Whole Foods

Whole foods Market is one of the largest and most successful organic natural food retailers in the world. The success of this retail giant did not happen overnight. Whole Foods was the idea of a twenty five year old college dropout named John Mackey and his girlfriend Rene Lawson Hardy. Their mission was to open an all-natural and organic food store with the promise of healthy food for a healthier life. In 1978 the two began their venture with a small health food store named SafeWay.In two year’s time Mackey and Lawson partnered with Craig Weller and Mark Skiles to merge SafeWay and another local natural food store in Austin Texas, employing only 19 people. (â€Å"Whole foods market,† 2012) John Mackey realized his passion was finally coming to fruition when he had said, â€Å"that having had a natural food conversion he wanted to share it with others. † (Patoski, 2006) This vision has now brought Whole Foods to recently celebrate their 30th anniversary.During th ese 30 years Whole Foods has stayed true to their mission of supporting and providing an equitable work environment for their employees, providing superior quality products for their customers, and embracing their commitment to sustainable agriculture. The driving force behind Whole Foods huge success is that they are goal oriented and passionate about their mission. Every employee from CEO’s to the store employee’s function under a set of shared beliefs that are put into practice with the assistance from the business model known as P.L. O. C. P. L. O. C. is made up of four components that are essentially management tools to create a cohesive structured and well planned organization.The first component of P. L. O. C. is planning. Planning is the process of setting performance objectives and determining what actions should be taken to accomplish them. The second is the component organizing. Organizing is the process of setting and assigning tasks and coordinating the ac tivities of individuals or group within an organization. The third P. L. O. C. component is leading.Leading is the process of creating an atmosphere that promotes a strong work ethic through shared enthusiasm, positivity, and productivity. The last component of the P. L. O. C. model is controlling. Controlling involves establishing performance standards based on the company’s objectives and evaluating and reporting job performance. It’s no secret that Whole Foods is a very successful company. It is also quite clear that their success is due in large part to their partnering of both their effective use of P. L. O. C. management and their core values. Whole Foods has a motto which captures their purpose as an organization.Their motto being Whole Foods, Whole People, Whole Planet, along with their use of P. L. O. C. these components has been the foundation to their success. The Whole Foods piece of the model refers to the highest quality, the least processed and the most naturally preserved foods. The Whole People stands for recruiting quality personnel who hold the same belief and passion about food as well as a desire to be a part of a team culture. Whole Planet signifies the company’s social responsibility by actively being committed to supporting organic farming and agriculture, and being aware of and caring for the world around them. (â€Å"Whole foods market,† 1997)Whole Foods has strong core values, among them are offering only the highest quality of natural and organic products available; ensuring customers satisfaction and delight; enhancing the happiness and excellence of the human resources; generating wealth through profit and growth; showing care for the environment and communities; establishing a â€Å"win-win† alliance with suppliers; and teaching stakeholders how to improve their health through proper eating education.(â€Å"Whole foods Market’s,† 2012)Whole Foods is known throughout the entire food industry for being an exceptional company to work for. Promoting happiness and excellence among their employees is one of their core values. In addition, Whole Foods is an organization that successfully utilizes the P. L. O. C model which has allowed them to establish superior recruitment strategies. The company recruits a specific kind of employee, one who wants to be a part of their team and who shares the same core values.Their employees are empowered by and invested in the company by being given decision making capabilities, a respectful work place, and felling that they are supported, valued and that their hard work and commitment to excellence is recognized. Whole Foods has a team motto mentality. Every employee is a part of a team that meets regularly and collaborates, discusses, and decides on issues regarding the work place and employee will being. The belief that every voice is valuable has helped create an atmosphere that is open and positive.Beginning on the highest run g of the company ladder to an individual store employee, decisions are shared by all. This has been an enormous motivator for the employees at Whole Foods because unlike other retail food stores employees actually have a say and are instrumental in ensuring the future of the company. They are held up as being as important as their customers and their opinions are valued. (Kammeyer) Whole Foods has been named one of the top companies to work for by CNN Money.(Walker, 2012)Compared to other retailers who struggle to pay their employees the minimum wage, Whole Foods doubles it paying their employees an average of $15 dollars and hour. CEO Walter Robb, who joined the company in 2010, stated that he â€Å"wishes he could pay his employees even more. † (Blodget, 2012) This is an annual salary that hits just short from being able to supporting a family in most parts of the county. Whole Foods also stands by their vision to be a shared market with their employees, they have set a cap on all salaries company wide.No employee from a team member up to an executive will receive any more than 19 times the company wide annual salary. When the majority CEO’s of large corporations, average a rate of 231 times the regular working person. Whole Foods caps salaries as a way to ensure equity and trust among all. (Kannal, 9 14) Whole Foods is an open book, with nothing to hide. Any financial information from every employee starting from a â€Å"Team Member† to a CEO is disclosed to the public, their job title and wages from each title can be found at the job and anyone can look it up on Glassdoor.com if they wanted to find out. Whole Foods believes in the practice of â€Å"open people, open book, open door. † (Whole Foods Market, 2012) An innovative practice John Mackey believed it would â€Å"stop envy in human nature at work. † (cite)Whole Foods employees allotted affordable to no cost benefits such as medical, dental, vision, personal wellness , healthcare and dependent care reimbursement, life and disability insurance, 401K retirement savings, paid time off, gainsharing, Team Member discounts, Team Member emergency plan,  and stock options that are given and may also be purchased. All employees are encouraged every three years to engage in a companywide vote for the companies â€Å"Team Members† health and benefit package. This allows them to recognize exactly what their needs are and establish a benefit package that supports those needs. Whole Foods doesn’t believe in a one size fits all package. (Blodget, 2012) When it comes to stock ownership of Whole Foods 96 percent of their stock is held by Team Member or non-executive employees.The remaining amount is held by top executives. The philosophy that Whole Foods holds is the customer comes first, then the Team Members, and then the stockholders. (Sacks, 2009) Whole Foods philosophy is that, â€Å"the most important stakeholders are our customers. † The satisfaction of Whole Foods customers is extremely important to everyone in the company. Once again Whole Food combines the tenets of P. L. O. C. and the core values of supporting the health and well-being of all people to stock their stores with the highest quality organic and natural foods.John Mackey refers to the theory of customers being the true lifeline of a business as â€Å"Conscious Capitalism,† (a phrase he has trademarked) instead of only focusing on the gain of the business profit wise, focus on the purpose. (Sacks, 2009) Putting more of the focus on the philosophy of Whole Foods keeps customer happy and returning to experience the main reason why they started shopping there in the first place. Whole Foods has unquestionably changed the way people buy and eat food. In this down turning economy Whole Foods wants to keep their customers loyal and on track to continuing to eat naturally, healthy and organically.They have added coupons directly on their website that can be printed from your own computer, or even picked up from any local Whole Foods store. Once again the Whole Foods organization aims to keep their customers happy by providing affordable, delicious food. Whole Foods takes their commitment to balance their needs of people with their needs of the planet very seriously. They recognize that they as global citizens, they must practice sound environmental stewardship. Whole Foods is known for being a respected company and has been awarded the AchievementAward from the Environmental Protection Agency, as well as being ranked 5th on the top 50 Green Power Partners list. (â€Å"Green mission†) (EPA. gov) Whole Foods does this by emphasizing and upholding the importance of the 3 R’s, Reduce, Reuse, Recycle. By following these R’s Whole Foods has reduced their landfill waste by 75 percent. A method Whole Food uses to avoid waste was to put a ban on using plastic bags, only using reusable bags or paper bags that ca n be recycled. To encourage their customers to bring in their own bags a nickel is refunded towards each full purchase.(â€Å"Green mission†)In 2002 Whole Foods became the first retailer to introduce solar energy as their power source, this made them the only Fortune 500 Company to purchase wind power and set off 100 percent of their energy cost. (Kannal, 9 14) Another contribution to the environment was selling organic produce, meats and materials, their vision used to reduce waste by the farmers they are purchasing from. Whole Foods also gives back to the community locally and to other countries by establishing the Whole Foods Foundation, a non for profit established by Whole Foods.Donations are received by online giving, mail, or at the checkout counter. The challenge that Whole Food may face in the future is the completion from other stores looking to grow and hold the same quality natural and organic products as they do. Another factor is the rising cost in produce and n atural foods. Whole Foods must continue to use those core values that they built their empire from to rise above the others, by building strong partnership with local farmers and continuing to stay innovative within their stores management structure. A Whole Food is an incredible organization.Not only do they care about the food they sell, the customers they provide for, and the world in which they live. They are also deeply committed to a future in which not just local communities but the world at large benefits from the practice in healthy eating that has become their trademark for the past 30 years. Whole Foods high quality innovative personnel, careful planning, management strategies and systems, and incredible dedication manage to secure their place in a highly competitive retail world and from the looks of things they are not going anywhere soon.

