the upper-lower class or lower-lower class in 1949, modern-day experts argue that the working class constitutes most of the population. The WSC are not much more educated they are not in very accurative profession their incom e is low and they build one two room poorly houses, electricity not available water etc. Their size is 70% out total population of Pakistan.They are actually * They are very small size shop owner. Skill, semi skill ; unskilled * Low grade govt staff ( peons, driver) * Poor former * Political worker The term commonly includes the so-called â€Å"blue bloods† (multi-generational wealth combined with leadership of high society). There is disagreement over whether they should be included as members of the upper class or whether this term should exclusively be used for established families. Twentieth century sociologist divided the upper class into two sections: the â€Å"upper- upper class† and â€Å"lower-upper class† .The former includes established upper-class families while the latter includes those with  great wealth. As there is no defined lower threshold for the upper class it is difficult, if not outright impossible. Income  and  wealth  statistics m ay serve as a helpful guideline as they can be measured in a more objective manner. In 2012, approximately one and a half percent (1. 5%) of households in the had incomes exceeding $250,000 with the top 5% having incomes exceeding $157,000. Furthermore only 2. 6% of households held assets (excluding home equity) of more than one-million dollars.One could therefore fall under the assumption that less than five percent of Pakistan society are members of rich households As the day proceeded, I found myself reflecting and comparing the education system of that of Canada to that of   various parts of the international community. Before proceeding let me attest to the reality that I am in no way suggesting that the education system of that of Canada is not saturated with disparities, BUT, I do however want to allude to the reality of the increasing opportunity when considering the  access to education  when compared to countries like Pakistan, for example. my reference to Pakistan i s a direct reflection of my personal interactions with various members of the Pakistani community hence my first-hand take on the dynamics unfolding within the Pakistani education system) In Pakistan, and in most countries for that matter, (comprising the ‘West)  is  seen as  a provincial responsibility  ensuring the attainment of education  up to and including high school. Access to education in Pakistan however, does not serve as a preamble  for  social or economic  progression in the near future.Gender disparities,   the social hierarchical positioning of an individual, income, religious affiliation and perhaps the most infuriating of all, the structure of the education system in Pakistan all serve as challenges to achieve a substantive level of access to education. The society that limits access to education and knowledge is short-sighted and destined for extinction, like the societies described in  Collapse  by Jared Diamond. Furthermore, along with people’s pursuit of social justice one needs to also embark  on the pursuit of equal opportunities in education.Plato in â€Å"Utopia† makes reference to every citizen, regardless of sex, outlining that we must receive education from an early age, and that this should be the earliest concept of equality of educational opportunity. Education provides the bedrock for reducing impoverishment and enhancing social development. In Pakistan, there has been a downsizing trend for the quality of education but moreover, the transparency of curriculum made available to students in various schools is questionable as different schools provide arraying levels of educationMadrasas (religious schools housed at local mosques), state-owned schools, English  governed schools  and private schools are the various components of the educative framework in Pakistan. Although Canada also consists of both public and private schools, does curriculum vary by leaps and bounds in such a way t hat it further perpetuates class difference, taking away from any opportunity to erode the clashing of civilizations? Are students in Pakistan belonging to the lower classes able to even fathom the idea of attending a private and/or prestigious school within Pakistan?Why has the education system become reflective of the social and economic classes of Pakistan? Why the arraying curriculum? Are school’s like Karachi Grammer School, Frobels, Aithison College, Beaconhouse, American School Franchise   (and many others for which I would have to re-engage into conversations with certain individuals to remember and that in itself would be an unbearable task for me)   not aware of the students that are being pumped out of their system? The ‘elite’ schools of Pakistan are producing replicas of individuals who acclaim to be ‘elite’ as they are able to converse in English, shunning