Timeline of the Greek Empire

Substitute Products I Consider It `` Weak `` - 1347 Words

†¢ Substitute Products: I consider it â€Å"weak† since the movie theater industry’s sales are not growing rapidly in comparison with the movie rental industry. People are substituting the movie theater experience with movies rentals, which could be watched at home at a lower cost. Moreover, people are also switching to movie rentals due to its convenience factors such as comfort, pausing the movie, inviting friends, etc. Therefore, I believe this force is the closest substitute for the movie theaters industry. †¢ Rivalry Among Competing Sellers: due to the Buyer demand for movie rentals is continuously rising, competing sellers do not have the need to share away or steal existing customers from other competitors. So rivalry among competing†¦show more content†¦Even though there are a big number of suppliers in the market, suppliers could become greedy. For instance, if the HBO (supplier) has good quality products such as the TV shows of the year or the most viewed like â€Å"Game of Thrones†, HBO could charge a big chunk for licensing its services to Netflix (buyer), which give HBO power over its buyers. If at the end, Netflix decided not to buy HBO services, another buyer like RedBox will buy the product. So RedBox may attract more customers, because the market decides what is trending. †¢ New Entrants: Since the buyer’s demand is rising quickly, and technological advances have eased the entrance for competing businesses to emerge, I considered this a â€Å"High† force. I also think, that the entry barriers are low, because companies not necessarily need to pay suppliers for the high priced licensing services. They may negotiate a royalty fee on the buyer’s annual sales, which may favor even more suppliers. Thus, I believe there are a vast number of companies that could easily compete with the existing ones, and potentially offer the same or better service. c. I believe this is an attractive industry because there is a possibility of making good profits due to buyer’s demand is daily increasing, there are low entry barriers, and technological advances are contributing to grow the industry. Although there is a high threat from potential

Plutarch Antony And Cleopatra Essay Example For Students

Plutarch Antony And Cleopatra Essay In the first two Acts of the play we are introduced to some of the problems and dilemmas facing the couple such as the fact that they are entwined in an adulterous relationship, and that both of them are forced to show their devotion to Caesar. Along with being introduced to Antony and Cleopatras strange love affair, we are introduced to some interesting secondary characters. One of these characters is Enobarbus. Enobarbus is a high-ranking soldier in Antonys army who it seems is very close to his commander. We know this by the way Enobarbus is permitted to speak freely at least in private with Antony, and often is used as a person to whom Antony confides in. We see Antony confiding in Enobarbus in Act I, Scene ii, as Antony explains how Cleopatra is cunning past mans thought I.ii.146. In reply to this Enobarbus speaks very freely of his view of Cleopatra, even if what he says is very positive: her passions are made of nothing but the finest part of pure love. We cannot call her winds and waters sighs and tears; they are greater storms and tempests than almanacs can report. This cannot be cunning in her; if it be she makes a shower of rain as well as Jove. I, ii, 147-152 After Antony reveals that he has just heard news of his wifes death, we are once again offered an example of Enobarbus freedom to speak his mind, in that he tells Antony to give the gods a thankful sacrifice I.ii.162, essentially saying that Fulvias death is a good thing. Obviously, someone would never say something like this unless they were in very close company. While acting as a friend and promoter of Antony, Enobarbus lets the audience in on some of the myth and legend surrounding Cleopatra. Probably his biggest role in the play is to exaggerate Anthony and Cleopatras relationship. Which he does so well in the following statements: When she first met Mark Antony, she pursed up his heart, upon the river of Cydnus. II.ii.188-189 The barge she sat in, like a burnished throne, Burned on the water: the poop was beaten gold; Purple the sails, and so perfumed that The winds were lovesick with them; the oars were silver, II.ii.193-197 And, for his ordinary, pays his heart For what his eyes eat only. II.ii.227-228 Age cannot wither her, nor custom stale Her infinite variety. II.ii.237-238 In these passages, Enobarbus turns Antonys and Cleopatras meeting into a fairy tale and leads the audience into believing the two are inseparable. His speeches in Act II are absolutely vital to the play in that this is what Shakespeare wants the audience to view Antony and Cleopatra. Also, in these passages, Cleopatra is described as irresistible and beautiful beyond belief another view that is necessary for us to believe in order to buy the fact that  a man with so much to lose would be willing to risk it all in order to win her love. Quite possibly, these passages may hint that Enobarbus is himself in love with Cleopatra. After all, it would be hard to come up with such flowery language if a person were not inspired. Enobarbus may be lamenting his own passions vicariously through the eyes of Antony. This would be convenient in questioning Enobarbus loyalty, which becomes very important later on in the play considering he kills himself over grief from fearing he betrayed his leader. The loyalty of Enobarbus is indeed questionable. Even though we never hear him utter a single disparaging remark against Antony, he does admit to Menas that he will praise any man that will praise me II.iii.88, suggesting that his honor and loyalty may just be simple brown-nosing. Shakespeare probably fashioned Enobarbus as a means of relaying information to the audience that would otherwise be difficult or awkward to bring forth from other characters such as Cleopatras beauty and the story of her betrayal of Caesar, but he also uses him as way to inject some levity and humor in the play, showing the characters eagerness to have a good time. Evidence of this comes in Enobarbus affinity for drunkenness. .ue673c7f78f7b8d373a65edb0a51bf7a7 , .ue673c7f78f7b8d373a65edb0a51bf7a7 .postImageUrl , .ue673c7f78f7b8d373a65edb0a51bf7a7 .centered-text-area { min-height: 80px; position: relative; } .ue673c7f78f7b8d373a65edb0a51bf7a7 , .ue673c7f78f7b8d373a65edb0a51bf7a7:hover , .ue673c7f78f7b8d373a65edb0a51bf7a7:visited , .ue673c7f78f7b8d373a65edb0a51bf7a7:active { border:0!important; } .ue673c7f78f7b8d373a65edb0a51bf7a7 .clearfix:after { content: ""; display: table; clear: both; } .ue673c7f78f7b8d373a65edb0a51bf7a7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue673c7f78f7b8d373a65edb0a51bf7a7:active , .ue673c7f78f7b8d373a65edb0a51bf7a7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue673c7f78f7b8d373a65edb0a51bf7a7 .centered-text-area { width: 100%; position: relative ; } .ue673c7f78f7b8d373a65edb0a51bf7a7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue673c7f78f7b8d373a65edb0a51bf7a7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue673c7f78f7b8d373a65edb0a51bf7a7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue673c7f78f7b8d373a65edb0a51bf7a7:hover .ctaButton { background-color: #34495E!important; } .ue673c7f78f7b8d373a65edb0a51bf7a7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue673c7f78f7b8d373a65edb0a51bf7a7 .ue673c7f78f7b8d373a65edb0a51bf7a7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue673c7f78f7b8d373a65edb0a51bf7a7:after { content: ""; display: block; clear: both; } READ: Compare the Methods Poets Use to Explore Ideas EssayIn both Act I and Act II Enobarbus purports the joys of drink: Bring in the banquet quickly: wine enough Cleopatras health to drink. I.ii.13-24 Mine, and most of our fortunes, tonight, shall be drunk to bed. I.ii.47-48 He even caps off Act II with a song for Bacchus and a request for drunken celebration. In short, Enobarbus is used as any good secondary character should be; he relays information between characters, exposes other characters and their traits, gives background information, and lets the audience in on his surroundings and the general moods and beliefs of the times he lived in. He is not just used as a database however, through his speeches and his actions we find a fully developed person, someone with thoughts, motives, and feelings all his own a character who cant be summed up in just a few sentences.

