Preservation and Conservation of Books

Preservation and Conservation of Books PPRESERVATION AND CONSERVATION OF BOOKS NON – BOOKS IN ASIATIC SOCIETY LIBRARY, MUMBAI: A STUDY Key Words – Library, preservation, conservation. Introduction:- Preservation and conservation of reading resources is central mission of the libraries. Now a days the wind of computerization and digitization blowing everywhere in the world. The libraries are also not behind to them. New emerging technologies such as computer and digitization are the boon For the preservation and conservation of traditional resources. So, I selected the topic on â€Å"preservation and conservation of books and non-books† in the four libraries which are old and situated in Mumbai reason for M. Phil. Degree (Awarded in 2009). But for writing this research paper I have chosen only â€Å"Asiatic society library, fort, Mumbai. Till today many libraries and reading resources destroyed. There are many reasons behind them. Some natural calamities such as fire, flood, climate etc are the factors causes to destroy the libraries. Some times human made attacks on the libraries, wars and biological factors such as micro organisms, white ants like insects etc. tried to destroy the libraries and causes losses of valuable cultural documents of India till . in ancient India Nalanda, Vallabhi, Odantapuri etc. were the excellent knowledge imparted centers. But, some libraries fired by enemy in the war and destroy all the reading resources. So, preservation and conservation is important to save the libraries. History of Asiatic society library : The Asiatic society forms part of the network of institutions created by the British to generate, systematize and disseminate knowledge of India and the Orient a vast body of information learning and knowledge that came to be known as INDOLOGY. The Asiatic Society of Bombay (in 2002 it renamed itself as the Asiatic society of Mumbai) was established in 26th Nov 1804 by a great Savant, Sir James Mackintosh, the recorder of Bombay, with the Objective of â€Å"promoting useful knowledge, particularly connected with India†. The society originally located in government house in Parel (Now there is Hafkin Institute) . In 1931 it moved into the north wings of the newly constructed Town Hall. At that time expenditure of Town Hall building was Rs. 6,56,669/- . (Gurav, anant,p-19) Scope and limitations of the study Every research has some scope and limitations. Title for M. Phil Thesis is â€Å"Preservation and conservation of books and non-books material in old libraries of Mumbai region : A study†. It means the scope and limitations of my study was only four libraries of Mumbai region (awarded in 2009- YCMOU Nasik.) . name of these libraries are as follows. Asiatic Society library, Town Hall, Mumbai (Established-1804) State Central library, Town Hall, Mumbai (1947) Dadar Sarvajanik Vachanalaya, Dadar (1907) S. V. Phatak Granthasangrahalay, Parle (1925) Out of these four libraries in this research paper I want to focus on Asiatic society Library, Mumbai only. Objective of the study. Keeping of reading resources in good condition is very responsible and difficult task. Every library do something to preserve and conserve their resources. Different methods going to uses by different libraries. So, I have to curiosity to know how these libraries preserves reading materials . accordingly my objectives of the study are as follows. 1) To study the present position of preservation and conservation of the book and non books material. 2) To study the factors which causes decaying of reading resources. 3) To study the preservation and conservation of old and rare books. 4) To study of the preservation and conservation and suggest resolution. Hypothesis : following are the hypothesis of research. The selected library is imparting knowledge continuously for many years Library has manuscripts, rare books which are preserved and conserved in good condition. So many readers, researchers and institutions taking benefits of this library. Library is doing a good job for society and helps to make the nation strong. Research Methods : There are different methods of the research. I have used descriptive and historical research methods for this study. Data collection Methods : Data collection is basic and important activity of every research. For data collection I used 1) Questionnaire, 2) Interview, 3) Observation. Method Need of the Study : Traditionally library collection contain a wide range of organic materials including paper, cloth, animal skins and adhesives. Such organic substances undergo a continual and inevitable natural ageing process. Mumbai is the capital of Maharashtra and economic capital of country. Mumbai is metropolitan city. The atmosphere of Mumbai region is hot and humid. Such atmosphere is favorable to create and grow germs, cockroaches, book worms, white-ants that causes decaying and damaging pages of the books. Now the area where Asiatic society library situated is surrounded by newly built skyscrapers. It is important business area with many banks and offices with hustle and bustle of traffic which creates full of dust particles. Such type of atmosphere is harmful to traditional as well as newly book resources. So, I decided to study the libraries