I’m a child anorexic Essay

In 2006 the BBC made a documentary called ‘I’m a child anorexic’ (appendix 1) it focuses on â€Å"Rhodes Farm† – a treatment clinic in north London that specialises in children suffering from anorexia nervosa from girls as young as 12 years old. The programme follows the girls’ highs and lows at the clinic – the initial tantrums as they struggle to eat the foods they fear most, their interactions with staff, the friendships they make, their family dealings and then the tears of sadness when they finally have to leave. The documentary focuses primarily on the struggle of 2 young girls in particular, 12-year-old Natasha and 13-year-old Naomi. I have chosen this clip because as well as educating about anorexia in young girls, it does a brilliant job of illustrating different types of relationships the girls have with the people surrounding them during this difficult time. It portrays variances in communication between them and their families, carers and peers. It also reveals how the young girls are feeling during their time at the clinic and demonstrates examples of how they are made to feel isolated and different. Wherever you are and however you may be nobody likes to feel isolated and alone; being part of a community has a positive impact on your life. A sense of loneliness leads to feelings of sadness and anxiety, which consequently can complicate health problems. In health care settings in particular it is important that individuals feel a sense of belonging among other things. For this reason if progress is to be made by the girls at Rhodes Farm then is important that their care follows the ‘relationship-centred’ framework. This framework has been developed so that all participants (staff included) experience a sense of: security, belonging, continuity, purpose, achievement and significance (Nolan et al. 2006). Whilst this framework was designed with a focus on older people, the six senses have wider applicability to other clinical areas to. The concept is that if all these senses are met, then the care you are giving and receiving is at its highest possible level. Throughout the clip there are arious scenes that demonstrate how happy the girls are to have one another. It is extremely important, in their fragile states that they are not going through this journey alone and the fact that there are other girls of similar ages going through the same thing means that the girls can all relate to one another. This is important because it makes them conscious that they are not the only ones that are suffering with this illness. By establishing these close friendships the girls are achieving a sense of belonging within the clinic. Having others that are going through the same as them also gives them the security to know they are not alone, which helps to ease sadness and pain. It is through communication that we build these friendships. Effective mutual communication is of paramount importance. Research shows that in order to make a difference to children’s lives healthcare practitioners must be able to relate to the children, support them in making decisions, listen to them, and involve them. â€Å"Good communication between healthcare professionals and patients is essential† (Nice 2012). There are numerous scenes in the clip where Dr Dee Dawson founder of Rhodes Farm (referred to as Dr D throughout) is seen talking directly to the girls, both individually and in group situations; and in my opinion she does not always demonstrate good communication or meet all the senses from the framework I have mentioned earlier. It can be very difficult to judge what a child understands or knows (NHS), and this is apparent when Dr D is talking to Naomi about her personal progress at the clinic. Dr D presumes that Naomi is aware about the calorific content of water, and by repeating her question and raising the tone and volume of her voice she appears to patronise Naomi quite significantly. This represents a distinct lack of empathy on Dr D’s part. Additionally what that caught my attention in this scene was how the majority of what Dr D has to say focuses on the negative aspects of Naomi’s journey; such as failing all her weekends away and how they feel she is keen to stay on, instead of picking up on the more positive aspects such as the meals she has eaten and the weight she may have gained. You also see in this scene that because of the emotional and cognitive impacts that the illness has on Naomi, alongside the pressure from Dr D, she really struggles to verbalise her feelings. This is validated when Naomi breaks down in tears. One of the key qualities central to therapeutic communication is the ability to truly ‘attend’ to the other person. This has been referred to as giving ‘free attention (Egan 1990). Heron (1975) described this as, â€Å"a subtle and intense activity of being present for the client. â€Å"Talking is the main ingredient in medical care and it is the fundamental instrument by which the doctor-patient relationship is crafted and by which therapeutic goals are achieved† (Rotter and Hall 1992). In the clip, there is a scene that shows Naomi being made to drink water, as punishment for her behaviour. What is interesting about this scene is the difference in communication and in the relationship between the carer and Naomi comp ared with that of Dr D. The carer uses a more healing style when talking to her, using more positive phrases such as, â€Å"you can do it,† and generally being more encouraging. She points out to Naomi what has already achieved in order to support her with what she has remaining. Carers are taught the basic principles of motivational interviewing (Miller and Rollnick, 1991). When people are hostile or hesitant to change the principles of this approach should be used. This approach can be summarised in the phrase ‘less is more’. Less serves as an acronym for the fundamental principles of this approach: listen, empathy not sympathy and sharing, af? rmation and support. Whitaker et al. 2005) Chitty and Black (2007, p. 218) explain that communication is the exchange of information, thoughts and ideas through verbal and non-verbal communication at the same time. They explain that verbal communication consists of entirely speech whereas non-verbal communication consists of gestures, postures, facial expressions, tone and level of volume. Children in particular once they have grown out of infancy, are acute observers of body language and the mood of ot hers. In the scene where Dr D is standing at the front of the room talking to the girls as a group I noticed that body language is evident from her and the girls. I also noted that she shows very little empathy or support towards them. In this scene the girls are sat at a lower level, they therefore need to look up to her as if she is more important than them. In doing this she is distancing herself from the girls. In their fragile conditions they already see her as the authoritative figure, and this positioning clarifies that further. You can see in the girl’s facial expressions that they lack interest in what she has to say; their faces appear jaded. There is little eye contact made between the doctor and the girls as the majority of them have their heads down; some have their faces in their hands, other are picking their nails. These are common signs of disinterest and anxiety. The language that Dr D uses here is derogatory and I imagine makes the girls feel even more alienated. She emphasises this by categorising them, using phrases such as, â€Å"you people† and referring to non-anorexic people as â€Å"normal people†. It is highlighted in studies how important it is to transfer warm, af? rming and respectful methods of communication however as seen in this clip Dr D seems neither warm nor affirming. I do not feel that she is seen to be being respectful of their low self-esteem and I do not see any example of her making an effort to be heartfelt or affectionate. To be able to identify and accommodate to the particular conversational practices of different social groups, you must have what Hymes calls ‘communicative competence’ (Hymes, 1972. This is a term used to describe a speaker’s potential for communicating effectively. Proficiency must be shown across a wide range of social, interpersonal and cultural contexts. This skill is a prerequisite for Dr D when communicating with these young girls and I would have thought that as the doctor who set up the clinic and therefore presumably has a keen interest in young people with this illness, that she would practice this theory in or der to engage with the girls more and make them feel more at home and comfortable. Studies show that an adult’s values and attitudes effect children close to them quite substantially, therefore it is vitally important that adults develop the insights; self-awareness and skills that are needed to guide the child, especially within a setting such as Rhodes Farm. From the day they are born children start to develop a sense of who they are. One of the main factors that contribute to their identities is relationships; this can be with family members, other adults and children, friends and other figures such as members of their community. As well as being a standard of ethical practice, finding out what children and young people are feeling, hoping, thinking, and fearing in regards to their treatment, as well as decision making which affects them directly is now a statuary requirement. (Department of Health 2002) Family are important in any environment where young children are involved as they create a balance between change and stability. In early 1960s when Bowlby and Robertson established that there were negative consequences to he well-being of a child that is hospitalised and recognition of the family as a unit increased (cited by Alsop-Shields and Mohay 2001). The concept of family-centred care (FCC) has become much more frequently used to describe a practice that identifies the family as the fundamental source of support. It also considers the deliberate involvement of the family essential to promote the health of all family members (Franck and Callery 2004, Shields et al. 2006). The classic view of parent – adolescent relationships is one of conflict, Anderson and Clarke (1982) opposed this view. In the scene where Natasha is about to go out for a meal with her father for the first time since being at the clinic, she is talking to the camera about how hard it is has been for her to spend time without seeing her family. In a situation where Natasha was not sick or separated from her family for a long amount of time, her feelings and reactions on this subject may not be the same. When the parents arrive at Rhodes Farm to see the girls, the girls run out to hug them. Research suggests that children of a young age rely on the support of their families. Through hugging the girls the parents show them love, affection and support. To feel secure, attention to the essential physiological and psychological needs need to be met and part of this can be done through hugging. In the clip when Natasha is alone with her father, I noticed that one of first thing that Natasha’s father tells her is how great she is looking. Giving children messages of love, approval, encouragement and above all respect, allows them to develop a positive sense of who they are. Sick children in particular need to feel this; it can be one of the factors that contribute towards a faster recovery. These messages give them the confidence to voice their own feelings, views and opinions and aid them in making their own choices when appropriate. In Natasha’s case this support her father is showing her could have a direct influence on the way she perceives herself and therefore speed up her recovery. As Faulkner (1998) stated: â€Å"To be able to communicate effectively with others is at the heart of all patient care. † All the relationships seen in this clip have an immediate and vast impact on the girls. Dr D demonstrates how not relating to the girls makes it hard for her to gain their attention and presumably respect. When she talks to them as a group they have little interest in what she has to say, when she has one of the girls on her own the girl struggles to verbalise her feelings, resulting in tears. The relationships between the girls are what keep them motivated and happy. Without these friendships I imagine that the girls would feel so much more isolated and less inspired to get better. The carer’s positive attitude and encouraging words are also key factors in making the girls feel safe giving them a sense of achievement and making them feel secure in these particular surrounding, The relationships between the father and daughter also gives the girl a sense of security as well as continuity. He is supporting her and showing love, which will give her the confidence she needs to get well. Within any type of relationship, especially within a care setting, it is imperative that the senses of belonging and security are met. Once these have been met, a trust is in place that makes communication much easier.

