Performance Excellence in Business Operations Essay

Execution Excellence in Business Operations - Essay Example An expansive technique including minimisation of vitality use and environmental change sway, a decrease in discharges into the earth, better asset the board through reusing and shirking of substances of worry for the vehicle is currently important for the car business. Automakers must guarantee acknowledgment for their items and enhance fills utilized for vehicles. Down to earth usage of the car business procedure for the future must include execution of natural control frameworks dependent on the ISO 14001, greening of creation and coordinations, thought of the vehicle life cycle and a decrease in vitality utilized for assembling autos. Squander reusing, along with a decrease in the utilization of water for assembling and minimisation of hurtful items into the earth bolsters the ideal natural procedure. Structure and development concentrating on eco-friendliness, reusing, decrease in tailpipe outflows, evasion of substances of concern and utilization of inexhaustible assets and mate rials for cars must proceed to shape and help continue what's to come. Significant car makers around the globe keep on stressing on the recently referenced endeavors to guarantee a future for the car, yet a specific accentuation is missing for the accompanying: Serious and purposeful endeavors to plan vehicles that work on put away electric vitality, maybe on the grounds that this will require an extreme takeoff from the car idea as we probably am aware it when benefits financial matters despite everything bodes well. Endeavors to make the adjusting and support of cars present lower ecological effects. Despite the fact that enactment currently obliges car makers to accept accountability for reusing vehicle segments and cars toward the finish of administration life, producers have abstained from introducing unmistakably how they mean. Therefore, it isn't yet clear if reusing and recovery of vehicle parts and autos won't have complex natural effects that may worsen the ecological effe ct of the car over its life cycle. Substance Part 1: Research Report Introduction 1 Approaches to Environmental Management for the Automobile Industry 2 Operational Aspects of Environmental Management for the Automobile Industry 5 End-of-Life Regulation and Recovery Technology for Automobiles 10 Best Practices for Environmental Management in the Automobile Industry 13 Conclusion 17 Bibliography/References 20 List of Figures Figure 1: Product Environmental Performance Indicators for an Automobile Spare Part 9 Figure 2: Toyota’s Environmental Action Plan 15 Part 2: Personal Reflection on Team Presentations Introduction 27 Reflections 28 Conclusion 32 Bibliography/References 33 (This page purposefully left clear) Part 1: Research Report Introduction In the current day and age, the car business must defy the twin dangers of financial and ecological weights (Wells, 2010, Pp. 1 †10). As per Wells (2010, Pp. 1 †10), not exclusively is the world presently recouping from a p rospering monetary log jam, yet in addition the weights forced on the planet by human exercises is currently arriving at basic levels with dangers to the earth and the biological system aggravating issues. The future presents a wide decrease in petroleum derivative creation and a decrease in normal stores to fulfill the vivacious hunger of mankind. With more than one billion vehicles populating earth, the globe is quickening towards the

