The Biome of Hawaii Essay Example | Topics and Well Written Essays - 500 words

The Biome of Hawaii - Essay Example In addition, the website provided the average temperature: 75 degrees to 88 degrees Fahrenheit from April to November, and 68 degrees to 80 degrees Fahrenheit from December to March, with an average water temperature of 74 degrees Fahrenheit. According to Encarta Online Encyclopedia (2007), eight main islands, namely Hawaii, Maui, Lanai, Molokai, Kahoolawe, Oahu, Niihau and Kauai take almost the state's entire area of 28,311 square kilometer, with 98 sq. m. of inland water. The other part is composed of islets, coral reefs, and shoals. Thus, it is considered to be one of the smallest state in America. Hawaii did not escape the bad effects of deforestation, pollution, global warming, and human selfishness. The Nature Conservancy (2008) cries, "Climate change is already affecting our lives and the places we live, and has the potential to dramatically impact the lives of future generations." The plant life in the islands are mostly sets of coconut palm trees which are usually seen near the beaches, uncommon plants such as mesquite, koa haole, cactus, drought resistant grasses, wiliwili, naio, bastard sandalwood, niihau, kahoolawe, kukui, lantana, and alien weeds.

Lady Macbeth Essay Example for Free

Lady Macbeth Essay Macbeth was a play written by William Shakespeare in 1608. It is a very intriguing play. This essay will concentrate on Macbeths wife, Lady Macbeth and how her character undergoes extreme changes from Act 1 Scene 5 and Act 5 Scene 1. Lady Macbeth is an extremely dominant character, a principal catalyst for Macbeths rein, but towards the concluding part of the remarkable play, Lady Macbeth feels, and is relatively unimportant to Macbeth due to his ego and the confidence the three witches bestow him. Macbeth then had no specific reason to rely on Lady Macbeth for her strength and determination. Lady Macbeth then became overwhelmed with guilt and grew to be increasingly unstable. Part 1 Act 1 Scene 5 Act 1 Scene 5 is an extremely important scene because it is the preliminary time that the audience perceive Lady Macbeth. In this captivating scene Lady Macbeth receives a letter from Macbeth informing her of his new title, Thane of Cawdor and of the three witches prophecies. Lady Macbeth fears that Macbeth is not malicious enough to fulfil his ambitions of becoming King. Thus I may pour my spirits in thine ear, And chastise with the valour of my tongue This illustrates that she knows that if she was going to be the Queen of Scotland then she would have to persuade Macbeth to kill King Duncan. She is incredibly determined to be a powerful queen. Glamis thou art, and Cawdor; and shalt be what thou art promisd This implies that Lady Macbeth is indomitable and will not give up her cause until she has won. Lady Macbeth is also unbelievably manipulative. She realized that if she wanted to have her status as Queen then she would have to persuade Macbeth to carry out the unlawful deed. She knew she was a very powerful woman and that she had power over Macbeth, so the task set ahead of her, she thought, was not going to be excessively challenging. Thou which cries, Thus must do, if thou have it; This shows us Lady Macbeths manipulative side. She says that the crown cries out for it to be taken from the throne. This is someone who obviously desires something desperately. The extent of her ambition turns her to the supernatural world. Her ambition has overthrown her body and she calls upon the spirits to turn her into the opposite sex. She wants to cross over to the darker, masculine side so she could have the power and the strength to carry out the murder she has so carefully planned out. This gives the feel of unnaturalness. Come you spirits that tend on mortal thoughts! Unsex me here, this implies that Lady Macbeth is rather unbalanced from her entrance to the play, but as the play continues she gradually becomes worse. Lady Macbeth is an extremely evil person. She calls upon the spirits to assist her in the unlawful death of King Duncan. fill me from the crown to the toe top-full of direst cruelty This helps us understand how Lady Macbeth feels about the plan to murder. She is ruthless and has no compassion. She wants to ignore any goodness there is left in her body. She plans the killing of King Duncan with no remorse. This scene, presumably, shocked many audiences in the 17th century, this is mainly because Lady Macbeth is the dominant person in the marriage. This was extremely rare in the sixteen-hundreds because the male sex was labelled the stronger sex. The planning of King Duncan could have also stunned the audience because the planning was so merciful. Over the next few acts Lady Macbeth slowly looses her sanity. Though after the slaughter of King Duncan, Lady Macbeth takes control and places the murder weapon by the guards. She also orders Macbeth to wash the blood off his hand. And wash this filthy witness from your hand. This shows that she does not want any piece of evidence to link them to the murder. Lady Macbeth faints after Macbeth admits to killing the guards. Lady Macbeths use of language is extremely powerful and persuasive. Stop up the access and passage to remorse, this is just a fragment of Lady Macbeth strong language but it implies that she is a very strong, powerful young women. Part 2 Act 5 Scene 1 This scene is the last scene that the audience will observe Lady Macbeth. This scene is especially significant as the last time the audience saw Lady Macbeth was in the banquet scene, where Macbeth seemed to be unstable. Although Lady Macbeth is noticeably weaker she was still in control. In Act 5 Scene 1 she looses control on her life and has lost her sanity. Lady Macbeth has now lost her sanity completely. In the night she sleepwalks acting out the murder of King Duncan she repeatedly did this until she awoke. Concerned maids of Lady Macbeth brought in a doctor to examine her. The doctor soon discovered Macbeth and Lady Macbeth shameful secret. But the secret did not arise to the public due to a maid convincing the doctor otherwise. This is her very guise; and, upon my life, fast asleep. This is the gentlewomen trying to tell the doctor that Lady Macbeth is asleep. Lady Macbeth is extremely scared by this point, she can not be taken any where at night without a candle, she was terrified of darkness, a complete contrast from Act 1 Scene 5 where she called upon darkness block out any light coming through from the good side. she has a light by her continually; this implies that she is even too scared in her sleep to walk without a candle. Lady Macbeth is overwhelmed with guilt, you can see because throughout the scene she is constantly washing the blood of her hands, the same blood that she told Macbeth to wash off in Act 1 Scene 5. She told him to wash his hands so she could leave the guilt behind in the dirty bowl. Out damned spot! Out this show her desperation and it also implies that she wants to dispose of the guilt she has rapped up inside her body, but her mind will not let her. Her behaviour now shows that she was naà ¯Ã‚ ¿Ã‚ ½ve to think she could have disposed of the guilt so easily. The language Lady Macbeth uses now is extremely different. Now, towards the end of her malicious life she is no longer a strong speaker. She speaks in riddles, this shows her mental state. The Thane of Fife had a wife: where is she now? She is talking in riddles, which do not make much sense; her life at that time did not make much sense; her speech is reflecting her life. The audience, at this part of the play are intended to feel sorry for Lady Macbeth because of her mental state and her health. In a way Lady Macbeth deserved what happened to her because she was a very evil person, but nobody deserves to be mentally unstable.