Grassgro Report Proposal Questions

Question: Write a report on Grassgro. Answer: Introduction The analysis done by Meat Livestock Australia along with various other reputed institutions and associated data analysis done by the GrassGro information processing system was performed to determine the profitability of sheep meat and wool organisations, and how certain vital variables like date of lambing, date of shearing, stocking rates and various other production factors affect the health, output and mortality of the livestock. A number of significant observations were obtained through this detailed analysis performed across four locations in south-eastern Australia, Mortlake, Rutherglen, Naracoorte and Cowra. Fourteen sheep enterprises were monitored and the simulations of the analysis were run over a time period of thirty seven years. Wool production of Australia has declined over the years as a result of a significant drop in sheep numbers due to drought conditions, though lamb numbers have increased in recent times[1]. Wool is one of the most important export commodities of the country and as such concerns have been raised regarding this particular crisis. Main Body When is the right time to lamb? A: It was observed that good breed Merino ewes used in dual purpose enterprises were the most profitable strain. Replacement ewes were more profitable than ewes produced by local breeding. The improvement and refinement of the lambing and stocking rates can vastly increase the profit margins. Stocking rate increase can enhance the economic benefit of lamb time change. Appropriate guidelines for the perfect lambing time for each of the involved enterprises were laid down by evaluating the reports. Stocking rates had the biggest impact on an enterprises gross profit margin. Certain other factors were also investigated like the body frame size of a ewe, percentage of weaning, the weight of a lamb carcass and other variables relating to the timing of sale of a carcass. One of the most vital inductions obtained was the profitable impact of lambing in late winter or early spring. According to the patterns observed in the statistical data derived from the GrassGro analysis, it has been observed that for Merino ewes, the conceptions rates are extremely high for mating which were done in early half of a year, especially in the months from January to May. The percentage rates of successful conception were 110 percent for a mating date first January, 120 percent for first February, 130 percent for first March, 130 percent for first April and 120 percent for first May. This increase in the rate of successful conception show that for Merino breeds, the best time of lambing is during early spring during the months of August and September. Higher percentage of single lambs were produced if breeding is done during this time period, and there is about 80 to 70 percentage probability of a single offspring being born , and 20 to 30 percentage of twin lambs being born. The lambs were born during the months of August and September, when the breeding were done during the ear ly spring season[2]. For crossbred species, the successful conception rates were very high during the same months when the Merino breed mated. The sheep that mated during first November had a 105 percentage of successful conception, those that mated in first December had 120 percent success rate, for first January the rate was 135 percent, for first February the rate observed was 148 percent, for first march the arte shot up to 156 percent and it remained the same for the mating date of first April and went down to 145 percent for a mating date of first May. A particular fact was observed, that in case of crossbred species, the offspring produced had a higher probability of being twins, rather than born single. 40 to 45 percent chance of the lamb being born single and about 50 to 58 percent chance of the lamb being born twins. Thus, late winter and early spring in the months of July, August and September is the best breeding and lambing time for crossbred species[3]. When is the right shearing date? A: Data obtained from the long term gross profit margin tables show that for the primary or main flock ,a summer shearing date during the months of October December that flows a lambing date of November is the most profitable time to shear, as no detrimental health effects have been seen during this period. A timeline of November lambing and December shearing shows a net gross profit margin of 228 dollars per hectare October shearing with November lambing yields a profit of around 229 dollars per hectare. However, October shearing with December Lambing produced a larger gain of 235 dollars per hectare. Values for the younger stock show November lambing with December shearing to be the most profitable[4]. Now taking into account all the necessary expenses like new livestock purchasing feeds and medicines, replacements and animal husbandry costs, shearing and pasturing costs, it is seen that October or December Shearing with November or December lambing yields the most profitable gross margins. What is the effect of timing of lambing and date of shearing on mortality rate of lambs? A: Amongst all the different varieties, numbers of the Merino breed of sheep has declined the fastest. Currently, the number of ewes in the Merino population of the country is much more than rams. Recent trends have resulted in an increase in lamb production as it is now considered to be the main source of revenue for farmers and breeders[5]. Early pregnancy shearing of ewe has been shown to result in the birth of twin lambs of increased birth weight. This causes a reduction in the mortality rates of twin born lambs. With an increase in lamb birth weight, there was a noticeable decrease in the mortality rate by 3 percent[6]. Conclusion The concerned case studies and reports provide data and observable patterns regarding the effect stocking rates have on the profits and volatility of sheep breeding enterprises. The detailed analysis of all the financial data-bases have highlighted a strong linear relationship that is existent between the values of kg meat/ha or kg wool/ha with the gross margin or profit of an enterprise and sheep stocking rate , shearing and lambing timings have been identified as the primary driver of these factors. References "1301.0 - Year Book Australia, 2003". 2016.Abs.Gov.Au. "Lambing At The Right Time - The First Step To Increasing Sheep Profits". 2016.Farmpoint.Tas.Gov.Au. "Sheep - Lamb Survival: Coping With Adverse Spring Weather - Clutha Vets". 2016.Cluthavets.Co.Nz. "Sheep 201: Weaning Lambs". 2016.Sheep101.Info. "Sheep Shearing Why And When". 2016. Ranching-With-Sheep.Com. MORRIS, KENYON, BURNHAM, and McCUTCHEON. 1999. "The Influence Of Pre-Lamb Shearing On Lamb Birthweight And Survival".Proceedings Of The New Zealand Grassland Association. [1] "1301.0 - Year Book Australia, 2003". 2016. Abs.Gov.Au. [2] "Lambing At The Right Time - The First Step To Increasing Sheep Profits". 2016. Farmpoint.Tas.Gov.Au. [3] "Sheep 201: Weaning Lambs". 2016. Sheep101.Info. [4] "Sheep Shearing Why And When". 2016. Ranching-With-Sheep.Com. [5] MORRIS, KENYON, BURNHAM, and McCUTCHEON. 1999. "The Influence Of Pre-Lamb Shearing On Lamb Birthweight And Survival". Proceedings Of The New Zealand Grassland Association. [6] "Sheep - Lamb Survival: Coping With Adverse Spring Weather - Clutha Vets". 2016. Cluthavets.Co.Nz.

Totto-Chan a Little Girl Sitting by the Window Essay Example

Totto-Chan a Little Girl Sitting by the Window Paper It is a diary of the author named Outsets Groaning who also has a lovely nickname Toto-chain. The word diary maybe not as exact as the one memoirs because she wrote this book base on her memory since she was a child. Call her Toto-chain (it Is much easier than reading her full name). Reading this book makes me admire her a lot although at that time she was only a little girl. If you read this book I bet you will be surprised a lot because of her thought and behavior. How simple and mature (Included Immature) she Is. Let have a read and see the way she treated everyone around her, the way she faced and reflected all the events In that period. Everything was described with the simple words Like a story of a primary- girl, but they are very attractive and you can easily Image the whole picture of Japan at that time. Toothache was an active and clever child. She could spend several hours to tell her favorite stories or to play anything she loved to. We will write a custom essay sample on Totto-Chan a Little Girl Sitting by the Window specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Totto-Chan a Little Girl Sitting by the Window specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Totto-Chan a Little Girl Sitting by the Window specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Toothache was expelled from her first primary school because she always made noise to be paid attention, she liked to do everything herself naturally (of course every teachers Hough that was wrong and Toto-chain was out of rule). Toots;-chain moved to the new primary one named Tome Gangue where she met Mr.. Sickbays, an admirable headmaster. At that time, Mr.. Sickbays was said to be a model teacher because of his strange education method (of course he was going on the right way but not too many parents believed in his program so that Tome had only fifty pupils). He spent a lot of time to go to many countries all over the world to study and find the most suitable method to apply in his country, his school. He knew that teaching children in primary level was synonymous with showing them how to improve their good heartsickness. At school Tome, all of the pupils were never offered doing something strictly. Mr.. Sickbays created the best condition for them to express themselves naturally. No subjects were forced, children completely could study whatever they want. The teachers work was helping them when they need. Toto-chain and other pupils In Tome all loved the headmaster with a bald head. Toto-chain had the strong Impression on Mr.. Sickbays because on the 1st day she moved to this school, he was the only one sitting in nearly 4 hours to hear all her analogical stories no louts could be patient like that. School Tome Gangue was built by the old railroad cars. If I were a child at the same time with Toto-chain, I would Like to study In this special school. Looking at Tome, It realized everyone a train moving In the autumn sunshine, It satisfied the curiousness of the pupils and excited their creation. Toto- chain was a little girl, everything happened around her was realized with a simple mind. She always took care on everyone around her, from her family, her classmates, even her chickens, her dog Rocky by a simple way but moving. Each pupil in Tome ad a tree to watered, Toothache had one and she loved to climb on the tree and see so far away to image Osaka city. Yashmak-chain was a disable children who was one of the Toothaches classmates. He was paralytic and could not move easily. Rearing ten part wanly scarred lotto-can Nellie Yashmak-can to calms on near tree, to show him Where was Osaka city? was very touching (This book has only 60 short parts. And in part 56, Yashmak-chain died because of his disease. In part 59, Toto-chain lost Rocky, a dog, a close friend of her. I hate these parts of looses >

20 Quotes for People Who Would Rather Be at the Beach

20 Quotes for People Who Would Rather Be at the Beach Its time to head to the beach. The wind blows through your hair. The warm sun bathes your skin. Soft, golden sand caresses your feet. The waves sing to a perfect rhythm and the coconut trees gently sway against the breeze. If you love the sun and the sea, the beach is the right destination for you. So, grab your suntan lotion and your Frisbee and go frolicking to the beach. For those times when you are not at the beach, get into the right state of mind with beachy quotes. Annie Dillard ï » ¿The sea pronounces something, over and over, in a hoarse whisper; I cannot quite make it out. Isak Dinesen The cure for anything is salt water - sweat, tears, or the sea. H. M. Tomlinson Most of us, I suppose, are a little nervous of the sea. No matter what its smiles may be, we doubt its friendship. Ambrose Bierce Ocean: A body of water occupying two-thirds of a world made for man, who has no gills. Anne Morrow Lindbergh The sea does not reward those who are too anxious, too greedy, or too impatient. One should lie empty, open, choiceless as a beach - waiting for a gift from the sea. One cannot collect all the beautiful shells on the beach; one can collect only a few, and they are more beautiful if they are few. Henry Beston The three great elemental sounds in nature are the sound of rain, the sound of wind in a primeval wood, and the sound of outer ocean on a beach. Isaac Newton To myself, I am only a child playing on the beach, while vast oceans of truth lie undiscovered before me. William Manchester The coconut trees, lithe and graceful, crowd the beach like a minuet of slender elderly virgins adopting flippant poses. G. K. Chesterton Where does a wise man kick a pebble? On the beach. Where does a wise man hide a leaf? In the forest. Michelle Held Dont grow up too quickly, lest you forget how much you love the beach. Farmers Almanac A real friend is someone who takes a winter vacation on a sun-drenched beach and does not send a card. T. S. Eliot I have heard the mermaids singing, each to each. Henry David Thoreau My life is like a stroll on the beach... as near to the edge as I can go. William Stafford Even the upper end of the river believes in the ocean. Corey Hart Along the beach, I never collected shells from my fathers shore. Barbara Wilson Thats where we used to put our chairs. Way out there where that wave is rolling. Our beach is under that water. Anne Spencer One cannot collect all the beautiful shells on the beach. Cathy Haynes The more we have growth along our beaches and barrier islands, shelter is always going to be an issue. Charles Williams I dont care how much lip service they give you about it, there is this culture in Atlantic Beach that believes this nonsense is okay.