McDonald’s Organizational Structure

In 1940, Richard and Maurice McDonald opened the first McDonalds Bar-B-Q restaurant in San Bernardino, California. McDonalds offered hamburger, cheeseburgers, soft drinks, coffee, potato chips, and pie, which their big seller at that time was their 15-cent hamburger. McDonald’s achievement is constructed on the groundwork of personal and professional integrity. In 1955, a businessperson named Ray Kroc purchased the company from Richard and Maurice and began to take the company to new heights.Over the years McDonalds grew bigger and bigger and became what it is today which is the world’s largest food service retailer with over 30,000 locations in 119 countries. Below will outline McDonalds as a corporation and the organizational structure they have within the company. Functions of McDonalds McDonald’s has over 30,000 restaurants in 119 countries which most of the restaurants are normally franchises; which they all obtain their food and packaging from the same offi cial vendors worldwide.With that said, every McDonald’s organizational structure is the same so a McDonalds in the United States is the same as a McDonalds in China which all of the important decisions comes from the corporate level in the United States. McDonalds believe their success is based on their business model, which is represented by a stool with three legs, which are owner/operators, suppliers, and company employees. McDonalds has not been always the giant in the industry in an annual customer satisfaction study, McDonald’s was scored dead last among fast-food restaurants since 1992.In the fourth quarter of 2002, McDonalds has disclosed its first-ever quarterly loss, one reason why McDonald’s is struggling is that the consumers began to switch to its competitors, such as Burger King, Wendy’s, and Subway (Han, 2008). These other companies emphasized on giving customers fresher, hotter, better quality foods at lower price along with faster service than McDonalds. With that being said McDonalds made the decision to close over 700 restaurants because they were performing inadequately.When this happened, the corporate team was thinking that they might not be competitive anymore within the fast food industry. The major competitors of McDonalds are Burger King and Wendy’s, who their structures are not much different from McDonalds because they are ran the same from a corporate standpoint. Burger king along with Wendy’s has multiple locations around the world but where McDonalds has, the upper hand is they having more franchises around the world than both Wendy’s and Burger King put together.With along the companies having the same structure they all have different views on how they run their businesses. One thing is for sure that each company’s decisions starts at the top and works the way down the change to each individual store or restaurant. McDonalds believes the best people lead to the best busine ss results (McDonalds Corporate). McDonalds wants to guarantee that they have the best leaders that can move McDonald’s into the future.Over the decade, McDonalds has strategically improved their efforts and investments in talent management, from applying a reliable and precise talent planning process at their own learning academy, which is Hamburger University. These investments are part of a complete worldwide talent management strategy to ensure they have high-performing, dedicated leaders, a diverse pool of candidates for the future and a culture that both requires and supports learning and development (McDonalds Corporate).In the Marketing, function of McDonalds they are dedicated to communicating responsibly, along with they would like to use their brand to make a difference in everyone’s lives. For years, McDonald’s global marketing strategy has helped ensure that their advertising and marketing is clear, appropriate and that it addresses all ages from ch ildren to adults. To McDonald’s, the most vital tactical method for sustaining their leading position is to preserve their major markets while at the same time increase their business into the other developing markets.However, different consumer groups in different countries may have very different tastes and/or requirements (Han, 2008). Therefore, each full operating geographic unit of McDonald’s was required to solely responsible for producing and marketing its products in that region. Through this regional structure, McDonald’s could not only satisfy the local consumers’ needs in different geographical areas but also pursuing ‘maximum local development’ (Han, 2008). In fact, each McDonalds produces and markets somewhat different kinds of products in different areas, along with they even have different prices.McDonalds Competitors McDonald’s organizational structure is a little different from most companies because McDonalds has so m any different franchises around the world but the best structure that suits McDonalds I think is the centralized structure because McDonalds needs to make sure that control is supported through all of their franchises. McDonalds needs to guarantee that customer experience and quality is consistent at every McDonalds is maintained. At each location McDonalds has managers, assistant managers, and crewmembers.For the bigger decisions such as marketing and advertising, these decisions, come from the corporate headquarters and then are passed down to each store. For example, if the marketing department is promoting a new product, they will test it out at a couple locations and if the new product is a hit with customers, they will have that product at every location. This is why customers see new products on the menu only for a limited time because corporate headquarters is testing the product in different geographic areas.At McDonalds, each department has a particular job function and th is allows McDonalds to be so successful around the world. In conclusion, for 72 years McDonalds has been growing bigger and bigger to become one of the largest fast food restaurants in the world. McDonald’s achievement is constructed on the groundwork of personal and professional integrity. Although each franchise may have different menu items to suit, different customer needs.All the stores are run from one place in the United States, which is the corporate headquarters and here is where the men and women plan their next move to bring McDonalds to new heights around the world. Hundreds of millions of individuals around the world trust McDonald’s restaurants. McDonalds win that trust everyday by serving safe food, respecting our customers and employees and delivering outstanding Quality, Service, Cleanliness and Value (McDonalds Corporate). I believe that Richard and Maurice would be proud of what has become of their vision, which was to give individuals in San Bernard ino, California a nice quick meal.

Negative effects of smoking in campus and solutions to prevent it Essay

Negative effects of smoking in campus and solutions to prevent it - Essay Example However, for those who choose not to smoke, their rights have to be respected just as much as those who do smoke. This means that non-smoking students do not want to be exposed to secondhand smoke. Otherwise, they would probably choose to be smokers themselves. The negative effects of smoking on campus are that it impedes the rights of non-smokers on campus, contributes to a negative image of the particular college involved, and results in poor grades for students who smoke. The way to prevent the negative effects of smoking on campus is to allow smoking in specific areas and only at certain times. The difficulty with smoking on campus is that many students go to college in order to learn and attain some kind of degree. Being exposed to secondhand smoke may make them lose focus and interest in their studies because their rights are being violated. No reasonable student would suggest banning smoking on campus completely. All that non-smokers want is to be left alone in peace so that they can concentrate on the reason why they are at college in the first place. The problem with smoking on campus is that it infringes on the rights of other people and forces them to have to put up with secondhand smoke. In order to fix this problem, there needs to be a solution that accommodates both smokers and non-smokers. It is not a case of pleasing one group and not pleasing another; there needs to be a compromise on how smokers can smoke on campus without involving anyone else. Smoking on campus does not give a college a particularly good look. The image of an education institution helps to uphold its reputation in the community. If a college or university gets a reputation of being a smoke-friendly place, it may cause potential new students to find other education institutions. This will mean that the institution will not grow as previously expected. A result of this may be that the fees will increase for students who already attend that institution. In addition to

Mortality Essay Example | Topics and Well Written Essays - 500 words

Mortality - Essay Example The statistics and records present apparent and obvious results that the infant mortality rates in U.S. are different between various races and ethnic groups and demonstrate a much higher proportion amongst the black non-Hispanic people in contrast to the white, non-Hispanic and Hispanic citizens of United States (Corr & Balk, 2010). There are numerous causes, which leads to infant mortality in the county of United States. The investigations have provided the outcomes that a small fraction of infant decease in the very early stages is because of the enormities in the mother’s fertilization or problems of the developing baby or pre-mature birth (Corr & Balk, 2010). Social and environmental factors in the U.S. that include vulnerability and openness to burning tobacco substances such as cigarette and its smoke also contribute largely that becomes one of the leading and critical contributing causes, which results in the loss of the newly born baby in the early birth period of the infant (Trinh-Shevrin & Islam & Rey, 2009).

Weiyi Zhang a Misshaped Block Article Example | Topics and Well Written Essays - 500 words

Weiyi Zhang a Misshaped Block - Article Example Trade occupation nominees must then be reflective of the labor needs in a long-term assessment of the market needs for GSM applicants. The current MODL will be canceled and reinstated with newer specifically skills-focused requirements as stipulated in the list. This exempts those who are skilled graduates under subclass 485 or with pending GSM visa applications. The new Skilled Occupation List (SOL) also spares those who at February 8 are diploma holders with the visa of Vocational Education and Training under subclass 572, Higher Education under subclass 573 and Postgraduate Research under subclass 574. But students s with visa will need to have already acquired an occupation to be qualified for a permanent visa under the GSM program. â€Å"I was hoping to be a journalist,† Zhang says. He will be gravely affected by these changes. Scheduled to graduate in July with a degree in accounting, this new development means that he gave up his dream for nothing. What is most likely to happen is that Zhang will go back to his country with nothing. No permanent Australian resident visa and a diploma for a course that was not exactly his immediate choosing. His hopes and dreams of a better future diminished after years of grueling academic pressures. Giving up his dream of a media-related career for nothing. The education industry of the country holds the third biggest foreign exchange source. These alterations to migration guidelines are seen as causing a major impact in the education sector. These students spent thousands for an Australian education in their belief of securing permanent residency status in a stable and progressive country. Not to mention the years that they have dedicated to finish their tertiary education. Living in a foreign land is not easy, even more so if you have to study in it.

Markiting Assignment Example | Topics and Well Written Essays - 1250 words

Markiting - Assignment Example This is where the reader learns, what he has already anticipated from the title. The body should fully justify the topic, and this article’s body does just the same. This piece truly gives its readers, what it promises in the title. The reader gets to know the about the ‘failed bid’ of ‘Sharon Angel’ in the first paragraph. Each paragraph contains a strong topic sentence, which connects it with the last paragraph and smoothes way for the next one. The very first line of the article; ‘Is a vote worth $97?’ invites the reader to find out, what is the story behind it. This article also uses strong action verbs where appropriate, to move the audience along with the flow. This article, although written in past tense, provides an interesting account of the mid-term elections, and keeps the audience hang on to every word. This piece of writing also has an element of honesty. The writer has justly manifested what he/she believes to be the truth. This article contains integrity of opinions and feelings. It is also open and direct. It is neither lengthy nor ambiguous. This is a reader-friendly article. It is written in a kind of informal style, and immediately puts the reader at ease. It does not contain too many, too hard words, nor does it beat about the bush. It contains simple and short paragraphs making it easier to understand. This article is very edifying, providing complete information in easy terms that even a layman would understand. The theme of the article was kind of methodological, and required statistics and facts. It was not a fictional topic, where one could depict one’s opinions and thoughts. The writer made effective use of research to provide accurate facts and figures to clearly describe the ‘most expensive midterm election in U.S. history’. The writer has also provided the visual representation of the elections, and clear, concise tables that summarizes all the figures that could not be