Literature Review On Skills For Life Education Essay

Literature Review On Skills For Life Education Essay Introduction The importance of the education sector of any country lies in its ability to meet the production demands of its economy. The shaping of traditional education (where students are passive learners), for example, was mostly done at a time where the Government needed the mass to conform to the decisions of the elites (Botsford, 1993), who were the ones to be able to access the best form of learning, which the mass could not reach, irrespective of their abilities (Kelly, 2004). As the needs of the society changed, so did the educational system. From the DFEE report (Department for Education and Employment, 2001), a need for an improvement in basic skills has been identified, hence the document Skills for Life. The Leitch Review (2006) also reinforces the need of the UK society to meet the demand of higher level skills in the job market. This report analyses the impact of the Skills for Life (SFL) document on the curriculum that I am teaching (Postgraduate Diploma in the Lifelong Learning Sector- DTLLS). It is developed in the following manner: A literature review on SFL An evaluation of the curriculum design model being implemented and the impact of SFL on the curriculum The above mentioned impact is also evaluated via the analysis of interviews carried out with the Awarding Body and a College representative and a questionnaire filled by the students in the course of an activity conducted in a session on Skills for Life and the extent to which as a teacher I can influence the curriculum and hence the DTLLS programme itself. Literature Review on Skills for Life Policies are introduced to solve issues identified. The Skills for Life (Department for Education and Employment, DFEE, 2001) endeavour was an attempt by the Government of that time to maximise the earning capacity of citizens by increasing the levels of their essential skills including literacy, and numeracy. The then Secretary of State, Mr D. Blunkett (DFEE, 2001) stated that there were, shockingly, seven million Britons who did not know how to read and write and use numbers. These skills are important throughout an individuals life hence the name Skills for Life. The document discusses on how illiteracy can affect a person physically and emotionally in terms of not being able to do certain tasks by himself/herself, which, consequently, can affect his/her self confidence. The vision expressed in this document is the eradiation of illiteracy and low numeracy skills, (DFEE, 2001). The DFEE proposed to achieve such targets by introducing national standards for numeracy and literacy, assessment tools that will diagnose the exact areas to be improved, and resources to support this endeavour. The department also suggested the training of teachers as specialist in these domains (literacy and numeracy) and promoting and motivating the involvement of learners and those who can support their learning process. This will undoubtedly require quite an effort because it not only means improving the levels of those who have already passed through the formal education pe riod but also ensuring that those who are still in that period do not face the same problems in terms of their functional skills (literacy, numeracy and ICT). One of the major influences of this project is the Moser Report (DFEE, 1999) which is based on research such as It Doesnt Get Any Better. The impact of poor basic skills on the lives of 37 year olds by Parsons and Bynner (1997) and Skills for Life national needs and impact surveys (2003) carried out by the DFES (Department for Education and Skills). Literacy and numeracy levels can be classified from Pre Entry to Level 2 and above (Pre Entry, Entry level 1 to 3, Level 1 and Level 2 and above). Basic skills have sub elements, for example literacy has reading, writing, speaking and listening (The Sector Skills Council for Lifelong Learning, LLUK, 2007). The overall level of a learner will be determined by what they achieve in each of these sub areas. Parsons and Bynner (1997) found a relationship between low levels of literacy and numeracy and many social issues that the learners faced. Such a link is quite obvious because if a person is not able to read and count adequately, he/she wi ll not be confident in social interaction. A solution was put forward in the form of the Leitch Review (2006) where one of the main arguments was that Britain was losing ground in terms of the academic strength of its population compared to countries such as India and China. Another point that I quite agree with is that the educational system of the country should produce individuals with the qualifications which are being demanded by the job market. Therefore if there is a need for increased levels of functional skills, this is the area where the educational investment should be poured. These findings concurred with the survey, conducted by the DFES, which mentioned low levels of literacy and numeracy (2003). The reasons suggested for the lower levels were the social and economic background of the individuals, the extent to which they stayed in education and whether English is their first language or not. The last factor is obvious in my teaching practice. I teach international students for whom low literacy level (English) proves to be a barrier in the achievement of their course. These students are studying a Postgraduate Diploma in the Lifelong Learning Sector, after which they aspire to gain a Qualified Teacher Status in the Lifelong Learning Sector, teaching adult learners. Despite being highly literate in their native language, they find it difficult to critically analyse concepts (an essential skill at their level of studies) due to their low English level. This is where the importance, of the impact of the Skills or Life policy on the programme that I am currently teaching, is apparent. Because of the embedding of strategies to improve the student-teachers functional skills (which are the skills promoted by the policy) the language barrier that they face during this course is being addressed by the curriculum being taught. Over the years, the meaning of the term curriculum has evolved specially with the development of the perceived purpose of education. Thus, there are various types of curriculum identified, among which the learner focused curriculum (Brown, 2003) predominates learning in the institution where I teach. Right from the start of the learning journey of a student, we carry out an initial assessment to identify the needs of that learner and to formulate their individual goals with regards to the course. The delivery and assessment of the curriculum are then shaped bearing in mind the information obtained from these initial and any subsequent assessments done thereafter. Based on the course specifications which are provided by the Awarding Body, I have prepared the curriculum of the course that I teach: Postgraduate Diploma for Teaching in the Lifelong Learning Sector (DTLLS). During this process, I had to incorporate the requirements of Skills for Life through embedding literacy, numeracy and ICT. The Lifelong Learning UK (LLUK) an independent organisation providing guidance to educational stakeholders about the developments in this sector- elaborates on how the learners needs, with regards to their functional skills, can be addressed (Lawton and Turnbull for the Sector Skills Council for lifelong learning on behalf of LLUK,2007). Guidance is given with regards to every aspect of the teaching and learning process namely the resources used, the classroom environment, the teaching and learning approaches and communication strategies. The logic behind embedding these skills is that no matter what a student is learning, he/she will be developing his/he r skills for life, be it knowingly or unknowingly For example by using presentations, the learner will not only be demonstrating knowledge about the topic but also will be improving his/her speaking and listening skills. From the very start of the learning process, therefore, the principles of the Skills for Life project are embedded: the initial assessment process includes a skills test so that their learning plan can include improvement of such skills (for example combining their main courses with a skill course depending on where their need lies). Therefore, developing a curriculum with the principles of the SFL project concurs with the constructivist approach (Bruner, 1960)-which involves constructing learning adopted by my institution. Thus the impact of the SFL principles on the curriculum relevant to my practice has caused it to improve. But investing in skills is not always an applauded endeavour. Investing in human capital has been from long the priority of the Government. There has been a link pointed out between educational background of individuals and their social and economical success. Investment in learning in the 21st Centrury is the equivalent of investment in the machinery and technical innovation that was essential to the first great industrial revolution (DFEE, 1997a, pp.15, cited in Coffield, 1999) I would agree with Coffields (1999) argument that focussing on the Human Capital Theory (HCT) enables politicians to overlook other factors which could have contributed towards the economic status of individuals. Karabel and Harsley (1997) further criticised this theory saying that it puts the blame of being poor on the poor! Investing in human capital does seem to be profitable for the population. But as Levin and Kelley (1997) pointed out, this theory does not state where the individuals will go after being educated if there is no job market for them. Being given that the investment has already been done, the best we can hope for is that it has been profitable. When any policy is suggested and implemented by the Government, I feel the urgency of trying to find its political implications. In an article in the Guardian, Kingston (2006) quotes Mr. Wells (the then Director of the Basic Skills Agency) as criticising the Labour Government for exaggerating the number of adults in the UK who cannot read and write to make their task seem more successful. Vignoles (cited by the Press Association, 2009) further argued that trying to develop literacy skills at an adult age might not be effective because such skills are more easily developed at an early age. Personally, I do not believe that more difficulty teaching adults language is reason enough to completely eradicate the benefits that such a project brought to many individuals: improved chances in terms of job seeking, more confidence, a better social life, among others. Even if the Gover nment may have a hidden agenda for starting the Skills for Life project, the focus brought on these skills have enabled educationalists to give even more weight to their learner-centred approach in designing their respective curricula around very crucial needs of the learners- Basic Skills. This leads us to the analysis of the impact of the SFL policy on the curriculum I teach. Implications of the policy for curriculum change and pedagogy There is much debate about what is to be called a curriculum. With the shift of focus from the teacher to the learner, curriculum is moving away from being just content to be completed during a time period syllabus- and more of a learner centred approach (Dolence,2003; Coles, 2003). For the purpose of this report, Wojtczaks (2002) definition will be adopted. According to him, curriculum is An educational plan that spells out which goals and objectives should be achieved, which topics should be covered and which methods are to be used for learning, teaching and evaluation. (Wojtczak, 2002, pp 6) Therefore, the construction of a curriculum can start from its objectives, its content and the methods used to teach. If Tylers (1949) four questions with regards to curriculum design are considered, another approach of curriculum models can be added namely evaluation (Kelly, 2004). The curriculum I use is designed from the Lifelong Learning teacher training programme. The key driver of the curriculum set by the Awarding Body is the assessment criteria. As the teacher trainer I derive the outcomes to be achieved from the assessment criteria and the content set by the Awarding Body. This is done by discussing the assessment criteria and how to achieve them as a class exercise with the student-teachers at the start of a Unit. The rationale behind this is that if the students are shown what they need to achieve from the start, the learning journey becomes easier. The teaching and learning methods and formative (or ongoing) assessment tools are developed from the outcomes with close adaptation with regards to the learners targeted (in line with being learner focused) whereas the summative assessment is set by the Awarding Body. It is important to note that wherever the starting point of a curriculum design may be, it will have to use the four approaches identified by Tyler (1949). For example, although I designed the curriculum for Lifelong Learning for my College by forming objectives from the assessment criteria, I still need to adhere to the content expected and apply the appropriate teaching methods. At this point it is important that I differentiate between the Unit aims provided by the Awarding Body and the learning objectives that I derive with my learners which are based on the assessment criteria. The learning objectives formed with the learners are more detailed than the aims prescribed by the Awarding Body  [1]  . Since they are formed by the learners (guided by the teacher trainer), they understand better the reasons for these outcomes and thus are able to take control of their learning process (Knowles, 1984). It is also important to differentiate between the prescriptions provided by the Awarding Body and the curriculum that I design for my student-teachers. For the purpose of this part of the report, the curriculum to be analysed will be what I design in terms of a long term plan of how the assessment criteria set will be achieved (the teaching methods, activities, the assessment techniques and resources to be used). The manner in which I build up my sessions is thus objective based (firstly because the assessment criteria set by the Awarding Body act as general objectives and secondly because I derive specific objectives to be achieved with my students) which can be said to be very precise and scientific (Kelly, 2004). As Bobbitt (1918; cited by Kelly, 2004) stated, the learners are more focused in terms of what they need to complete to achieve the certificate. Building a curriculum from objectives has been criticised by Kelly (2004) as assuming passive learning. The learning goals seem to be more extrinsic. This is closer to the behaviourist approach to learning where the learners are moulded to achieve goals, which most of the time, are derived for them. Szasz (1991) strongly criticised such an approach to education stating that humans, unlike animals, need to have intrinsic motives to learn. If Kellys (2004) thinking is considered, one might have the impression that this curriculum is closer to training as opposed to education. According to him, training is very focused on what knowledge is to be gained and does not consider the students at all. But this is where the combination approach to curriculum design comes as a rectifying tool. Although the curriculum starts with objectives (based on