Community studies Essay Example | Topics and Well Written Essays - 250 words - 1

Community studies - Essay Example The first method that can be used is the formation of controlled social institutions. This involves formation of centralized and controlled development initiatives such as training centers, Polytechnics among others. These are controlled by the relative government authorities in order to provide education aimed at avoiding overexploitation of resources. Through these institutions, individuals can get to learn different skills as well as how to manage the different scarce resources that is available. The second method that can be employed is encouraging environmental sustainability in the community. This can be done by educating people the importance of practicing sound environmental processes aimed at preservation. For example, conservation of water and water catchment areas and forests, and managing the utilization of natural resources like wood. Wider goals involve global environmental protection through campaigns that educate people on the importance of cutting down carbon emissio n that has contributed to global warming (Wulfhorst & Haugestad, 2006). Economic Sustainability is the other method that can be employed. It involves effective management of capital including human-capital, natural- capital and knowledge- capital. Irreversible resource depletion should be avoided or controlled, for instance mining and oil exploration. Other measures include implementing affordable tax structure, as well as proper fiscal and monetary policies. Finally, the use of social sustainability can be applied. This involves effective management of social relations within a community including how the members of the society relate with each other. This can be achieved through allowing various social freedoms such as freedom of religion, congregation or association. Implementation of social initiatives such as community projects bring people together and enhance social relationships (Wulfhorst & Haugestad, 2006). All these practices

The Christian Symbols of Cross and the Body of Christ Essay - 6

The Christian Symbols of Cross and the Body of Christ - Essay Example God’s purpose for creating Adam was His desire to replicate Himself, reproduction of Himself and He implemented this in the Garden of Eden. Adam was God manifested in the flesh in the Garden of Eden. In Copeland’s teaching, it was a way to show that racism was not in Gods mind. Those disagreeing with this use the bible to militate against Copeland’s teaching. Adam was not God manifested in the flesh. Jesus was exceptional in this respect (John 1:14). Beyond that, Adam was undeniably subordinate to God (Copeland, audiotape #01-0304, side 1). Copeland alleged that Jesus became a demonic being on the cross: Copeland insists "Satan dominated Jesus on the Cross and took His spirit to the dark regions of hell Copeland's description of Christ's ordeal in the hell is nothing short of chilling. He (Jesus) allowed Himself to come under Satans control" (Copeland, audiotape #02-0017, side 2). Copeland stated that the physical death on the cross did not pay the price for sin and that anybody could do that. According to him all prophets that walked on earth guided by the Abrahamic covenant would have paid the price if it were for the physical death (Copeland, audiotape #02-0017, side 2). Those in disagreement with Copeland’s allegation say because of Jesus’ atoning sacrifice on the cross, people who have their faith and trust in Him (Jesus) alone for salvation are guaranteed endless life (John 3:16). However, Jesus called His disciples to take up their cross and follow Him "If any of you wants to be my follower, you must turn from your selfish ways, take up your cross, and follow Me."

Closing argument (persuasive) Essay Example | Topics and Well Written Essays - 750 words

Closing argument (persuasive) - Essay Example George Milton’s action was necessary. He has no other choice but to take away the life of Lennie. George should not be accused of any crime or he should not be considered guilty. George knows Lennie quite obviously. He is acquainted with Lennie so much that he knows that Lennie is always ready to harm himself with his activities. Lennie is not fully mentally fit and performs acts that are disadvantageous for him and he is not aware of this fact. Such as Lennie has hidden a dead mouse in his pocket, which can be epidemically harmful for him. George took it away from him but he again put it into his pocket. â€Å"George stood up and threw the mouse as far as he could into the darkening brush, and then he stepped to the pool and washed his hands. "You crazy fool. Dont you think I could see your feet was wet where you went acrost the river to get it?" He heard Lennies whimpering cry and wheeled about. "Blubberin like a baby! Jesus Christ! A big guy like you." Lennies lip quivered and tears started in his eyes. "Aw, Lennie!" George put his hand on Lennies shoulder. "I aint takin it away jus for meanness. That mouse aint fresh, Lennie; and besides, youve broke it pettin it." (Steinbeck 5) Lennie wants to pet a dead mouse without considering that it can cause a disease. George takes it away and throws it away twice. George wants to correct Lennie at each and every incidence by guiding him to do the rightful. He knows that his friend mishandles every creature whether it is an animal or a human being. Such as when Curley’s wife allows him to play with her hair, he mishandles them and at last, kills the woman by mistake. He is unable to feel that he becomes a reason for killing creatures by his mishandling. â€Å"She struggled violently under his hands. Her feet battered on the hay and she writhed to be free; and from under Lennies hand came a muffled screaming. Lennie began to cry with fright. "Oh! Please dont do none of that," he begged.

