Psychology and Research Essay Example for Free

Psychology and Research Essay1. There are various methods in psychological research, both qualitative and quantitative. Among them are field experiment, which is more qualitative and the statistical survey which, as the name suggests, a highly quantitative approach. Field experiment is a scientific method in research approach where the researchers (psychology-related researchers in this case) examine the participants or the data in the real world rather than doing the research in the laboratory, but all the same, the field researchers have followed the structured approach1 in research. Statistical survey, on the another(prenominal) hand is used to gather quantitative information on a given subject or participant in a population. It involves statistical processes in arranging data for them to be useful information to readers. It is expenditure noting however that a research rarely relies on a single method alone. Oftentimes, it is a combination of two or more methods to make it/ the theory or contention stronger and more reliable.2. With the psychosis studies and experiences of R.D. Lang, a psychoanalyst and a radical psychiatrist, he was able to observe his patients for real or on field when he developed his research regarding the subject (psychosis). It is a condition when an individual lost contact with the real world. Psychosis is best described by broad diagnostic concepts much(prenominal) as schizophrenia or bipolar disorder, and that these concepts describe brain diseases that are probably inherited. The task of psychology and its related researches on the subject matter aims to advert neuropsychological abnormalities in patients, in the hope that these might provide clues about the aetiology of the presumed brain pathology. Within this method, there is little scope for psychological intervention, as it is assumed that brain diseases are unresponsive to this kind of treatment.Another psychological research is the intelligence test of Binet or the currently evolved Stanford-Binet Scale which is one of the psychologically related tests or research where statistical approach may be applied. This method was developed containing the idea of graded tests series, the concept of intelligence and the conception of the positive qualities of an intelligence test. It was originally composed of thirty items in increasing difficulty, with grouped testees either according to age or gender or any other classification that may be applied. 3 This is where the current IQ Tests evolved.3. When conducting research with human participants, consent and confidentiality4 are the two very important aspects of the study. Consent of the subjects should be obtained first to let them be aware of the entire study and will let them adjust and not to feel deceived. This will also help the researchers and the participants execution together in harmony and will facilitate the entire research process. Aside from these, respect is another reason why consent o f the participants must be obtained first. Confidentiality, on the other hand, will secure the safety and honor of the subjects/participants and at the same time will protect the reliability and soundness of the research itself. tout ensemble the ethical concerns mentioned are generally for the respect of human life, as an individual and in order for the psychology profession be respectable as well. No one can respect the profession if in return, it does not know how to value the dignity of humans in the case that the latter be a participant or a subject in a psychology-related research.

Greek civilization Essay Example for Free

Greek finish Essay concupiscence is defined as the representation of the Greek god of love, Cupid, intimate and physical love, or sexual desire (Dictionary Website, 2010). sexual desire had been the one of the most popular themes used in lit and arts, particularly the works from the Renaissance period and the Era of Romanticism. So often was it used as a strong bond between ii beings, whether it be a heterosexual or homosexual. It captivated the interests of not only poets but also philosophers from unalike time periods. Two of the most distinguished icons of Greek civilization had incorporated Eros in their works Plato in his Symposium and Sappho with her poetry. Both interpretations for Eros clashed with each different. It was quite understandable seeing that both famous figures practiced different arts Plato with Socratic philosophies man Sappho had her mythological-influenced poetry. Each may have an opposing definition of Eros however, one could not deny that their Eros also carried risks. This prove would like to discuss what the risks behind varying definitions of Eros are and what the precautions in overcoming the problem are.Plato wrote on his Symposium the past events circling his predecessor, Socrates, and his debates with his followers before his execution. Eros, according to both Plato and Socrates, is a common desire that sought dish through ideas. Love and wisdom should be treated in the same manner as the hunger for beauty and philosophical curiosity is endless. Eros is above physical intimacy. Sexual intercourse is considered by these philosophers as nothing more but giving in to animalistic instincts, hence considered as being on the same level with dogs and donkeys.Eros produced from rational discourse or exchange of ideas is the ultimate pursuit of beauty (Idea). It appears that Eros for Plato is often one-sided love reciprocity is not a requirement for attaining it. The desire itself is sufficient for one philosopher. The risk in Platos Eros is that there is an imbalance of emotions. It seems that only one party had to do the labor while his significant other could just float away. This seems to contradict with the reciprocity requirement how could two beings achieved the Ideal Beauty if there was no exchange of discourse?This was also inquired by Hippothales, who shared the same preference with Socrates for beautiful young boys in the Symposium. Socrates berated Hippothales mishandle of his ardent desire in the form of the boy Lysis. Quoted from the Symposium, Socrates stated, the greater your praise of his beauty and goodness, the more you result seem to have lost and the more you will be ridiculed This is how you should talk to your boyfriends, Hippothales, making them humble and drawing in their sails, instead of swelling them up and spoiling them, as you do (Reeve, 2007 Mosely, 2005)Sapphos poetry, on the other hand, defined Eros differently. She considered her poems as a public medium between her a nd the audience. Gestures, dancing, and music are required on her poetry recital to enchant or persuade the listeners the message she was delivering. In her most noted poem the phainetai moi, Eros is defined as force of power or magic, to the point of describing its strength as godlike. Sappho interpreted Eros through the love shared and bonded by women, quite the irony to Platos Symposium.Personal encounter is the focal point in this poem. Sappho mensurable this encounter with passionate and erotic emotions. Eros is seen as ritualistic, almost pagan. Sappho seemed to celebrate Eros through a communal setting with the oral recital of this poem. Compared to Plato where Eros is seen as the