assessment criteria), I can adapt the learning journey of my student-teachers through the teaching and learning methods that I use  [2]  which include embedding the requirements of SFL. The curriculum content for the DTLLS programme was introduced after the SFL project. When this project came to be put in place, it has, thus, affected the curriculum that I utilise in two ways. Firstly, SFL amplified the skills required as teachers to include minimum core areas. Secondly, the teachers had to learn skills to embed these minimum core subjects- literacy, language, numeracy and ICT- in their teaching strategies. These two aspects are linked because to be able to address the needs of learners, teachers must have an adequate level of these skills themselves  [3]  . Every Unit of the teacher training programme has opportunities for the student-teachers to improve their own functional skills. This will enable them to be in a better position to identify the SFL needs of their learners and adapt their teaching strategies accordingly. Therefore, each part of the curriculum has to reflect SFL in these two aspects: developing the student-teachers own minimum core skills and equipping them with the ability to develop those of their students. Taking Wojtczaks (2002) definition of curriculum, SFL will have to be reflected in: the goals and objectives to be achieved the methods to be used in the teaching and learning process The above will again be in two folds: as a student-teacher and as a future educator, that is, the improvement of the student-teachers own SFL and his/her ability to embed the minimum core subjects in his/her teaching. To be able to start this teacher training, the student-teachers have to have a level 2 in Literacy and Numeracy. This is conducted, using the skills test, which was developed by the Secretary of State in 1999, following the Green Paper published by the Department for Education and Employment (DFEE) in 1998 on improving skills of teachers (Blunkett,1998). Thus, right from the start of their learning journey (Lawton and Turnbull for the Sector Skills Council for lifelong learning on behalf of LLUK,2007), the student-teachers feel the impact that these skills mentioned in the SFL policy will have on their teaching and also their learning processes. The Individual Learning Plan of the student-teachers then will contain individual objectives to be achieved in terms of their functional skills. The goals are negotiated in line with the principles of Androgogy (Knowles, 1984) as part of my motivation strategy. With regards to the teaching methods, with each Unit of the DTLLS programme, as the teacher educator, I had to make sure that the improvement of these skills was being encouraged. This was done by encouraging more group discussions and presentations and, more recently, by including a literature review hour where the student-teachers will be discussing on the articles and books that they have recently read. These will not only improve their communication and discussion skills and develop their research skills (which are crucial for the professional development of a teacher) but also will enable them to construct learning in line with the principles of social constructivism (Vygotsky, 1978; Bruner,1986, 1990, 1996). Although great emphasis is not made on Numeracy Skills in this teacher training programme (unless the specialist area of the student-teacher is related to numbers such as science and mathematics), there are aspects of these skills which, as a teacher educator, I can develop in my learners. Part of the continuous professional development of the student-teachers is being able to evaluate their own skills. In the second part of the training programme, the student-teachers learn to represent data in a simple graphical manner to be able to interpret the extent of success or a particular teaching method. If such exercises are carried our frequently, the student-teachers improved numeracy skills will enable them to better explain their continuous professional development. Another important aspect proposed by the SFL project is computer skills, which the majority of the student-teachers lack. In the current age, where learners are digital natives  [4]  (Garrison and Anderson, 2003), future teachers cannot afford to be below average in ICT  [5]  skills. Their responsibilities include not only to improve the ICT skills of learners who are not in tune with their peers but also to challenge the skills of the digital natives. The curriculum has thus to comprise of strategies such as use of computers for research and presentation purposes  [6]  . During the completion of the teacher training programme, the student- teachers have to build up their teaching (planning and delivery) and assessment strategies. For each of the strategy developed, they need to demonstrate how they will embed the principles suggested by the SFL project. When embedding these principles in teaching my student-teachers, I am also giving them ideas which they themselves can use in their own teaching practice. It is to be noted, however, that their embedding strategies have to be specific to their own specialist area. The SFL endeavour has thus influenced the teacher training programme to a very large extent. Not only do the student-teachers need to develop their own skills as part of their Continuous Professional Development, but they need to create and/or adapt ways to improve the skills of their learners. Thus the curriculum that they have to follow as learners (and I have to follow as their educator) has to promote the development of their functional skills, be it in terms of the goals to be achieved or the methods and resources to be used. As future teachers, they need to be well equipped with regards to their own SFL to be able to facilitate the learning process of their learners. The purpose of this research is to ascertain the impact of the Skills for Life policy on the curriculum that I teach. After reviewing the literature on the topic and an initial analysis of the SFL policy on the DTLLS programme (which affects the curriculum I build for my teaching), I wanted to analyse the views of three main stakeholders of the College- the department executive, the students and the External Verifier from the Awarding Body- on the matter. Evaluate curriculum changes resulting from the policy / research document. Because of the individualised nature of collecting opinions, a quantitative approach to data collection and analysis will be quite useless (Miles and Hubermans, 1994). Moreover it is the depth and meaning of the data which I am after and therefore a qualitative direction seems to be more appropriate (Bryman, 2001). The data collection tool chosen for this purpose is semi structured interview (Appendix A). Semi structured interviews combine the benefits of structured and unstructured ones. They not only provide the interviewee with the freedom of expressing his/her views in detail (which is required to obtain a deeper understanding of the opinion given), but also, with the questions set by the interviewer, the discussion is more focused on the relevant topic (Horton, Macve and Struyven, 2004). Instead of hindering my conclusion, the subjective nature of this tool (Bryman, 2001) will, hopefully, provide new ideas about the project. Because it is also very specific to the curriculum that I teach, the issue of inability to generalise the results (Bryman, 2001) will also not arise. The third stakeholder to be questioned will be the student-teachers. A session will be conducted on Skills for Life (Appendix F) after which the student-teachers will be asked to work in groups to fill the questionnaires (Appendix B). To ensure confidentiality (Bryman, 2001), the names of the stakeholders will not be disclosed. The results of these two approaches are analysed below. The student-teachers seem to grasp the impact of the SFL policy on the DTLLS programme and even identified the aspects of the programme which develop their own basic skills. As one of the groups mentioned the objectives that they have to achieve have been affected by the SFL policy in that they have to Embed minimum core subjects in the curriculum (Extracts from questionnaires, Appendix D). On the other hand, both the External Verifier and the Vice Principal of the College described the link between SFL and DTLLS programme quite similarly in terms of development of the student-teachers own skills and embedding strategies that he/she has to implement to develop that of his/her students (Appendix C). As the Vice Principal suggests: à ¢Ã¢â€š ¬Ã‚ ¦ DTLLS students have, to apart from a select group of specialists who do are not involved in SfL, consider SfL as a key focus for all their work. Approaches to delivering DTLLS therefore have to be adapted to achieve SfL requirements (Extract from transcript, Appendix C) I quite agree with both of them that the programme as it stands, although it does offer resources and teaching methods that reflect SFL principles, can still be improved. Offering an optional module which is specific to SFL instead of the fragmented state it is now (as the Vice Principal states) will provide the student-teachers with unique skills that are very much in demand in the education market. As mentioned before, the DTLLS programme came after the SFL policy. However, had there not been this policy, the programme would not have included the minimum core requirements as it does now. The impact that the SFL policy has on the DTLLS programme will inevitably affect the curriculum used to deliver it. This leads us to the evaluation of the curriculum built on the basis of the assessment criteria and general objectives prescribed by the Awarding Body. The first aspect to be analysed is the purpose of the evaluation. Most evaluations done are to determine the extent to which set objectives are being met (Tyler, 1949; Kelly, 2004), that is summative evaluation. However, a more meaningful evaluation would be one which assesses the objectives themselves. As Kelly (2004) states, curriculum should be subject to continuous evaluation as an essential element of continuous change and development (pp 36). This leads to the next issue which is choosing a model of curriculum evaluation. According to Kelly (2004), this should match the curriculum model adopted, otherwise the criteria of evaluation will not reflect the purposes of the planners or the teachers (pp 139). The DTLLS curriculum that I developed is based on a combination of the four perspectives proposed by Tyler (1949) with objectives as starting point  [7]  . But if I use an objective model of curriculum evaluation, it will not serve my purpose as it will only identify success or failure of achieving the objectives set (Kelly, 2004). According to MacDonald, a more holistic approach would be assessing the projects impact on the educational system and the types of evaluation problems which the impact would throw up (1973, pp 83 cited by Kelly, 2004, pp 142). As mentioned before, the curriculum is designed on the basis of the outcomes derived from the assessment criteria set by the Awarding Body. This enables the student-teachers to be focused on what is to be completed to achieve the Units. But one of the consequences of such an approach is a decreased possibility of achieving unintended (but potentially beneficial) outcomes. Although the student-teachers do have to attain a certain level in the minimum core subjects (similar to SFL), if they are already at that level there is no incentive to improve them further (since there are no specified needs to do so in the curriculum). Developing SFL is often drowned in the achievement of the multitude of other objectives to be achieved. Having said that, with the embedding strategies -where the student-teachers learn to develop the minimum core subjects of their own students- the picture is more promising. This is because the focus is then on developing these skills. But the extent to which my curriculum evaluation will be considered by the Awarding Body is questionable. If we take the interview carried out with the EV (Appendix C), when I was discussing about agreeing a date for the interview, she initially did not see a link between SFL and DTLLS, To be quite honest with you Shaivi, at first I thought that there was no direct link. Basic Skills is what it saysà ¢Ã¢â€š ¬Ã‚ ¦..basic. à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ But if we analyse it deeper, we can see that one of the requirements for teachers on the programme is to have a level 2 in literacy, numeracy and ICT. (Extract from transcript, Appendix C) After I explained my project and my point of view, she agreed with me and hence the interview was much more useful. The Vice Principals suggestion that SFL delivery techniques should be added as an optional module to the curriculum as the next cycle of improvement is valid because this will increase the marketability of the award. But, although the External Verifier shared his views, from our experience in terms of suggestions we made, it is doubtful that she will take it on board and suggest it to her institution. Thus as a curriculum developer, although I can certainly build up outcomes which will further improve the minimum core levels of my student-teachers, the extent to which I can influence the curriculum development is restricted. This brings us to the argument that the External Awarding Body still has a very strong hold on what is important in terms of delivery and assessment. The extent to which they will consult the Delivery Centres (such as my College) to determine or assess what is to be delivered is quasi nil, that is their own evaluation of the DTLLS programme and resulting curriculum seem to be more autocratic (Mac Donald, 1975, pp 133, cited by Kelly, 2004). A more democratic approach to curriculum evaluation (where the teachers are involved) would have served the purpose of meaningful continuous curriculum development (Kelly, 2004). If we were to measure how stringent the Awarding Body is with regards to the four perspectives of curriculum identified by Tyler (1949)-Appendix E- we can see that assessment has a medium level of stringency since we can choose the evidence linked to practice to be included in the portfolio from a set list. The same is with the specific objectives which we can form on the basis of the assessment criteria set by the Body, which is thus the key driver of the curriculum. The only way that the curricula will differentiate in different centres is through the delivery methods being used and the objectives to be set (which is however based on the assessment criteria set by the Awarding Body). Centralised control (Kelly, 2004) is apparent over the content of the curriculum. This also demonstrates how the programme is driven by its assessment process (Kelly, 2004). Any method or activity used is geared towards the final portfolio of evidence of achievement of learning (based on the assessment criteria set by the Awarding Body). The DTLLS programme, although very specific to the age group the student-teachers are being trained to teach, have similar outcomes to the other programmes on the market (Postgraduate Certificate in Education for Post Compulsary Education) with regards to strategies of embedding basic skills. Because the student-teachers are mostly international, they have specific timeframes within which they have to complete the programme. Therefore, they do not have time to explore the topics in dept