and onsidering their very own culture to be tainted with traits of backward a nd outdated. If access to education wasn’t atrocious enough, such ‘elitist’ schools have further contributed to ejecting students who, in some cases, further foster the already created social hierarchies within Pakistan. [Case and point:  Ã‚  Consider the social interaction of  some Pakistani students abroad and their pre-conceived notions of each other based on the school they've attended within Pakistan Access to what may be considered ‘decent’ education is undeniably tied to the class structure looming within Pakistan.This included geographical placement (and 70% of Pakistanis live in rural areas) so if one does not live in a major city your hopes for a post-secondary education are drastically low. When shedding light on job prospects and a prosperous future, the decline ratio between that of the Cambridge system (targets upper and upper-middle class) and the Urdu medium system (this encompasses government schools catering to the ‘restâ €™ of the population) is dramatic and continues to rise exponentially. From Nicholas D. Kristof’s article, formulated in Nov 2010 and published in the NY Times states One reason Pakistan is sometimes called the most dangerous country in the world is this: a kindergarten child in this country has only a 1 percent chance of reaching the 12th grade, according to the Pakistan Education Task Force, an official panel. The average Pakistani child is significantly less likely to be schooled than the average child in sub-Saharan Africa. † Such numbers are not surprising, but it seems that they have to be parroted time and time again to shake up the myopic vision of upper-class Pakistan. It is said that nations are not developed in factories and industries but it is developed in  colleges and universities.In the 2nd world war Churchill and Hitler passed a resolution that both armies were not attack on the  universities  of other countries. You can’t believe that most of the  children  those were born during 2nd world war were born in  colleges and universities. This resolution revealed the importance of education in the western countries. They believed that  colleges and universities  are the factories where their future leaders would be made. The education system of developed countries is very much strong and effective while the education system of under developed countries like  Pakistan  is not so good.Our  educational  system in  Pakistan  is facing lots of problems and  not working  properly. The main deficit of our  educational  system is that we have not a proper system on which every one should act. The education minister who is governing the education of  Pakistan  doesn’t believe on his own system and send his/her  children  abroad for studies. The upper class of  Pakistan  also send their  children  abroad for studies or they adopt the British  educational  system O’ Level and A’ Level in  Pakistan. The lower class people send their  children  in  government  schools that schools are at bottom in  ranking  due to bad performance.The products of these schools not compete with the upper class  children  which makes a huge difference between both classes. When both classes  students  got admission in  colleges  are  universities  for higher studies there is also a big difference in them due to the quality of education in English medium schools and the low quality of education at  government  school. Now the  government  has taken initiative to reduce this difference that English is necessary for all  government  educational  institutes. Here we will discuss the  educational  system of  Pakistan  in  colleges and universities.Students  are very much assured about getting job right after the graduation or master’s degree in any renowned  university. But they have to wait for a l ong time for a good job first they have to gain experience of any field. In our  educational  system of  Pakistan  you know  examination  system is not very good, you can’t believe it that at master’s level if you’ve read only 10 to 15 questions that are enough for passing exams. Some  universities  there are semester system and some has annual system, interesting is that there are many  universities  which have both semester and annual system at a same time in different disciplines.All the Pakistani  universities  and  colleges  have developed their own curriculum for studying. There should be the same course and curriculum for any  university  or college in  Pakistan. Government  should do some arrangement for this that all the  universities  should have same course outline of a specific study program. If the  universities  have the same course outline it would be very beneficial for the  students  as well as it would be helpful to improve education in  Pakistan. Poorstudents  of a college in a village would be study the same course and subjects which would be read by a student of any biggest  university  of  Pakistan.