which are situated in metropolitan city like Mumbai. Libraries are worked like genes. Genes transfer the human characters from one generation to next generation. Likewise libraries transfer information or knowledge from one generation to next generation with the help of reading resources like books and non book materials. It’s a need of time to save the reading resources and libraries. Data Analysis : Question no 1, 2 and 3 are related to the general information of the library. The Q. No. 4 asked information about forms and types of reading resources available in the library. Received data are shoe in the following table follows. The table No. 1: Forms and Number of Reading Resources. Bar Chart Shows forms and No. of Available Resources in the Library. The Intention of Question no .6 is to find out total sections of the library and have there a separate section for preservation and conservation. The find out comes as following. Table No.2 : Sections of Library Question No. 7 was asked about readers of the library. In the Asiatic society library every day 25 members visited to the library and 2500 are lifetime members. members of library are students, teachers and some institutions also. Question No. 9 was about the personnel’s of the library. In this library there are following personnel recruited on different posts in the library. Table No. 3 : personnel When observation of above table of personnel found that there are separate skilled and qualified personnel are recruited in preservation, conservation and binding section. Question No. 11 is asked on preservation and conservation policy of the library. For more information I also taken separate interview of preservation, conservation and binding sections personnel. What I got information is very important and very few libraries follow such policy. The received data are as follows. Library has three sections such as preservation, conservation and book binding. Every section has its separate function. Preservation section is established in 1995. Under this section old, rare, damaged books and manuals are converted in to microform and preserved. 5-6 palm leaves are also preserved in microform. Conservation section : tissuing process Conservation section of this library is established in 1991. Under this section the books which are damaged by acidity and tearing the pages of the books, such books they processed with tissuing method and increase the life of the books. In tissuing process there are three steps which are described as follows. Fumigation : this is the 1st step in tissuing process. in fumigation process all the books (which are selected for tissuing) are make insect free / microorganism free by keeping books in fumigation (fumes of insecticides like Thymol) chamber. After fumigation books putout and separated its pages and clean all these pages with soft brush. These cleaned pages forward to ‘Deacidification’ process. Deacidification : this is the 2nd step of tissuing. In this process set of 2-3 fumigated pages ties with wire mesh. This wire mesh with tied pages pours into 10 liter water for half an hour. After then these pages pour into alkaline liquid (Calcium hydroxide) for half an hour. In this process eradicate the complete acidity of the pages. Lastly these acid free pages wash in normal water and dried naturally. These dried pages used for tissuing process. Tissuing : this is the 3rd and last step of tissuing process. Tissuing process is like lamination process. In this process Japanese tissue paper is mostly used. Tissue paper is special and very thin transparent paper. This tissue paper called as â€Å"lanced tissue paper† it is acid free paper. In this process acid free (2nd step) pages put on wax paper and the paste spread over it by the brush. Then take large tissue paper paste both side of the page of book and excess tissue paper cut equal with page size and lastly this tissued pages sent to binding section for binding. In this way personnel of conservation section told that with the help of tissuing process increase the life of books for hundred years. Binding Section: Binding section of this library is oldest section. In this section continuous binding work is going on . they bind of old books, new arrival books, news papers (2) and atlases. Every year Average1800 books bind by this section. This section used self made paste for binding and it is insecticide. It means binding section of this library is also very alert in preservation and conservation of library resources. Question No.16 was asked about enemies of reading resources. Accordingly in this library the readers, mouse, cockroaches, white ants, silverfishes, dust and rain water which comes from window these are the factors which damage or destroy the library resources. They also mention that to protect the books from dust we uses vacuum cleaner. Question No. 19 asked to take the information about preservation and conservation of non books. They replied that we keep maps and atlases in flat position (without folding) in cabinet and sometimes if required bind it. They bind two news papers such as times of india and national herald tributes. For security of microfilm they keep all the microfilm in 3-4 degree centigrade temperature. Question No.21 was asked to about protection