Case Study - A Question of Contamination Assignment

Case Study - A Question of Contamination - Assignment Example re to this, if he is a person that values integrity, he should ensure that the selfish preferences of the prominent individuals should not surpass the well-being of the society. He should be accountable to the public by solving the conflict, because keeping silent would mean the government is unresponsive to its people. Additionally, being a public representative requires him to be accountable to the community in terms of what he knows and says (Box, 2013, pp.111-112). Blowing the whistle in this case would mean advocating for the public good, hence not being part of the corrupt individuals. This can be done by holding those involved in the deal responsible for the loss suffered by the community. Since the issue is a public affair, and it affects the whole community, it would be morally wrong to conceal the issue. Continued use of the chemical leads to the loss of economic resources that could be used to improve the economic position of the entire nation, and rapid steps need to be taken to save the nation. According to Lee, Neeley, and Stewart (2011) Erickson should formulate a plan of ending the crisis caused by the dangerous fertilizer. This would include reporting the incident to the respective regulatory body for the product to be banned from the market. He should also formulate a response plan to the public that should help them learn the importance of discontinuing the product in their farms. These strategies would curb further loss of animals, leading to the betterment of society. On the evidence, he now has of the possible environmental dangers of the fertilizer, should he inform the public? If so, should he leak the information to the press or identify himself as the source? What would be the likely consequences of each action? Informing the public about the danger of the fertilizer would help the community to save their herds. They would stop using the fertilizers, thus promoting their interest, and that of the nation, as great savings on survival of

Should there be limits on international trade Essay

Should there be limits on international trade - Essay Example The strategic initiatives undertaken by the international trade regimes are deemed as pivotal towards understanding how organizations work to good effect within the industrial basis which are spanning all over the world. Therefore what one must comprehend is the fact that international trade will remain supreme no matter how tough or trying the times are in the future and what kind of conditions the world is going to engulf. Advantages International trade and world output are interlinked. Their relation is made stronger by the fact that there is a supply and demand relationship which exists between the two. The trade output in essence depends upon the world output and hence the relation seems to affect one another in a number of different ways. If the world output is less in a specified period of time, say for instance in any single year, then it would imply that the trade output has remained low as well (Warburton, 2010). If the world output has been higher during this while, the tr ade output would essentially go up and be stable as well. However when there are times of financial hardship and misery, recession will have drastic effects on the people as well. They would not mingle within the purchase domains as such and hence try to make do with whatever has been made available to them. The purchase of the products would go down and thus these people will derive comfort from the fact that they have made their financial future secure already. It is also a fact that during such recessionary times, the country’s currency will become weak and hence having imports from different countries with which it regularly has such a trade link will also become quite costly. It would be in the interest of this country if it disengages from the trade regime and tries to focus on making the trade output higher (Amin, 2008). This will eventually up the world output by quite a fair value and hence no problems would be encountered when there is another economic recession wit hin the country. The advantages of international trade are immensely driven by the desire to set things right for the sake of the people spread in all parts of the world. These advantages are significant towards gaining the vital understanding of the international trade realms. Disadvantages The problem with international trade is such that it depends on the stakeholders with which this trade is coming into actual basis. The trade links work wonders for the different trade organizations and lobby associations. If the market is not functioning in a proper and cohesive fashion, there could be problems for the international trade to happen. Also on the global front, international trade can take a nosedive if there are significant issues related with political tensions across the borders. This could mean that a particular country has trouble in importing goods from its links that have already been established over a period of time. Similarly this could mean that the international trade suffers when exportation of these goods is about to take place, but since the political climate is not appropriate at a certain time, these international trade links would come to a halt (Nkowani, 2009). There could be a multitude of reasons behind having

Beyond the All Blacks Representations Essay Example | Topics and Well Written Essays - 500 words

Beyond the All Blacks Representations - Essay Example The article by Uperesa, Fa‘anofo Lisaclaire (Lisa) addresses a number of issues with relation to how that Samoan has received support in American field football. In American SÄ moa (and other transpacific Samoan groups), football has come to speak to both a genuine and envisioned approach of getting out of what appears to numerous as a choked field of plausibility. The permeability and liveliness of football in American SÄ moa are established in Samoan histories of relocation to the United States, Samoan social sensibilities, the changing business sector of the American football industry, and narrowing financial opportunities (Uperesa, 2014). The transnational way of football relocation is vital to understanding the offer of playing football, the prizes that collect to effective players and how these assets have kept on changing states of probability. These changes have been in relation to the ideology and materialistic approach that the youngsters in the islands consider A merican Football to bring about. Through the author, this article investigates the layered and complex inspirations for football interest as molded by forthcoming types of capital, authentic possibility, and transnational brandishing organizations. Concentrated on history, economy, and a changed vision without bounds, it offers a basic ancestry of football in (American) SÄ moa and Samoans in football is an instrumental breakthrough in shaping the societies that participate in such competitions (Uperesa, 2014).