Goings Manufacturing Division and Just-in-Time Essay

Goings Manufacturing Division and Just-in-Time - Essay Example We will look at these aspects and how the principles of JIT can be applied to Going's manufacturing division. Going should try to revamp its value chain and come up with a leaner manufacturing system. First of all, the company should exert effort in reducing the number of its suppliers and forging strategic alliances with them. Currently, the company solely bases its supplier choice on who can give the lowest price. Going should pursue close collaboration with its parts supplier because they are important stakeholders of the company. JIT highlights the importance of the physical distance of the supplier and the manufacturer's warehouse/plant. Having suppliers locate within reach will be mutually beneficial-suppliers will cut down on logistics cost while manufacturer is assured of fast and timely delivery whenever component is needed. Going can even get rid of its warehouse if all its major suppliers operate near its manufacturing plant. Going should pursue further efficiency in production by sourcing semi-assembled products from its suppliers. The case mentioned that the company currently has 10,000 part numbers.

Post-war Economy in Japan and China Essay Example | Topics and Well Written Essays - 2000 words

Post-war Economy in Japan and China - Essay Example General Douglas MacArthur held the fort of the Supreme Command of Allied Powers (SCAP), thereby commencing the reformation process that was essential for rebuilding the devastated nation (Caprio & Sugita, 2007). MacArthur endorsed an extensive series of social, political, militaristic and economic reforms that got rid of the feudal society. In 1945, the International Allied Council for Japan, whose creation was essential for assisting the United States, presided over the disbanding of Japan’s naval and military forces (Dower, 2000). Conversely, the Council controlled the dissolution of the colonial empire that was still in existence in Japan. The occupation policy by the Americans was not only essential for demilitarizing the country, but it was vital for destroying the existing conditions that had made Japan into an aggressor country (Dower, 2000). It was necessary for America to destroy these conditions to transform Japan into a democratic and peaceful nation that could not threaten other countries or international peace. The most apparent changes experienced were political. The political democratization focused on revising the Meiji constitution, leading to the promulgation of a new constitution in 1947 (Dower, 2000). Apart from expanding the electorate to accommodate every adult, including women, the new constitution guaranteed the citizens fundamental political and civil rights. Other guaranteed rights were inclusive of the rights to collective bargaining and the right of labor. Economically, America instituted land reforms, which was an essential consideration that could support the political changes made. The provision took away land from big landowners, thereby distributing the large tracts to the farmers who constituted approximately 50% of the labor force in the country (Dower, 2000). The Japanese inhabitants welcomed the changes implemented.

High-Tech Olympics Essay Example | Topics and Well Written Essays - 250 words - 1

High-Tech Olympics - Essay Example One of the most interesting technologies presented in London Paralympics was running blades. From the enormous amount of money and time spent by researchers, the prosthetics have an ultimate purpose to improve the sports performance of people taking part in sports events. The other technology is the cheetah running blade which is the most desirable for sportsmen because of its high performance and extreme durability. The blades work like normal legs and can absorb high weight shock when running. Among other technologies used in the Olympics games, 2012 are the Olympic Torch, the design of the torch changes for each of the Olympics games. It includes two burners, an outer bright flame, and small inner blue flame; Quantum Aquatic Timers, which was created by OMEGA Company. This device has an improved resolution of 1 Â µs to the previous devices, so the resolution is about 100 times greater; Starting Blocks, which are used for starts in swimming; and TouchPads stopped by each swimmer through applying a pressure of about 1,5kg to 2,5kg. During the Olympic Games 2012, the cameras that were used include 3D HD, Driving Cameras, Sky Cameras, and Motion Cameras. As explained in the paper, the common method used to rank success of countries at the Olympic Games is a ranking order based first on the number of gold medals won, then silver and bronze. The planning and preparations for 2012 Olympic and Paralympics Games in London started four years before the opening ceremony. Identifyi ng the long-term impacts on people, communities, the economy and the environment are usually part of the planning. London became the first city which accepted games already the third time. The games were passed in London, the capital of Great Britain, from July 27 to August 12.

Postgraduate International Marketing Coursework Assignment Essay

Postgraduate International Marketing Coursework Assignment - Essay Example The article identifies five key issues a company must take into consideration and adapt to in order to participate in the high demanding business field. These are (i) a core value strategy, (ii) development of a clear market strategy, (iii) integrating an Internet-based technology strategy, (iv) managing key organizational process strategy to achieve total integration among business functions (v) and manage change strategy programs in the form of internal marketing (Piercy, 2002). The aim of this paper is to evaluate how the former key issues reflect the constantly evolving changes of the marketplace and how much these contribute to the success of a high standards company. The critical evaluation is based on relevant articles and real-life examples. An estimation and personal viewpoint is supplied at the end of the paper. The key to success as far as value-based strategies are concerned is the constant evolvement and adaptation to offer the customer something new. Recycling of the same product or service over and over again is not competitive in the marketplace anymore. Customer needs call for innovative ideas which treat the customer as a market selling strategies aware person (Piercy, 2002). According to Piercy also, the customer retention relationship, first invented in 1990's, is based on profitability rather than a love level; in this case the customer is viewed as a stupid profit machine that requires little or no attention and is only valued for the profit they leave the company with. The example of Toyota selling cars with no interaction at all with the company stuff is a good example. In this era everything around the customer was about branding; the brand is the selling product and it sells good since customers seem to prefer famous brand which they equate to high performance. Customer need s and tastes however change and a high competing company has to evolve to in order to meet these needs of Relationship Marketing. According to a research value-based marketing for fed-beef cattle using real-time ultrasound and graded animal relations for the selection of animals to slaughter increased profit range of $10.61-27.26 per head from using relations data, $9.04-16.75 per head from using RTU measures and $11.27-27.93 per head from using both to selectively market beef animals. Building a relationship where the customer satisfaction is the core product sells pays off and is the main criterion to a successful company. Value Strategy Value strategy defines monitoring of the customer needs to provide the products a services of importance to them. Value strategy comes in to bring the customer in the focus of the firm selling strategy and off the competition among organizations. The main issues we confront as far as value strategy is concerned is that there is no standard way of estimating the value attached to the customer and even though past techniques are thought as obsolete there are still many companies that have a big with low price products and friendly customer approach. Put in other words, it is really difficult to find the trick that will work for customers. Customers buy on personal values basis: religious, spiritual, environmental, or