of library from fire like calamity. The Asiatic society library has facility of fire extinguisher to control the fire like calamity and they also the facility of fog extinguisher to protect library fog like calamity. Conclusion : Considering the received data, hypothesis and objective of the study the conclusions are as follows. The Asiatic Society library is the old library and provides the best services to its members since 1804. Library has available books and non-books material which keeps in good condition. Found separate Preservation, conservation and binding section of the library and played very vital roles in increasing the life of reading resources. Some rare books , manuscripts and palm leaves are converted in microfilm form and saved. Found Facility of fire extinguisher and fog extinguisher from the security of fire and fog. To protect the reading resources from dust there is a facility of vacuum cleaner. In this way Asiatic society library’s work in field of preservation and conservation is definitely valuable in the field of library and information science. REFERANCES: 1) Chaudhary, S. K. : Library Preservation and conservation, APH pub. Corporation, New Delhi, 2011 2) Anant Gurav : Vishwa Granthalayache, Aarati prakashan, dombivali, 1998. 3) Joshi Laxmanshastri : Marathi Vishwakosh (vol 5 13), Maharashtra Rajya Sahity Sanskrari Mandal, 1977 1987. 4) Annual Report of The Asiatic Society of Mumbai and The Library of the Asiatic Society of Mumbai, 2006-07. Pamphlet of Asiatic society library. 5) Mukharjee, B. B. : Preservations of Library Materials, Archives and documents, the world press pvt. Ltd., Calcutta. 1

The Death Penalty is Effective Essay -- Support Capital Punishment Ess

The Death Penalty is Effective   Ã‚  Ã‚  Ã‚  Ã‚  Capital Punishment in this country is a very controversial issue, and has been for quite some time. The history of the death penalty in America dates all the ways back to 1622, where Daniel Frank was executed in the Colony of Virginia for the crime of theft. (UAA) Many more unrecorded executions occurred until the U.S. Bureau of Justice statistics began keeping track in 1930. During that time, there was an average of about 150 executions per year. That number rose until about 1938 then began to decline until 1967, when executions in the U.S. came to a halt. There was no law or court ruling that resulted in this, it was more of a self-induced moratorium on the state level. The legal and moral questions seemed to be coming into play. Then a ruling in 1972 by the U.S. Supreme Court stated that the death penalty under current statutes is 'arbitrary and capricious' and therefore unconstitutional under the Eighth and Fourteenth Amendments. (Furman v. Georgia) That rulin g was reached on a vote of five to four, clearly showing how even the U.S. Supreme Court Justices, the highest authority of the law, were torn on the issue. This ruling essentially made Capital Punishment illegal in the United States. This lasted about four years, until another case heard before the U.S. Supreme Court (Gregg v. Georgia 1976) that reinstated the death penalty. It stated that it must be administered with guided discretion, meaning it must be applied fairly and uniformly. Two additional cases brought before the Supreme Court this year (Jurek v. Texas) and ( Proffit v. Florida) upheld the original ruling, that the death penalty is Constitutional. All of these court rulings deal with only the legality and constitutionality on Capital Punishment. However, there are many more fractions to be examined to truly evaluate the effectiveness of the death penalty. The question of morality enters into the equation. Is state sanctioned Capital Punishment moral? Deterrence is also a nother large factor. Does the death penalty deter capital crimes? Any problems within the justice system have to be reviewed, such as defense for lower income individuals, judges discretion, and discrimination. Public opinion on the subject is a fairly important issue, as the laws in this country should reflect the public interest. The economic cost of the death penalty is of cour... .... "Wrongful Executions are Unlikely." Opposing Viewpoints . Opposing Viewpoints Resource Center. Shenendehowa Public Library. 24 Nov. 2003 Pataki, George E. "Capital Punishment is a Deterrent." Opposing Viewpoints . Opposing Viewpoints Resource Center. Shenendehowa Public Library. 24 Nov. 2003 Pojman, Louis P. "Unfair Application of Capital Punishment does not Justify Abolishing it." Opposing Viewpoints.   Ã‚  Opposing Viewpoints Resource Center. Shenendehowa Public Library. 19 Nov. 2003 Proffitt v. Florida. UAA Justice Center Web Site U.S. Supreme Ct. 1976. 18 Nov. 2003 http://www.uaa.alaska.edu>. Pulley v. Harris. UAA Justice Center Web Site U.S. Supreme Ct. 1984. 18 Nov. 2003 . Recent Poll Results from around the Country. 18 Nov. 2003 . Scalia, Antonin. "The Death Penalty is Legally Just." Opposing Viewpoints. Opposing Viewpoints Resource Center. Shenendehowa Public Library. 19 Nov. 2003 Tucker, William. "Society Needs the Death Penalty to Deter Murderers." Opposing Viewpoints. Opposing Viewpoints Resource Center. Shenendehowa Public Library. 24 Nov. 2003 Woodson v. North Carolina. UAA Justice Center Web Site U.S. Supreme Ct. 1976. 18 Nov. 2003.