Hindustani classical music Essay Example for Free

Hindustani classical music Essay The tradition was born out of a cultural synthesis of several musical traditions: the Vedic chant tradition, dating back to more than three thousand years ago,the ancient Persian tradition of Musiqi-e assil, and various folk traditions prevalent in the region. It is traditional for performers who have reached a distinguished level of achievement to be awarded titles of respect; Hindus are usually referred to as pandit and Muslims as ustad. An aspect of Hindustani music going back to Sufi times is the tradition of religious neutrality: Muslim ustads may sing compositions in praise of Hindu deities, and vice versa. Around the 12th century, Hindustani classical music diverged from what eventually came to be identified as Carnatic classical music. The central notion in both these systems is that of a melodic mode or raga, sung to a rhythmic cycle or tala. The tradition dates back to the ancient Samaveda, (sÄ ma meaning ritual chant), which deals with the norms for chanting of srutis or hymns such as the Rig Veda. These principles were refined in the musical treatises Natya Shastra, by Bharata (2nd–3rd century CE), and Dattilam (probably 3rd–4th century CE). In medieval times, the melodic systems were fused with ideas from Persian music, particularly through the influence of Sufi composers like Amir Khusro, and later in the Moghul courts. Noted composers such as Tansen flourished, along with religious groups like the Vaishnavites. After the 16th century, the singing styles diversified into different gharanas patronized in different princely courts. Around 1900, Vishnu Narayan Bhatkhande consolidated the musical structures of Hindustani classical music, called ragas, into a number of thaats. Indian classical music has seven basic notes with five interspersed half-notes, resulting in a 12-note scale. Unlike the 12-note scale in Western music, the base frequency of the scale is not fixed, and intertonal gaps (temperament) may also vary; however, with the gradual replacement of the sarangi by the harmonium, an equal tempered scale is increasingly used. The performance is set to a melodic pattern called a raga characterized in part by specific ascent (aroha) and descent (avaroha) sequences, which may not be identical. Other characteristics include king (vadi) and queen (samavadi) notes and characteristic phrases (pakad). In addition each raga has its natural register (ambit) and portamento (meend) rules. Performances are usually marked by considerable improvisation within these norms. History Music was first formalized in India in connection with preserving the sruti texts, primarily the four vedas, which are seen as apaurasheya (meaning not created by man). Not only was the text important, but also the manner in which they had been enunciated by the immortals. Prosody and chanting were thus of great importance, and were enshrined in the two vedangas (bodies of knowledge) called shiksha (pronunciation, chants) and chhandas (prosody); these remained a key part of the brahmanic educational system till modern times. The formal aspects of the chant are delineated in the Samaveda, with certain aspects, e.g. the relation of chanting to meditation, elaborated in the Chandogya Upanishad (ca. 8th century BC). Priests involved in these ritual chants were called samans and a number of ancient musical instruments such as the conch (shankh), lute (veena), flute (bansuri), trumpets and horns were associated with this and later practices of ritual singing. Sanskritic tradition The Samaveda outlined the ritual chants for singing the verses of the Rigveda, particularly for offerings of Soma. It proposed a tonal structure consisting of seven notes, which were named, in descending order, krusht, pratham, dwitiya, tritiya, chaturth, mandra and atiswÄ r. These refer to the notes of a flute, which was the only fixed-frequency instrument. This is why the second note is called pratham (meaning first, i.e., produced when only the first hole is closed). Music is dealt with extensively in the Valmiki Ramayana. Narada is an accomplished musician, as is Ravana; Saraswati with her veena is the goddess of music. Gandharvas are presented as spirits who are musical masters, and the gandharva style looks to music primarily for pleasure, accompanied by the soma rasa. In the Vishnudharmottara Purana, the Naga king Ashvatara asks to know the svaras from Saraswati. The most important text on music in the ancient canon is Bharatas Natya Shastra, composed around the 3rd century CE. The Natya Shastra deals with the different modes of music, dance, and drama, and also the emotional responses (rasa) they are expected to evoke. The scale is described in terms of 22 micro-tones, which can be combined in clusters of four, three, or two to form an octave. While the term raga is articulated in the Natya Shastra (where its meaning is more literal, meaning colour or mood), it finds a clearer expression in what is called jati in the Dattilam, a text composed shortly after or around the same time as Natya Shastra. The Dattilam is focused on gandharva music and discusses scales (swara), defining a tonal framework called grama in terms of 22 micro-tonal intervals (sruti[3]) comprising one octave. It also discusses various arrangements of the notes (murchhana), the permutations and combinations of note-sequences (tanas), and alankara or elaboration. Dattilam categorizes melodic structure into 18 groups called jati, which are the fundamental melodic structures similar to the r aga. The names of the jatis reflect regional origins, for example andhri and oudichya. Music also finds mention in a number of texts from the Gupta period; Kalidasa mentions several kinds of veena (Parivadini, Vipanchi), as well as percussion instruments (mridang), the flute (vamshi) and conch (shankha). Music also finds mention in Buddhist and Jain texts from the earliest periods of the Christian era. Naradas Sangita Makarandha treatise, from about 1100 CE, is the earliest text where rules similar to those of current Hindustani classical music can be found. Narada actually names and classifies the system in its earlier form before the Persian influences introduced changes in the system. Jayadevas Gita Govinda from the 12th century was perhaps the earliest musical composition sung in the classical tradition called Ashtapadi music. In the 13th century, Sharngadeva composed the Sangita Ratnakara, which has names such as the turushka todi (Turkish todi), revealing an influx of ideas from Islamic culture. This text is the last to be mentioned by both the Carnatic and the Hindustani traditions and is often thought to date the divergence between the two. Medieval period: Persian influence The advent of Islamic rule under the Delhi Sultanate and later the Mughal Empire over northern India caused considerable cultural interchange. Increasingly, musicians received patronage in the courts of the new rulers, who in their turn, started taking increasing interest in local music forms. While the initial generations may have been rooted in cultural traditions outside India, they gradually adopted many aspects from their kingdoms which retained the traditional Hindu culture. This helped spur the fusion of Hindu and Muslim ideas to bring forth new forms of musical synthesis like qawwali and khyal. The most influential musician of the Delhi Sultanate period was Amir Khusrau (1253–1325), sometimes called the father of modern Hindustani classical music.[4] A composer in Persian, Turkish, Arabic, as well as Braj Bhasha, he is credited with systematizing many aspects of Hindustani music, and also introducing several ragas such as Yaman Kalyan, Zeelaf and Sarpada. He created the qawwali genre, which fuses Persian melody and beat on a dhrupad like structure. A number of instruments (such as the sitar and tabla) were also introduced in his time. Amir Khusrau is sometimes credited with the origins of the khyal form, but the record of his compositions do not appear to support this. The compositions by the court musician Sadarang in the court of Muhammad Shah bear a closer affinity to the modern khyal. They suggest that while khyal already existed in some form, Sadarang may have been the father of modern khyal. Much of the musical forms innovated by these pioneers merged with the Hindu tradition, composed in the popular language of the people (as opposed to Sanskrit) in the work of composers like Kabir or Nanak. This can be seen as part of a larger Bhakti tradition, (strongly related to the Vaishnavite movement) which remained influential across several centuries; notable figures include Jayadeva (11th century), Vidyapati (fl. 1375 CE), Chandidas ( 14th–15th century), and Meerabai (1555–1603 CE). As the Mughal Empire came into closer contact with Hindus, especially under Jalal ud-Din Akbar, music and dance also flourished. In particular, the musician Tansen introduced a number of innovations, including ragas and particular compositions. Legend has it that upon his rendition of a night-time raga in the morning, the entire city fell under a hush and clouds gathered in the sky, and that he could light fires by singing the raga Deepak, which is supposed to be composed of notes in high octaves. At the royal house of Gwalior, Raja Mansingh Tomar (1486–1516 CE) also participated in the shift from Sanskrit to the local idiom (Hindi) as the language for classical songs. He himself penned several volumes of compositions on religious and secular themes, and was also responsible for the major compilation, the Mankutuhal (Book of Curiosity), which outlined the major forms of music prevalent at the time. In particular, the musical form known as dhrupad saw considerable development in his court and remained a strong point of the Gwalior gharana for many centuries. After the dissolution of the Mughal empire, the patronage of music continued in smaller princely kingdoms like Lucknow, Patiala, and Banaras, giving rise to the diversity of styles that is today known as gharanas. Many musician families obtained large grants of land which made them self sufficient, at least for a few generations (e.g. the Sham Chaurasia gharana). Meanwhile the Bhakti and Sufi traditions continued to develop and interact with the different gharanas and groups. Modern era Until the late 19th century, Hindustani classical music was imparted on a one-on-one basis through the guru-shishya (mentor-protà ©gà ©) tradition. This system had many benefits, but also several drawbacks; in many cases, the shishya had to spend most of his time serving his guru with a hope that the guru might teach him a cheez (piece or nuance) or two. In addition, the system forced the music to be limited to a small subsection of the Indian community. To a large extent it was limited to the palaces and dance halls. It was shunned by the intellectuals, avoided by the educated middle class, and in general looked down upon as a frivolous practice.[5] Then a fortunate turn of events started the renaissance of Hindustani classical music. First, as the power of the maharajahs and nawabs declined in early 20th century, so did their patronage. With the expulsion of Wajid Ali Shah to Calcutta after 1857, the Lucknavi musical tradition came to influence the music of renaissance in Bengal, giving rise to the tradition of Ragpradhan gan around the turn of the century. Also, at the turn of the century, two great stars emerged on the horizon: Vishnu Digambar Paluskar and Vishnu Narayan Bhatkhande. Independent of each other, they spread Hindustani classical music to the masses in general, and the Marathi middle class in particular. These two gentlemen brought classical music to the masses by organizing music conferences, starting schools, teaching music in class-rooms, and devising a standardized grading and testing system, and by standardizing the notation system.