ultimate stage to enlightenment through rational discussion, Sappho is quit more liberal, artistic, and more vocal on displaying the emotions on Eros. Eros is defined as a feeling of what is lacking and always seeking to fill this emptiness.The risk on Sapphos Eros is that one foot is on reality whi le the other is on fantasy. Passion alone would not help a man to keep his sanity. This Eros could blind the mens sight on intellect, similar to how Dionysus made his follower frenzy with lust and inebriated. To prevent of being overwhelmed by this Eros, one must keep his mind working and to think some(prenominal) times before allowing ones self to be swallowed by emotions. Societys norms would keep this insanity at bay as the raft would rather follow their traditions and laws rather being ostracized (Greene, 1996 West, 2010).References Reeve, C. D. C. , Plato on Friendship and Eros, The Stanford Encyclopedia of Philosophy (Fall 2008 Edition), Edward N. Zalta (ed. ), URL = http//plato. stanford. edu/archives/fall2008/entries/plato-friendship/. WEST, ELEONORA. Eros. May 4 2010 http//www. bookrags. com/research/eros-eorl-04/. Greene, Ellen. Reading Sappho coeval Approaches. Berkeley University of California Press, c1996 1996. http//ark. cdlib. org/ark/130130/ft3199n81q

Types Of Organizational Structures Commerce Essay

Types Of Organizational Structures Commerce EssayAn organization is a odd frame prep be of authority within which a person or persons act, or be externalizeated to act, towards some purpose. Information Technology-Metadata Registries Registry Meta Model and Basic Attributes, World Bank, February 2003. So as to achieve its purpose every organization should possess an organizational social system. Organizational body structure is the skeleton body based on which an organization functions. The organizational structure acts as a medium to bring together all its members and helps them to understand recruitment, leadership, decision making and work towards the organizational goals. In this document we would plow the effect of organizational structure on motivation in an organization.Organizational StructureHuman bodies be outlined by a skeleton system which determines the physical parameters similarly an organization needs a structure which outlines the functioning of the organiza tion. Organizational structure deals with the fabric which defines the relation between people and positions in the organization. Jennifer and Gareth welcome defined organization structure as the formal system of task and reporting relationships that controls, coordinates and motivates employees so that they cooperate and work together to achieve an organizations goals. Several tasks are to be implemented in an organization, for these organizational tasks to be successful, they should be coordinated. Organizational structure supports division of work, categorizing the tasks and supervision in an organization. An effective organizational structure acquired immune deficiency syndrome the efficient running of an organization. The factors that govern the formulation of an organizational structure are benefits of channelizing the tasks, hurdles due to communion and obstacles due to formatting the authority levels. Organizational structure helps the managers in a firm to describe, dist ribute and get job done. Organizational structure also helps in determining the goals, estimating the deadlines and setting the performance standards, regulate the trading operations with reporting systems.Types of Organizational StructuresBased on the arrangement of activities the organizational structures can be defined into three types working(a) StructureFunctional structure is the oldest and more or less common form of organizational structure. An organization when divided into several sub-units based on the specialized functions, this structure would be called as functional structure. In a functional structure grouping is done based on the specific functions like operations, production, finance and marketing. The advantages of an organization possessing a functional structure are specialization, right and clarity. Every sub-unit emphasizes on its own work, a member of the sub-unit is delegated with authority and responsibility. The sub-unit pretty clear on the goals and peo ple know their roles.http//www.businessmate.org/userupload/Functional_Organizational_Structure.jpgThe functional structure of the organization has few disadvantages like, distance between top level management and the sub-units in an organization, coordination between different sub-units is not so easy, the organization becomes very resistive to change and communication problems would arise.Divisional StructureThe divisional structures are found in large scale industries which develop and deal with more than one product and operate in several markets across the globe. The organization is divided into several sub units based on the products, markets and consumer needs in different geographical regions. The sub-units are independent and work under a divisional manager, the divisional manager reports to the head office and delegated with powers of decision making on production, marketing functions. This allows the managers to make decisions on the respective divisions in time. This mode l facilitates the sub-units to concentrate on the consumer needs, advertises competition among the divisions and improved regulation as every sub-unit acts as individual profit center. This also has few disadvantages, like return of functions (a sub-unit may require different sales teams). The competition among the sub-units may lead to negative consequences and it would difficult to control and coordinate distributively sub-unit.http//images.flatworldknowledge.com/cadden/cadden-fig12_007.jpgAdaptive Structure adoptive structures are the organizational structures framed to handle the exclusive situations. thither are two types of structures in this they arei) Project OrganizationThe positive side of this structure is that the structural framework of the parent organization doesnt get interrupted and the discover aims to accomplish its task within the time frame and to reach the expected standards. There is a scope for go against managing and control over the tasks, as the manag ers are delegated with authority and responsibility for results.ii) Matrix OrganizationMatrix structure is a framework which allots resources from different functional sub-units to work on more than one project. There may be two diverse projects implemented in organizations simultaneously. A project manager is assigned to every project and he is responsible for assigning all the required resources to accomplish the tasks and meet the goals specified.http//sameh.files.wordpress.com/2006/05/Organization%20Structure3.jpgInnovation and how organizational design effects innovationInnovation is the act or process of innovating something newly introduced, new method, custom, device, etc. change in the way of doing things renew, alter. (Websters New World Dictionary, countenance College Edition 1982). Successful innovation requires an optimal overall formal business structure (Burgelman Maidique, 1988). As businesses grow there is a tendency to add layers, beseeming more mechanistic and institutionalizing bureaucracy (Kanter, 