Learning Styles Essay

1. What I intend to do In this assignment I will aim to discuss the factors which can affect learning for a student. Incorporated in this I will discuss theories of ‘learning styles’, comparing and contrasting them and try to identify aspects which can impact upon my practice. I will analyse my own teaching style and that of others to see how the theories can be applied and also assess my own success in meeting the needs of the students. 1.1 Why? The information provided in this assignment will allow me a better understanding of the variety of ways a student can learn. This will impact on my future as it will allow me to become a more successful classroom practitioner and allow me to recognise and cater for a variety of styles in my teaching resulting in more enthused, able and satisfied students. 2. Definition of learning Before one can discuss concepts of learning and learning styles, an understanding of the term is necessary. Learning is defined by the Encarta dictionary as: 1. Acquiring of knowledge: the acquisition of knowledge or skill 2. Acquired knowledge: knowledge or skill gained through education 3. Change in knowledge: a relatively permanent change in, or acquisition of, knowledge, understanding, or behaviour Learning occurs throughout life as more and more information is acquired, definition two focuses on knowledge through education, this is obviously the factor which I will focus on during this assignment, however I felt the inclusion of the other definitions was important, the first links well to the second, and the third is important to understand to allow the implementation of the first two. The third definition highlights that not all learning comes in a school based environment and that learning occurs at all times in all different ways, in effect it highlights that learning can occur in many ‘styles’. 3. Factors affecting learning Learning is complex; it can be affected by numerous factors which can reduce the effectiveness of learning. Some of these factors can be controlled, others cannot, it is the job of the teacher to have control of as many aspects of the learning as possible to ensure students achieve. Maslow’s original Hierachy of needs incorporates the perceived basic needs of a learner and their motivation, of which most, if not all need to be met to allow learning to be successful Of the factors mentioned by Maslow, only some can be controlled by the teacher such as safety, stability etc but many are down to the child’s home life. The factors which a teacher can be in control of can be managed by providing a safe, warm teaching environment so that learners are comfortable; the teacher should build positive relationships with the learners to support them and enhance learning and also allow for working in groups within the class. A clear structure and procedure in the lesson will provide stability and rewarding positive acts will give the learner a sense of achievement and help to build a positive reputation, leading to personal growth. The factors which are beyond our control can arguably have a greater effect on the success of learning. Learning style theories The idea of learning styles or different approaches to learning ‘emphasizes the fact that individuals perceive and process information in very different ways’. The idea that students learn in different ways implies that how much an individual learns can be affected by teaching method, therefore intelligence needs to be recognised in a different way, instead of is this student intelligent, the question an educator should ask is how is this student intelligent. The concept of learning styles is ‘rooted in the classification of psychological types’ Basically, through research, it has been demonstrated that individuals learn in different ways due to upbringing, heredity and the environment, it has also been demonstrated that ‘different individuals have a tendency to both perceive and process information differently’ The different ways of doing so are generally  classified as: 1.Concrete and abstract perceivers–Concrete perceivers absorb information through direct experience, by doing, acting, sensing, and feeling. Abstract perceivers, however, take in information through analysis, observation, and thinking. 2.Active and reflective processors–Active processors make sense of an experience by immediately using the new information. Reflective processors make sense of an experience by reflecting on and thinking about it. Schooling generally focuses on active and reflective processors however concrete and abstract perceivers are becoming more and more catered for. Learning styles theories impact education through the curriculum, instruction and assessment. The curriculum must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis, reason, and sequential problem solving. In the instruction, teachers should design their instruction methods to connect with all four learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Finally, in assessment teachers should employ a variety of assessment techniques, focusing on the development of â€Å"whole brain† capacity and each of the different learning styles (http://www.funderstanding.com/content/learning-styles) Learning theories have been grouped into five clusters: 4.1 Behaviourism learning theory Behaviourism is a view that operates on a principle of â€Å"stimulus-response.