Sir Gawain and the Green Knight :: essays research papers

Sir Gawain and the Green Knight In part four of this tale the theme that is advanced is chivalry, honor and human weakness. As Gawain goes to meet the Green Knight we get the feeling of dread by the authors description of the weather outside. It is bitterly cold and snowing. The wind is whipping around Gawain as he travels (115). The extreme weather reminds us that Gawain is going to face something just as ominous. As Gawain dresses for his meeting he binds his love token ( the green girdle) twice around his middle. He is somber as he prepares for his impending death. His sense of honor is what binds him to this meeting that will certainly be his death, so he thinks (117). Gawain is steadfast in his desire to fulfill his promise to meet the Green Knight. The guide pleads to Gawain that he will surely be killed if he continues on his mission and he tells Gawain to just leave and ride off in some other country rather than be killed (121). Gawain reaveals to us, yet again, his chivalry when he says that he would face his destiny rather than be a disgrace (121). When Gawain finally reaches the chapel of the Green Knight he is met with a roar. The Green Knight proceeds to play games with Gawain in an attempt to test his bravery and chivalry (127-128). The fact that Gawain did not retreat and run after several attempts were faked reveals how honorable Gawain was. It is not until the Green Knight actually takes a blow at Sir Gawain’s neck that we see that the green girdle worked its magic. Only to Gawain’s dismay is it revealed to him by the Green Knight that it was all a test set up to show if Gawain was truly an brave an honorable Knight (133). Gawain is devastated by his weakness and lack of honor and cowardice revealed by his hiding the green girdle from the master. He begins to repent and chastise himself for his failings. This reveals his human weakness that is in all of us. He is very humbled by his behavior (133).

Cell functions

Dealing with challenging behaviour is a high priority for people working in the health and social care sectors. In their day-to-day routines, workers encounter a wide variety of behaviour which can significantly, and adversely, affect the quality of the lives of those involved. It is important, therefore, that learners understand the contexts in which such behaviour occurs in order to develop their knowledge and understanding of the causes and effects of challenging behaviour, and the range of methods used to deal with it.Health and social care workers are bound by professional codes of ractice and legislation which determine how they must respond in particular situations. Learners must understand these legal frameworks and the outcomes they can have for workers and service users. This unit aims to develop learner knowledge and understanding in these key areas and underpins other units in the qualification. It is essential in terms of preparing learners to get the most from any work experience they undertake.In order to complete the unit, learners must apply their learning by contributing to the development of a strategy for dealing with challenging behaviour. They will need to consider the skills needed to minimise the effects of challenging behaviour, such as recognising triggers', and appropriate methods of intervention. This unit enables learners to assess some of the difficulties involved in working in the health and social care sectors. It is suitable for all learners interested in a career in these sectors.

Lord Of The Flies Essays (391 words) - Conch, Strombidae, Symbols

Lord Of The Flies Essays (391 words) - Conch, Strombidae, Symbols Lord of the Flies Last Summer I spent a week in my Aunts cabin in northern Minnesota. One afternoon while swimming with my cousins in the lake, I had found a unique clam shell. It was silvery and rainbow like on the inside and creamy white on the outside. My little cousins enjoyed looking and playing with it the remaining part of the week. When it was time to leave they both wanted to keep the shell. The wanted to claim power over it by saying ?It?s mine!!? To resolve this dilemma I took the shell and tossed it far into the water. This action seemed to resolve the problem between the two boys, but then they both became mad at me! This is like how the conch played a important role in this story Lord of the Flies. A power struggle between two boys to gain control over someone ore something. In the beginning of this book the conch was regarded as having power and authority: ?I?ll[Ralph] give the conch to the next person to speak. He can hold it when he is speaking.? (Golding 33) The struggle of power in this book was very strong separation of the groups. The conch seemed to be the only common bond between the two groups. Even though Jacks? group was separate, when Ralph blew the conch in chapter 10 the boys on Jacks side came out and looked to see what was going on, they still believed in the power of the conch: ?He [Ralph] put the conch to his lips and began to blow. Savages appeared, painted out of recognition, edging round the ledge toward the neck. Ralph went on blowing and ignored Piggy?s terrors? (175). Once the conch was shattered into a million pieces, the dwindling power left in Ralph's group was completely gone, Piggy was dead and Sam n? Eric had converted to Jacks group of savages. Ralph was alone. Then unable to pick up the pieces, Ralph continued to endure the hatred and aggravation of Jacks savage society all by himself. Chased onto the beach, Ralph spotted a man, an officer from a naval ship. In short, this man represented the conch. He brought everyone left on the island together, in peace. The power between the children on the island had been resolved.