Giddens Theory of Social Practices | Analysis

Giddens Theory of Social Practices | Analysis The aim of this paper is to critically evaluate the rationale behind Giddens theory of social practices and offer in depth of complexity and its complex adaptive systems in relation to managing strategic discourse. Several views and ideas have been expressed by many authors and practitioners concerning complexity and strategy. Therefore the scope of the paper is limited to how strategy evolves in a complex adaptive system. In this context, complexity will be explained, highlight on core competencies and resource-based view of the firms; then debate on strategy while discussing the characteristics of strategic thinking and planning and those involved in it. The paper is concluded having critically analysed the kind of leadership style suited for managing diverse human behaviour and its surroundings during the strategic actions. Mitleton-Kelly (2002) linked social practices to a self-organisational context, whereby group of individuals suddenly congregate to perform a task, the group decides on what to do, why they should perform that task, who will be involved and how will it be done. So there is an interdependency and inter-connectivity among the entities involved (Kauffman, 1993). According to Wenger and Snyder (2000) social practices evolve from community of practice which shows how people interact with their surroundings and solving problems through human relationships. So Giddens (1979) opine that â€Å"social practices are situated activities† brings to bare the social interaction of human actions within a structure and the system. According to Cooper et al. (1992) the increasing competition, rise of global markets and growing economic integration has brought dramatic change in industrial developments and management. And these have increased uncertainty, greater conflict and even complexities running across all organisations. Citing example is conflicts between profit maximization within the industry an organisation operates and care for the environment. This is causing organisations to constantly redefine their mindsets (Senge, 1990) to radically rethink of how to gain competitive advantage in the dynamic business environment (McHardy, 1997). Mitleton-Kelly (2001, p. 3) viewed organisational complexity as: â€Å"being associated with the intricate inter-relationships of individuals, of individuals with artefacts (such as IT) and with ideas, and with effects of inter-actions within the organisation, as well as between institutions within a social ecosystem†. Holland (1975) who impelled Complex Adaptive System (CAS) viewed it as â€Å"non-linear systems whose behaviour is determined by the interaction of its adaptive parts†. The interaction is between the organisation and its environment (Sherif, 2006). Cilliers (2000) stated that the non-linearity of the interactions in a system is a precondition for complexity. According to Mitleton-Kelly (2001) the ideology on strategy and changes in management is due to the fact that organisations is observed as a complex evolving systems whereby the interacting agents changes with time (Cillier, 2000). Today, businesses faces more challenges because of the intricacy global network of organisations which propels managers to take pragmatics decisions (Pathak, et al., 2007). According to Choi and Hong (2002) the structural complexities of the supply chain interconnectedness and ability for an organisation to rapidly learn and get acclimatized to the dynamic environment to ensure long-term survival (Brown and Eisenhardt, 1998) has been the embryonic themes that managers usually encounter in decision making. Amaral and Uzzi (2007) commented on the complexity in the managerial context, stating that complex systems occurs when more interacting agents are impel to act on their limited resources and local information. The agents may be individuals, group, specialized knowledge, organisations, industries, etc, (Holland and Miller, 1991: Allen, 1997). Author such as Kanter (1989) acknowledged the significance for an organisation to endeavour to do more with less, stating that â€Å"the imperative to do more with less is a common management theme across a range of industries†. Thus becoming productive and efficient with fewer resources. According to Bovaird (2008) the complexity theory which demonstrates the concept of planning in an open system is abstractly embedded with elemental difficulties. The implementation of CAS oriented approach and behavioral adaptive system helps organization to improve their decision making that will increase the efficiency and the awareness of competition and as much as preparing for external uncertainties (Abell et al. 1999). Example of a company that have benefited from implementing the CAS principles into their operational activities include; Boeings move which reduced its risk of expensive tumble supply networks delays by redesigning of the 787 Dreamliner supply network. Equally, companies such as Nokia, quickly learn to be adaptive in their behaviour in ‘hyper-competitive environment. In the case of Nokia and Ericsson, a fire outbreak to their sole supplier (Philips) for particular chip interrupted the supply of chips to both manufactures. Whiles Ericsson suffered an estima ted loss of $2.34 billion, Nokia quickly connected with Philips to create an alternative supply options that will ensure regular supply of the chips to Nokia (Sheffi and Rice, 2005). Barney (1991) identified the economic and ‘hyper-competitive environment as drivers of resource-base viewed which requires strategic and self-management of the cost and scarcity of resources (Griffiths, 2004) so as to generate superior returns (Priem and Butler, 2001). So the hyper-competitive environment also influences the frequency and level of strategic activities (Eisenhardt and Santos, 2002). Mintzberg (1987) defined strategy in five terms: plan; ploy; pattern; position; and perspective. Similarly, Abraham (2005) viewed strategic thinking as identifying possible business models that results in customer value. According to Pryor et al. (1998) the traditional way of strategic planning was familiarize to quantitative analysis where the strategies were planned based on results or analysed data without strategically thinking of the implementers (low level employees) of the strategic plan. Mintzberg (1994) and Boar (2000) distinguish strategic planning or action as the progeny of strategic thinking. Thus, whereas the thinking involves synthesis encouraging intuitive, innovative and creative thinking at all levels of the organisation, the planning is concern with analysis establishing and formalising systems and procedures (Heracleous, 1998). This is shown in figure 1. Mintzberg (1994) and Boar (2000) concluded that good strategic planning can only be implemented after strategic thinking had occurred. Mitleton-Kelly (2001) express that the ideology on strategy and changes in management is due to the fact that organisations is observed as a complex evolving systems whereby the interacting agents changes with time (Cillier, 2000). Kauffman (1997) and Maturana (1997) argue that strategies should be designed as an adaptive move towards the changing business environment. However, adaptive organisations encounter conflicting constraints within their internal organisation an d the environment within which it interacts. This Kauffman refers to as ‘complexity catastrophe (Kauffman, 1993). Kauffman and Macready (1995) identified Information Technology (IT) and the growing of social network as the major constraints to adaptive system. Therefore, modelling of complexity requires the strategist and practitioners to model organisations especially how human and structural capitals interact with the use of IT systems as well as modelling of the environment to overcome the complexity catastrophe (Sanderson, 1998). Masaaki Imai, a leading Tokyo based management consultant argued that identifying an organisations resource-based view such as its resources and capabilities is critical in determining its strategic action (Imai, n.d). In support of this, Hitt et al. (2009) express that a firms chosen business strategy should be made to exploit its core competences relative to the anticipated opportunities in the external environment. According to Porter (1996) an organisation will survive in this dynamic business environment when it is able to differentiate its strategy by creating its core competency that gives the organisation a competitive advantage over its competitors. Porter re-emphasise that an organisation can boast of good strategy only when its difficult for its competitors to catch up/imitate what it does. He argued that a business model that does not offer an organisation a sustainable competitive advantage is not a good strategy since its competitors can offer the same product to the ma rket. Bonn (2001) suggested three core attributes as the prerequisite for the successful occurrence of strategic thinking. These include recognising the linkages and complexity of the relationships existing between an organisation and its environment in a holistic way, creativity by reviewing the old ideas and practices and merging it with new ideas and having a vision for the organisation. Nonetheless, a viable vision and mission of an organisation should be flexible so as to conform to an ever-changing business environment (Wilson, 1998). Besides the outcome of managing the firms tangible and intangible resources will be the firms strategic competitiveness (Hitt et al., 2009). The diagram illustrates the outcome of strategic actions. According to Abraham (2005) the strategy is all about winning and can only be achieved through strategic thinking and planning. Strategic processes have shifted from the processes of strategic learning by organizations (Crossan and Berdrow, 2003) to an increasing strategy as a social practice (Jarzabkowski, 2005). Similarly, Eisenhardt and Brown (1998) argue that modern strategy has shifted from the traditional way of building long-term defensible positions to a continuous adaptation and improvement into the business environment. Abraham (2005) pointed out that differentiation in terms of finding a technique/innovative way to obtain a sustainable competitive advantage (increasing customer value and profit) is one of the challenges of strategic thinking. However, Sanderson (1998) claim that in this modern era, the ability for an organisation to manage knowledge and the resultant changes in organisation is the main key to think of and obtain strategic advantage and become successfully competitive. On the other hand, the complex changes and continuous quest to gain competitive advantage (Abraham, 2005) has led to the growth of co-operation such as strategic alliances and joint venture to respond to the hostile and turbulent environment (Sanderson, 1998). In a keynote speech by the president and chief operating officer of Coca Cola Company Munich, Kent (2008) stated that the sustainable future of an organisation is not achievable without sustainable leaders and leadership. Moreover sustainable leadership will necessitate organisations to build strong culture of sustainability. Leadership plays a major role in affecting decision processes (Chung and McLarney, 1999) since members within a structure mostly depends on powerful leaders to initiate decisions (Schneider and Shrivastava, 1988). According to Hambrick and Mason (1984) strategy is usually made and executed at the upper hierrarchial levels. Thus the most strategists within an organization is the Chief Executive Officers (CEOs) and their top management teams and the board of directors of which Whittington (2006) classified them as practitioners. Simultaneously, their profession which includes writing, presenting, communicating, meetings, consulting, etc also requires certain practices such as thinking, analyzing and acting (Angwin et al., 2009). However, Macus (2008) perceive the boards as a strategic resource of an organization that influences its performance. Figure 3 illustrates strategic as practice approach. Boar (2000) stated that a strategist thinks about many issues in multiple dimensions at many levels of abstraction and detail over time (past, present and future) whiles the planning or action processes of the strategy requires cost and time of which all strategists must take that into consideration (Linn, 2008). So the role of strategists is to instill a sense of vision that the staffs of the organisation will work towards (Hamal and Prahalad, 1993) and not to specify every move in advance. According to Simpson (1998) strategy is centered towards the future, hence an effective and efficient strategists is to understand the history of the organisation, its leadership and the industry it operates, then study the successful and unsuccessful initiative the organisation has engaged over the past 5-10 years as well as to enable