†, in other words all behaviour is in some way caused by an external stimulus and it is the association between the stimulus and response which leads to a change in behaviour. This theory can be explained without reference to consciousness or ones internal mental state. I have seen this theory in action through lesson observations, for example the Head of Science. The teacher has clear routines in the lesson, along with positive reinforcement, rewards system, praise and a firm but fair view on behaviour. The method works very well for the teacher in question as the classes are engaged, enthused and make progress in lesson. (http://www.learning-theories.com) 4.2 Cognitivism learning theory Cognitivism involves recall or recognition of key facts, it effectively views the mind as an information processor. It places emphasis of the role of prior knowledge and being able to convert information from short term memory to long term memory. This theory counteracts that of behaviourism by saying that the human mind is not pre-programmed to respond only to external stimuli and that it requires ‘active participation in order to learn’ The cognitivism theory views the brains learning as such: Information→Processing→Outcome I have observed this style in a humanities lesson on the Olympics, key ideas were constantly referred to and displayed on handouts, students were encouraged to link the information they were given to experiences they had had and link into different scenarios to allow the students to recognise and understand the key ideas of the lesson. This is probably the theory I use most, I try to engage students by getting them to use their own experiences and thoughts when discussing topics in science to allow better understanding and application. 4.3 Constructivism learning theory Constructivism uses the idea that all learners need to construct their knowledge from their previous knowledge and the new information presented to them. The learning also incorporates problem solving as the new information can conflict what they already knew, leading to a ‘solution’ being sought and found. Constructivism is subjective i.e. based on the learners opinion. Constructivism is a key area to focus on in the development of starter activities, if a learner uses previous knowledge then a starter must incorporate what they already know to allow them to build upon this and acquire new knowledge. In science, misconceptions are often found in a students prior knowledge, evidence provided in lesson, often in the form of experimental results can conflict previous knowledge, necessitating the need for the problem solving aspect of constructivism to allow the knowledge to be acquired. I have observed this theory in practice through the use of self assessment and peer assessment within the Science department. This allows students to give and receive feedback on their opinions allowing them to develop their individual knowledge. 4.4 Social learning theory This theory suggests that learning is most successful when dealt with in a social setting. The theory works on the principle that people can learn solely from observations. I have observed this in science lessons through the teacher demonstrating a practical to the students before they attempted the practical themselves, I have also seen it in group work where one student models an idea and others observe then copy to advance learning. 5. Stages of learning Learning is not an immediate process; learners typically will not immediately go from no knowledge to full understanding, usually a learner will advance through a series of learning stages. One theory is that there are four stages: 1.Unconscious Incompetence â€Å"I don’t know that I don’t know how to do this.† This is the stage of blissful ignorance before learning begins. 2. Conscious Incompetence â€Å"I know that I don’t know how to do this, yet.† This is the most difficult stage, where learning begins, and where the most judgments against self are formed. 3. Conscious Competence â€Å"I know that I know how to do this.† This stage of learning is easier than the second stage, but it is still uncomfortable and self-conscious. 4. Unconscious Competence â€Å"What, you say I did something well?† The final stage of learning a skill is when it has become a natural part of us; we don’t have to think about it. This is a simple model for learning, however it doesn’t always fit with how a student will learn in a classroom environment as other skills are asked of students such as application of knowledge. Another theory which does incorporate this is the learning hierarchy (Haring, Lovitt, Eaton, & Hansen,  1978) has four stages, these are: acquisition, fluency, generalization, and adaptation: 1.Acquisition: The student has begun to learn how to complete the target skill correctly but is not yet accurate or fluent in the skill. The goal in this phase is to improve accuracy 2.Fluency: The student is able to complete the target skill accurately but works slowly. The goal of this phase is to increase the student’s speed of responding (fluency). 3.Generalisation: The student is accurate and fluent in using the skill but cannot apply it to other suitable situations, the focus of this stage is to encourage the use of the skill in the widest possible range of settings and situations. 4.Adaptation: The student is accurate and fluent in using the skill and can use it in many situations or settings. The student still cannot adapt the skills to fit novel tasks-demands or situations. The focus of this stage is for the student to identify previously learned skills and adapt them to new situations. If a teacher can accurately identify which stage the learner is at then that teacher can select ideas that are more likely to be successful in meeting the students learning needs (Differentiation). The stages are also important to consider when introducing a new topic, especially one which is unlikely to be familiar to the learner. The lesson plan needs to be chunked to allow each learning stage to be met, a learner cannot be asked to apply knowledge before they have acquired it in the first place 6. What are learning styles? The learning styles movement in the UK began in 1982 with the