Management Information System Essays

Management Information System Essays Management Information System Essay Management Information System Essay Faculty of Business, Economics and Public Policy University of Brunei Darussalam Negara Brunei Darussalam Semester II (2011/2012) Module Title: Management Information System (BB5107) Coursework: How can IS/IT help my Organization? A coursework submitted in partial fulfillment of the requirements for the degree of Masters of Business Administration (MBA) Name| Hj Mohd Shril Hj Matsawali| Registration No. | 11M0030| Programme| Master of Business Administration| Lecturer| Dr Hj Mohammad Nabil Almunawarah| Deadline| 15th April 2012| - Abstract This research approaches the issues on role of Information System and how it help organizations, with the aim of finding some conditions that make the organizational context able to manage the change process needed to really get the potential benefits of these technologies. This paper will further explain the process, types, benefits and how to ensure effective implementation of information system. Introduction In any business organization, data is the most important thing. Different type of information is produced from data. When the amount of data is large, it becomes more difficult to process this data manually. In order to get quick results and timely information, an Information System is used in almost all organizations. Information Systems (IS) development raises many important challenges to organizations. Nowadays, depending on the type of organization, to some extent business processes are supported by some kind of IS. It is not unusual to have in some organizations information and procedures islands lacking from a desirable integrated access to information. Managers are increasingly recognizing the competitive and strategic value of information systems. It has been considered that information is the most valuable assets in any organization apart from its personnel, financial capital, plant and equipment because it describes these physical resources and the environment in which they exist. Owning and upgrading their information system is now not an option in this technology-driven era; it is a requirement because organization that use an up-to-date information system to gather, assimilate, and evaluate internal as well as external information are gaining competitive advantage over other firms. What is an organisation? Organization is a social  unit  of people, systematically  structured and managed to meet a  need  or to pursue collective  goals on a  continuing  basis ( businessdictionary. com). An organization is a stable, formal social structure that takes resources from the environment and processes them to produce outputs. (http://phaariz. files. wordpress. com/2010/03/laudon-feature-3. pdf) They are also bureaucracies with clear-cut divisions of labor and specialization and arrange these specialists in a hierarchical manner in which everyone is accountable to someone and authority is limited to specific actions governed by abstract rules or procedures that must abide by laws. The organization is devoted to the principle of efficiency: maximizing output using limited inputs. Other features of organizations include business processes, organizational culture, organizational politics, surrounding environments, structure, goals, constituencies, and leadership styles. Organization is also considered to be an information entity (Lucas H. R. Jr (1994). This means that organization collect and assemble data from number of sources. Data is considered by scholar to be streams of raw facts representing events occurring in organizations or the physical environment before they have been organized and arranged into a form people can understand and use which is usually called information. Information is data that have been shaped into a form that is meaningful and useful to humans. The information however was viewed as an unfortunate, costly by product of doing business – simply â€Å"red-tape† (Laudon K. C, Laudon J. P. 1995). Thus, all of these features surrounding the organization must be acquired and analyzed and this affects the kinds of information systems used by organizations. How organization work traditionally before IS It is important to first understand how organization operates traditionally way before information system is introduced before it can show and compare how information system improve and help organisation. Under the old paradigm, the firm was governed by a relatively rigid functional structure inhibits cross-functional information flows. One of the other key problems identified in conventional organisation is working in silos. Silos are organisational units where there is a breakdown in communication, co-operation and co-ordination with both internal and external parties. In a paper quoting a 2003 Survey on Leadership Challenges by the American Management Association, Florence Stone notes that: â€Å".. getting people who have different agendas to work together is amongst the biggest obstacles facing business today† (Stone, 2004, p 11 cited at Fenwick et al p. ). In a recent paper Conrad Guelke notes that â€Å". organisational parochialism is characterised by a lack of co-operation between [and within] agencies. In a corporate environment where decision-making is being increasingly â€Å"unbundled†, and business unit fiscal performance is the priority, the values of teamwork and co-operation are often neglected† (Guelke, 2005, p 749 cited at Fenwick et al 2009 p. 3). Most organisations and organ isational units will have some silo characteristics at any given time. But silos become problematic when they are develop to a point that good performance suffers. The challenge is to indentify silos that are problematic or that threaten to become so, and to identify and take remedial steps. One of the ways to overcome this problem is by the setting up an information system in the organisation. What is Information System? An information system is a set of organized procedures that, when executed, provides information to support the organization (Lucas H. C. Jr 1994). According to Laudon K. C. et al. 1995), an information system is a set of interrelated components that sense, communicate, analyze, and display information for the purpose of enhancing perception, understanding, control and creative ability. Alter S. (1991) however argued that information system is a combination of work practices, information, people, and information technologies organized to accomplish goals in an organization. Information systems (IS) are sets of components that are organ ized in a way that supports the execution of some function(s) (The Institute of Electrical and Electronics Engineering IEEE, 1990 cited at Obeng S. 010). Nickerson (2000) does not limit the components to being only technical – such as computers and code – but sees that the people, the processes, and the information are also parts of an information system. Therefore it can be said that an information system is a system that provides management and other personnel within an organization with up-to-date information regarding the organizations performance; for example, current inventory and sales. Thus, it is important to understand the relationship or role of information ystem in any organization and how it would directly help them. An IS system isnt just a collection of hardware and software, its much more than that, its a tool. This tool can be used in a number of ways, and the value of it really depends on how a business opts to utilize it (Goessl L. 2008). Information systems are rarely innovative or out of the box business solutions. However manager will not be able to design new systems successfully or understand existing systems without understanding your own business organization. Relationship of Information System with Organization All businesses share one common asset, regardless of the type of business. It does not matter if they manufacture goods or provide services. It is a vital part of any business entity, whether a sole proprietorship or a multinational corporation. That common asset is information. The amount of information in organizations is heavily increasing and it has become vitally important to efficiently manage and share information inside the organization (Anna, 2009 cited at Obeng S. 2010). Information enables us to determine the need to create new products and services. Information tells us to move into new markets or to withdraw from other markets. Without information, the goods do not get made, the orders are not placed, the materials are not procured, the shipments are not delivered, the customers are not billed, and the business cannot survive. Information is considered to be the lifeblood of any organization (http://wiki. answers. com). It has far lesser impact when presented only as raw data. On the other hand damaged or lost data due to unorganized can cause disruptions in normal business activities leading to financial losses, law suits, etc. Companies have to be shifted in adopting new technology in order to remain competitive in a continuously developing business environment. This is where information systems (IS) come into play. In other words in order to maximize the value of information, it must be captured, analyzed, quantified, compiled, manipulated, made accessible, and shared through an information system (IS). It must be designed, developed, administered, and maintained which suits organizational needs and requirement. Information systems are organizational subsystems that perform ork related to information (Lucas H. C. Jr (1994) p. 52) Companies and other organizations are investing great sums in introducing information systems in the organization hoping to be able to make business more efficient and information sharing smoothly (Anna, 2009 cited at Obeng S. 2010). A sophisticated computer information system enables companies to monitor employees, to keep managers and employees informed, to coordinate activitie s among divisions, or even to sell their products to customers via the internet. Moreover, in the era of information technology like this, information has become valuable organizational asset just like human resources and inventories. Furthermore, a good information system can facilitate direct communication between firm and suppliers, manufacturers, dealers, and marketers. Together, they can create a value chain as though they were in one organization (Axos 2008). Information systems, which comprise hardware, software, data, applications, communication and people, help an organization to better manage and secure its critical corporate, customer and employee data. Information systems also improve integration and work processes and organization can gain continuous benefits. An information system can be a mainframe, mid-range or network computer concept that allows distributed processing for a group of users accessing the same software application. These systems provide management with control over their data, with various tools to extract data or view data structures and records. The role of an information system is to foster a data management environment that is robust and can be expanded according to an organizations strategic plan for information processing. An information system also satisfies diverse information needs in an organization Roles of Information System in an Organization One reason information system plays such an important role in organization and affect so many people is the soaring power and the decline on cost of computer technology. Organization nowadays can use powerful communication networks to access different locations around the world and coordinate activities across time and space. These networks are transforming the shape and the form of business enterprises. This report will not look into detail on the network used, instead will be focusing on the role and the capability of information system which required the organization to redesign, transform structure, scope of operations, reporting and control mechanisms, work practices, work flows, products and services (Lo P. 2005) Information system can flatten organizations which mean it can reduce number of employees and management levels. In other words, organization can reshape and retrench employee who is in redundancy and no longer need some of the positions. Thus, it reduces the number of levels in an organization by providing managers with information to supervise larger numbers of workers and by giving lower-level employees more decision-making authority. Team members can collaborate closely even from distance locations which means that the management span of control also been broadened. This means managers can manage and control more workers spread over greater distances. Through information system it is now possible to separate work from location and they can organize globally while working locally by the usage of e-mail, internet, and video conferencing. According to Laudon K. C. ; Laudon J. P. 2000, it can link people, assets and ideas to create and distribute products and services without being limited to traditional organizational boundaries or physical location and hence enabling different companies to join together to provide goods and services without physical linkage. It can also help to reorganize work flows and processes and have been progressively replacing manual work procedures with automated work procedures. It allows organization to cut costs significantly through displacing paper and manual routine as well as improving customer service. Redesigned workflows can also facilitate organization efficiency and can enable new organizational structures, products and services. Information system can increase flexibility to both small and large organizations by increasing their ability to respond to changes in the marketplace and to take advantage of new opportunities. It enables transactions such as payments and purchase orders to be exchanges electronically among different companies, thereby reducing the cost of obtaining products and services from outside the firm. Organization can share business data, catalogues or mail messages through such systems. It can create new relationships between organization, its customers and suppliers because information system automates the flow of information across organizational boundaries (Laudon K. C. ; Laudon J. P. (2000). Information System concepts Laudon K. C. ; Laudon J. P. (1995) p. 6 stated three common activities in an information system produce the information organizations need for making decisions, controlling operations, analyzing problems and creating new products or services. Input is the raw data from the world around us (Laudon K. C. et al (1995) p. 2). In other word input captures or collects raw data from within the organization or from its external environment. For example, Customers information, organization’s products and services, internal operations, competitors and all the external data on the economy, markets etc. Processing entails converting this raw data into a useful form which means that computers are used to store data and then manipulate, rearrange, and an alyze this data according to a set of instructions called a program or software. The result of processing on the other hand is called output. Output entails displaying information to users which means that it transfers the processed information to the people or activities where it will be used. For example, many organizations would want their information to be disseminated and shared to the external parties which include the public, stockholders, government and etc. Types of Information Systems in organization Information systems must be sufficiently flexible to meet the needs of users at different levels in an organization. Facilitating the input, processing and output as mentioned earlier requires the use of several different types of information system. Thus, there are different types of information system used in organization. These include transaction processing systems, management information systems, decision support systems and executive information systems. Transaction Processing Systems (TPS) Transaction processing systems help production workers to process transactions. Transaction means an event surrounding the production, distribution, sale and transportation of goods and services (Laudon K. C. et al 1995), cash deposits, payroll, credit decisions and the flow of material in the factory (Laudon K. C. ; Laudon J. P. 1995). The powerful feature of TPS is their ability to record routine and well-structured processes (Rowley J. 1996). It also helps to record sales, inventory or financial data. For example if an item were sold, the transaction processing system would ensure that the sale was posted in the sales journal and later when the invoice is raised to the accounts receivable file and to the inventory records. Output would be a printed list of detailed monthly statements for customers or a screen display of the stock levels of items in stock. Management Information System (MIS) Management information systems support managers in making decisions and to produce meaningful reports for managerial use (Rowley J. 1996). The purpose of this system is to help the business firm integrate new knowledge into the business and help organization control the flow of paperwork (Laudon K. C. ; Laudon J. P. 1995). MIS are suitable to use in decision making situations where the information requirements can be gathered and access in advance and the need for information occurs regularly. The highly structured information provided by these systems allows managers to evaluate an organizations performance by comparing current with previous outputs chris-kimble. com/Courses/World_Med_MBA/Types-of-Information-System. html. An example might be the decision to change the price of a given product. In order to make such a decision it is useful to have data on production costs, existing profitability of the product, past sales of that and other products, and the effect that a previous price rise had on sales, as well as data concerning the prices of comparable products from competitors. Decision Support Systems (DSS) Decision support systems help managers monitor, control, organize work, (Laudon K. C. et al 1995) decision making, and administrative activities (Laudon K. C. Laudon J. P. 1995). It is an information system that assists managers with unique, non-recurring strategic decisions that are relatively unstructured (Rowley J. 1996). According to Keen and Morton 1978, the systems support non-routine decision making (as cited in Laudon K. C. Laudon J. P. 1995, p. 13). A decision support system must be very flexible freetutes. com/systemanalysis/types-of-information-system. html It typically provides periodic reports rather than instant information on operations. It is therefore tend to support tactical and strategic decision making in situations where the risk associated with any error is high and a mistake can have serious consequences. These systems are often used to analyze existing structured information and allow managers to project the potential effects of their decisions into the future. An example is a relocation control system that reports on the total moving, house hunting, and home financing costs for employees in all company divisions, noting wherever actual costs exceed budgets. Executive Information Systems (EIS) Executive information systems are designed to assist top-level executives in the acquisition and use of the information that is necessary to support them in their top management of the organization (Rowley J. 1996). In other words it helps them to tackle and address key strategic issues and long term need, both in the firm and in the external environment. Executive Information System are designed to be operated directly by executives without the need for intermediaries and easily tailored to the preferences of the individual using them chris-kimble. com/Courses/World_Med_MBA/Types-of-Information-System. html. EIS support them by providing them quick access to detail and investigation of a problem once the problem or opportunity has been identified. Output on the screen often uses a mixture of graphics and tables. Benefits of using Information Systems Organization practicing pervasive as information systems has a wide range of significant benefits. They often view these as assets and a means to gain a competitive lead in their respective industry. There are number of benefits that organization could gain are as stated below: Enhance jobs Implementing Information Systems can make jobs more efficient in terms of releasing employees to do other important tasks. It is no longer for staff needed to spend valuable time sorting through statistics, data and other pertinent information because the system has ability to gather it for them. Information System provides a cost-effective way to conduct transactions, significantly cutting down the time involved in processing. Differentiation Information System provides the ability to strategically define organization in a way that makes the business stand out from the competition. Information systems can be integrated in such a way where customers can be offered something no one else provides. With a unique design that makes your business appealing to do business with, you can easily increase your customer base. Decision Making Information systems allow the vital element of providing real-time information. In todays competitive environment, a manager needs to make rapid decisions and to do this effectively and they need the most up to date information available to assist them. Properly designing their IS to custom fit the needs will enable them to accomplish this. Communication Information systems possess ways to effectively and efficiently share information. Automated communication is a time and resource saver and can add tremendous value to business. With the help of information system, communication can become cheaper, quicker, and more efficient. Organization can now communicate with anyone around the globe by simply text messaging them or sending them an email for an almost instantaneous response. The internet has also opened up face to face direct communication from different parts of the world thanks to the helps of video conferencing. Globalization   IS has not only brought the world closer together, but it has allowed the worlds economy to become a single interdependent system. This means that organization can not only share information quickly and efficiently, but they can also bring down barriers of linguistic and geographic boundaries. The world has developed into a global village due to the help of information system allowing countries from different continent who are not only separated by distance but also by language to shares ideas and information with each other. Increasing Revenues IS used technology to generate revenue, for example by making information products available through computer systems (Lucas H. C. Jr 1994). There is an abundance of financial databases and services to which one can subscribe. It is possible to obtain hundreds of types of data about companies and their financial conditions. The Internet is the main source to advertise your products. Information system on the other hand has also helped to computerize the business process thus streamlining businesses to make them extremely cost effective money making machines. This in turn increases productivity which ultimately gives rise to profits that means better pay and less strenuous working conditions. Reducing Costs -One of the main benefits of implementing IS/IT in organizations has been cost savings. For instance, organization has automated clerical tasks to reduce costs. Insurance companies and banks on the other hand generate products that are really information; bills, notices, renewals, and so on represent output, products that must be printed and distributed to customers. These systems have resulted in elimination of existing positions, whereas others have reduced the number of additional employees needed in the future. Taking Ernst Young for example, the company has successfully reduced its office space by 2 million square feet by allowing their employees to work from home. bukisa. om/articles/20243_the-importance-of-information-system#ixzz1rMCWg2Uz Improving Quality One reason to use IS/IT is to improve the quality of output: computer aided design is a good example. An engineer or draftsman uses a computer terminal to create engineering drawings. He or she stores the drawing on a computer file; it can be recalled later for easy modification. A system like this will also plot a drawing copy; changes are redrawn in minutes. The system reduces m uch of the time of design work and has dramatically reduced the need for draftsman. Another example is through the usage of electronic data interchange (EDI) which connects firms to each other electronically. A typical application is order entry and acknowledgement. The use of EDI contributes to quality by reducing the opportunity for errors since data are entered only once. An information system offers a litany of benefits that help to make the process of managing information easier. Central access, easy back up, central distribution of information, easy record keeping, easy tax preparation, as well as easy customer trait identification blurtit. com/q8104822. html More and more people are working from their homes nowadays. Information technology has become so sophisticated it allows people to choose to work from home. Teleconferencing and video conferencing enable employees to beam in whenever needed How to ensure effective implementation of IS in organization When manager has decided to change processes along with software, they must create a phased in approach to their organizations changes in order to make the change successful. Usually the push towards a new software system is backed by a need to change business from the current way of doing things. Organization will become more efficient, to reduce paper usage, to provide better audit trail, to better market and care for a customer base and/or many other reasons. In order to implement change it is better to use conversion strategies in which to implement new system they cannot just simply forget the old system completely, it must done simultaneously so that change would become more effective. This is because if there is anything happen to the new system, the old system can still be easily retrieved. Changing too many things at once may overwhelm organizations staff. In addition, unless it is a very large company with a dedicated project team, it is very likely that they will not have the resources to properly supervise and implement both new software and new process. It is essential to really understand the full functionality of the system until it is implemented and are utilizing it for a period of time. Manager in organization will make better process decisions after going through the nuts and bolts pieces of the conversion and can now focus on all the bells and whistles the software offers. Organization need to provide sufficient training. It also allows staff to brainstorm with one another as they are getting used to the softwares functionality. It is vital to follow up training after implementation of the system, even if it is only a brief overview. Doing so, will allow manager to realize the full benefits of their system. It will also give organization updated information on the system. It is vital to involve the right people in the organization. It is also important to identify a champion in each key area of the organization that can ensure the success of the implementation. The champions do not necessarily need to be management, or supervisors. In fact, a trusted peer that is dedicated to the project may be able to better connect to the staff on the level of their daily duties (as well as provide excellent feedback regarding implementation details during the project). No matter what approach is being used by organization, implementing new software can definitely be a busy and stressful. Using these tips will assist more or less assist organization to a successful implementation. Conclusion In conclusion, it is surprising facts that there are many more companies still do not use information system in their organization. Information system enables companies to react, respond, cater, store, retrieve, disseminate, and control their new valuable asset that is information. In the years to come, a good information system within a company will be no longer an option; it will become a compulsory in determining success and to gain competitive advantage. Implementing a new system typically comes with a large price tag, but if business requirements and processes are properly and accurately identified, the payoffs can be big. Investing in information systems keeps a business competitive and helps an organization carry the ability to maintain visible status in the global economy. Without IS, a business will more than likely fall rapidly behind. The benefits of integrating technology within an organization can truly be limitless depending on the level of creativity, strategic planning and innovation in the decision making processes. REFERENCES Alter S. 1991, Information Systems: A Management Perspective, Addison-Wesley Publishing Company Inc. Axos 2008, The Importance of Information System bukisa. om/articles/20243_the-importance-of-information-system Fenwick T. et al. 2009, Reducing the Impact of Organizational Silos in Resilience, Resilient Organisations Research Report – 2009/01. resorgs. org. nz/pubs/Silos. pdf Laudon K. C. Laudon J. P. 1995, Essentials of Management Information System, Prentice Hall Inc. ________________________ 2000, Management Information Systems, Prentice Hall, New Jersey bonissen. de/ib/summaries/Business%20Informatics%20(2-3). PDF Laudon K. C. et al 1995, Information Technology: Concepts and Issues, Boyd Fraser Publishing Company. Lo. P 2005, The Information System Revolution peter-lo. com/Teaching/M7011/L01. pdf Lucas H. C. Jr 1994, Information Systems Concepts for Management, 5th Edition, Mitchell McGraw Hill Rowley J. 1996, The Basics of Information Systems, 2nd Edition, Library Association Publishing Obeng S. 2010 Information System and Its Importance in Organizations: Case Study of LA General Hospital modernghana. com/blogs/270543/31/information-system-and-its-importance-in-organizat. html Benefits of Information System accessed from: mallbusinessbible. org/advan_disadvan_informationtechnology. html helium. com/items/1703037-the-benefits-and-challenges-of-using-information-systems-in-business basicsofcomputer. com/is_information_system_development_process. htm Types of Information System accessed from: ehow. com/list_6117086_types-information-systems-business-organization. html basicsofcomputer. com/information_system_in_an_organization. htm freetutes. com/systemanalysis/types-of-information-syste m. html ocstoc. com/docs/53534622/Types-of-Information-System docstoc. com/docs/94523820/Types-of-IS chris-kimble. com/Courses/World_Med_MBA/Types-of-Information-System. html What is Organization Accessed from: http://phaariz. files. wordpress. com/2010/03/laudon-feature-3. pdf helium. com/items/853154-maximizing-information-systems-to-gain-a-competitive-advantage businessdictionary. com/definition/organization. html#ixzz1qhG5iYu7 http://wiki. answers. com/Q/Why_do_organizations_need_information_systems