plan for the future years. In the situation whereby different entities engage in an interaction to undertake a project, a complex inter-relationship is created (Mitleton-Kelly 2001). In this case, a consultant can be hired to help both entities in strategising the planning of the project in order to reap mutual benefit ( ). Also the transfer of knowledge and information to accomplish any task is determine by the level of connectedness and relationship within the actors (Kauffman, 1993). However, Mitzberg (1994 ) criticize the proponents of strategic planning stating that it is deceptive for strategists who are detached from the business operations to f orecast occurrences for an organisation and its industry of operation and that formalising procedures to produce strategy is also a fallacy instead of operationalising on already existing strategies. Equally Collins and Parcas (1994) argue it is a myth that â€Å"successful companies make their best moves by brilliant and complex strategic planning†. Instead the moves made by visionary companies is through series of experiments, trials and error and then take opportunity on those that work perfectly for them. In view of this, Mitleton-Kelly (2001) also stated that trying different strategies exposes organisations to risk. Wenger and Snyder (2000) suggested setting up of â€Å"communities of practice† as one of the best structures for developing strategic thinking. This structure creates thinking environment which involves experienced managers and employees from different sectors and geographical areas to share their skill, knowledge and experiences to develop strategies or business models that influences the future of the company considering the three timing dimensions- past, present and future (Boar, 2000). This structure is similar to the multi-disciplinary project team. Bonn (2001) identified strategic forum as another structures for developing strategic thinking. She argued that this proactive approach should involve successful managers with a proven track record in their own disciplines to focus on areas that will benefit the long-term health of the organisation. According to Kennedy (2005) the diverse cultural values of employees makes managers grapple with complex issues and systems which requires many intangible aspects as tangible ones. Mantere and Whittington (2007) stated that understanding human behavior in a system is really complex. MacGregor‘s (1960) classical division in management theories distinguishes human beings into Theory X and Y. The former are the individuals who are self-interested, work-avoiding and passive whiles the later refers to those who are responsible, communitarian and willing to learn. McGregor (1960) re-emphasize that strategic action will successfully be implemented only when the managers are able to determine the behaviours of the subordinates, the value system and their confidence in the subordinate (Tannenbaum and Schmidt, 1958) and influence them to achieve positive result. Argyris (1956) argue that subordinates who are immature (Theory X) requires an autocratic leadership style whereas the matured ones (Theory Y) require a democratic leadership style. Morison (1967) on the other hand re-emphasized that organisation whose management flexibly gives its staff lot of latitude to plan strategically are better-off than organisations whose managers are autocratic in making decisions. In view of this, Fiedlers (1967) contingency model suggest that the ability of the managers is to carefully assess the situation and choose a suitable dominant style to improve their leadership role in revitalizing the vision of the organization. However, Calder et al. (1977) argued that despite complexity involves managing human being; the existence of leadership is only a perception. Simpson (1998) identified communication, performance measures, reward systems and training programs as the main driving force that influences strategic actions. Effective communication through knowledge and information sharing in an organisation will enable the strategy to be acted upon in the appropriate direction. Hopkins and Hopkins (2002) stated that interactions among group of people simultaneously influences their group actions and is observed as the key predictor of group performance (Kanki et al., 1991). Tziner and Vardi (1983) pointed out â€Å"higher quality of problem solving, greater productivity and efficiency, better achievement and greater group satisfaction† as the benefits of smooth interactions among members of a group. However, Ziegler et al. (2000) argues that the effectiveness of group interaction can be negatively affected (Steiner, 1976) in the situation whereby a single person is dominating a group interaction to solve complex task. Simpson (1998) conti nue to express that measuring the performance of the executed plan will assist the organisation to spotlight on the most important whiles improving upon the performances. Rewards and compensation on the other hand motivates the staffs to make the strategic plan a reality by achieving positive results. Moreover the organisation should organise training programs to psychologically work on the staffs attitudes and skills whiles executing the strategic plans. Furthermore, Stasser et al. (1989) made an interesting comment that most of the best contribution and supports to solutions or complex task is normally generated from ad hoc informal board interactions which occurs outside committee or board meetings among the directors. Ruppert (2009) also emphasise that informal discussion among board members, top management and stakeholders, occurs at the golf course, spending sometime at the beach, pub or restaurant when drinking beer. According to Coutts et al. (2005) the aforementioned places by Ruppert (2009) leads to social development and contributes to team performance within an organisation. DAvani and MacMillan (1990) suggest that managers should not dwell much on previous success because of the dynamic business environment as it is easy for such managers to fall prey to what Duhaime and Schwenk (1985) term as â€Å"illusion of control†. In addition Ansoff (1984) argue that general managers who perform satisfactorily and succeed in an environment does not give them the assurance of succeeding on a different environment where there is lower or higher level of business turbulence (cited in Mantere and Whittington, 2007). According to Linn (2008) one of the concepts that organisations must consider during strategic planning processes is the SWOT analysis. This gives detailed account of the organisation strengths and weaknesses as well as the opportunities and threats of the competitive environment. Mantere and Whittington (2007) claim that the SWOT analysis is one of the most popular strategic tool that has been adopted as business policy to flexibly develop and sha pe strategists and practitioners. The outcome of strategic actions from interacting with the environmental forces provides the platform for organisational learning when the experiences of these outcomes is then feed back into the scanning and interpretation processes (Chung and McLarney, 1999). In support of this, Ashby (1969) re-emphasise that an organisation can survive in a complex system by exploring its space of possibilities thus continuously scanning the landscape and encouraging alternative strategies. On the other hand, the feedback helps in identifying ones strength and specifity of asset (Sherif, 2006). Furthermore, Prigogine and stengers (1985) claim that feedback from implemented strategic plans either being positive or negative helps to create stability in complex system through a precise prediction of the agents behaviour and planning accordingly (cited in Mtleton-Kelly, 2001). Strategic processes have some shortcomings (Tavakoli and Lawton, 2005). The authors argue that normally the knowledge and experience of the front line employees are not incorporated into the information gathered during the strategic thinking process. On the other hand, the authors argue that the absence of the senior management may also mismatch the mission of the organisation. Even though strategic planning usually occurs at the top of organizations (Christensen et al., 1982), Bourgeois and Brodwins (1984) claim that organizations perform better when strategic thinking and planning is delegated downwards so as to benefit from the information gathered at frontline. Moreover, Hambrick (1987) argue that strategic success is assured when the entire top management team share common values and posses qualities that robustly fits into evolving competitive environment. To conclude strategy is recognized as an organizational phenomenon which is significant for organizational performance and growth. Strategic practices never ends so long as there continue to be complex evolving system hence understanding the nature of complex system is important. Therefore adapting to such systems which has been challenged by practitioners requires good leadership that will promote knowledge sharing and learning in engaging into strategic thinking and planning. 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(1998) New approaches to strategy: new ways of thinking for the millennium, Management Decision, Vol. 36, No. 1, pp. 9-13. Schneider, S.C. and Shrivastava, P. (1988) Basic assu Rationalism in Architecture: 18th and 20th Century Rationalism in Architecture: 18th and 20th Century Introduction Rationalism began as a 17th century ideology that led to the Enlightenment, a period in history where reason was the primary instrument for justifying and understanding the hows and whys of things and circumstances. The Enlightenment was a time where concrete evidence through scientific research flourished and Rationalism influenced all field of endeavors and even simple daily tasks.[1] In layman terms, to be rational is to be understandable, measurable or definite. Using this as premise, Rationalism in architecture therefore pertains to accuracy in designing and building the height, breadth or depth of a structure. Architectural Rationalism was a solid evidence of the Enlightenment influence in the field of architecture. It continues to persist in the modern world as an independent art movement though much of the modern Rationalist designs have little resemblance to Enlightenment architecture. Henceforth, this essay attempts to contextualize Rationalism by differentiating its two variants: 18th century Rationalism and the recent 20th century development. The similarities and differences of their respective designs and, if possible, functions are noted to give us an idea on how Rationalism has evolved as an architectural ideology. The essay also includes discussions on sub-movements, their pioneers and their trademarks. 18th Century Rationalism The Enlightenment Architectural Rationalism was focused on being symmetrical, having accurate measurements of classic shapes, and functionality. It clearly reflected the spirit of the times where science, mathematics and logic were at the peak of their influence. Neoclassicism was a widespread movement under the Rationalist wing. It was established in reaction to the flamboyant and seemingly excessive Baroque and Rococo styles. During the neoclassicist boom, many artworks and structural designs of the classical Graeco-Roman era were recalled together with the architectural works of Italian Andrea Palladio.[2] The movement was named neoclassical, as opposed to pure classicism, as not every classical design was applied therein. Neoclassicists only selected from the wide array of designs those feasible to society. Neoclassicist designs were characterized as follows: symmetry, columns that functioned as support, minimalistic design composed of basic geometric shapes, and an overlaid triangular gable commonly known as pediment. The symmetry, functionality, and geometrical aspects of the neoclassicist movement were defining characteristics of the Rationalist ideology.[3] The Pediment[4] A Column[5] Existing in the 16th century towards the culmination of the Renaissance period, Andrea Palladio was the first known architect to revive and apply the classical designs of Graeco-Roman society in many villas, palaces and basilicas. His architecture became an essential foundation of Enlightenment Architecture. As a dedicated follower of Vitruvius and his timeless principle of firmitas, utilitas, venustas, Palladio carefully ensured that his structural designs were durable, useful, and attractive as stipulated by Vitruvius in his ten-volume masterpiece De Architectura. Palladio was also particular about proportions and putting a purpose on every structural component.