launch of the Honey and Mumford questionnaire (to be discussed later).The basic idea of learning styles is that students learn in different ways. It is said that everyone has a preffered style to learn in and that this style can be tested for to give the teacher information on how best to support a students learning and accommodate them in the learning environment. (http://www.tes.co.uk/article.aspx?storycode=2153773) 6.1 David Kolb’s learning styles model and experiential learning theory (ELT) In 1984, Kolb published his learning styles model, it focussed on four distinct learning styles, however, Kolb’s model allows a learner to touch on all four categories in a cycle rather than sit in just one, however the  learner will have a preferred style of learning.. The four Kolb’s learning styles are as follows: 1.Diverging (feeling and watching – CE/RO) – These learners prefer to watch a scenario rather than be involved in it, gathering information and using imagination to solve problems. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. This type of learner prefers to work in groups and listen with an open mind; they also enjoy receiving personal feedback. 2.Converging (doing and thinking – AC/AE) – This type of learner is a problem solver; they use their learning to find solutions to practical problems. Convergers are more interested in a task where there is a single answer and respond well in this situation. Convergers like to experiment with new ideas and find practical uses for ideas and theories. Convergers tend to be relatively unemotional and would rather deal with things than people, in this sense they are opposite to Divergers. 3.Assimilating (watching and thinking – AC/RO) – This type of learner requires a clear explanation rather than an opportunity to practice it themselves. An assimilating learner seeks a concise and logical approach, favouring ideas and concepts over people. An assimilator likes to structure information into a logical format, as such they excel in information and scientific careers. An assimilator likes a formal learning situation, with readings, lectures, an opportunity to explore analytical models, and the time to think things through. 4.Accommodating (doing and feeling – CE/AE) – This type of learner enjoys practical learning which relies on intuition rather than logic. An accommodator tends not to do their own analysis but will rely on information from others. Accommodators are risk takers and work on a trial and error basis, they excel in team work and like to set targets and actively work to achieve them. These models, as stated before, are not necessarily distinct, i.e. it is still possible for an accommodator to work in a converger’s environment, but learning is likely to be less successful. Kolb also said that it is possible to change a learning style but it takes a great effort to do so. 6.2 Honey & Mumford In 1982, Honey and Mumford developed a model of learning styles using Kolb’s work as a basis. The model is a variation of Kolb’s using the terms  Activist, Reflector, Theorist and Pragmatist to represent each stage rather than Kolb’s terms. Below is a table defining the stages. Learning StyleCorresponding Kolb Learning StylePreferred Mode Of Learning Activist (Do)AccommodatingDoing things, carrying out activities, ‘act first before considering consequences’ Reflector (Review)DivergingCollect and analyse data, ‘stand back and observe’ Theorist (Conclude)AssimilatingThink in logical steps, create theories from information, ‘disciplined, aim to fit things into a rational order’ Pragmatist (Plan)ConvergingApplication of knowledge to a specific problem, ‘Keen to put theories and techniques into practice’ http://www.mftrou.com/honey-mumford.html http://www.businessballs.com/kolblearningstyles.htm Below is a brief description of the learner and a table displaying in which situation that learner will learn well and which situations the learner may not thrive in. 1. Activists- These learners are open minded and enthusiastic about new ideas, they enjoy doing an activity, especially in a new situation. Activists enjoy working in groups but like being in limelight Activists learn best when:Activists learn less when: Involved in new experiences, problems and opportunitiesListening to lectures or long explanations Working with others e.g. team work, role playReading, writing or thinking on their own Being thrown in the deep end with a difficult taskAbsorbing and understanding data Leading/chairing discussionsFollowing precise instruction to the letter http://www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 2. Reflectors- Reflectors like to stand back from a situation and view it from different perspectives. A reflector will gather data and analyse it before coming to a conclusion. Reflectors enjoy observing and listening to others. Reflectors learn best whenReflectors learn less when Observing individuals or groups at workActing as a leader or role playing in front of others Given opportunity to review what has happened and think about what they have learntDoing things with no time to prepare Produce analysis and reports without tight deadlinesBeing thrown in at the deep end Being rushed or worried by deadlines http://www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 3. Theorists- Integrate observations into theories, problems are worked through on a step by step basis, tend to be detached and analytical rather than emotive and subjective. Theorists learn best whenTheorists learn less when Given structured situations with clear purposeActivity is unstructured or poorly briefed Put in complex situations where they have to use their skills and knowledgeHave to partake in activities which involve emotion or feelings Given the chance to question or probe ideas behind thingsHave