Sport supplements and the effects they have or dont have on physical Performance essays

Sport supplements and the effects they have or don't have on physical Performance essays The sports world has a plethora of products including pills, potions and tonics that provide loads of promises to give the athlete that winning edge. Their promises include improved performance, better endurance, increased strength and better recovery. These can be achieved by reducing body fat, increasing muscle mass and reducing chances of illness. These temptations are often used as shortcuts to success in sports and have found many takers in the sporting community. Nutritional sport supplements, many of which are endorsed by professional athletes, are becoming popular, especially among the adolescents. This age group is characterized by a thirst for quick results and a total lack of concern for consequences. The hard-core sporting fraternity is receiving the attractive assurances of these products with such enthusiasm, since in elite competition, minor differences can separate the winners from the rest of the competitors. Sport supplements are not just for hard-core athletes anymore. This craze has also taken over the non-elite and recreational athletes, including the body builders and weight lifters. Women athletes and weight conscious people are also falling prey to these shortcuts. Sport scientists too are finding these supplements as an indispensable aid to their strategies to enhance training, performance and recovery. (Sport supplement and sport food, drugs and sports, beginners guide) Athletes have used performance- enhancing supplements since the fifth century, when they were known to ingest deer liver to improve speed and lion's heart to increase strength. Today's scenario describes thousands of products invading the market with such easy availability that even a common man has access to them. A survey conducted on Australian swimmers indicates that 99% of the...