1983). High performing firms motivate and enable innovative behavior by creating permeable business boundaries helping break bulge out the barriers separating functions, product groups and businesses (Ashkenas, 1998 Maira Thomas, 1998). The list of factors influencing the motivation in an organization is technology, Complexity, Centralization and Formality.Complexity can be described as the dissimilarities between the tasks and the sub-units. Complexity depicts the extent of renewal in the organization. The more is the number of tasks and number of jobs the more complex an organizational structure would be. It would be difficult to manage a complex organization. Horizontal differentiation, plumb differentiation and spatial differentiation are the three types of arrangements based on the complexity of the endeavors.By formalization we mean clear role definition, written guidelines regarding duties and responsibilities of placard members, a nd written procedures. Indeed, formalization helps rationalize behavior in organizations and is manifested in the rules governing behavior, including role relations of individuals occupying positions in the organizations structure (Scott, 1998). Formalization is possible by specialization, relegation of authority and wide span of control.Centralization is one the 14 principles put forwarded by Henry Fayol, according to Henry Fayol, reducing the role of low level employees in the process of decision making is called centralization. The hurdle dealing with centralization is that one has to come up with the right degree of centralization in each unique case. The effect of different organizational structures on innovation in an organization is as follows.Functional units are habituated to orthodox ways of working and are resistant to change, this would not allow employees to think out of the box. The coordination between different sub-units is time taking process hence the gap between thinking times and idea implementation would be long. The gap between top level management and the functional units doesnt allow employees to share vision of organization with all the employees. Functional structures have a system for closed communication, which do not elevate opinions, suggestions and feedback. In this structure sub-units are not aware of the performance of the other sub-units of the organization. all these factors put together makes innovation in functional organizations a tough task.Innovation in organizations following divisional structure is better than functional organizational structures. Divisional organization structures are always clearly focusing on consumer needs, production requirements and geographical areas of business. Divisional structure leads to positive competition between its sub-units, which encourage innovation in the organization. Divisional structures have a better control over its sub-units than the functional structures. This helps the management to explain the vision of organizations to its employees and encourage innovation.Adaptive Structures are a result of combination of functional and divisional structures. This organizational structure is an amalgam of functional expertise and team work. This encourages positive communication, constructive feedback and effective idea generation. These structured organizations share the vision and mission of the organization with all its employees. These organizations give the management a higher degree of control over its employees and their tasks. This gives a better chance for the management to reward the employees with incentives who come up with innovative ideas and support those ideas and see that those are implemented for the good of the company.ConclusionAdaptive structures are the ones which encourage innovation most out of all the different organizational structures. Any organization with coordination among all the sub-units, shares vision, encouraging idea genera tion, gives quality feedback, suggestions and supports the implementation of ideas financially and chastely will always be innovative in its working.

Mesoporous Silica Nanoparticle (MNS) Properties

Mesoporous Silica Nanoparticle (MNS) PropertiesINTRODUCTION1.1 Background StudyLarge amount of solid remnant from agriculture industries waste give the bounce produce presidential term problem to environment such(prenominal) as generation of odour and can attract pests that can endangered human health. Due to this problem the practise of this waste is widely explored to control the disposal problem. According to Norsuraya, Fazlena and Norshasyimi (2016), primary fuel source and additive in construction industries utilise the application of solid residue. The utilization agricultural waste is corn cob, rice husk, sugar cane leaf and bagasse. Studies have been conducted to enhance the use of this solid residue into profitable product. One of the important atom present in the waste is silicon oxide that has wide application.According to Norsuraya, Fazlena and Norshasyimi (2016), among the agriculture residue sugarcane bagasse ash (SCBA) consist the gameest of the silica content with the value of 96.93%. This studies survey with the studies conducted by Rahman et al. (2015), that stated the amount of silica content in SCBA is much than 50%. Bagasse ash is the product of combustion of bagasse that be familiarly utilize as a source energy to ope target plant. Bagasse is hotshot waste product in sugar industry that incurs additional disposal price. Bagasse is cellular fiber stay after extraction of the sugar-bearing juice from sugarcane. It consist of lignin (20-30 %), cellulose (40-45 %) and hemicelluloses (30-35 %) (Peng et al., 2009). The silica content varies depending on the environment, soil nature and the process involves in harvesting it.In Malaysia the application of sugarcane Bagasse (SCB) is still not widely explored but studies already conducted to produce silica gelatine as adsorbent material, additive for concrete, cosmetic and some others because of its characteristic. SCB is more related to by-product in sugarcane mills industry. A fter the juice containing sucrose c onlyed as table sugar extracted from the sugarcane by pressing the sugarcane. The residue is the SCB which contains high fibrous residue. The vastst sugarcane plantation in Malaysia is at the northern region of Malaysia which can produce more than 70 000 tonne of sugarcane. The sugarcane bagasse waste from the extraction process append to huge disposal waste problem.SCBA can be the most valuable stock for production of mesoporous silica that ar useful application such as surface assimilation and catalyst (Rahman et al., 2015). For that purposes, the size and surface argona of the mesoporous silica atomic number 18 importance. Mesoporous silica is a silica that has pore with diameter range of 2 50 nm depending on the process of synthetic thinking of the mesoporous silica. The large surface area of the mesoporous silica functions as the active site that useful for the application such adsorption. stain is a natural or synthetic materials that can add a specific colour onto the material that are applied to. Every year more than 10 000 types of color are produced around the world and are utilise in different types of industries (Malakootian et al., 2015). The application of colour used widely from food industry to fabric industry with the biggest consumer of dye is textile industry. This industry is known to be the one of the chief(prenominal) contributor of industrial wastewater pollution and it is the most polluting of altogether the industrial sector. 