[6] Vishnu Digambar Paluskar emerged as a talented musician and organizer despite having been blinded at age 12. His books on music, as well as the Gandharva Mahavidyalaya music school that he opened in Lahore in 1901, helped foster a movement away from the closed gharana system. Paluskars contemporary (and occasional rival) Vishnu Narayan Bhatkhande recognized the many rifts that had appeared in the structure of Indian classical music. He undertook extensive research visits to a large number of gharanas, Hindustani as well as Carnatic, collecting and comparing compositions. Between 1909 and 1932, he produced the monumental four-volume work Hindustani Sangeetha Padhathi,[7] which suggested a transcription for Indian music, and described the many tradi tions in this notation. Finally,mit consolidated the many musical forms of Hindustani classical music into a number of thaats (modes), subsequent to the Melakarta system that reorganized Carnatic tradition in the 17th century. The ragas as they exist today were consolidated in this landmark work, although there are some inconsistencies and ambiguities in Bhatkandes system. In modern times, the government-run All India Radio, Bangladesh Betar and Radio Pakistan helped to bring the artists to public attention, countering the loss of the patronage system. The first star was Gauhar Jan, whose career was born out of Fred Gaisbergs first recordings of Indian music in 1902. With the advance of films and other public media, musicians started to make their living through public performances. As India was exposed to Western music, some Western melodies started merging with classical forms, especially in popular music. A number of Gurukuls, such as that of Alauddin Khan at Maihar, flourished. In more modern times, corporate support has also been forthcoming, as at the ITC Sangeet Research Academy. Meanwhile, Hindustani classical music has become popular across the world through the influence of artists such as Ravi Shankar and Ali Akbar Khan. Principles of Hindustani music The rhythmic organization is based on rhythmic patterns called tala. The melodic foundations are called ragas. One possible classification of ragas is into melodic modes or parent scales, known as thaats, under which most ragas can be classified based on the notes they use. Thaats may consist of up to seven scale degrees, or swara. Hindustani musicians name these pitches using a system called Sargam, the equivalent of the Western movable do solfege: Sa (Shadaj) = Do Re (Rishab) = Re Ga (Gandhar) = Mi Ma (Madhyam) = Fa Pa (Pancham) = So Dha (Dhaivat) = La Ni (Nishad) = Ti Sa (Shadaj) = Do Both systems repeat at the octave. The difference between sargam and solfege is that re, ga, ma, dha, and ni can refer to either Natural (shuddha) or altered Flat (komal) or Sharp (tivra) versions of their respective scale degrees. As with movable do solfege, the notes are heard relative to an arbitrary tonic that varies from performance to performance, rather than to fixed frequencies, as on a xylophone. The fine intonational differences between different instances of the same swara are called srutis. The three primary registers of Indian classical music are mandra (lower), madhya (middle) and taar (upper). Since the octave location is not fixed, it is also possible to use provenances in mid-register (such as mandra-madhya or madhya-taar) for certain ragas. A typical rendition of Hindustani raga involves two stages: Alap: a rhythmically free improvisation on the rules for the raga in order to give life to the raga and flesh out its characteristics. The alap is followed by a long slow-tempo improvisation in vocal music, or by the jod and jhala in instrumental music. Bandish or Gat: a fixed, melodic composition set in a specific raga, performed with rhythmic accompaniment by a tabla or pakhavaj. There are different ways of systematizing the parts of a composition. For example: Sthaayi: The initial, rondo phrase or line of a fixed, melodic composition. Antara: The first body phrase or line of a fixed, melodic composition. Sanchaari: The third body phrase or line of a fixed, melodic composition, seen more typically in dhrupad bandishes Aabhog: The fourth and concluding body phrase or line of a fixed, melodic composition, seen more typically in Dhrupad bandishes. There are three variations of bandish, regarding tempo: Vilambit bandish: A slow and steady melodic composition, usually in largo to adagio speeds. Madhyalaya bandish: A medium tempo melodic competition, usually set in andante to allegretto speeds. Drut bandish: A fast tempo melodic composition, usually set to allegretto speed or faster. Hindustani classical music is primarily vocal-centric, insofar as the musical forms were designed primarily for vocal performance, and many instruments were designed and evaluated as to how well they emulate the human voice. Types of compositions The major vocal forms or styles associated with Hindustani classical music are dhrupad, khyal, and tarana. Other forms include dhamar, trivat, chaiti, kajari, tappa, tap-khyal, ashtapadis, thumri, dadra, ghazal and bhajan; these are folk or semi-classical or light classical styles, as they often do not adhere to the rigorous rules of classical music. Dhrupad Main article: Dhrupad Dhrupad is an old style of singing, traditionally performed by male singers. It is performed with a tambura and a pakhawaj as instrumental accompaniments. The lyrics, some of which were written in Sanskrit centuries ago, are presently often sung in brajbhasha, a medieval form of North and East Indian languages that was spoken in Eastern India. The rudra veena, an ancient string instrument, is used in instrumental music in dhrupad. Dhrupad music is primarily devotional in theme and content. It contains recitals in praise of particular deities. Dhrupad compositions begin with a relatively long and acyclic alap, where the syllables of the following mantra is recited: Om Anant tam Taran Tarini Twam Hari Om Narayan, Anant Hari Om Narayan. The alap gradually unfolds into more rhythmic jod and jhala sections. These sections are followed by a rendition of bandish, with the pakhawaj as an accompaniment. The great Indian musician Tansen sang in the dhrupad style. A lighter form of dhrupad, called dhamar, is sung primarily during the festival of Holi. Dhrupad was the main form of northern Indian classical music until two centuries ago, when it gave way to the somewhat less austere khyal, a more free-form style of singing. Since losing its main patrons among the royalty in Indian princely states, dhrupad risked becoming extinct in the first half of the twentieth century. However, the efforts by a few proponents from the Dagar family have led to its revival and eventual popularization in India and in the West. Some of the best known vocalists who sing in the Dhrupad style are the members of the Dagar lineage, including the senior Dagar brothers, Nasir Moinuddin and Nasir Aminuddin Dagar; the junior Dagar brothers, Nasir Zahiruddin and Nasir Faiyazuddin Dagar; and Wasifuddin, Fariduddin, and Sayeeduddin Dagar. Other leading exponents include the Gundecha Brothers, who have received training from some of the Dagars. Leading vocalists outside the Dagar lineage include the Mallik family of Darbhanga tradition of musicians; some of the leading exponents of this tradition were Ram Chatur Mallick, Siyaram Tiwari, and Vidur Mallick. A section of dhrupad singers of Delhi Gharana from Mughal emperor Shah Jahan’s court migrated to Bettiah under the patronage of the Bettiah Raj, giving rise to the Bettiah Gharana.[8] Bishnupur Gharana, based in West Bengal, is a key school that has been propagating this style of singing since Mughal times. Khyal Main article: Khyal Khyal is a Hindustani form of vocal music, adopted from medieval Persian music and based on Dhrupad. Khyal, literally meaning thought or imagination in Hindustani, is unusual as it is based on improvising and expressing emotion. A Khyal is a two- to eight-line lyric set to a melody. The lyric is of an emotional account possibly from poetic observation.[clarification needed] Khyals are also popular for depicting the emotions between two lovers, situations of ethological significance in Hinduism and Islam, or other situations evoking intense feelings. Th importance of the Khyals content is for the singer to depict, through music in the set raga, the emotional significance of the Khyal. The singer improvises and finds inspiration within the raga to depict the Khyal. The origination of Khyal is controversial, although it is accepted that this style was based on Dhrupad and influenced by Persian music. Many argue that Amir Khusrau created the style in the late 16th century. This form was popularized by Mughal Emperor Mohammad Shah, through his court musicians. Some well-known composers of this period were Sadarang, Adarang, and Manrang. [edit]Tarana Main article: Tarana Another vocal form, taranas are medium- to fast-paced songs that are used to convey a mood of elation and are usually performed towards the end of a concert. They consist of a few lines of poetry with soft syllables or bols set to a tune. The singer uses these few lines as a basis for fast improvisation. The tillana of Carnatic music is based on the tarana, although the former is primarily associated with dance. Tappa Main article: Tappa Tappa is a form of Indian semi-classical vocal music whose specialty is its rolling pace based on fast, subtle, knotty construction. It originated from the folk songs of the camel riders of Punjab and was developed as a form of classical music by Mian Ghulam Nabi Shori or Shori Mian, a court singer for Asaf-Ud-Dowlah, the Nawab of Awadh. Nidhubabur Tappa, or tappas sung by Nidhu Babu were very popular in 18th and 19th-century Bengal. Among the living performers of this style are Laxmanrao Pandit, Shamma Khurana, Manvalkar, Girija Devi, Ishwarchandra Karkare, and Jayant Khot. Thumri Main article: Thumri Thumri is a semi-classical vocal form said to have begun in Uttar Pradesh with the court of Nawab Wajid Ali Shah, (r. 1847–1856). There are three types of thumri: poorab ang, Lucknavi and Punjabi thumri. The lyrics are typically in a proto-Hindi language called Brij Bhasha and are usually romantic. Some recent performers of this genre are Abdul Karim Khan, the brothers Barkat Ali Khan and Bade Ghulam Ali Khan, Begum Akhtar, Girija Devi, Beauty Sharma Barua, Nazakat-Salamat Ali Khan, Prabha Atre, Siddheshwari Devi, and Shobha Gurtu. Ghazal Main article: Ghazal Ghazal is an originally Persian form of poetry. In the Indian sub-continent, Ghazal became the most common form of poetry in the Urdu language and was popularized by classical poets like Mir Taqi Mir, Ghalib, Daagh, Zauq and Sauda amongst the North Indian literary elite. Vocal music set to this mode of poetry is popular with multiple variations across Iran, Afghanistan, Central Asia, Turkey, India, Bangladesh and Pakistan. Ghazal exists in multiple variations, including semi-classical, folk and pop forms. Instrumental music The Royal Musicians of Hindustan circa 1910: Ali Khan, Inayat Khan, Musheraff Khan and Maheboob Khan Although Hindustani music clearly is focused on the vocal performance, instrumental forms have existed since ancient times. In fact, in recent decades, especially outside South Asia, instrumental Hindustani music is more popular than vocal music, partly due to a somewhat different style and faster tempo, and partly because of a language barrier for the lyrics in vocal music. A number of musical instruments are associated with Hindustani classical music. The veena, a string instrument, was traditionally regarded as the most important, but few play it today and it has largely been superseded by its cousins the sitar and the sarod, both of which owe their origin to Persian influences. Other plucked or struck string instruments include the surbahar, sursringar, santoor, and various versions of the slide guitar. Among bowed instruments, the sarangi, esraj and violin are popular. The bansuri, shehnai and harmonium are important wind instruments. In the percussion ensemble, the tabla and the pakhavaj are the most popular. Various other instruments have also been used in varying degrees.