Interpersonal Communication with High School and College Students Research Paper

Interpersonal Communication with High School and College Students - Research Paper Example This notion can be called as "maintained social capital." By recognizing the role of Facebook and filling the gap of social capital, it can be stated that more use of Facebook can enhance the social capital positively (Ellison et al., 2007). A new term â€Å"friendsickness† has become common to express the feeling of loneliness resulting from the loss of past links with old classmates particularly when a student gets admission into a college after finishing school. Cummings et al. (2006) have explored the role played by internet technologies specifically on college-going students. Students maintain their interpersonal communication through the use of emails and short messaging service to remain in touch with their high school friends after they get away from their homes to join a college. Therefore, this measure of students’ interaction with their past companions especially to preserve their social capital by communicating after getting to the next stage of their studen t life by becoming collegiate provides them the opportunity to remain in touch and preserve their school-time friendships Interpersonal communication helps in creating life changing social capital, which students can now-a-days accumulate quite easy way although changes take place with the making or getting away from online links fructified through social networks. Specific changes in social networks can devalue the created social wealth with the shifting in geographical positions wherein the networks were formed, causing loss of generated social relationship wealth of students. Globalization has made people prone to shifting places, particularly in the U.S. people abandon the region for better job opportunities (Putnam, 2000)). Cummings et al. (2006) & Wellman et al. (2001) have explored the part played by internet in bringing communities nearer. Wellman et al. (2001) have researched on the role of internet in bridging the distances through emails by those who use internet increasi ngly in stead of using it as a alternative for offline communication with those living in the vicinity. The link between the use of Facebook, a famous online social network website, and the building and keeping of social capital has been explored. Other than approximating kinship and creating social worth, a new angle of social interaction gets explored that measures one's capability to remain linked with members of a past online populated community, which is named as preserved social value. Regression studies organized on outcomes from a survey of undergraduate students indicate a powerful link between use of Facebook and the three kinds of social values, with the most powerful link being to fill up the gap in social capital. Other than this, Facebook usage proved beneficial to communicate on steps of psychological well-being, indicating that it could offer higher benefits for users passing through a phase of reduced self-respect and low level of life satisfaction (Ellison et al., 2007). Currently, transition to college has become very easy with the online medium of Facebook. The present generation of college students is getting huge leverage of the computer and internet technology in comparison to past students who used to depend on

Reading Response # 3 Assignment Example | Topics and Well Written Essays - 500 words

Reading Response # 3 - Assignment Example The loss of a few thousand innocent lives was something which radically changed the way Americans think about Muslims and their religion. In order to argue whether there is really a clash of civilization as suggested by Huntington or the reaction is just Muslim or Arab Phobia, it is important to understand the roots of this conflict and how this difference emerged. The theory of clash of civilization is basically based upon the notion of clash of cultures and civilizations with each other. Underlying this theory is the belief that future conflicts between people will be based upon culture of people and that democracy or free markets is not the only ideology of the world. This notion therefore suggests that the primary axis of conflict will be religion as well as the culture of the people. Considering this position, the post 9/11 scenario may not seem as a clash of civilizations but rather Muslim or Arab phobia. The obvious reasons for the attack of 9/11 were based upon the belief that US has supported or illegally occupied and plundered the resources belonging to the Muslim world. This conflict was however by few groups against the State rather than a Muslim State against America. The videos suggested that there is a general Arab and Muslim Phobia because in the War against terror many Muslim countries actually supported the US in its war against Al-Qaeda and other extremist groups. In a way, the Muslim world on the whole, except for a few countries, was officially supporting the US and its war against Islamic extremist groups. There is therefore a general fear regarding Muslims and how may they create a threat for Americans within America. People generally believe that Muslims may harm them and therefore in order to avoid being harmed, Muslims should be labeled and wear bands so that they can be identified. There is a

Business Law - Questions Assignment Example | Topics and Well Written Essays - 750 words - 2

Business Law - Questions - Assignment Example The defendant informed the service provider that he was in no need of his services any longer and even rejected to compensate on 11th May. The service provider sued the defendant for breach of contract on 22nd May and the starting date of the contract was due on 1st June. The court ruled the decision in favouring the claimant as the defendant has breached the contract (Andrews, 2011, p.486). In case of tort law, a person is held responsible or is held accountable if he fails to exercise the duty of care in his operations. This means that a person is said to be tort liable if he has failed to rectify any foreseeable errors in his/her offerings. For example: In Willsher v Essex Area Health Authority case, an inexperienced doctor gave extra oxygen to a baby that was born prematurely, due to this, the baby lost one of his eye, the court held the doctor liable because the inexperienced doctor had to operate with same amount of care as an experienced doctor (Tuitt, 2004, p.44). In tort cas es, negligence holds great importance, if an individual wants to press charges against another individual, he should be able to prove that the individual was involved in conducting negligence. To succeed in a case of negligence, the person making the claim has to prove the defendant had a duty of care towards the person making the claim. ... Lastly, the person making the claim has to prove that due to the defendant’s negligence towards duty of care, the claimant experienced a loss. The claimant can only win the case only if he is able to prove that the loss was experienced due to defendant’s breach of duty and the loss could have been avoided if the defendant would have taken necessary actions. For example, in the case of Donoghue v Stevenson, Stevenson being the defendant was held responsible because of his negligence to carry out the duty of care, the person who made the claim, Mrs Donoghue, experienced health issues after drinking bottle of beer manufactured by the defendant and the decision even stated that the manufacturers duty is towards the ultimate consumer, thus, the ultimate consumer experienced loss and the manufacturer was considered responsible (Cooke, 2001, p.35). A business or an individual is said to be vicariously liable if he/she has a relationship according to law with the person or busi ness that has acted negligently and has caused harm. Such kinds of legal relationships include: relationship between and worker and the employer. Negligence included in vicarious liability is referred to as imputed negligence, one theory of liability pertaining to this kind of negligence is respondent superior, according to respondent superior employer is held responsible or liable for the acts of his/her employee as there is a relationship between the worker and the employer of agent and principle. This relationship refers to the relationship that states that an employee is acting on behalf of the employer and the employer will be held responsible if the employee

Horticultural plant or invasive species Essay Example | Topics and Well Written Essays - 750 words

Horticultural plant or invasive species - Essay Example Description of Invasive Plant and Horticultural Plant Executive Order 13112 signed by President Clinton in 1999 provides the official perspective of what an invasive species is. The official view is that an invasive species is an alien species, which when introduced poses economic and environmental harm or poses a threat to human health. From the perspective of a lay man an invasive species can be taken as a species that does not occur naturally in a specified region, and the introduction of which leads to economic and environmental harm or is a threat to human health (Definition of Invasive Species). Invasive plants are a component of the invasive species and are considered those plants that are introduced into new habitats from other places and pose economic or environmental problems in their new habitats (Beaulieu, 2008). Horticultural plants on the other hand are those plants that are grown for fruits, vegetables, flowers or as ornamental plants to increase the beauty and ambience (Beaulieu, 2008).

Shakespeare, Twelfth Night Essay Example | Topics and Well Written Essays - 1500 words

Shakespeare, Twelfth Night - Essay Example Viola realized that her year of mourning would also be spent hidden. Olivia would not take her. "O that I served that lady and might not be delivered to the world" (Viola,I,ii). She then proceeds to ask the capitain to dress her as a "eunuch" to the duke. Olivier was in a "monastery " and Viola lived as a "eunuch" Viola as the center of the play showed the importance of how boys dressed as women to perform. Shakespeare took it one step further to show her strength of a girl dressed as a boy who had to sway another girl to fall in love. At one point, the play takes another turn. Olivia and Viola started as a one of the many dualities. Both as they stood behind their veils were strong willed and intelligent. The Duke took a liking to Cesario. Viola had fallen in love with the Duke. Some say he understood that she was a young woman. In Scene IV, Viola describes her first love as though it was the Duke. As early as Scene V in the first Act, Viola comments on Olivias beauty but takes it as a gift from the devil. She goes back and forth from being Cesario and Viola. "If I did love you in my masters flame, with such a suffering, such a deadly life, in your denial I would find no sense†¦."(Viola,I,v) She is putting herself in Olivias shoes as she has lost her brother and has fallen in love with the Duke. "Love sought is good, but given unsought is better. "(Olivia,III,i) As she speaks to Cesario, let me love you first, it is not bad as it is truer love. Viola talks of female love being stronger than male love." But died thy sister of her love, my boy" (Orsino,II,iv) "I am all the daughter of my fathers house†¦.."(Viola,II,iv) One has to ask if Orsino knows at this time the love "Cesario" has for him. As Shakespeare was writing these plays, the Elizabethan "golden world" of privilege and prestige--and idleness--enjoyed by royalty and the nobility was beginning to lean in favor of an empowered middle class (merchants and manufacturers) who

THE IMPACT OF THE HAJ EVENT ON VISITORS TOWARD THE HOSTING DESTINATION Research Proposal

THE IMPACT OF THE HAJ EVENT ON VISITORS TOWARD THE HOSTING DESTINATION - Research Proposal Example The evaluation of the event will be an essential attribute that requires a proper analysis and elaboration of the issues that take place within the same platform. This report proposes that the events profits the hosting country a lot due to the influx of people while also creating an opportunity for small scale traders to expand their business so as to gain from these events. The proposal will examine the different issues that affect attitudes when dealing with mega events. The proposal will evaluate the events and the value dimensions that define attitudes when dealing with such events. It will also look at the impact of having such an event to the hosting country as the costs and benefits will be felt most by the host countries. Most of countries have begun to open up on hosting mega events. The Hajj has always been an awaited session amongst the Muslims due to their religious connotations. Others have been yearning to host events as big as the fifa world cup and the Olympics because of the tourism benefits they accrue as a country (Horne and Manzenreiter, 2006: 190). The goal is to understand whether the benefits will outweigh the costs and whether the host country will manage the people who come to the country (Jones, 2001: 242: Daniels, 2006: 335). These have also shaped the world tourism patterns because everyone knows that the Hajj period is directed to Mecca and any world cup will be directed to the hosting countries. With time, people already shape their tourism patterns. They have also highlighted the new tourism destinations and brought new demands to these countries (Gelan, 2003: 410). The main expectation, however, is that the host country will have heavily invested in infrastructure, sporting facilities and security to avoid any fatalities due to the huge crowd (Szymanski, 2002: 170). The improvement will benefit the country afterwards, but the

Horticultural plant or invasive species Essay Example | Topics and Well Written Essays - 750 words

Horticultural plant or invasive species - Essay Example Description of Invasive Plant and Horticultural Plant Executive Order 13112 signed by President Clinton in 1999 provides the official perspective of what an invasive species is. The official view is that an invasive species is an alien species, which when introduced poses economic and environmental harm or poses a threat to human health. From the perspective of a lay man an invasive species can be taken as a species that does not occur naturally in a specified region, and the introduction of which leads to economic and environmental harm or is a threat to human health (Definition of Invasive Species). Invasive plants are a component of the invasive species and are considered those plants that are introduced into new habitats from other places and pose economic or environmental problems in their new habitats (Beaulieu, 2008). Horticultural plants on the other hand are those plants that are grown for fruits, vegetables, flowers or as ornamental plants to increase the beauty and ambience (Beaulieu, 2008).