10-50% of the dye allow for end up in the sewer water (Axelsson et al., 2006). Dye are significantly toxic and mutagenic that poses hazard to aquatic way of lifes and living organism. One of example of dye is methylene game (MB) that are an important aromatic compound with chemical substance formula of C16H18ClN3S. Large amount of this dye are released in the water sources and according to Malakootian et al. (2015) it is more importance removing dye from textil e wastewater than treating other colourless organic and inorganic because only a small amount of dye can affect the water quality and colour. Various discourse method introduce to removes dye from textile wastewater such as physical, chemical and biological but it is not stiff due to composite chemical structure that lead to resistant to this type of discussion other than the treatment cost. Thus, it is important to find other alternative process of remotion of dye.Currently, the most known method to treat textile wastewater is by use adsorption process method because of it has more advantages compared to traditional method especially in environmental aspects and its ease of operation, cost effectiveness, biodegradability as puff up as greater efficiency. In order to carry out the adsorption, the main important thing is the adsorbent. According to Malakootian et al. (2015) the most typical adsorbent used for adsorption treatment for the removal of dyes from coloured water or wastewater, but due to its high production, regeneration and reactivation procedures cost investigate has been concentrated on alternative adsorbents with high surface-assimilative energy and low cost such as mesoporous silica nanoparticle (MSN). These adsorbents have high efficiency due to their high surface area, high mechanical properties and good resistance to thermal degradation, and they exist in several structures and amphoteric properties.1.2 Problem StatementThe wastewater from textile contain high concentration of dye. So it required for the effluent from the industry to undergo treatment. Wastewater resulting from these industries is generally characterize by high COD, pH, dissolved solid temperature and dye and surfactant content. Dye also can be toxic to environment because of its chemical properties.In order to treat effluent from textile industry that contain high percentage of dye, unlike method introduced and used. Examples of the methods are physical, chemical, biological, membrane separation, radiation, electrochemical, advanced oxidation, photolysis, electrochemical, sonolysis processes, etc. However, these methods are relatively ineffective because most dyes as azo reactive dyes are highly water soluble, have interlacing structures, and are shelter to light, chemical and biological degradation, etc. Furthermore, these methods have certain disadvantages such as high capital and operational costs, secondary sludge disposal problems and the release of large volumes of toxic by-products (Malakootian et al., 2015).Among all these methods, adsorption is the best method because of its advantages and the best adsorbents is by using nanotechnology method such as Mesoporous Silica Nanoparticle. It is because it has high adsorptive capacity and low cost.1.3 Objectives of StudyThe objectives of the get wind can be outlined as followsTo prepare Mesoporous Silica Nanoparticle (MSN) from bagasse ashTo characterize the physicochemical properties of MSN.To study the potential of MSN as an environmental adsorbent in wastewater treatment1.4 Research ScopeThe research is to investigate the effluent of low cost adsorbent materials which is Mesoporous Silica Nanoparticle (MSN) from bagasse ash as the adsorbent to remove the Methylene Blue. The MSN are hustling from Sol-Gel Method and then Hydrothermal Synthesis by using methanal, water and without formaldehyde and water.The MSN will be characterize and will be subjected toFourier Transform Infrared spectrometry (FTIR) to identify the major functional chemical groups present in the silicaTransmission Electron Microscopy (TEM) to determine the average particle size and the morphology of the materials.Brunauer-Emmett-Teller (BET) to evaluate the specific surface area.Scanning Electron Microscope (SEM) to evaluate the image of the MSNThe writ of execution of MSN adsorbent in removing methylene gruesome from aqueous solution will be carried out in various parameter which areEffect o f pH the aqueous methylene blue in pH 3, 5, 7, 9, 11Effect of MSN dosage (0.1 g, 0.2 g, 0.3 g, 0.4 g and 0.5 g)Effect of initial concentration of aqueous methylene blue (10 ppm, 20 ppm, 30 ppm, 40 ppm and 50 ppm)Effect of temperature of the aqueous methylene blue (30 C, 50 C and 70 C)The treated aqueous methylene blue dye will be characterized and subjected to UV-Visible Spectrometer (UV-Vis) to evaluate the percentage of methylene blue dye remove from the aqueous solution from adsorbent by MSN. publications REVIEW2.1 IntroductionOne of the major problem in environment is water contamination. The bad effect of water contamination will affect everything in this world such as human, animals and plants. It is because water is the main elements to support all living things and earth. Nearly all of water contamination is caused by human activities. apart from human activities, water contamination is also caused by natural waste. From long prison term ago, the water contamination is stu died by researcher. There are legion(predicate) technique and method to treat and remove contaminants in the waste water. It is for preserving both human and the environment in this world.Among all contaminant in water, dye is one of the contaminant that exist in the water. The waster that contain dye is mainly from industry that related to textile industry, plastic and written report. It contain up to 10% of used dye. It is proven that dye is dangerous to all living things due to its harmful behaviour of dye molecules and their metabolites is significant for the development of strategies to diminish their desperate damaging impacts (Hebbar, Isloor, Zulhairun, Sohaimi Abdullah, Ismail, 2017). In addition to having harmful adverse effect, the presence of colour in water is visually unpleasant and can destroy the entire ecosystem.One of the most effective method to overcome the problem of effluent water containing dye is by using adsorption technique. It has been proven to be very effective by umpteen researchers. This is because adsorption method offers more advantages compared to other method especially in environmental aspects and its ease of operation, cost effectiveness, biodegradability as well as greater efficiency.2.2 DyesDyes are produced all over the world with approximately 10 000 different type of dyes produced per year and it has been used extensively in so many industries. Most common industry that utilizing dye is textile industry and estimated to utilize around 7 - 105 1 - 106 tons (Malakootian et al., 2015). Dyes are used to dye a textile products, fur products, and others. Dye can be foundingated