[6] For instance, a portico or terrace must be utilized in such a way that the surrounding scenery was seen in its full glory. He wanted geographical attributes of the estate to match with the houses structural design. The palazzos, villas and basilicas he designed displayed the intermingling values of beauty and the social environment and position of their respective owners. An urban palazzo was different from a provincial palazzo; likewise, an agricultural villa was different from a residential villa. Palladio designed structures according to their context.[7] Palladio had contributed several design innovations in public buildings and churches. Most Palladian works were made of affordable materials, usually stucco, traditionally made with lime, sand and water, to cover and bind bricks. His urban structures for prestigious Venetian owners had high classical porticos with pediments that extended as far as the second floor and were supported by giant colonnades. These porticos were raised above ground level and on the same level as the rest of the ground floor. This raised floor called piano nobile, was reused in later variations of neoclassical architecture. Palazzo Chiericati in the city of Vicenza was a fine example of this urban structure.[8] Palazzo Chiericati (1550-1557)[9] Rural villas were rather different. Instead of the piano nobile, there was an elevated podium bordered by lower service wings, connected with an elegant curving flight of stairs. The owner maintained residence at the elevated portion. Villa Foscari (also La Malcontenta) was among the mid-16th century designs of Palladio that employed this renowned building format. Villa Foscari (1559)[10] The 1570 publishing of Palladios work Quattro Libri dellArchitettura (The Four Books of Architecture), stretched his influence far beyond his home country Italy. Palladios architectural drawings and discussions contained in the book set the stage for neoclassicist expansion in the key European countries of France, Britain, Ireland, Spain and Germany.[11] Even more remarkable was his influence in colonial and post-colonial America, where his designs were replicated in the houses of well-known families, state buildings and even the private abode of Thomas Jefferson, the freedom President.[12] Along with Palladios treatise, the unearthing and discovery of Pompeii and Herculaneum, Roman towns destroyed by volcanic eruption during the classical period, was thought to inspire the interior designs of 18th century European houses and edifices.[13] The Ruins of Pompeii[14] Interior View of a Herculaneum House[15] In Europe, neoclassicist architecture developed at different paces. Some sources estimated that the movement reached its peak in France with Étienne-Louis Boullà ©e and Claude Nicolas Ledoux. The two architects followed principles of rationality into their Graeco-Roman inspired designs. Boullà ©e was known for fusing geometry with the standard classics. This original neoclassical deviation might have been influenced by his work as an educator and philosopher at École Nationale Des Ponts et Chaussà ©es. Like most neoclassicists, his designs were minimalistic, devoid of ornamentation, bold enough to repeat certain structural components, especially if they were functional (i.e. columns), and sought to emphasize the purpose of the structure and its parts. Boullà ©e also proposed a cenotaph, an approximately 500-foot sphere rooted on a round foundation, for the English scientist Isaac Newton. This was not feasible to build but as a professional engraving, the style gained prom inence. Boullà ©es works were later revived by 20th century Rationalists and more popularly by renowned Modernist architect, Aldo Rossi. Contemporary architects found his designs unique and very inventive although some would consider them illusions of grandeur. The Hà ´tel Alexandre in Paris, known for its flanking courtyard doors and Corinthian columns, was one of Boullà ©es surviving works.[16] Cenotaph for Newton (1784)[17] Hà ´tel Alexandre (1763-66)[18] Like his compatriot, Ledoux was very idealistic in his architecture, always wanting to build with a purpose. For this he and Boullà ©e were branded Utopians.'[19] Ledoux designed many theatres, hotels, residential homes, and buildings, supplied with rotundas, columns and domes from the Graeco-Roman period. His known architectural innovation was the architectonic order, best exhibited through his design on the Royal Saltworks at Arc-et-Senans. He was appointed Royal Architect for the express purpose of building a structural design for efficiently extracting salt. The Royal Saltworks became a significant example of 18th century Architectural Rationalism for its extensive use of geometry and logical arrangement of shapes to facilitate the extraction and transportation processes. Another design was drawn after the first was disapproved.[20] Facade of the Royal Saltworks, France[21] Aerial View of Ledoux Second Design (1804)[22] There were many other prominent figures under the neoclassical movement but few were as Utopian as the works of Boullà ©e and Ledoux. French writer-teacher-architect Jean-Nicolas-Louis Durand influenced several German Rationalists by adding principles of economy and convenience to the existing architectural Utopia.[23] The later renditions of neoclassicism in Britain, America, and Spain disregarded the attachment to symmetry and geometry that Palladio himself and the French neoclassicists were very particular. However, they did retain much of the functionality aspect. For example, neo-Palladian British architects William Kent and Indigo Jones invented the flanking wings to give more space in the house interior.[24] This concern for utilizing space was still an archetype of 18th century Rationalism. 20th Century Rationalism 20th century Rationalist architecture was interchangeably called Neo-Rationalist. Although the designs were different from 18th century rationalism, neo-Rationalists continued to practice important principles of Rationalist Architecture. The simplistic form and ornamentation was still retained; the functionality aspect became known as theme. In fact, as many historians claimed, neo-Rationalism was an evolution of 18th century Enlightenment Architecture.[25] The need to justify architectural works remained strong as it had then. The Enlightenment brought about the Industrial Revolution around 18th-19th centuries. The effects lasted and were carried over to the 20th century, where industrialization became a fad. Economic advancement was no longer associated with brick and wood but with new elements like steel, iron and glass. As industrialization reached its peak in the 20th century, the growing importance of machinery led to the development of an industrial architecture, composed of t hose new elements.[26] Modernism was the dominant rationalist movement of the 1900s. It basically aimed to employ new materials suited to the spirit of industrialization and free architects from the bondage of styles, which curtailed individual touches. The works of early Modernists Ludwig Mies van der Rohe and Walter Gropius in Germany and Frenchman Le Corbusier were mostly products of socio-political revolutions. Following World War I, the German Modernist ventured into new structures that meet social needs.'[27] The Bauhaus design school resulted from this venture. Bauhaus became identified as the International Style, adopted by many Modern structural designs in various countries.[28] The following are famous examples of Bauhaus architecture: The UN New York Base by Le Corbusier[29] The Gropius Residence in Lincoln[30] The International Style was characterized by rational principles of minimalism and functional design and structure. Neoclassical pediments, columns and flanking wings were replaced by rectangular shapes of concrete cement, steel, and other new elements. There were hardly traces of particular cultures or social context and a neutral architecture that was universally applicable prevailed.[31] Modernists like Frank Lloyd Wright tried to balance nature and structural designs.[32] Later, Postmodernist movements emerged to deconstruct the universality of Bauhaus and infuse local identities into modern architecture so it can connect with peoples sentiments.[33] Aldo Rossi, Italian theorist-architect-designer-artist, was among the celebrated Postmodernists. His valuable contribution to urban architecture was building contemporary structures without neglecting the historical value of the city or site where it would be built. He stressed the social significance of monuments and cemeteries and also advocated that structures be strong enough for succeeding generations to witness.[34] San Cataldo Cemetery expanded by Rossi (1971)[35] Bonnefanten Museum, Maastricht by Rossi (1990-1994)[36] Conclusion 18th and 20th century Architectural Rationalists are linked by the ancient principles of utilitas, firmitas, venustas. Their respective movements were generally non-ornamental and useful in structure, design and theme. In the area of symmetry, the use of geometrical shapes, and projecting cultural and individual sentiments, the two Rationalist regimes differ. 18th century Rationalists were unified in advocating truth and beauty in architecture while neo-Rationalists had individual contradictions.[37] Nevertheless, both strands justified Architectures major roles in society and in peoples lives. Sources [1] Hackett Lewis. (1992) The age if enlightenment, History World International at http://history-world.org/age_of_enlightenment.htm [2] Steve Fallon Nicola Williams. (2008) Paris: city guide, United Kingdom, Lonely Planet Publications, p. 48. [4] University of Pittsburgh at http://www.pitt.edu/~medart/menuglossary/pediment.htm [5] Old House Web at http://www.oldhouseweb.com/architecture-and-design/greek-revival-1820-1850.shtml [6] Bernd Evers, Christof Thoenes Kunstbibliothek. (2003) Architectural theory: from the renaissance to the present, Germany, TASCHEN pp. 6-7. [7] Sam Smiles Stephanie Moser. (2005) Envisioning the past: archaeology and the image, Maine, Blackwell Publishing pp. 98-114. [8] Douglas Lewis, Andrea Palladio International Exhibitions Foundation. (1981) The drawings of Andrea Palladio, Texas, The Foundation, pp. 158-163. [9] Essential Architecture at http://www.essential-architecture.com/STYLE/STY-E14.htm [11] Caroline Clifton-Mogg. (1991) The neoclassical source book, New York, Rizzoli, pp. 88-175. [12] David Watkin. (2005) A history of western architecture, London, Laurence King pp. 114-513. [13] H. Keethe Beebe. (1975) Domestic Architecture and the New Testament, The Biblical Archaeologists, volume 38, number 3/4, pp. 89-104. [14] Virtual Tourist at http://cache.virtualtourist.com/1898061-Pompeii-Pompeii.jpg [16] Helen Rosenau. (1976) Boullà ©e visionary architecture, New York, Harmony Books pp. 1-27. [19] Barry Bergdoll. (2000) European architecture, 1750-1890, New York, Oxford University Press p. 97. [20] Elizabeth Basye Gilmore Holt. (1966) From the classicists to the impressionists: art and architecture in the nineteenth century, Connecticut, Yale University Press pp. 227-311. [21] United Nations Educational, Scientific and Cultural Organization at http://whc.unesco.org/en/list/203 [23] Joy Monice Malnar Frank Vodvarka. (2004) Sensor design, Minneapolis, The University of Minnesota Press p. 8. [24] Inigo Jones, William Kent. (1727) The designs of Inigo Jones: consisting of plans and elevations for publick, England, W. Kent pp. 1-73. [25] Christopher Crouch. (2000) Modernism in Art Design and Architecture, New York, St. Martins Press pp. 1-10. [26] Industrial architecture, EncyclopÃÆ' ¦dia Britannica Online at http://www.britannica.com/EBchecked/topic/286910/industrial-architecture [27] Richard J. Evans. (2003) The coming of the third reich, New York, The Penguin Press, pp. 122-123. [28] Henry Russell Hitchcock Philip Johnson. (1997)The International Style, New York, W. W. Norton Company, pp. 1-5. [29] International Style at http://architecture.about.com/od/20thcenturytrends/ig/Modern-Architecture/International-Style.htm [30] The Digital Archive of American Architecture at http://www.bc.edu/bc_org/avp/cas/fnart/fa267/gropius.html [31] Hazel Conway Rowan Roenisch. (1994) Understanding architecture: an introduction to architecture and architectural history, London, Routledge pp. 22-24. [32] Kathleen Karlsen. Saving Civilization Through Architecture Rationalism and the International Style, at http://ezinearticles.com/?Saving-Civilization-Through-ArchitectureRationalism-and-the-International-Styleid=888138 [33] Hazel Conway Rowan Roenisch. (1994) Understanding architecture: an introduction to architecture and architectural history, London, Routledge pp. 22. [34] Terry Kirk. (2005) The architecture of modern Italy, volume 2: visions of utopia 1900-present, New York, Princeton University Press pp. 208-214. [35] Cornell University Blog at http://blogs.cornell.edu/tim/2008/09/21/cities-sites/ [36] Brian Rose at http://www.brianrose.com/portfolio/bonnefanten/bonnefan.htm [37] Sarah Williams Goldhagen. Ultraviolet: Alvar Aaltos embodied Rationalism, Harvard Design Magazine at http://www.sarahwilliamsgoldhagen.com/articles/Ultraviolet.pdf