Summary of an article Essay Example | Topics and Well Written Essays - 250 words - 6

Summary of an article - Essay Example This transfer mechanism is important to the researchers due to the fact that understanding transfer will help to answer several pertinent questions. The first of these relate to whether violent video games have the implied drawback of encouraging violence. Similarly, by studying transference models, the researcher can determine if flight simulation helps develop cockpit skills in pilots. In essence, the level of transference of specific skill sets that are supposedly â€Å"taught† in various video games will be helpful understanding the net positive or net negative relationships that may or may not exist. The analysis found, not surprisingly, that the same concepts of collaboration, interaction, tactile learning, exploratory interest, and individuality as they relate to the game playing experience. Whereas many individuals are prone to view the video game as a total escape mechanism, the researchers were able to convincingly prove that it is and has been used as a means to foster intra human communication via linked players or via those that interact with the process while in the room yet not playing the game themselves. Furthermore, the level of bonding and exploration that occurred while the researchers were conducting their study helped them to make a direct link between the children that were involved in the process and the traditional understanding of the word â€Å"play†. Likewise, there was not the clear break between in game and in world realities as the researchers at first expected; rather, both realities incorporated unique elements of one another to create a combined effect that could neither be turned on or turned off once the game was complete. As one might expect, the levels of meaning and interaction levels of transference that exist are therefore dependent upon the individual

Explain the evolution of the portrait of the Arab in Modern Hebrew Essay

Explain the evolution of the portrait of the Arab in Modern Hebrew Literature Nation and nationalism in Haim Hazaz's 'The S - Essay Example Consequently, the formation of an independent state has produced a series of new conditions that have heightened the flourishing of Hebrew literary works in Israel in the not so distant past. While this narrative has frequently been recounted, the continuity between the development of Hebrew literature and the formation of the state has altered the historiographic viewpoint on the era (Band 2003). The perspective has been basically natural: the Hebrew literature and the Arabic identity are depicted as parallels maturing together. Credit is given to the pre-state literary works of Haim Hazaz and other established authors. Although it is customary to focus upon what appears to be the new attempts to provide expression to the developing reality of Arabic identity and statehood, the consequent reality is unfinished. Even when creating a literary narrative distantly, most scholars prefer to group the authors of a literary era together and afterwards interpret authors and literary works in dependently, mapping out their growth from time to time in their lives. This is perhaps the most logical means to address the diversity and evolution of artistic output (Band 2003). If we aspire to make sense of the contemporaneous nature of a literature in a particular period, how authors and spectators of different periods interrelate in reality, how social and political circumstances might have influenced them as a generation, we should delve deeply into the dominant themes, such as the evolution of Arab identity and nationalism in Haim Hazaz’s seminal work ‘The Sermon’. These initial remarks on the development of Israel literature present a fundamental perspective for this essay: an interpretation of how Haim Hazaz contributed substantially to the formation of the Zionist story, as well as the modern representation of the Arab identity and nationalism. Although a great deal has been written on the development of Zionism and Hazaz, there has been a lack of suf ficient evaluation of his important contribution in this vital project. Recognition is frequently given to his essay ‘The Sermon’, yet the unrelenting position of Hazaz in the heart of the literary period as the standard, well-liked author of the Labour Party, the major cultural and political strength of the state and the Yishuv in its initial decades (Band 2003), has not been acknowledged. This limitation is the reasonable consequence of the widespread historiographic prejudice that emphasises the revolutionary in each period to the abandonment of the general image of literary construction in any generation. Authors are part of the generation when they initially made a radical difference. Evolution of the Arab Identity and Nationalism in Haim Hazaz’s ‘The Sermon’ The portrait of the Arab in Modern Hebrew literature as shown in ‘The Sermon’ is a remarkable illustration of the Arab cultural and political development. To be examined in Haz az’s essay is the degree to which Modern Hebrew literature acknowledges Arab identity or distinctiveness. Particularly, to what level does Yudka’