mainly from vegetables and also animal sources. There also the existence of synthetic dye that replacing the natural sources. The main function of dye are to add colour to a certain materials such as textile. Dye are also generally utilized as part of industry such as rubber, paper, cosmetic etc. Among these different industry, textile industry positions basic in utilization of dyes for colouring of fiber. The dye are constantly left as major waste in these industries. Because of their compound structure, dyes are impervious to fading on presentation of light, water and numerous chemicals and this manner are operose to be decolorized once discharged into the nature or aquatic environment. Basically, dyes are ionising and aromatic compound. Inside the dyes, there are chromophores present in them. Based on their structures of the dyes, it has aryl rings that has delocalised negatron systems. These structures are said to be responsible for the adsorption of electromagnetic radiation that has varying wavelengths, based upon the energy of the electron clouds.Dye can influence aquatics life, human wellbeing and environmental framework when dye wastewaters are greatly released wastewater into water sources due to complex compound in the dye. It has big complicated molecular structure and harmful properties. It in the end rolls out improvements of ecological system and other serious pollution issues. Dye wastewaters can contain harmful organic residue with the significant mixes of phenol derivatives, aniline derivatives, organic acid and benzene derivatives (Likhar Shivramwar, 2013)2.2.1 Classification of DyeDyes can be characterized into a few classes as per their utilization, for example, reactive, disperse, direct, vat, sulphur, cationic, acid and solvent dyes. The sorting of dyes according their application is as shown in table 2.1.Table 2.1 General dyes classification and its application (Hunger, 2003)ClassPrincipal SubstrateApplicationChemical TypesAcid DyesNylon, Wool, Silk, Paper, Inks and LeatherUsually from neutral to acidic dyebathsAzo (including premetallised), antraquinone, triphenylmethane, azine, xanthene, nitro and nitrosoCationic (Basic Dyes)Paper, Polyacrylonitrile, Modified Nylon, Polyester and Inks applyApplied from acidic dyebathscyanine, hemicyanine, diazahemicyanine, diphenylmetha ne, triarylmethane, azo, azine, xanthene, acridine, oxanine and anthraquinonecotton,Direct DyesCotton, Rayon, Paper, Leather and NylonApplied from neutral or slightly alkaline baths containing additional electrolyteAzo, phthalocyanine, stilbeneand oxanineDispersed DyesPolyester, Polyamide, Acetate,Acrylic and PlasticsFine aqueousdispersions a good deal applied by high temperature/ pressure or lowertemperature carrier methods dye may be padded on cloth and baked on or thermofixedAzo, anthraquinone, styryl, nitro and benzodifuranoneReactive DyesCotton, Wool, Silk and NylonReactive site on dye reacts with functional group on fiber to bind dye covalently under influence of light up and pH (alkaline)SolventAzo, anthraquinone, phthalocyanine, formazan, oxanineSolvent DyesPlastics, Gasoline, Varnishes Lacquers, Stains, Inks, Fats, Oils and WaxesDissolution in the substrateAzo, triphenylmethane, anthraquinone and phthalocyaninecottonSulphur DyesCotton and RayonAromatic substrate vatted wi th sodium sulphide and reoxidised to insoluble sulphur- containing products on fiberIndeterminate structureVat DyesCotton, Rayon and WoolWater-insoluble dyes Solubilised by reducing with Sodium hydrogensulphide, then exhausted on fiber and ReoxidisedAnthraquinone (including polycyclic quinines) and indigoidsSynthetic dye are being used extensively used in different dyeing industry with textile is leading industry that utilize it with 56% of world dye production annually. Its effluent contain critical level of organic contaminants, which are toxic as it will create odour, bad taste, unsightly colour, foaming, etc. These substances are often resistant to degradation by biological methods and are not removed effectively by conventional physico-chemical treatment methods. Removal of these dyes from effluents in an stinting fashion remains a major problem for textile industries.2.2.2 Methylene BlueMethylene Blue (MB) or also known as Methylthioninium Chloride was first synthesized at 187 6 by a German Chemist, Heinrich Caro. Paul Guttman and Paul Ehrlich used MB in the treatment of Malaria dieses in 1891. During that time also, the function of MB as a dye were discovered and were used in First land War as a biological weapon and partially staining the soldiers.MB has many uses in different field, For instance, chemists use it to detect oxidizing agents and biologists use it to stain tissue samples and detect nucleic acids. In medicine, it is used as a treatment for various illnesses and disorders, including methemoglobinemia, schizophrenia, kidney stones, and herpes infections. In aquaculture, it is used to prevent freshwater fish eggs from being infected by bacteria and fungi (Methylene blue New World Encyclopedia, 2014)In term of dye application only, MB a basic blue dye used for dyeing silk, leather, plastics, paper, and cotton mordant with tannin as well as for the production of ink and copying paper in the office supplies industry. The release of this dye to earth is troubling for both toxicological and esthetic reasons as dye hinder light infiltration, harm the nature of the accepting streams and are toxic to food chain organisms. The dye has a synthetic origin and complex aromatic molecular structures, it is an inactive and hard to biodegrade when released into waste streams. This perspective has dependably been neglected in their discharge. The removal of synthetic dye is of incredible business concern since a few dyes and their degradation products might be cancer-causing agents and poisonous and, thus, their treatment cannot rely on upon biodegradation alone.Table 2.2 Properties of Methylene Blue (MB)METHYLENE BLUEIUPAC light upon7-(dimethylamino)phenothiazin-3-ylidene-dimethylazaniumchloridePropertiesMolecular formulaC16H18ClN3SMolar mass319.86 g/molDensity43 600 mg/L at 25 CMelting augur100 CBoiling PointDecomposesOdourOdourlessSolubility in waterSoluble in ethanol, chloroform slightly soluble in pyridine insoluble in ethyl e therAdapted from https//pubchem.ncbi.nlm.nih.gov/compound/methylene_bluesection=WIPO-IPC2.2.3 Technologies for Dye RemovalDye are used widely in all sector to colour their product. In order to colour the product large amount of dye is used. Apart to colour their product the dye also been used as paper, and plastic. This will result in large amount of effluent containing dye as contaminant into the nature. According to study conducted by Axelsson et al. (2006), 10 50 % of the dye used in industry will go to effluent because of the dye molecule might react with hydroxyl ions in the solution grown rise to even more water-soluble hydrolysed molecules. Because of the good solubility of dye in water it will endangered the nature. It is also reported by Sapawe et al. (2012) that 15 % of the total world production of dyes is released in textile industry. This proves that from out of 7-105 tons of effluent produce large number of dye is discharges as wastewater.Without tho treatment to th e effluent containing