pay equity :: essays research papers

The American Association of University Women (AAUW) has long fought to end wage discrimination. Despite the Equal Pay Act and many improvements in women’s economic status over the past 40 years, wage discrimination still persists. AAUW continues to believe that pay equity—economic equity—is a simple matter of justice and strongly supports initiatives that seek to close the persistent and sizable wage gaps between men and women. The effects of pay inequity reach far. According to a 1999 study by the Institute for Women’s Policy Research and the AFL-CIO, based on U.S. Census Bureau and Bureau of Labor statistics, women who work full time earn just 74 cents for every dollar men earn. That equals $148 less each week, or $7,696 a year. Women of color who work full time are paid even less, only 64 cents for every dollar men earn—$210 less per week and $11,440 less per year. With a record 64 million women in the workforce, pay discrimination hurts the majority of American families. Families lose $200 billion in income annually to the wage gap—an average loss of more than $4,000 for each working family. In addition, wage discrimination lowers total lifetime earnings, thereby reducing women’s benefits from Social Security and pension plans. Wage inequalities are not a result of women’s qualifications or choices. Wage discrimination persists despite women’s increased educational attainment, greater level of experience in workforce, and decreased amount of time spent out of the workforce raising children. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Education. Although the number of women attaining baccalaureate and advanced degrees now surpasses the number of men, in 1999 the median wages of female college graduates were $14,665 less than those of male graduates. College-educated African American women earn only $1,500 more than white male high school graduates. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Experience. Women gain only approximately 30 cents per hour for five additional years of work experience, compared to $1. pay equity :: essays research papers The American Association of University Women (AAUW) has long fought to end wage discrimination. Despite the Equal Pay Act and many improvements in women’s economic status over the past 40 years, wage discrimination still persists. AAUW continues to believe that pay equity—economic equity—is a simple matter of justice and strongly supports initiatives that seek to close the persistent and sizable wage gaps between men and women. The effects of pay inequity reach far. According to a 1999 study by the Institute for Women’s Policy Research and the AFL-CIO, based on U.S. Census Bureau and Bureau of Labor statistics, women who work full time earn just 74 cents for every dollar men earn. That equals $148 less each week, or $7,696 a year. Women of color who work full time are paid even less, only 64 cents for every dollar men earn—$210 less per week and $11,440 less per year. With a record 64 million women in the workforce, pay discrimination hurts the majority of American families. Families lose $200 billion in income annually to the wage gap—an average loss of more than $4,000 for each working family. In addition, wage discrimination lowers total lifetime earnings, thereby reducing women’s benefits from Social Security and pension plans. Wage inequalities are not a result of women’s qualifications or choices. Wage discrimination persists despite women’s increased educational attainment, greater level of experience in workforce, and decreased amount of time spent out of the workforce raising children. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Education. Although the number of women attaining baccalaureate and advanced degrees now surpasses the number of men, in 1999 the median wages of female college graduates were $14,665 less than those of male graduates. College-educated African American women earn only $1,500 more than white male high school graduates. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Experience. Women gain only approximately 30 cents per hour for five additional years of work experience, compared to $1.