Greek tragedy Essay Example for Free

Greek catastrophe Essay A view from the extension was composed by Arthur Miller in 1947. Arthur Miller utilizes a scope of sensational methods adequately all through the play to make pressure and anticipation, yet especially in the peak toward the start of Act 2. These sensational impacts comprise of; Stage bearing, Greek disaster, Foregrounding, Scenery, activities, for example, strain and peak lastly emotional incongruity. In a view from the extension, the focal topics are, love, equity, family, the law and codes of respect. Together, they increment the characters advancement, so as a group of people we relate to the characters individual perspectives, considerations and conclusions. Emotional incongruity, is the point at which the crowd comprehends what will occur before the Protagonist is implanted inside the content. A case of sensational incongruity in the play is when Eddie gets back alcoholic while Catherine and Rodolpho are upstairs in the room having intercourse. This makes pressure and tension between the characters and furthermore the crowd, as we definitely know about Eddies contempt for Rodolpho in light of Catherines adoring sentiments towards him. Arthur Millers utilization of the particular components of a Greek Tragedy make the play incredibly serious. The standards of a Greek disaster comprise of; A hero which bites the dust toward the finish of the play The hero is plainly Eddie, as he is the focal character and furthermore tragically passes on toward the finish of the play, he is severely executed by Marco. A chorale is additionally required in a Greek catastrophe, The melody clarifies and portrays the plot The tune in the play is Alfieri as he is the reporter, he sets the scenes drastically and furthermore advises you what will occur in the up and coming scene/segment. The hero is basically acceptable yet his/her destiny is fixed by a focal defects in character This is quickly reflected towards Eddie, as he was cherishing mindful and defensive over Catherine to beginning of with. He states-Now dont disturb me Katie, your strolling wavy! - This makes Eddie appear to be furtively fixated on Catherine as it would seem that Eddie doesn't need Catherine to grow up, by not letting her spruce up like an ordinary multi year old young lady would. Prior to the passing of the legend, he has a snapshot of self comprehension Eddie gets wounded by Marco toward the finish of the play, however before he bites the dust he has an individual snapshot of self-comprehension and pardoning. Eddie, Beatrice and Catherine share their last farewells, openly. Eddie at long last expresses My B! It seems as though he needs her to pardon him for all the difficulty and disobedience he has caused, Over something he could of effortlessly let go of, yet unfortunately didnt. This is an enthusiastic time for the give and crowd a role as Eddies passing was not expected, particularly by Marco. The crowd feels both sympathy and abhorrence for the legend at various focuses. - At times Eddie can discharge outrage, disappointment and inconvenience towards the crowd and characters, by doing this Eddie loses his sympathy from the crowd. Eddie begins with physical clash with Rodolpho. This makes a great deal of pressure, with every scene of contention getting more extraordinary than the one that went before it. The strained climate during the boxing scene toward the finish of Act One communicates Eddies mystery desire towards Rodolpho, which results in Eddie discharging his disappointment by physical brutality. Eddie fires at Rodolpho-You cannot hurt me [Rodolpho all the more truly, hits at Eddies jaw] The crowd won't affirm if Eddie meddling in Catherines and Rodolphos relationship which incorporates physical strain. There are likewise times when the Audience identify with Eddie, as he is being cherishing and mindful and attempting to make the best decision, while Catherine acts childish and overlooks him. The character Alfieri has a significant job in the play A view from the extension. Alfieri acts both as a storyteller and analyst however his principle work is to offer plans to the crowd to set them pondering the message of the play. Alfieri additionally isolates each demonstration into informal scenes, and advise the crowd on any missed activity. Alfieri is a character in the play but then his recommendation is objective and thoughtful. Alfieri is the principal character to talk in the play; he accordingly puts things in place and advises the crowd the foundation to the activity. He is a legal counselor however around there of Brooklyn the individuals doubt the law, he lets us know A legal advisor implies the law, and in Sicily, from where their dads come, the law has not been a cordial thought since the Greeks were beaten. This discourse quickly sets up pressure between Alfieri, a delegate of composed law and the Italian migrant network, who want to keep their own law. Alfieri comprehended Eddies love for Catherine was difficult to control. Alfieri understood Eddies in a manner Beatrice proved unable. It aint decent Eddie This shows Beatrice goes up against Eddie more than she really Comforts him, though Alfieri states-Yes yet those things need to end Eddie. This shows Alfieri comprehends Eddie mentally while gradually and influentially attempting to guide him out of his agonizing problem. Stage Directions are significant in dramatization and this is obvious in Arthur Millers A view from the Bridge. Stage headings give entertainers and executives character inspiration and this permits on-screen characters to make authentic characters and clarify a characters activities and sentiments. They likewise feature characters feelings that are by implication depicted through stage headings, particularly while portraying the fundamental focal point of the play. , Eddie Carbone. In the start of act one, Catherine seemed, by all accounts, to be a very inviting, sure young lady. I just got it, you like it? Catherine ventures herself in this scene as a youthful, bashful young lady who doesn't have a lot of information outwardly world as she has been over-ensured by Eddie for her entire life. [She turns for him]-Arthur Miller utilizes an assortment of stage bearings to create Catherine as a character. The stage bearings in the start of act one are subtly private and sort of shows a trace of sexual strain among Catherine and Eddie. [wipes her hand over her skirt]-Not numerous nieces do these coy flexes with their uncles, yet for Catherine this appears as it isn't unexpected to spin and being a tease. When Rodolpho shows up, Catherine is by all accounts getting more grounded and more valiant towards Eddie. She feels as though she is autonomous and unrivaled. [She liberates her arm, ventures once more into the bedroom] Catherine liberates her arms from Eddie, Arthur Miler utilizes stage bearings adequately in this area as it is assembling Catherines character from a Shy, second rate, little young lady into a solid disapproved, childish, prevalent lady. This drastically changes the crowds impression of Catherine. Catherine has consistently had a guiltless affection toward Eddie, however Eddie misinterprets it which causes their dad and girl relationship to appear to be increasingly sexual and possessive. [As she endeavors to free herself, he kisses her on the mouth] Eddie was clearly flushed when this stage bearing was performed, yet when your alcoholic your actual emotions come out and Eddies enthusiastic love for Catherine had at last been . explicitly discharged. This massively affected the crowd as Arthur Miller made tension in this area. While Eddie is explicitly fixated on Catherine, Catherine simply needs unqualified, parental love from Eddie and Romantic sexual love from Rodolpho. Catherine later blasts out Ill Kill you-If Catherine was furtively enamored with Eddie like Eddie was with Catherine, she would have not take steps to murder him. At the point when Catherine and Rodolpho are home alone, there is pressure developing. Catherine begins inquisitively addressing Rodolpho, Suppose I needed to live in Italy. She is trying his affection for her, as Eddie had educated Catherine that Rodolpho is most l;likely utilizing her equitable to be an American Citizen. Catherine would not accept this however Eddie may of showed signs of improvement side of her. Catherine later detonated with-You dont know, no one knows! - This is indicating Catherines disregard and disengagement from Rodolpho and Eddie. She Presumes that nobody gets her, yet the crowd thinks shes just befuddled as she doesn't have the foggiest idea who to trust.