dye contaminant, it can cause extreme problems if not treated legitimately because of dyes are harmful, toxic, mutagenic, carcinogenic to human life as well to another living organism (Sapawe et al., 2012). To treat the dye so many method had been introduced and the best method reported by Malakootian et al. (2015), is by using adsorption method and supported by Marrakchi, Ahmed, Khanday, Asif, Hameed (2017) due to some advantages. From all types of treatment, it can be classified into three categories which are divided for the technologies which are physical, chemical and biological. However, it is hard to treat the dye because of their synthetic origin and mainly complex aromatic structure. All of these technologies possess pros and cons.2.2.3.1 Physical and Chemical TreatmentThere are numerous method falls under physical and chemical treatment such as anion exchange resins, cogulations, flotation, electroflotation, electrochemical destruction, irradiation, Ozonation,adsorption, and the use of activated carbon. Physical and chemical treatment is far more effective than biological treatment in decolourizing dye but it will use more energy, chemicals, and biological process hence increase the capital cost for the treatment (Miao, 1992). Apart from that, it will lead to secondary sludge disposal problems and the release of large volumes of toxic by-products (Malakootian et al., 2015).2.2.3.2 biologic TreatmentBiological have three stages or phases. It is because before the effluent arriving to the biological phase, it will go through some physical and chemical treatment. For comparison to the physical and chemical method, physical and chemical treatment will treated physically or chemically without going through another phases. It is reported by Malakootian et al. (2015) that biological treatment is in effective in decolorizing water because most dyes as azo reactive dyes are highly water soluble, have complex structures, and are stable to light, chemical and biological degradation. The example of biological treatment are fungal biodegradation, bacteria biodegradation, yeast biodegradation, and microbial biosorption, Biological treatment has lower capital cost compared to physical treatment and chemical treatment (Miao, 1992).2.3 Decolorizing of Dyes by Adsorption ProcessAbsorption has been proved as the best method for treatment wastewater containing dye. It offers worthy advantages over customary treatment techniques particularly from the environmental perspective and its simplicity of operation and also more prominent efficiency. Some adsorbents, which are utilized for the sound projection of dye from aqueous solutions with differing achievement include activated carbon, magnesium oxide grafted chitosan, modified bentonite, TiO2 powder, TiO2 nanotube and others. Among all these materials, activated carbon is a standout amongst the most much of the time adsorbents utilized for the removal of dye from coloured w aters and wastewaters, yet because of its high generation, recovery and reactivation procedure cost, research has been concentrated on alternative adsorbents with high adsorptive capacity and low cost.Therefore, recently there has been a lot of attention toward using nanotechnology methods. Nowadays using nanomethods, especially by using Mesoporous Silica Nanoparticle, The large surface area allows for binding at a great number of active sites distributed within the framework of the porous materials. The large pores can overcome the pore-diffusion restriction and provide high-speed pathways for gas molecules (Rahman et al., 2015). Apart from that, it is reported that, Mesoporous Silica Nanoparticle which is synthesized from natural sources claimed to safe in handling, cheap and can be generated from cheap resources (Norsuraya et al., 2016) which is bagasse ash in this case. Due to this advantages, the usage and studies regarding Mesoporous Silica Nanoparticle increase exponentially as adsorbent.METHODOLOGY3.1 IntroductionThe aim of this study is to synthesis Mesoporous silica from bagasse ash by using green route and to study the performance of the Mesoporous silica in wastewater treatment by utilizing aqueous methylene blue as the wastewater. The mesoporous silica is prepared by carrying out combustion of bagasse to produce bagasse ash and then using Sol-Gel method to make gel from the bagasse ash. The product of Sol-Gel method will undergo hydrothermal synthesis by using formaldehyde, water and without formaldehyde and water to synthesis Mesoporous Silica Nanoparticle (MSN). The MSN produced will be characterize by using Fourier Transform Infrared Spectroscopy (FTIR), Transmission Electron Microscopy (TEM), Brunauer-Emmett-Teller (BET), Scanning Electron Microscope (SEM). The performance study for wastewater treatment to treat aqueous methylene blue by using MSN will be test under four parameter which is the effect of pH, effect of MSN dosage, effect of ini tial concentration of the dye, and effect of temperature.The research methodology is summarized in the research flow chart in Figure 3.1 below.3.2 Material and MethodsIn this study there are six stages of preparations and experiment. Which are the preparation of bagasse ash, preparation of silica gel from bagasse ash, production of Mesoporous Silica Nanoparticle (MSN), characterization of the MSN, Performance study of MSN and characterization of treated wastewater.3.2.1 Preparation of Bagasse ashThe material, mechanism and glassware commanded for this stage as shown in table 3.1Table 3.1 List of Materials, glassware and ApparatusMaterialsApparatusSugarcane BagasseOvenFurnaceSugarcane Bagasse can be collected from sugarcane juice hawker at Tampin, Negeri Sembilan. First touchstone need to be taken is to cut the bagasse in small pieces and boil the bagasse to remove the remaining sugar in the bagasse, after that the bagasse need to be wash and rinse by using distilled water to remo ve impurities. After that, the bagasse will be subjected to oven drying process at 70C 80 C for 24 hours. To obtain ash from the bagasse, combustion are to be carried out in furnace at 800 C for 3 hours at heating rate of 10 C/min. The ash need to be collected and labelled as Sugarcane Bagasse Ash (SBA).3.2.2 Preparation of Silica Gel from Bagasse Ash (Sol-Gel Method)The material, apparatus and glassware needed for this stage as shown in table 3.2Table 3.2 List of Materials, Glassware and Apparatus for Sol-Gel MethodMaterialsApparatusSBAErlenmeyer Flask1M Lye Solution (NaOH) (1 litre) scaremongerDistilled WaterBeaker1M sulfuric Acid (H2SO4)Pipette (25 ml capacity)pH meterBoil 30g of Bagasse Ash and 1 L of 1M Lye Solution (NaOH) in Erlenmeyer flask for 1 hour with a constant stirring to dissolves the silica and produce a sodium silicate solution. Filter the solution through whatman No. 41 ashless filter paper and wash the residue with boiled distilled water. Let the filtrate to coo l to room temperature. Reduce the pH of the solution to pH 7 by using 1M Sulphuric Acid (H2SO4) by using titration method and constant stirring. When gel form from the solution from the solution, age it for approximately 18 hours. After the ageing, gently broke the gel and centrifuge at 2500 rpm for 10 minutes. Discard the supernatant and transfer the gel into a beaker and dry for 11-13 hours