top do things without knowing the principles or concepts involved Offered ideas or concepts not necessarily immediately relevantFeel they are ‘out of tune’ with other participants http://www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 4. Pragmatists- These are keen to try things out, they enjoy working with concepts which can be applied to situations they encounter. Pragmatists tend to be impatient with long discussion and prefer to be practical. Pragmatists learn best whenPragmatists learn less when There is an obvious link between the topic and the jobThere is no obvious or immediate benefit that they can recognise Have the chance to try out techniques with feedback There is no practice or guidelines on how to do it They are shown techniques with obvious advantages e.g. saving timeThere is no apparent ‘payback’ or reward They are shown a model they can copy e.g. a film or a respected bossThe learning is all theory http://www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 6.3 VAK VAK is a multi-sensory approach to teaching and learning. It is split into three distinct groups: Learning styleDescription VisualSeeing and reading AuditoryListening and speaking KinaestheticTouching and doing Visual- This can be incorporated into a lesson using pictures, observation, handouts, demonstration, videos, flip-charts etc. Auditory- This can be incorporated into a lesson by the use of spoken word, sounds, noises etc. Kinaesthetic- This can be incorporated into lessons by the use of practical, hands on activities-touching, feeling, holding, doing, role play etc. According to VAK, most people will have a dominant style of learning; however it is possible for some people to have a relatively balanced mixture of the three styles. A person’s learning style is a reflection of their mix of intelligences. It is also a reflection of their brain type and dominance.

Bombarded by Advertisements

Bombarded by Advertisements Free Online Research Papers Today television, internet are constantly bombarded by advertisements, news and all sorts of information. These all are various means of conveying views and ideas to people. It is not possible to read all of these ideas and issues in a detailed, in-depth manner. We need a better way to convey these ideas. Thus, i agree with the issue completely that images convey the reality in a much better way than words ever can. In todays fast paced world it is very difficult to have a general overview of all the proceedings which happen all over the world. We can read or listen to a limited amount of news before we get saturated. There is a simple solution to this problem. Images. An image can convey the exact idea in a fraction of the time it takes to read the same article. The horrifying incident of September 11th left a mark on the world. If we would have read this in the newspaper as a headline such as Planes Crash into the World Trade Centre we could not have grasped the gravity of the situation. On seeing the immensely disturbing photos and videos of the planes actually crashing with peole jumping out of the building from windows left an indelible mark on the viewers. On a lighter note the various advertisements which we are accustomed to watch in large numbers also have the same philosophy. Instead of a catchy image or a gripping video if the advertisers opt to give extensive written material it is for sure that no one will read the material rather they might choose to ignore it. All of the successful advertisements are successful due to the fact that they caught the attention of the audience in a fraction of a second and conveyed the meassage in the same amount of time. It is human nature to remember different or outrageous pictures, which is the fact the advertisers make use of. An advertisement showing Halle Berry saying that she became beautiful using some sort of face cream creates a better impression than the actual ingredients or the medical reasoning due to which the cream may work. Although it is also said that some images may convey different messages to different people I still feel that a well taken picture or a well directed video conveys the idea in a much better way. Hence images influence people in a more profound way. May those ideas be advertisements, news or general suggestions. Thus it is said that A picture is worth a thousand words. Research Papers on Bombarded by AdvertisementsAnalysis Of A Cosmetics AdvertisementRelationship between Media Coverage and Social andQuebec and CanadaMind TravelEffects of Television Violence on ChildrenPETSTEL analysis of IndiaAnalysis of Ebay Expanding into AsiaThe Project Managment Office SystemHip-Hop is ArtThe Effects of Illegal Immigration

Get this new symbol and youll pay for it - Emphasis

Get this new symbol and youll pay for it Get this new symbol and youll pay for it If you have an aversion to emoticons and their ilk, you may want to look away now. Introducing an entirely new symbol to express heavy-handedly what your words apparently cant: ladies and gentlemen, the Sarcmark. As you might already have guessed, it can be handily popped at the end of a sentence to signify when youre being sarcastic. Actually, its probably meant to be an indicator of irony, but presumably the Iromark didnt have quite the same commercial appeal. Thats right: youll have to pay to use it. Its makers, Sarcasm Inc, will charge you a mere 1.20 for the privilege. So will we be downloading it? Of course. (Darn, now we need one. The irony!) Ok, sometimes the lack of tone in email can be a problem. But sarcasms a tricky one to pull off at the best of times, particularly in business dealings. Insert one of these and you run the risk of either offending your reader for using sarcasm at all, or by assuming theyre too dim-witted to recognise it if they see it.