Understanding How Learners Learn Essay Example for Free

Understanding How Learners Learn Essay There are many books and Internet websites written about the VARK Theory. It is the trainingfairys opinion that as adult trainers we are not always interested in the in-depth theory, you need to have an understanding and run with it. This page will hopefully provide you with this understanding and refer you to books and websites to explore this subject further if you wish to. I hear and I forget. I see and I remember. I do and I understand. (Confucius 551-479 BC) .This quote indicates that from the early ages people had different learning preferences. Read the VARK model below and determine what Confucius learning preference might have been. VARK Probably the easiest to understand and implement in your training programme. This theory is based on the FOUR main learning preferences your learners will have. VISUAL- learners who would like to see it on the whiteboard, flip charts, walls, graphics, pictures, colour. They are probably your creative students, love using different colours in their workbooks, want to make their pages look pretty etc AUDITORY-learners who would like to sit back and listen. They dont make a lot of notes READ/WRITE- learners who need to read the information for themselves and they take a lot of notes KINESTHETIC-learners who can not sit still for long, like to fiddle with things. They like to be actively involved in their learning. It is important that you understand your own learning preference as you will be delivering in that preference as well. If your preferred learning style is visual, you will deliver in a very visual way as that suits you, but does it suit your learners? When planning your session, check that your delivery techniques have covered all of the above preferences otherwise some students are missing out on learning opportunities. Please note that the VARK model is also known as VAK however many educators prefer to have the R added to the model . In the Revision section the need for repetition has been explained. On average you will need to repeat information that you want learners to retain at least 6 times. So if you cover all of the above learning preferences you automatically cover the same material 4 times already. Now have a look at your preferred learning preference and the way you deliver as a facilitator Hopefully, you have identified yourself. Now of course it is possible that you are strong in more than ONE learning preference. This is called Multi Modal and your students can be multi modal as well. But now imagine that you have a very strong Kinesthetic preference and your class preference is 80% Read/Write. How do you think you feel if none of the students like to get involved in your practical delivery? You probably call the students boring while the students dislike coming to your class because they have to do all these activities, while all they want to do is read the book and write an essay!If you have done the VARK test today, I encourage you to do it again in 6 months time. Most trainers preferences seem to shift as they learn to appreciate the other learning preferences, especially if you were very strong in just one, you will find as you start getting better at incorporating all 4 that you become more Multi Modal. Whatever you are, be assured there is no good or bad preference. It is an awareness that will help you with your delivery and ultimately your classroom management. Training room application From the above table you will find that one activity could cater for different learners at the same time. The small group activity could be: read page 10-20, create a poster summarising the contents and present to the class . Visual- create the poster- they probably do all the creative stuff, and want to use lots of colour Auditory- need to listen as ideas are put forward as to what to put on the poster. Will listen to the presentation Read/Write- will actually read the pages and feedback to the rest of the group. Will want to do the writing on the poster Kinesthetic- will put the presentation together and want to make it fun Why when we are all the same species do we vary so much in the way we learn, and the way we respond to different types of teaching and communication methods? Online resources: What is synaesthesia http://www.cerebromente.org.br/n17/mente/synaesthesia.htm What the learner does is more important than what the teacher does. http://www.geoffpetty.com/style.html Understanding how your learners learn, is your success. http://www.trainingfairy.com/Classroom+delivery/VARK+Theory.html Reith Lecture No. 4 – VS Ramachandran – Purple numbers and sharp cheese http://www.bbc.co.uk/radio4/reith2003/lecture4.shtml