at 80C to produce xerogels. dud with deionized water to remove minerals and impurities from the silica3.2.3 Production of Mesoporous Silica Nanoparticle (Hydrothermal Synthesis)The material, apparatus and glassware needed for this stage as shown in table 3.3Table 3.3 List of Materials, Glassware and Apparatus for Hydrothermal SynthesisMaterialsApparatusCetyltrimethylammonium Bromide (CTAB)Conical FlaskAmmonium Hydroxide (NH4OH)StirrerDistilled WaterBeakerMicrowaveMix 0.64 g of cetyltrimethylammonium bromide (CTAB) and 30 ml formaldehyde solution (37 wt %) in 100 ml closed conical flask and sti r at 27C for 5 minutes. cursorily add 2.8 ml NH4OH and stir for 30 minutes. Add 2.8 ml of silica prepared in Sol-Gel method and stir vigorously for 24 hours. Transfer the concoction to 100 ml beaker and place it in microwave at 800 Watt for 30 minutes. Filter the product and wash with deionize water and dried it overnight at 60C. Calcinate the dried product in air at 540C for 3 hours to remove surfactants in order to obtain MSNs. Repeat all step by replacing formaldehyde with water and without formaldehyde. The product form is Mesoporous Silica Nanoparticle (MSN).3.2.4 Characteriza

Literature Review On Skills For Life Education Essay

Literature Review On Skills For life history Education endeavorIntroductionThe 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 argon soundless savants), for example, was closely done at a time where the Government needed the luck to conform to the decisions of the elites (Botsford, 1993), who were the ones to be fitted to access the best form of learning, which the mass could non reach, irrespective of their abilities (Kelly, 2004). As the needs of the society permuted, so did the educational system. From the DFEE report (De imagement for Education and Employment, 2001), a need for an improvement in prefatory skills has been identified, and and then the instrument Skills for lifetime. The Leitch Review (2006) also reinforces the need of the UK society to meet the demand of higher level skills in the job trade. This report analyses the furbish up o f the Skills for Life (SFL) document on the platform that I am pedagogics (Postgraduate Diploma in the Lifelong discip bound Sector- DTLLS). It is developed in the take placeing mannerA literary productions review on SFLAn rating of the class mark model being applianceed and the come to of SFL on the courseThe above mentioned impact is also evaluated via the psychoanalysis of interviews carried out with the honour trunk and a College representative and a questionnaire filled by the students in the telephone line of an activity conducted in a session on Skills for Life and the extent to which as a teacher I piece of ass influence the political platform and consequently the DTLLS programme itself.Literature Review on Skills for LifePolicies argon introduced to solve outlets identified. The Skills for Life (De start outment 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 in that respect were, shockingly, seven million Britons who did non k promptly how to read and draw up and use numbers.These skills are important byout an individuals life hence the name Skills for Life. The document discusses on how illiteracy can affect a person physically and emotionally in toll 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, sound judgement tools that go out diagnose the exact playing fields to be improved, and resources to support this endeavour. The department also suggested the provision of teachers as specialist in these do mains (literacy and numeracy) and promoting and motivating the mesh of apprentices and those who can support their learning process. This leave alone undoubtedly require quite an effort because it not exclusively means improving the levels of those who entertain already passed by dint of the formal education period 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 brook 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 foundation to Level 2 and above (Pre Entry, Entry level 1 to 3, Level 1 and Level 2 and above). fundamental skil ls micturate hitman elements, for example literacy has reading, writing, public speaking and listening (The Sector Skills Council for Lifelong Learning, LLUK, 2007). The overall level of a learner will be keep an eye ond 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 will 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 f or change magnitude levels of functional skills, this is the area where the educational investment should be poured.These regulateings 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 side of meat is their first language or not. The last factor is obvious in my didactics 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, aft(prenominal) which they aspire to gain a Qualified Teacher Status in the Lifelong Learning Sector, instruct 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 s tudies) due to their low English level.This is where the importance, of the impact of the Skills or Life insurance 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 (Br receive, 2003) predominates learning in the institution where I teach. Right from the start of the learning tour of a student, we carry out an initial estimate to identify the needs of that learner and to formulate their individual goals with regards to the course. The deli real and assessment of the curriculum are then shaped bearing in mind the knowledge 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 s sayholders 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 condition with regards to e precise 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 em bedding these skills is that no matter what a student is learning, he/she will be developing his/her 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 ramp upivist 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. get ahead investing in skills is not inva riably 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 efficient 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 change(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) progress 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. simply 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 m arket for them.Being move onn 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 policy-making 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 to a greater extent than 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 than 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 Government 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 pedagogyThere is much debate about what is to be called a curriculum. With the fault of focus from the teacher to the learner, curriculum is moving away from being just field 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) exposition will be adopted. According to him, curriculum isAn 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, some other 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 break driver of the curriculum develop 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 whole. The rationale behind this is that if the students are sh take in 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 minute than the aims prescribed by the Awarding Body1. 