Designing lesson plan Essay Example for Free

Designing lesson plan Essay Introduction A. Background To achieve the Content Standard (Standar Isi) in the curriculum which covers the Competency Standard (Standar Kompetensi (SK)) and the Basic Competency (Kompetensi Dasar(KD)), students should go through the teaching and learning process. Educational Ministry Regulation number 41, the year of 2007 about the Process Standard states that every school teacher should make Lesson Plans (Rencana Pelaksanaan Pembelajaran(RPP)) to foster the teaching and learning process to be interactive, inspirative, joyful, challenging, motivating the students to participate actively, and giving enough opportunities to them to be innovative, creative and self reliance according to their talents, motivations, and physical as well as psychological development. Through out this module, the important elements of a lesson plan will be discussed. You are supposed to be able to implement your knowledge concerning language teaching and learning such as language competency, methodology and approaches to foreign language learning, media and learning resources, and language assessment in developing lesson plans. By completing of every parts presented in this module you will be able to design lesson plans which can fulfill the required process standard mentioned above. B. Objective Through the elaborations and the discussions of important factors and elements in lesson planning, you will be prepared to be able to carry out the teaching and learning process as requested by the new curriculum (KTSP) C. Indicators After completing this module you are supposed to be able to : 1. state the important elements of lesson planning. 2. determine the indicators of achieving the basic competencies 3. formulate the objectives of the teaching and learning 4. select relevant learning materials 5. plan the stages of teaching and learning activities 6. assess the students achievements DESIGNING LESSON PLAN A. The Concept of Lesson Plan Activity 1 Instructions : Think about these three questions Discuss them; how they relate to the lesson planning A lesson plan is a teachers detailed description of the course of instruction for an individual lesson. (Wikipedia, accessed on the 6th of September 2009). The government regulation No. 19, the year of 2005 states that the planning for instructional process covers the sylabus and the lesson plan containing the purpose, learning materials, methodology, the learning resources and the evaluation. Those are the components of a lesson plan. But by the discussion you have just done, we may conclude that those components could be summarized into three important aspects; the purpose of the instruction (question 1), the learning activity (question2), and the feedback or evaluation (question3). Based on the ministry regulation, number 41, year 2007, the process standard, it was explained that a Lesson plan is the elaboration of syllabus which illustrates the teaching and learning activities to achieve the goals of the basic competency. Every teacher who uses school curriculum, should design a plan completely and systematically to make the teaching and learning interactive, inspirative, joyful, challenging, and be able to motivate students to be active, creative, and self reliance, in line with their talent, motivation, their physical and psychological development. This statement is mostly about the teaching and learning activities. Every stage of the lesson should be planned to fulfill the above requirements and make certain that the instructional objectives could be achieved. B. The components of a Lesson Plan Activity 2 Instructions : Share your experiences with your friends for the lesson plans you have ever made. Which components do you think is the most difficult to write? A Lesson plan is designed to meet the basic competencies, which can be carried out in one meeting or more. Things that should be written in the lesson plan are as follows: 1. Identity of the subject matter which consists of; a. Title of the lesson b. Class/ Semester c. Program (especially for Senior High) d. Theme e. Time allotment 2. Competency Standard Competency Standard is the qualification of the students’ minimal ability, which illustrates the mastery of knowledge, attitude, and skill obtained through each class or semester for every subject. 3. Basic Competency Basic competency is a sum of students’ ability for certain subjects as the reference for determining the indicators for competency achievement in a subject. 4. Indicator for competency achievement The measurable or observable behavior, which shows the achievement of specific basic competency as the reference for the subject evaluation. The indicators for competency achievement are formulated with operational verbs that can be measured which cover the knowledge, attitude, and skills. 5. The Instructional goal Instructional goal illustrates the process and the learning outcome achieved by the students in accordance to the basic competency 6. Instructional material It includes the fact, concept, principle, and the relevant procedure, and written as suitable items in relation to the indicators for competency achievement. 7. Time allotment Time is allocated as much as needed to achieve the Basic competency and the learning load. 8. Methodology Methods are used by teachers to create the teaching and learning process to enable the students to achieve the basic competency or a set of specified indicators. The choice of methods should consider the students’ situation and condition as well as the characteristics of every indicators and the competency which will be achieved in every subjects. 9. Learning activities a) Pre- activity This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focuss the students’ attention as well, so that they can particà ­pate actively during the lesson. b) Whilst activity This is the main learning process and aimed at achieving the basic competency. This activity is conducted interactively, inspiratively, joyfully, chalenging, motivating the students to participate actively, and giving opportunities to the students to have innovation, creativity, and selfreliance in accordance to their talent, motivation, physical and psychological development. This activity is conducted systematically through exploration, elaboration, and conformation processes. c) Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback , and follow up activities. Stages of Learning Activity : 10. Evaluation The procedure and the instruments for assessment should be based on the indicators for competency achievement and refer to the evaluation standard 11. Learning Resource Selecting the learning resource should concider the competency standard and the basic competency, as well as the learning material, the teaching and learning activities and also the indicators for competency achievement. C. The Principles of Designing Lesson Plan Activity 3 Instructions : Take any English lesson plan you have had. Try to make a judgment for this (excellent, good, or poor) What criteria do you take for consideration? a. Individual differences Consider the individual differences concerning students’ level of mastery, interest, motivation, potential, emotion, learning style, special need, learning speed, socio cultural background, values, and living environment. b. Fostering students’ participation The lesson should be students-focus and fostering, crea ­tivity, initiative, inspiration, self reliance, and learning motivation. c. Developing students’ reading and writing habits Teaching and learning should develop students’ reading habits on various resources and their ability to express feelings and opinions in different forms of writing. d. Giving feedback and follow up A lesson plan should include activities which can give positive feedback, reinforcement, enrichment, and remedial. e. Link and Unity Lesson plan is designed considering the links and the unity among the competency standard, basic competency, learning material, instructional activities, and indicators for competency achievement, evaluation, and learning resources. Lesson plan should accommodate the thematic instructions, links with other subjects, across the learning aspects, and cultural diversity. f. Employing the information and communication technology Lesson plan is written to foster the use of information and communication technology, integrated, systematic, and effective depending on the situation and condition. D. The Stages of Developing a Lesson Plan A well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. (Skowron, Janice.2006). In Indonesian schooling, the Curriculum of School Level (KTSP) has already been set up by the content standard (SK) and the graduation standard (SKL). Therefore students should be able to achieve what so called the minimum requirements which have been stated in those two documents. The students’ interest relates to the learning materials and depends on how the learning activity is conducted. Therefore you must employ various kinds of methods and approaches. The use of teaching aids and media may also be inspiring and increasing the students’ motivation. According to the process standard (Educational Ministry Regulation no.41, the year of 2007) a lesson plan is a unit plan which covers one basic competency and the time span may be more than one meeting. But the English curriculum and syllabus developed in the content standard are directed to follow the two cycles (oral and written), and the four stages (building  knowledge of the field, model of the text, joint construction, and independent construction). Therefore, English lesson plans should be integrated units which may cover more than one single basic competency; listening and speaking for the oral cycle, reading and writing for the written cycle. Integrating all the four basic skills will also be possible. Here are the stages of designing an English Lesson Plan : Mapping the Competency Standard and the Basic Competency Determining the indicators for basic competency achievement Setting up the Purpose Selecting the Learning Material Structuring the stages of instruction Preparing the assessment The flow of a lesson development : 1. Mapping the Competency Standard and the Basic Competency This stage is ideally done when designing the syllabus. The Competency Standard and the Basic Competency which can directly picked up from the documents are to be analyzed and put into units. English or language in general has special characteristics which might be different from other subjects. The competency based curriculum developed in the content standard is prepared to teach students the communicative competency which covers the actional competence, linguistic competence, socio cultural competence, and strategic competence. The competencies are interrelated to each other and the core of those four competencies is the discourse competence. (Kurikulum Berbasis Kompetensi, Bahasa Inggris, 2004) Diagram 5: Model Kompetensi Komunikatif (Celce-Murcia et al. 1995:10) In general, there four Competency Standards; Listening, Speaking, Reading, and Writing which are states in the documents of content standard (SI), attachment for English subject. Your task is to select the basic competencies which can be combined into unit plans considering the suggested aproach in designing the stages of instruction (four stages in two cycles). Here is examples of mapping the basic competencies : Class VII/ Semester 1 SK 1 dan 3. KD Listening 1.1 dan KD Speaking 3.1 3.2 Merespon makna , melakukan : Tindak tutur : Menyapa orang yang belum/sudah dikenal Memperkenalkan diri sendiri/orang lain Memerintah atau melarang Class IX/ Semester 1 SK 5 dan 6 KD Reading 5.3 dan KD Writing 6.2 Merespon makna dan langkah retorika dan Mengungkapkan makna dan langkah retorika: monolog descriptive dan recount 2. Determining the indicators for basic competency achievement. Indicators reflect measurable or observable behavior to show the achievement for the basic competency which will be used as the reference of the assessment. Indicators for achievement should be written by using operational verbs covering the knowledge, attitude, and skills. i.e. : knowledge : mentioning, interpreting, defining, completing, summarizing, explaining, developing, etc. attitude : participating, adjusting, helping, proposing, serving, inspiring, etc. skill : expressing, practicing, fixing, arranging, demonstrating, etc. 3. Setting up the Purpose Educational Ministry Regulation No. 41, about the Process Standard states that the Purpose of Instruction describes the process and the learning outcome expected to be achieved by the students referring to the basic competency. (Tujuan pembelajaran menggambarkan proses dan ha ­sil belajar yang diharapkan dicapai oleh peserta didik sesuai dengan kompetensi dasar). The two aspects you have to include in setting up the purpose are : a.The process It reflects the expected students activities during the lesson. The activities should student centered. The more students involved through out the lesson would be the better. Consider the students’ motivation, interest, challenge, and creativity. i.e. Listening : minimal pair, sound identificatifying, gap-filling, predicting, comprehending etc. Speaking : interactive communication activities, role playing, scenario, speech, debating, interviewing, dialogue, etc. Reading : scanning, skimming, reading intensively, predicting, classifying, etc. Writing : co-operative writing, drafting, analyzing, guided writing, programming, listing, revising, reviewing, giving comments, summarizing, etc. b.The learning outcome It refers to the achievement of the basic competencies covering the knowledge, attitude, and skills. i.e. : responding meaning to different kinds of text type. expressing meaning for different kinds of purposes pronouncing, reading aloud etc. 4. Selecting Learning Material The learning materials prepared for the lesson plan should be based on the students’ literacy level; performative, functional, or informative. The latest is meant for high school. In performative level, students are taught how to use English to accompany actions, participate in classroom and school interactions, and recognize simple written English. While in the functional level students are supposed to learn to use English to get things done, for  survival purposes (buying and selling, asking and giving permission, making and canceling appointments, read and write simple texts, read popular science, etc.) You have to remember that our English curriculum is text based. Therefore we have to select the material according to the suggested text type. For junior high school are descriptive, procedure, recount, narrative, and report. While news item, discussion, explanation, exposition, and review are for senior high school. There are various resources where we can get the learning materials. Any learning material will be applicable as long as they can meet the curriculum requirement of teaching the students for communicative purposes. They might be presented in all types of communication, transactional conversation, Interpersonal conversation, Informational texts (spoken and written) in the daily life context. For example : Transactional conversation : giving directions in various contexts (kitchen, street etc.) Interpersonal conversation : talking about how to do things casually for the sake of maintaining conversation 5. Structuring the stages of instruction The lesson is carried out through three phases; Pre-activity, Whilst-activity, and Post-activity. a. Pre- activity  This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focus the students’ attention as well, so that they can participate actively during the lesson. b. Whilst activity This is the main learning process and aimed at achieving the basic competency. This is suggested to follow the two-cycle approach (oral and written) and the four stages of lesson development; Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). This approach is in line with the flow of a lesson mentioned in the process standard;  exploration, elaboration, and confirmation. Exploration = BKOF Elaboration = MOT Confirmation = JCOT, and ICOT c. Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback, and follow up activities. 5. Preparing the assessment Assessment is a method of evaluating student performance and attainment, Microsoft ® Encarta ® 2009. This stage focuses on ensuring that your students have arrived at their intended destination and has been formulated as the indicators for competency achievement. For this, you will need to gather some evidence that they have done. You usually can do by gathering students work and assessing this work using some kind of grading rubric that is based on the indicators. You could also give test to the students on various domains as well. Here are what we have to assess : Communication that happens in texts Students’ ability to create and respond to texts In listening, speaking, reading, and writing The texts that we may use : Spoken : Informational texts -Transactional and interpersonal dialogues Monologues in the target genres Written : Informational texts Essays in the target genres Test items should not measure the students’ knowledge on the rules of the language. Instead they should be focus on meanings. The meanings tested are : Ideational meaning (isi berita) Interpersonal meaning (tujuan text, tindak tutur) -Textual meaning (termasuk punctuation) Logical meaning (hubungan logis antar gagasan) 6. An Example of a Lesson Plan Engish Version : SMP/MTs: †¦. Subject : English language Class/Semester : VII (Seven) / 1 Text types : Transactional / Interpersonal Theme : Personal Life Skill : Listening Time allotment : 2 x 40 minutes Competency Standard : 1. To understand the meaning of transactional and interpersonal dialogues to interact with the closest environment. Basic Competencies : 1.1. To response the meaning in the transactional ( to get things done) and interpersonal dialogue which is used in the simple oral communication accurately, fluently, understandable to interact with the closest environment that involves: greeting people/ friends, self introduction, others, ordering and forbidding somebody. To ask and to forbid. Greeting strangers / familiar people Introducing selves and other people Ordering / forbidding Indicators for Achievement : The students are able to: a. response the expression of hello from the strangers b. response the expression of self introduction. c. response the expressions of other people’s introductions. d. response the comment expression. e. response forbid expression. f. response the expression of hello from the familiar people Purpose : Through modeling and interactive activities, students can conduct simple communication in the transactional and interpersonal dialogues. Learning Materials: Dialogues that uses the following expressions : 1. A : Good morning. How are you ? B : Good morning. Fine thank you. 2. A : Hello, I’m Nina. Nice to meet you B : Hello, I’m Renny. Nice to meet you, too 3. A : Don’t do that ! B : No, I won’t. Don’t worry 4. A : Stop it ! B : Ok Vocabularies related to text-type and theme, e.g : name, live, address, etc. Verbs : live, meet, do, stop, have To be : is, am, are Personal Pronouns : I, you, we, they, he, she, it Standard expression : Good morning Don’t worry Thanks Nice to meet you OK How are you ? a. Teaching method/ Strategy : Three-phase technique A. Pre- activities Question and answer about things related to students’ life Students answer the questions of personnal identity B. Whilst activities 1. To discuss new vocabulary of the texts 2. To listen some sentences of teachers models 3. To guess the meaning and function of sentences produced by teachers 4. To immitate some sentences of teachers’ pornounciation 5. To listen to the dialogue of introductions 6. To answer the question of the content of the dialogue. 7. To response to the expressions of greeting, introduction, command, and prohibition. 8. To act out the teacher’s commands. C. Post-activities 1. To ask the students’ difficulties in learning activities. 2. To summarize the learning materials. 3. To give students some tasks of using expressions in the real situation Learning Resources The relevant text book : ( title, author, publisher, year, page ) Script of dialogues or dialogue recording The relevant pictures Evaluation Technique: Responding to the expressions / questions orally and written . Forms : oral questions Test Items : Part I : Listen to the expressions and give your response orally Good morning. How are you? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hi, I’m Reno and you are? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Are you Anisa? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hello, it’s nice to meet you †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Who is that girl? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Part II : Listen to the expressions and choose the best response, a, b, c or d. 1. A: Hello, how are you ? B : †¦ a. Fine, thanks b. I’m Renny c. Thank you d. Don’t worry 2. A: Is that your sister, Anna ? B : †¦ a. Yes, it is b. No, she’s not here c. I don’t know d. Very well, thanks. 3. A: Budi, this is my friend, Susan. B : Hi, Susan †¦ a. Fine, thanks. b. It’s Ok c. Nice to see you d. I’m alright 4. A: Open the door ! B : †¦ a. OK b. Fine b. Fine c. Good d. Really 5. A: Don’t be late to school. B : †¦ a. Yes, Sir b. No, Sir c. Ok, Sir d. Fine, Sir Scoring guide: 1. For part I, each correct item is scored 3 2. For part II, each correct item is scored 2 3. Total Score Part I : 5 x 3 = 15 Part II : 5 x 2 = 10 TOTAL : 25 4. Maximal score = 10 5. Students’ score = Rubrics for Part I: No. Uraian Skor I Content and grammar are correct The content is correct, grammar is wrong Content and grammar are not correct No answer 3 2 1 0 II For every correct answer For every wrong answer/ no answera 2 0 Approved by : School Principal English Teacher . RESOURCES FOR LESSON PLAN IDEAS ON THE INTERNET PBS TeacherSource A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and national curriculum standards. http://www.pbs.org/teachersource/ Best of Education World ® 2002 http://www.education-world.com/best_of/2002/ Education World ® Lesson Planning Center http://www.education-world.com/a_lesson/ Education World ® National Standards http://www.education-world.com/standards/national/index.s