Although “Romeo and Juliet” Was Written by William Shakespeare in About 1600, Its Themes of Fate and Death, Love and Hate Are Enduring Concerns for Us Today. Discuss. Essay Example for Free

Although â€Å"Romeo and Juliet† Was Written by William Shakespeare in About 1600, Its Themes of Fate and Death, Love and Hate Are Enduring Concerns for Us Today. Discuss. Essay 3. Although â€Å"Romeo and Juliet† was written by William Shakespeare in about 1600, its themes of fate and death, love and hate are enduring concerns for us today. Discuss. ~ â€Å"Romeo and Juliet† is a tragedy, written by the renowned Shakespeare in the 1600’s, which has remained a popular play for many people today. It tells the story of two star crossed lovers whose fleeting romance is ended by tragedy. The reason that this play is so appealing to audiences’ today lies within the main themes of the play – love and hate, death and fate. Because of the enduring the components of these themes, the lessons and experiences found in the book can be easily relatable to the people of our time. The themes of love, which we will see comes in many forms, are all easily related to situations that many people will face in our times. Hate is also a theme which has continued from Shakespeare’s time to now and largely effects communities today. Death is a theme that everybody can relate to, and the reasons for the deaths in Romeo and Juliet can also be applied to certain people’s death. The theme fate is not so easily applicable to today’s society as the other themes, but there are many exceptions and the concepts behind fate can still apply to us today. But the first theme to be discussed will be that of love. One of the most obvious themes in the play is Love. Within the play, there are a couple of types of love displayed – a fleeting infatuation and a genuine love. The fleeting love can be seen at the opening of the play where Romeo claims to be in love with the maiden Rosaline. His crush on Rosaline leads him to do thoughtless things, which Montague tells us when he says: â€Å"Away from the light steals home my heavy son and in his private chamber pens himself, shuts up his windows, locks fair daylight out, and makes himself an artificial night.†(Act 1, scene 1, page 29) Romeo locks himself in his room and weeps over her, but as soon as he sees Juliet, his love for her instantly vanishes. Many people can relate to this today because growing up they are bound to have brief infatuations that, although fleeting, may also make them do some unwise things. And secondly, the genuine love of Romeo and Juliet. For these two, it was love at first sight, but evidently  it was an e verlasting love. In comparison to Romeo and Rosaline’s love, Romeo and Juliet show a much deeper, passionate love. They speak to each other in poetry and are even willing to risk their lives and kill themselves for each other. In the balcony scene, Romeo even says to Juliet: â€Å"I am no pilot yet, wert thou as far as that vast shore washed with the farthest sea, I should adventure for such merchandise† (act 2, scene 2, page 52) This means that he would go to the ends of the earth, no matter how dangerous or difficult it was, just to reach Juliet. One modern example of this love would be from September 3rd 2010. Brian Wood and his pregnant wife Erin were driving to meet family when a car raced head on towards them. Brian immediately spun the wheel to the right, making sure that only he would be hit with full impact from the car. Brian was killed, but Erin walked away with only a few bruises. That is only one of many thousands examples of love that we see today. Love is a concept that can be grasped by people from around the world at any time in history. On the other hand, â€Å"Romeo and Juliet† also provides us with the theme opposite of love – hate. Hate is a strong theme in â€Å" Romeo and Juliet†, ultimately leading to the death of several characters. The opening scene of the play shows us the rivalry between the two rich families, the Montagues and Capulets. The long-lasting feud causing destruction and havoc within the city of Verona. There are many gangs today that share the same behavioural traits of the Capulets and Montagues back then. For example, there were many fights fought in the play over small issues. For example, in Act 1 Scene 1 when Sampson and Gregory see people from the house of Montague approaching, they discuss ways of provoking them to start a fight, saying things such as: â€Å"I will bite my thumb at them, which is a disgrace if they bear it† and â€Å"Draw, if you be men.†(Act 1, scene 1, page 26) The people of the Capulet house go purposely looking for a fight. Whereas the gangs today will fight over matters such as territory, respect and drug turf and will purposely go out looking for fights so they can look more superior to other gangs. Another scene where we see this theme is in the scene when Mercutio dies and Romeo says: â€Å"Away to heaven respective lenity, and fire-eyed fury be my conduct n ow!