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 verbalise 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 lea rning methods that I use2which 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 themselves3.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 meditate SFL in these two aspec ts 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 inthe goals and objectives to be achievedthe methods to be used in the teaching and learning processThe 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 lifel ong 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 private 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. touch off 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 pro ject is computer skills, which the majority of the student-teachers lack. In the current age, where learners are digital natives4(Garrison and Anderson, 2003), future teachers cannot afford to be below average in ICT5skills. 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 purposes6.During the expiration 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 em bedding 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 cu rriculum 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 orthogonal 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 ingathering and analysis will be quite useless (Miles and Hubermans, 1994). but 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 interview er, 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 secure 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 the y 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 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 t o 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 needs 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 point7. But if I use an objective model of curriculum evaluation, it will not serve my purpose as it will only identify success or distress 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 deriv ed 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 says..basic. 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 inst itution.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)-App endix 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 set 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 te ach, 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

Life is But a Stage... :: Personal Narrative Essay Example

Life is But a Stage... This fall I performed the role of Stage autobus in the local high school production of Thornton Wilders Our Town. Our director didnt cast the role as the traditional lead, white male that most productions use we put off the role into two female parts of different race. Without the traditional portrayal to fall back on, we had to create our characters from scratch. The thought crossed my mind a a few(prenominal) times that my character didnt really have a name. Certain names remind you of stereotypes, and based on a name you can make both(prenominal) easy, general choices on how to portray that character. Mindy is a ditz, Christine can easily be a nerd, and Irma can make a nice old maid. That name association gives you a point to start from, after which you can explore other things. But where on earth do you start with a name interchangeable Stage? I formed an image of a guy wearing dirty overalls, walking barefoot and playing guitar outside his cabin i n the woods. He liked to philosophize about the world, and found that a little Baileys in his coffee made that world slightly clearer. He didnt need people somewhat and didnt completely understand them -- or maybe he did, and just got frustrated because they didnt understand themselves. He usually walked with his hands in his pockets, looking either up at the trees or down at the ground, but never focused at eye level. Somewhere in the process I adopted a feminine perspective on my character, very much a tomboy but also very much a woman. At two points in the show I took on other roles. . . in Act Two I played the minister at the wedding, which was a background character and non very distinct. Then, with fairly short notice I took on the role of Joe the undertaker in Act Three. I learned the blocking and the lines quickly, but my conundrum was that I had to change into Joe right on-stage, and just after my favorite Stage Manager speech. I decided to use a few simple material tr aits to help get into character. First I buttoned my shirt, which in three seconds was the only thing I could think of to give the audience some hint that I was changing identities. I developed a squint, changed the tone of my voice, and I gave Joe a limp by keeping my left knee locked.

Deceitful Clytemnestra of Euripides Electra Essay -- Euripides Electr

Deceitful Clytemnestra of Euripides ElectraAgamemnon returns from Troy, a victorious general, bringing home spoils, riches and fame. He is murdered on the same day as he returns. Clytemnestra, his adulterous wife, has laid in wait for her husbands homecoming and kills him whilst he is being bathed after his long journey. During the Agamemnon, large proportions of the Queens words are justifications for her action, which is very much(prenominal) concerned with the sacrifice of Iphigenia to the gods, in order for the fleet to set sail for Troy. Aegisthus, the new husband of the Queen Clytemnestra, and partner in the conspiracy to murder the warfare hero, had reasons, which stemmed from the dispute between the Houses of Atreus and Thyestes. Was the murder justified retribution for a callous and dispassionate murder of an innocent girl, as well as the exigency demanded by the family curse? Or was the death of Agamemnon an unjust action by the traitorous woman Clytemnestra and her lover carried out in aspirations of his wealth and power? If we sell the former of the argu handsts as the correct one, then the sacrifice of Iphigenia must be considered. For this, the only sources we have are those of the Chorus songs and the highly biased accounts by Clytemnestra, who has been left to elbow grease on her hatred for over ten years. The account given by the Chorus is full of pathos and pity gentle curving lips...gag her hard...her glance...wounding every receiver (235-239). They remember with sorrow, a flashback to her innocent life, and recount how she once sang to Saving Zeus - transfixed with joy 245. Emphasis is very much on the justice of the girl and how she did not deserve to die. However, no reference is made by the Chorus that it was Agamemnons... ...ght have been a sponge. It is ironic I suppose that Agamemnon, lord of men was brought down by the one thing that neither of the two sons of Atreus were able to control - Women. Works Cited Adkins, A.W.H., Merit and Responsibility. A Study in Greek Values, capital of the United Kingdom Oxford University Press, 1960. Euripides. Electra. Trans. Philip Vellacott. Medea and Other Plays. Baltimore Penguin Classics, 1963. 105-152, 201-204. Nietzsche, Friedrich. The Birth of Tragedy. Trans. Clifton Fadiman. New York Dover Publications, 1995. Perseus Encyclopedia. Revised 1999. Tufts University. <www.perseus.tufts.edu/cgi-bin/encyclopedia?entry=Euripides>. Powell, Anton, ed. Euripides, Women, and Sexuality. New York Routledge, 1990. March, Jennifer. Euripides the Mysogynist? Euripides, Women, and Sexuality. Ed. Anton Powell. New York Routledge, 1990.