THE IMPACT OF THE HAJ EVENT ON VISITORS TOWARD THE HOSTING DESTINATION Research Proposal

THE IMPACT OF THE HAJ EVENT ON VISITORS TOWARD THE HOSTING DESTINATION - Research Proposal Example The evaluation of the event will be an essential attribute that requires a proper analysis and elaboration of the issues that take place within the same platform. This report proposes that the events profits the hosting country a lot due to the influx of people while also creating an opportunity for small scale traders to expand their business so as to gain from these events. The proposal will examine the different issues that affect attitudes when dealing with mega events. The proposal will evaluate the events and the value dimensions that define attitudes when dealing with such events. It will also look at the impact of having such an event to the hosting country as the costs and benefits will be felt most by the host countries. Most of countries have begun to open up on hosting mega events. The Hajj has always been an awaited session amongst the Muslims due to their religious connotations. Others have been yearning to host events as big as the fifa world cup and the Olympics because of the tourism benefits they accrue as a country (Horne and Manzenreiter, 2006: 190). The goal is to understand whether the benefits will outweigh the costs and whether the host country will manage the people who come to the country (Jones, 2001: 242: Daniels, 2006: 335). These have also shaped the world tourism patterns because everyone knows that the Hajj period is directed to Mecca and any world cup will be directed to the hosting countries. With time, people already shape their tourism patterns. They have also highlighted the new tourism destinations and brought new demands to these countries (Gelan, 2003: 410). The main expectation, however, is that the host country will have heavily invested in infrastructure, sporting facilities and security to avoid any fatalities due to the huge crowd (Szymanski, 2002: 170). The improvement will benefit the country afterwards, but the

Significance of Objects in the Dolls House Essay Example for Free

Significance of Objects in the Dolls House Essay Macaroons: nora ! Nora! Please don’t leave me and go†¦ why did she leave me half eaten? what is going to happen of me now!! Torvald detests me, he was always against Nora eating me†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦why did it have to be me? Dress: everybody adored and praised Nora when she wore me†¦ but alas! What was the use of all my beauty and finery when in the end she left me all alone. Why was I given so much importance if she was to choose her ordinary clothes over me at the end? Letter: exactly! Were we just ornaments to adorn the surroundings? Christmas tree: hmm†¦ now even im wondering if my purpose in the house was of mere decoration. Even in this festive season will I be left alone in this bedraggled state to wither away in few days? Lamp: yes! Yes! Were we just used to enhance the beauty of this household? I thought I heard some voices but I didn’t know it would be all of you. If you all are thinking that you’ll have no role in the play let me tell you my views on why you objects of the doll’s house were of prime importance in giving a deeper meaning behind the actions of the characters. I am going to do this presentation based on the Henrik Ibsen’s The Doll’s House. As per the lines of the story, the playwright has emphasized greatly on the many objects that surround the characters in the play. I am going to elaborate on the symbolism of the significance of the objects mentioned in the play. The objects denote various emotions but mostly, Ibsen uses objects to indicate Noras depression caused by her unmerited marriage; ironically, the objectification of Nora by her husband and her victimization in society. he writer allows the readers the freedom to interpret the household objects subjectively which challenges the reader to question the extent to which the household objects relate to the theme of marriage. Initially, Ibsen places immense significance on different objects in the household, and stresses the directions for the setting of the stage. Ibsen makes his stage sets come alive and take part in the action. Just as Nora evolves from the mini-Nora of act one to the super-Nora of act three, similarly the set of the play goes through a drastic evolution, from light to darkness, from paradise to prison until, by the end of the play, it has been ethically demolished. One could imagine the doll house set, when Nora slams the door, collapsing like a house of cards, to the collective gasp of relief from the audience. Looking at the set we see, that Ibsen makes use of a triad, a room . two doors in the rear wall, the door on the left leads to Torvald’s study, and is opened and closed only when he chooses. It represents the sanctum sanctorum of male dominance and decision-making authority and security and his invisible presence behind that door is felt god like. Whenever he emerges from this door, it is always on his own terms, to direct and control events. The door to the right in the rear wall leads to the outside world. Only damaged people come through this door: Christine, Rank, Krogstad, all of whom have been variously hurt by the world outside. So this door represents the menacing reality of the outside world, its power to hurt but also, its power to force- to force one to grow up, to stop being a doll. There is another door, which leads to the nursery and bedroom. This is the world of sexual fantasy, of Nora performing childish roles of squirrel, lark and others to keep Torvald infatuated with her innocence. Here, one can clearly see that Ibsen draws a visible line between the kinds of objects he chooses. As the tones of the play become more serious, the settings become bolder and so do the shades of Nora’s personality. On the surface level, the play does not show these nuances but it is only when the reader delves deeper does he understand the immense symbolism of it all. Nora however is hardly innocent. This can be seen when Nora lies about the packet of macaroons twice, once to Helmer and the second time to Dr Rank. The macaroons denote Noras dishonesty and deception, which also alludes to her act of committing objectionable, underhanded deeds. Nora resorts to lying about eating the macaroons because she feels she is at fault for disobeying her husband. This small incident also shows the strains in their marital relationship. Also the macaroons show us the first glimpse of Nora’s desire for independence. To an extent the Christmas tree with which the play begins is a representation of Nora’s character. Just like the tree is an object of decoration possessed by somebody in order to beautify a place similarly Nora was the prized possession of Helmer. She was no less than a mere object, a show piece meant to be admired and praised. It is interesting to note that Nora orders the nurse, Hide the Christmas Tree carefully, Helen. Be sure the children do not see it till this evening, when it is dressed†, she similarly tells Torvald, Yes, nobody is to have a chance to of admiring me n my dress until tomorrow†. These lines show the similarity between Nora and the Christmas tree. Both are not revealed until each look perfect. In addition, as the play proceeds it becomes obvious that the tree and Nora are one in the same. When the second act opens the Christmas tree is described to be, stripped of its ornaments and with burnt-down candle-ends on its disheveled branches. This corresponds to Nora’s condition at that point in the play. Like the tree Nora too was in a disheveled state of mind. She was anxious and confused. â€Å"Corrupt me children†¦poison my home? It’s not true! It could never be true! And â€Å"somebody’s coming! No, it’s nobody. † Support my claim that Nora’s psychological state was in comparison to the Christmas tree similar. Also the tousled state of the tree could be symbolic of the disintegration of Nora’s web of lies. The pretty, innocent, childlike ways, in which Nora used to mask her fraudulence, her deceit would soon be uncovered in front of Helmer and the ugly truth would emerge. he fancy dress that Nora would wear for the fancy dress completion in many ways symbolizes the character she plays in her marriage to Helmer. The torn and messed up condition of her fancy dress is parallel to her disgruntled condition. Also her marriage is on the rocks and her thoughts are all aligned on how she could prevent Helmer from knowing the truth because she knows very well that Helmer will never accept what she had done. Thus the torn condition of the dress could be symbolic of the flawed condition of their marriage. Also it is interesting to note that Nora says that Torvald dislikes seeing dressmaking, suggesting that Torvald enjoys the false character that Nora has adopted. â€Å"oh only if I could rip them up into a thousand pieces. † exclaims Nora, on seeing the condition of the dress. This is another sign showing Nora’s desire for independence-Independence from the clutches of her husband and from the norms and conditions of the society. Also the dress highlights another point. Mrs linde who unlike Nora who thinks just like the dress her marriage is beyond repair,is more mature suggests the repairing of the dress which is symbolic of the fact that later in the play it is Mrs Linde who decides that Torvald should learn of Nora’s secrets and that it would be beneficial for their marriage. Also at the end of act 3 when Nora removes her fancy dress and changes into her casuals and she says â€Å"yes torvald ive changed† this change she meant was not of merely her clothes but also a change in her personality. The removal of her dress mplies the unmasking of her pretense and coming face to face with her husband as a human being for the first time. Changing of the dress is also significant of Nora’s desire for freedom from the web of lies that she had been spinning and from the captivity of her husband. It is another sign showing her desire for freedom from the doll’s house and to live her life on her own terms. The letter from Krogstad in the letter box forms the crux of the play. Nora’s emotional developments and transformations, her anxiety, her marriage all revolves around the letter box and the letter. The letter from krogstad is symbolic of Nora’s concealment and deception. It brings to light her secrecy and lies that she hides from her husband and also uncovers her disguise of the childish ideal wife. Thus leading her to finally slam the door and becoming a rebel of sorts. Also the letter symbolizes revelation in a way that only after reading the letter it is that Torvald realizes and understands the desires of his wife. It is only after reading the letter that he comes out of his imaginative ideal world and faces the harsh reality of the situation. Thus the letter was an eye opener for Torvald, it showed him where his marriage stands. â€Å"helene, bring the lamp in please† said Nora when Dr rank confessed his love for her. Thus when the lamp is brought the room gets lit up. This light is symbolic of Nora’s state of awareness. Earlier Nora tries to lure and manupilate Dr Rank but when he confesses his love for her she goes into a state of shock and that’s when the rays of light seep into the room displaying Nora’s state of awareness. Also the lamp could signify spiritual redemption. This is because darkness is associated with evil and immoral activities. And Dr rank confessed his love for his best friend’s wife which is an immoral act. thus the streak of light which the lamp bought in, also bought with it a sense of righteousness. That is when Nora exclaims â€Å"Dr. Rank! Don’t you feel ashamed of yourself, now the lamp’s been bought in? † Therefore, using multiple objects of the play, the playwright makes it clear that he doesn’t want the things used in his play to merely be objects but he symbolically makes these inanimate things spring to life as he denotes so much importance to them.