† (Act 3, scene 1, page 71) Here Romeo wants to avenge Mercutio’s death by killing Tybalt, even though he originally did not want to fight Tybalt because of his marriage to Juliet, Tybalts cousin. This can be compared to gangs, who  will not leave any type of disrespect unanswered in fear of losing their reputation or respect. Sometimes, when the hatred of one another gets out of hand, it can lead to the next theme, death. The death of six characters throughout â€Å"Romeo and Juliet† makes death significant theme, as well as presenting the play as a tragedy. All of the deaths in the play were a result of the feud between the Montagues and the Capulets, whether it was suicide or murder. The theme of death is universal theme Shakespeare highlights in his plays that has not changed through the years. Death is an everlasting concept and there will always be application for it in the world, whether it is today or 411 years ago. In order, there were the deaths of Mercutio, Tybalt, Paris, Romeo, Juliet and finally Lady Montague. The two most prominent deaths were of Romeo and Juliet who, after a failed plan to avoid Juliet’s marriage to Paris, commit suicide. Friar Laurence explains after both are found dead in the tomb, saying: â€Å"But when I came, some minute ere the time of her awakening, here untimely lay the noble Paris and true Romeo dead†¦ And she, too, desperate, would not go with me.† (Act 5, scene 3, page 115). One modern application of this happened in October 2010. In that month, there were over five cases of teenage suicide because of harassment at school due to their sexual orientation. This applies the same concepts of the suicides of Romeo and Juliet when they were not able to be with one another because of opposition. The other deaths are results of murders by the opposing side of the quarrel. There have been so many wars and gang fights in our time, it would be almost impossible to name them all. Much like the grudge between the Montagues and Capulets, many have died as a result of the fighting, when it could have otherwise been solved. The reason behind the grudge between the Montagues and Capulets had been long forgotten, as has the reasoning behind the conflict between gangs. Another factor that can also be blamed for the death of certain characters is fate. Fate is perhaps one of the most important factors in the death of the two protagonists. â€Å"Romeo and Juliet† is a tragic play where the characters have no awareness of their ensuing downfall. In the time the play is set, fate and destiny were huge concepts that were definitely factors that affected the decisions made in their lives. But in today’s society there are less and less people who think that there is anything that is meant to be or supposed to happen, and instead think about ways to get around problems and that  there are many different outcomes for each of our actions. They believe that they have their own free will and their futures are determined by the decisions they make. This theme, although not very directly, is still applicable to us now. There are still people who do believe in fate, just as in the 1600’s. There are many people such as psychics or fortune tellers who make their living out of telling people their destinies. But the majority of society may not think of their lives as being predetermined by some force, many decide to follow their gut feeling in making decisions. Before going to the Capulet’s party and meeting Juliet, Romeo says: â€Å"I fear, too early. For my mind misgives some consequence, yet hanging in the stars†(Act 1, scene 5, page 42) Here Romeo is scared and doesn’t feel as if he should go to the ball because he thinks there is an event destined by the stars that is going to happen that night. Similarly, today there are people who will base their decisions on how they feel and the consequences of that action. Almost every single person at some point in their lives will question themselves, asking things such as: What is my purpose in life? Having a purpose in life is like having a destiny. You may not know what it is, and you may not know how to find out. There are many different opportunities and choices that are met, but as you live your life, every decision that you make up to a certain point leads you to the answer of your question. There are many ideas behind the themes of Romeo and Juliet, all of which have endured down to today. With the universal concepts of the themes of love, hate, death and fate we fi nd that the lives of the Montagues and Capulets were much like the lives that we live today. Of course the situations they were in were different, but the same lessons can be learned and the same themes are applied to daily life. So as Juliet said in the balcony scene: â€Å"What’s in a name? That which we call a rose by any other word could smell as sweet.† (act 2, scene 2, page 51). Just as a rose would smell just as sweet if called by any other name, the themes of â€Å"Romeo and Juliet† and its lessons are just as impressive when applied to the different situations in different time periods.