Comparing and Contrast Jean Bartik and Margaret Hamilton

Comparing and Contrast Jean Bartik and Margaret Hamilton Software engineering; hearing this term brings to mind words corresponding to innovating, analyzing complex problems, designing software, and maintenance of programs. People picture a   stubborn nerd who only knows how to communicate with computers. It is a common misconception that in the field of technology, males are dominating all the positions that are available. Despite all that, Jean Bartik, a pioneer software engineer of ENIAC, and Margaret Hamilton, software engineer of the Apollo 11 mission showed history that women are a force to be reckoned with in the field of technology. Jean Bartik and Margaret Hamilton were both born and raised in America and performed spectacularly in their education. Jean Bartik was born as Betty Jean Jennings in Gentry County, Missouri on the 27th of December 1924. Bartik was the sixth of seven children so life hasnt really been easy for her and her siblings. She began her education at a local one-room school and easily gained local attention for her talent in softball. Bartik was at Northwest Missouri Teachers College majoring in mathematics with a minor in English in 1941 when the Pearl Harbor was bombed. Jennings always dreamed of traveling out of the Midwest and having a real adventure in the world. One could say she got her adventure she was looking for when suddenly, the school was emptied of its male students, who either had been drafted for the war or enlisted for the cause. She experienced having sailors that was sent into her school as classmates for officers training. Jennings was the only women and civilian in class. Nevertheless, she didnt let such events distract her from her education. After a few years, she finished her masters degree in English at the University of Pennsylvania in 1967. Margaret Hamilton was born as Margaret Heafield Hamilton in Paoli, Indiana, on the 17th of August 1936. Unlike Bartik, Hamilton was born an only child. She graduated high school from Hancock High School in 1954. She started getting her education in mathematics at the University of Michigan in 1955 and subsequently earned a bachelors degree in mathematics with a minor in philosophy from Earlham College in 1958. She moved to Boston, Massachusetts, with the goal of achieving a graduate study in abstract mathematics at Brandeis University. The career path these exceptional women took was groundbreaking.   Margaret Hamilton, upon graduation taught temporarily high school French and mathematics to help her husband finish his undergraduate study in Harvard University. She was employed at the SAGE Project at Lincoln lab from 1961 to 1963, where she was one of the programmers who coded the software for the pioneer command system computer to search for an enemy aircraft. She also coded software for the Air force Cambridge Research Laboratories. To add to the exciting life of Hamilton, she was assigned as director of the Software Engineering Division of the MIT Instrumentation Laboratory. The MIT Instrumentation Laboratory was given the task for developing the software for the NASA Apollo programs. Hamilton, then in her early 30s, supervised a team of 100 engineers, mathematicians, programmers and technical writers. The team developed the code for the Apollo Guidance Computer. Realizing her expertise in the field of technology, she established the Hamilton Technologies, Inc in Cambridge Massachusetts. The Company provides products and services that modernize systems engineering and software development. At the young age of 20. Jean Bartik pursued to apply for IBM and the University of Pennsylvania. After a few days, she received a rejection notice from IBM by not meeting all of their standards. On the bright side, Jennings received a telegram from the University of Pennsylvania that she was hired.   To her surprise, the University of Pennsylvanias Moore School of Electrical Engineering, where the U.S. Armys Aberdeen Proving Ground had a project, was seeking female math majors. Even though her friends was against with this idea, Bartiks professors in math pushed her to take on this opportunity. Bartik applied and got hired as a so-called human computer, an employee who calculated bullet trajectories through the help of high end mathematical calculators during her time. These two-powerful females made legacy on their respected field and the world made sure to acknowledge their skills.  Ãƒâ€šÃ‚   As a dedication to the history of computing and Bartiks career, Jean Jennings Bartik Computing Museum at Northwest Missouri State University in Maryville, Missouri was named after her to show the appreciation of the museum to her computing of bullet trajectories manually. Content-management framework Drupals default theme, Bartik, was also named in honor of her. In the year of 1997, Bartik was acknowledge in the Inductee, Women in Technology International Hall of Fame. In 2008, she received two awards. One from the fellow, Computer History Museum which honors the exceptional technology pioneers who have changed the world with their achievements. The IEEE Computer Pioneer Award, IEEE Computer Society, for pioneering her work as one of the programmers of ENIAC, and leading the work on BINAC and UNIVAC I. In year 2009, she received the Korenman Award fro m the Multinational Center for Development of Women in Technology. In 1986, Margaret Hamilton received the Augusta Ada Lovelace Award by the Association for Women in Computing. This award is given to individuals who have excelled in either (or both) of two areas: 1. Outstanding scientific and technical achievement and 2. Extraordinary service to the computing community through their accomplishments and contributions on behalf of women in computing. In 2003, she was given the NASA Exceptional Space Act Award for scientific and technical contributions. In 2009, she received the Outstanding Alumni Award by Earlham College. In 2016, she received the Presidential Medal of Freedom from Barack Obama, the highest civilian honor in the United States. Margaret Hamilton became famous as the woman who brought man to the moon. Margaret Hamilton and Jean Bartik proved to the world that women can do outstanding things in technology just as men can. Even though they were born in time where in women was doubted to perform in the field of science and mathematics, they pursued the profession they want with passion, analytical skills and perseverance. References IEEE Computer Society. (n. a.). Betty Jean Jennings Bartik. Retrieved from. https://www.computer.org/web/awards/pioneer-betty-jean-bartik MIT News.   (2016, November 17). Apollo code developer Margaret Hamilton receives Presidential Medal of Freedom. Retrieved from. http://news.mit.edu/2016/apollo-code-developer-margaret-hamilton-receives-presidential-medal-of-freedom-1117 New England Historical Society. (n.  ­a.). Margaret Hamilton, the Woman who put the Man on the Moon. Retrieved from. http://www.newenglandhistoricalsociety.com/margaret-hamilton-the-woman-who-put-the-man-on-the-moon/ Smith, Gina. (2007, December 3). Unsung innovators: Jean Bartik, ENIAC programmer Retrieved from. http://www.computerworld.com/article/2540042/it-management/unsung-innovatorsjean-bartikeniac-programmer.html