Theme of Responsibility in Of Mice and Men Essay - 1

Theme of Responsibility in Of Mice and Men - Essay Example It is evidently clear from the discussion that George appears from the beginning of the story as a man who takes responsibility for his childhood friend Lennie. He made efforts to protect Lennie who often got the duo into problems with his physical strength and mental disability. When seeking jobs in the new ranch, George took the responsibility of covering the weaknesses of his friend. In many occasions, he reprimanded Lennie concerning his handling of dead mice. In these cases, he presented a responsibility in terms of hygiene. He cautioned his friend of the possibility of catching a disease through handling dead animals. He presents a sense of personal responsibility in the sense that he worked hard on the ranch and had dreams of developing himself to the level of a farm owner some day. However, he presents moral irresponsibility because he was one of the men who visit brothels. In addition, the move he opted to take at the end of the novel raises a controversy. After realizing th at his friend Lennie was about to face the wrath of Curley, he decided to take away his life. Although he protected his friend from any harm and gave him cautions to avoid any chaos on the ranch, one wonders whether he had the justification to take his life. This episode has two sides. He acted irresponsibly to take the life of a fellow man. In a different perspective, he took the responsibility of protecting his friend from painful death, indignation, and humiliation. Slim presents attributes of responsibility throughout his stay in the ranch. He had expertise in the ‘skinner’ profession. In addition, he was a diligent worker in the ranch. This is the case because he earned respect from other workers in the ranch because of his sense of responsibility and dedication. Slim was among the workers that ensured the success of the ranch. His contribution was of considerable worth because it translated to the farm’s success.

R. Williams Construction Co. v. OSHRC Research Paper

R. Williams Construction Co. v. OSHRC - Research Paper Example After a serious investigation, the company was charged with some Occupational Safety and Health offences, which lead to expensive penalties. Discussion The paper will investigate the Williams construction company in relation to OSHA Act. It seeks to highlight the legal issues in the case, employer’s violation of the Act, and the role of the workers in maintaining the liability under the act. Legal issues The trench collapse that caused the death and serious injury of two Williams Company employees and the company’s violation of the OSHA Act summarizes the main legal issues in the case. Therefore, the legal concerns, who is responsible for upholding the violations of certain Occupational Safety and Health principles? Is it the court or the Williams construction company? The employer’s failures or violations After the investigation, the OSHA Act charged the Williams Construction company with a number of violations. First, the company failed to instruct and equip th e workers and managers with necessary strategies on how to identify and avoid hazardous working environment, as demanded by the OSHA regulations, (Wilshusen, Berg, Brookie, Okizaki & American Bar Association, (2008). The company did not provide any safety training to both the employees and managers in charge. For instance, Secondly, the company failed to make sure that the two workers did not need to move over 25 feet to a secure region, based on the OSHA Act requirements. The Act assumed that the employees were unaware of the depth they should attempt because the company did not issue any instruction about it. The company similarly, broke the law by offering just one safe egress mechanism at the east side of the forty-five deep excavation. Even though, it seems that one pump was stationed over twenty-five feet far from the ramp of the trench, the exact pumps’ position or the exact location of the employees verse the ramp during the collapse of the excavations, is rather imma terial. A person working not more than twenty-five feet away from the exit may prefer to move far away from the point of egress to do his work satisfactorily. Therefore, it is justified to predict that any workers already in the dangerous zone will be automatically exposed to the hazard itself. Therefore, this OSHA regulation applies irrespective of whether workers were exposed to real hazard during the time of trench fall. According to OSHA regulation, a violation is validated if a worker has access to hazardous zones over twenty-five feet away from egress means. Third, the company did not have a competent expert, trained mainly to ensure trench safety. The Act requires that the construction company should have a competent expert with certain knowledge and expertise in analysis of soil and protective mechanisms and able to identify fatal conditions. In additions, the company should have an expert to conduct routine excavation inspections to ensure hazardous conditions are identifie s as required by OSHA regulations, (Genson, Kerezman & American Bar Association, 2006). For instance, John, the supervisor confessed that he had not seen the safety manual of the company located at backside of the trucks seat. Additionally, the company did not train him as an OSHRC competent expert and had no any training apart from his job. Fourthly, the company did not ensure that the trench ways are supported and slopped based on the regulation requirements. Therefore, on the four above violations, the Labor Secretary