Need to know Essay

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. Readers use a variety of reading strategies to assist with decoding (to translate  symbols into sounds or visual representations of speech) and comprehension. Readers may use morpheme, semantics, syntax and context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations. The history of reading dates back to the invention of writing during the 4th millennium BC. Although reading print text is now an important way for the  general population to access information, this has not always been the case. 2 With some exceptions, only a small percentage of the population in many countries was considered literate before the Industrial Revolution. Some of the pre-modern societies with generally high literacy rates included classical Athens and the Islamic Caliphate. Scholars assume that reading aloud (Latin clare legere) was the more common practice in antiquity, and that reading silently (legere tacite or legere sibi) was unusual. In his Confessions, Saint Augustine remarks on Saint Ambrose’s unusual habit of reading silently in the 4th century AD. Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones . Handwritten text may also be produced using a graphite pencil or a pen. Short texts may be written or painted on an object. Often the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road. Short texts like these are sometimes referred to as environmental print. 3 Sometimes text or images are in relief, with or without using a color contrast. Words or images can be carved in stone, wood, or metal; instructions can be printed in relief on the plastic housing of a home appliance, or a myriad of other examples. A requirement for reading is a good contrast between letters and background (depending on colors of letters and background, any pattern or image in the background, and lighting) and a suitable font size. In the case of a computer screen, not having to scroll horizontally is important. The field of visual word recognition studies how people read individual words. A key technique in studying how individuals read text is eye tracking. This has revealed that reading is performed as a series of eye fixations with saccades between them. Humans also do not appear to fixate on every word in a text, but instead fixate to some words while apparently filling in the missing information using context. This is possible because human languages show certain linguistic regularities. Reading is typically an individual activity, although on occasion a person will  read out loud for the benefit of other listeners. Reading aloud for one’s own use, for better comprehension, is a form of intrapersonal communication. Reading to young children is a recommended way to instill language and expression, and to 4 promote comprehension of text. Before the reintroduction of separated text in the late middle Ages, the ability to read silently was considered rather remarkable. 5 I. READING TECHNIQUES i. The purpose of this technique is to help you interpret the context of the reading. To sink in the information’s you need to know. You can also easily interpret those books you can read.  ii. You can learn more effective ways to speed up your reading skills and getting knowledge further. A. Have him read aloud. 1. This forces him to go slower, which gives him more time to process what he reads, which improves reading comprehension. Plus, he’s not only seeing the words, he’s hearing them, too. You can also take turns reading aloud. 2. To enhance fluency. Fluency is an essential part of successful reading. Fluency is based on automaticity (a reader’s ability to recognize words automatically). If children are to become both automatic and fluent readers, they need practice. Preparing to read a text aloud expressively provides children with the time and means to recognize words automatically and to read a text with a high percentage of accuracy. 6 3. To strengthen comprehension. When children use techniques for expressive oral reading, their comprehension of what they are reading dramatically increases. Since fluency is closely tied to comprehension, when children become smoother and more accurate readers they will also become more knowledgeable ones. 4. To develop critical reading skills. For children to read expressively, they must make conscious decisions about how to  read and what they should emphasize while they are reading so that they can effectively communicate both the surface and deeper meanings of a text. 5. To develop other important reading skills. When children prepare to read expressively, they will develop competence in grammar, memory, attention, sequencing, and understanding cause and effect. Reading well takes time, focus, and attention; and if children are going to read aloud well, they must give the requisite time, focus, and attention to prepare the text. As children prepare a text for oral reading, they will gain a greater  understanding of how grammatical and rhetorical structures (sentences, stanzas, and paragraphs) work and how the sequencing of words and ideas plays an important role in the delivery of meaning. 7 6. To build confidence. When children read with expressive skills, they will also develop more confidence in themselves as readers. No longer limited either to rapid word-calling or to stumbling over print, children will discover that, with practice and guidance, they can become more fluent, purposeful, and effective readers of the kinds of print material that had previously frustrated or befuddled them. B. Provide the right kinds of books. 1. Make sure your child gets lots of practice reading books that aren’t too hard. She should recognize at least 90 percent of the words without any help. Stopping any more often than that to figure out a word makes it tough for her to focus on the overall meaning of the story. 2. Almost any book can help build vocabulary and improve writing skills. It was advisable reading as many different genres and as many different books as possible. 3. Letting them choose their own books as soon as they start showing a preference for one over another. If a book is beyond a child’s reading  ability, it can be read to him or her now. 8 4. Finding out what students is interested in, and choose books that are related to his interests either an informational book or a novel in an area of specific interest. 5. Find picture books because of the subject or artwork, will be just right for a young reader , An interesting story in a beautiful, well-illustrated book offers the students an aesthetic experience to enjoy over and over again. 6. Pick books depending on your reading level, no matter what your age. C. Reread 1. If you don’t understand what you are reading, read over the sentence(s) again. Try reading the words out loud to yourself. If you still don’t understand something, ask a good reader nearby to explain the sentence(s) to you, or simply pick up a book that is easier to read and more appropriate to your reading level. 2. Feel free to use your finger as a pointer. It will keep your eyes focused on the line you are reading, improving your understanding. 3. To gain meaning from text and encourage reading comprehension, your child needs to read quickly and smoothly – a skill known as 9 fluency. Rereading familiar, simple books gives your child practice at decoding words quickly, so she/he’ll become more  fluent in her reading comprehension. 4. The more you read you the more you will remember them. Some of the experts suggest reading a chapter twice and then reading it again before a test. This technique is definitely effective; it is time-consuming, especially if you read slowly. D. Study Reading Vocabulary 1. As your student reads books, have her make a list of words that were difficult or unfamiliar in the book. Make flashcards of these words, spend some time together talking about the meanings and looking them up in the dictionary. Take turns showing the cards and guessing the words and meanings. As the student masters each word, remove it from the deck and put it in a place of honor. When the whole deck is mastered, celebrate with a special reward. E. Participate in Library Reading Programs 1. Most libraries offer organized reading programs during school breaks for students based on their school levels. Many of these 10 programs are themed and showcase some of the best works for children and young adults. a. The library staff may host activities based on books and have special events and field trips designed to help students explore the literature on a deeper level. Librarians are  usually happy to help your child and can help find ways to involve all levels of readers within an age group. F. Mind mapping 1. A mind map is a non-linear diagram that makes it easy to capture key thoughts and connections between ideas in a graphical / visual format. Starting with an idea, concept, or question in the center, you capture information by connecting key concepts and thoughts to the central idea. More detailed information related to these thoughts is then captured in branches that radiate out from the key concepts, away from the central idea. a. It is a useful technique to use while reading, since the  non-linear format allows you to view the entirety of your notes at a glance, then easily place new information in the appropriate branch or make connections between ideas. 11 It’s also a useful technique when solving problems or planning projects: start with a question or project description, then capture all ideas or necessary tasks in the appropriate branches. G. Scanning 1. A technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you’re looking for, so you’re concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you’ve scanned the document, you might go back and skim it. a. When scanning, look for the author’s use of organizers such as numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. 12 b. A process of quickly searching reading materials in order to locate specific bits of information. When scanning you  don’t start from the beginning and read to the end. H. Skimming 1. It is another technique whose purpose is to gain a quick overview in order to identify the main points. When skimming, you will often skip words, sentences, and paragraphs. a. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research. b. The students may read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is useful when you’re seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts. 13 I. Make your own study guide 1. An extension of the concept of composing questions about your reading, this technique involves creating a set of possible test questions and answers and studying from those. Determine what your professor is likely to ask, compose questions, and write the  answers under them. Study from your study guide until you feel you know it well. Then create a version that omits the answers and see how well you do answering the questions. Those you miss are the ones you need to study more. J. Recite and teach material to others 1. Many experts swear by the effectiveness of reciting important parts of the reading orally[md]not reading aloud, but reciting section summaries you’ve composed yourself or questions and answers you’ve posed about the reading. Since you might find it awkward to recite aloud with people around, you may want to find a private place. In the same vein, teaching the material to others can dramatically boost your memory of it. Study groups are an excellent setting for doing so. If all else fails, consider teaching concepts to your dog or one of your stuffed animals. K. Keep reading 1. Try to read as much as you can on your free time. Reading will help you in lots of ways; your vocabulary will become larger and 14 more sophisticated and you will notice your grades change for the better in school. Have fun reading. II. FACTORS AFFECTING STUDENT READING i. The students nowadays are just refusing to read, Psychological studies have  shown that children who become adults who do not read very well are less successful in life than their peers. Of course we can break the reasons why students hate to read down to both medical and psychological factors: 15 A. Medical 1. They may have difficulty seeing the text and need glasses. Or they may have an organic brain disorder B. Psychological 1. They may be a developmental or learning disability such being mentally handicapped or they may have a learning disability such as dyslexia making it extremely difficult to read. a. Dyslexia is a very broad term defining a learning disability  that impairs a person’s fluency or comprehension accuracy in being able to read, [1] and which can manifest itself as a difficulty with phonological awareness, phonological decoding, processing speed, orthographic coding, auditory short-term memory, language skills/verbal comprehension, and/or rapid naming. C. Other psychological factors 1. They are simply distracted. In the past there were fewer distractions. Today there is TV, video games, and so on, which can take them away from reading. a. Nowadays there are internets that they can read far quicker, you do not have to read books. D. Lack of self-confidence 16 1. They may feel embarrassed to read out loud which is also related to self-esteem. Some kids will say they don’t like the sound of their voices. They may compare themselves to better readers and feel they are not as good. This may not even be the case. They may be just as good as the other readers. Only, they just fail to see it. E. Boredom 1. They get bored with reading and once the students lose interest in reading it is hard to get them back on board. Some of this boredom can be attributed to the dullness of the classroom reading assignments which have very little to do with the lives of the students who are reading them. F. Lack of practice 1. If the students are not motivated to read they will not practice. Motivation decreases with age. Even high school students who are good readers can feel like they are climbing a mountain when they have to read a chapter from a book. Without practice students will not develop the required skills and ease of reading. They will not read fast and later on in life this will also affect their university studies when enormous amount reading is requires in many disciplines. 17 a. The ability to read well and comprehend what is read is also crucial for adults in the work, environment, social  environment, and at home. III. TIPS ENCOURAGE THEM TO READ A. The first step to read to your child at an early age. 1. Many people have fond memories of their parents reading them bedtime stories, and reading to your child will help foster a love of words and reading. B. Fill your room with books 1. Kids who grow up with books all around them learn to think of books as friends, and allies in their pursuit of adventure and learning. a. The books like encyclopedias, dictionary, atlas, newspapers, magazines, almanac and etc. C. Be a good reading â€Å"role model†. 1. Let them see you reading, and how much you enjoy reading books  and magazines. a. Encourage joining you as you read; it can be your â€Å"bonding time† with them. D. Introduce them to books that match their interests and hobbies. 18 1. Show them how a good book can expand their knowledge in a particular area, and expand their horizons as well. E. Encourage them to find new books on their own to read. 1. While showing your books is a good way to build their interest level, a child who finds new books on their own can benefit from an increased sense of independence. 2. Let them to choose their own interest book. F. Get your child a library card. 1. Show them how a library can be a place of wonder and excitement, and can open up whole new worlds of learning to last a lifetime. And then put the library in your schedule, so you will be sure to visit frequently together. G. Setting limitations 1. Set limits on the amount of time your child spends in front of a television or video game console. a. There’s nothing wrong with watching television or playing video games, if you want to child to develop good language and learning skills, make sure they spend just as much time reading a good book. b. They might not like it now, but chances are they’ll thank you for it later in life. H. Leaving books 1. Leave books in the bathroom within easy reach of the toilet. You are quite likely to pick one up and read it. 19 2. Put books on the breakfast table. You are reading the backs of cereal boxes already. If you have a few books right in the kitchen, these will probably end up on the morning reading menu. a. If you don’t read, it’s unlikely your children will, either. Set a good example. I. Be comfortable 1. Therefore it is wise when you are comfortable reading general material to increase your reading speed as soon as possible. 2. Use a spreadsheet creatively. Try to read 15 to 20 minutes a day. Also, don’t judge a book by its cover. a. Spreadsheet is a grid that organizes data into columns and rows. Spreadsheets make it easy to display information, and people can insert formulas to work with the data. 3. To get the most comprehension, avoid lying down while reading. While reading in bed can help you relax and fall asleep, you can retain more information by having a good posture while reading. a. For example, sitting straight up and keeping your feet flat on the floor can increase your alertness. b. Make sure to choose a place that is comfortable for you for  the length of time you are going to read your book. This can be a couch, a chair or a bed. 20 Temperature is the most important factor to get comfortable reading. You can adjust the temperature the way you like it to be. If it’s too cold or too hot, then it will make getting comfortable to read a lot harder. The temperature is on you to decide. 4. Clothing. This is also another important factor to getting comfortable to read. You don’t want very tight or too lose clothes that make it not comfortable to read. a. Try wearing pajamas or just sweat pants and a t-shirt. Anything you are comfortable with. 5. A nice refreshing drink. This step is optional to you. It can depend on where and what time of day or year it is. Hot and warm drinks are great for those cold or cool nights or days. Cold drinks are perfect for those warm hot days and nights. 6. Book. The main thing you are getting ready to read. It can be a book you wanted to read for a long time or just to read for fun. Make sure it’s the book you really want to read. a. Bookmark. This is also optional but highly recommended to have with you when you need to get up and take a break or use the restroom and you don’t want to lose the page you are on. 21 7. Glasses and contacts. This step is for people with glasses and contacts. Make sure your glasses and contacts are clean enough for you to be able to read the words on the pages of the book. You don’t want dirt to make it hard for you to read. 8. Position is a key to get comfortable to read. You can adjust your position when you are reading to make it comfortable. It can be reading on your back while leaning back on something comfortable, sitting, standing, lying on your stomach, or lying on your side. It’s your choice of position you are comfortable with. a. But as much as possible do not lying on the bed because you will quickly fall asleep. b. Take a place that have more lights, IV. STUDY WELL BY READING 22 i. By reading you can gather information not even as faster as on the internets but you can learn more from reading. It can improve your vocabulary, grammar and enhancing your self-confidence especially when you speak. ii. In doing any works it is advisable to read, by this you can get the exactly meanings or knowledge you want and you will be having an advance thought from it. A. Get all materials. 1. If you want to study properly, don’t just bring your book. You will need a notebook and pencils, pens and highlighters. a. Highlights will help you pay more attention when reading rather than reading passively. B. Read it once. 1. During this, read for content. Try to understand the overall message or story. Put a * with a pencil when you read something that you think are important, rare, or stand out. If you want, just read a page at a time. C. Read it again. 1. Read over, and see if the points with the * are still that important. If they are, highlight them. There should be no more than 10 lines on a page that is highlighted. The highlighted points would help 23 you find important quotes or sentences when you need them later  on, or to study for exams. a. You can skip reading it again, and only have to read the highlighted important points. D. Take notes. 1. Pull out your notebook and summarize what you read. Try to make it as short and precise as possible. a. You can make jot notes or a paragraph, whichever is easier for you to read later on. E. Study. 1. You already read through the passage twice and used your own mind to rewrite and make notes, so it should be stuck in your head. But remember to review every 2-3 days to make sure you don’t forget. a. You can recite it with anyone as much as possible. b. Avoid any distractions. Don’t read for 2 minutes and text for 2 minutes. Your mind must be 100% on what you are reading. V. ADVANTAGES HAVING LIBRARY AT HOME i. The environment within the library itself highly motivates as there will be alot of focused people who will be down to serious business and thus you will feel motivated to do likewise. 24 ii. A proper library should have all the books you require thus you won’t have to spend much time looking for the books you require. A. You more likely to pick up ‘other’ books. 1. If you have a reasonably large collection of books at home, you and other members of your family will be exposed to newer  authors, genres and styles of writing. And if there is a reading culture at home it will help people pick up books belonging to diverse settings, eras and techniques. a. They are more likely to choose books addressing different issues. For instance, a young adult who only devours say a college romance can be exposed to comic fantasy and steam punk or even poetry. B. More chances of rereading a book 1. Chances of rereading or in other words revisiting what you just read are higher if you own the book and if the book is well within reach. So chances of pulling out a motivational book from your  personal library when you are feeling low are higher when the books are just stacked and kept away in your cupboard. a. Some people are in the habit of marking important lines, writing foot notes especially beside their reads so that they can glance at what they picked up from the book. This is a great practice and truly ensures that you make the most of 25 what you have read and pick up books from your personal collection. C. Discussing with friends 1. Once you to get into the groove you could have a monthly book reading and eventually kids will follow suit. If you have good  books at home they will be exposed to newer names, authors, genres, lessons all encouraging. D. Treasuring books 1. If you keep your library well, kids too will learn to treasure books and keep them well organized. They will eventually learn valuable lessons from the books they read and will learn to love their books too. 26 CONCLUSION: Reading can be a tool, to achieve success. it gives us a lot of information and ideas that we can use to our everyday life. By reading we can increase our self-confidence with this we can competitively speaking in any people. It can be improved or vocabularies, grammars, and know more languages. There lots of more if we read we can bring out the best on us, but the problem nowadays of the students they loss of attention in there reading habits, instead of reading to get the information they need they prefer to use the internet, we all know that all of our need ideas can’t be get in them. Are can be solve by using the techniques that are written ahead. Your friends and family can motivate you. As I’ve said it can be your â€Å"bonding time†. Reading is much fun as you think, if you just explore your imagination while you read. If you will be reading my work I’m sure you will learn more from it. ACKNOWLEDGEMENTS: 27 A special thank you goes to those who contributed to this paper: My sister Roby Jane Gayas valuable comments and sharing her knowledge. To my friends who directly contribute to the development of my research and a special thanks’ to my family supported on me all through the way. REFERENCES : Cornelissen PL, Kringelbach ML, Ellis AW, Whitney C, Holiday IE, Hansen PC (2009). Aleman, Andre. ed. â€Å"Activation of the left inferior frontal gyrus in the first 200 ms of reading: evidence from magnetoencephalography (MEG)†. PLoS ONE 4 (4): e5359. â€Å"NINDS Dyslexia Information Page†. National Institute for Neurological. Disorders and Stroke. Retrieved November 12, 2011. Sanabria Diaz G, Torres Mdel R, Iglesias J et al. (November 2009). â€Å"Changes in reading strategies in school-age children†. Span J Psychol 12 (2): 441– 53. PMID 19899646. Carver, Ronald P. (1990). Reading rate: a review of research and theory. Boston: Academic Press. ISBN 0-12-162420-X. Legge GE, Mansfield JS, Chung ST (March 2001). â€Å"Psychophysics of reading. XX. Linking letter recognition to reading speed in central and peripheral vision†. Vision Research 41 (6): 725–43. doi:10. 1016/S0042-6989(00)00295-9. PMID 11248262. http://www. wikihow. com/Improve-Your-Reading-Skills. http://esl. about. com/od/englishreadingskills/a/readingskills. htm 28 http://www2. le. ac. uk/offices/ld/resources/study/reading http://www. pickthebrain. com/blog/improve-reading-comprehension/ http://www. wikihow. com/Category:Improving-Reading-Skills http://braindance. com/bdiread3. htm http://www. bookchums. com/blog-detail/about-books/advantages-of-a-wellstocked-home- library/Mjgx. html Mind Maps as Classroom Exercises John W. Budd The Journal of Economic Education , Vol. 35, No. 1 (Winter, 2004), pp. 35-46 Published by: Taylor & Francis, Ltd. Article Stable URL: http://www. jstor. org/stable/30042572.