She works hard for the money

She works hard for the money Its so nice to be graduated I can make lists of things that Ive done and call them blog entries! Hooray! I know a lot of people are thinking about their fall schedules right now (I mean, a lot of freshmen most upperclassmen are probably still trying to erase memories of their spring schedules), and Ive heard several people wonder whether they will be able to hold a job and successfully complete their schoolwork, so I thought Id talk a little about the jobs Ive had at MIT. Ive had a job of some sort since Registration Day of my first term at MIT, and Im glad that I did. In an obvious sense, money is good, and Ive always felt that the less money I had to beg from my parents, the better. They paid a lot of money for my education, and the least I could do was try to pay for makeup at Sephora and nights out at the movies, yeah? I never felt that having a job impaired my ability to do my homework in fact, Ive found that having a job and participating in an extracurricular activity have helped me acquire my ninja-like time management skills. When you know you have to go to work, you have to think twice about turning off your alarm and sleeping through an entire school day, unless you are exceptionally good at faking sick to your boss. I think that first-term freshmen should be careful not to overcommit themselves, but working two or three hours a day is almost certainly not going to overcommit you to anything. As a first-term freshman, youll probably be in class only four or five hours a day. Youre probably used to being in class seven or eight hours a day; you could use those extra hours to watch Cartoon Network and eat Cheetos, or you could use them to earn some money. Your choice. Librarian August 2002 May 2003 My job as a student librarian at the LLARC (Language Learning and Resource Center) was actually the first job Id ever held I was way too absurdly busy in high school to work. I heard about the job during cheerleading tryouts, when Maritza 03, the captain that year, told everybody that the LLARC was hiring and that we should all go apply. I worked seven hours a week during fall term and eight hours a week during spring term; I usually worked two hours a day. I got paid campus minimum wage, which is $8.75 an hour, and I was responsible for checking out books and other media to patrons, keeping library materials in order, and doing weekly chores like dusting the bookshelves. It was a very good job for a freshman, because theres a lot of downtime, so I was pretty much stuck at work with my homework for a few hours on end. I got a lot of homework done that year while getting paid to do it. Pretty good deal, if I do say so myself. Lab Monkey June 2003 August 2003 Like I said the other day, I got a ten-week internship at the National Institute on Alcohol Abuse and Alcoholism the summer after my freshman year. (My postdoc told me at one point that hed picked my resume from the pile of applicants because he was curious to see what an MIT cheerleader was like. For those of you keeping score at home, thats two jobs so far which are directly attributable to the cheerleading squad.) I spent the first few weeks of the summer getting all my safety training and learning how to do things like PCR and gel electrophoresis; I helped a little with a project to find candidate genes for alcoholism. My major project that summer was to genotype 300 rhesus macaque monkeys at six genomic loci using PCR and a big expensive capillary gel electrophoresis machine worth approximately as much as my life. It was time to breed the macaque colony (which was a test population for studies on genetic and environmental contributions to alcoholism), and in order to set up breeding pairs, the postdocs needed to know which macaques were closely related to others. I dont think I got paid much hourly (the NIH is the federal government, after all), but my stipend checks came monthly, and Id never seen checks for so much money made out to me. I loved my NIH job, and I happily worked overtime with no compensation so I could finish the project before I had to leave. Lab Rodent August 2003 July 2006 During my summer at the NIH, I decided it would be a good idea to look for a UROP. I emailed about ten professors whose work sounded interesting to me, sending my (admittedly skinny) resume and a short cover letter explaining why I would make a good little worker bee in their laboratories. I got two responses, one from the professor I work with now (Morgan), and one from the professor next door (Yasunori). I interviewed with Morgan, and he offered me the job on the spot, so I never even interviewed with Yasunori I dont think he even remembers, though. At any rate, Yasunori always talks to me in the hallway, so if he remembers, it didnt hurt his feelings. (Note here that I got the UROP because of my previous experience at the NIH so mark this one as an indirect instance of the cheerleading squad getting me a job.) I am not so much inclined to talk about what I do in my UROP, as Ive talked about it five majillion times on this blog and its starting to bore me. At any rate, I work full-time during summers and IAP, and about 15-18 hours a week on average during term (although working 20+ hours wasnt terribly unusual for me). I get paid through Morgans research funds (not by the UROP office) Im actually funded by a grant from the Japanese research institute RIKEN. Ive been at the lab longer than most of the postdocs and grad students who are there now. Been there forever, yep yep. Blog Queen July 2005 August 2006 Im sure I dont need to say anything about this job (duh), but check this out. Ben offered me the blog job because hed seen me posting on College Confidential and I started posting on CC because there was a thread about MIT cheerleaders and I was defending my kind. So apparently if you want a job, the best thing to do is join the MIT cheerleading squad. Questions 1. Jason said I plan to take course 16.50 Introduction to Propulsion this fall, and I want to prepare in advance. I would like to know is there anyway I could get information about what textbook would be used in this course? Well, two things. First, the textbooks required for MIT classes arent listed anywhere online, and the only way to find out which books you need is to physically go to The Coop in Kendall Square and look. This is the Coops evil way of trying to discourage you from buying textbooks online. Still, even though the Coop opens the book section criminally late, there will still be plenty of time to order the book online after finding out what it is. Second, you could check out the community book trading sites BookX has a listing for two 16.50 books, and generally speaking the books stay the same from year to year. I dont know the URLs of the other two sites we used to have one site for the whole community, but it shut down last year, and since then things have become rather randomly chaotic. APO also does a book exchange every semester. I should mention that some course 16 classes dont have textbooks 16.05, which Adam took this spring and which is the prereq for 16.50, didnt have a book, just a course reader available at CopyTech. 2. Jon said, I dont know if youve ever been there, but Pirates Cove has seriously got to be one of THE BEST minigolf courses in America. If you havent been, check it out! We were actually going to go to Pirates Cove (because whats cooler than pirates? nothing), but a) it was hot, so we wanted a water park, and b) Adam was nervous about driving that far. :)

The Discovery Of The Delta Mariner - 2096 Words

On the night of January 26, 2012 at approximately 2001 hours central time, the vessel M/V Delta Mariner collided with the Eggner’s Ferry Bridge near Aurora, Kentucky. She was a roll on/ roll off vessel which at the time of the accident, was carrying NASA booster cores for the Atlas V rocket. The Delta Mariner was 286.8 ft. long and measured 82 ft. across. At her tallest point at the moment of impact, she measured to be 53.43 ft. With the height of span B, the main navigation span, being 57 feet high, the Delta Mariner would have had 3.57 feet of clearance from her highest point to the lowest point of navigation span B. Instead of transiting under this span, her intended route, she transited under span E which was approximately 7.43 feet too short for the Delta Mariner, an 11 foot difference. If the bridge team at the time not relied on the contract pilot’s incorrect guidance, and used the available navigation tools such as the ECS (electronic charting system), she would have navigated under the correct span and avoided the collision with Eggner’s Ferry Bridge (National Transportation Safety Board [NTSB], 2013). Foss Maritime Company was the owner and operator of the Delta Mariner at the time of the accident. Being known for a safe working environment, they implemented regulations within its fleet that are not required among vessels navigating inland waters. Among these regulations are hiring contract pilots to be a part of the watch to aid the navigation of their vesselsShow MoreRelatedThe National Transportation Safety Board and Aviation Safety Essay2461 Words   |  10 Pagesits limited investigative resources to those accidents that will generate the most safety benefits. Not all aviation accidents are investigated by the Board, however all aviation accidents are required to be reported to the NTSB within 48 hours of discovery. Specific to aviation, the Board’s investigative response is limited primarily to the following scenario s: nbsp;nbsp;nbsp;nbsp;nbsp;All accidents involving 49 CFR Parts 121 and 135 air carriers; nbsp;nbsp;nbsp;nbsp;nbsp;Accidents involvingRead MoreRevolutionary Changes in the Atlantic World, 1750–185010951 Words   |  44 Pagesother goods. 3.The most successful new export was palm oil that was exported to British manufacturers of soap, candles, and lubricants. The increased export of palm oil altered the social structure of coastal trading communities of the Niger Delta, as is demonstrated in the career of the canoe slave Jaja who became a wealthy palm oil trader in the 1870s. 4.The suppression of the salve trade also helped to spread Western cultural influencesRead MoreProject Mgmt296381 Words   |  1186 Pagesprocess: You picked out a set based on price and feel. Today, there are golf clubs for tall players and short players, clubs for players who tend to slice the ball and clubs for those who hook the ball, high-tech clubs with the latest metallurgic discovery guaranteed to add distance, and so forth. Project management is critical both to development of customized products and services and to sustaining lucrative relationships with customers. 12 Chapter 1 Modern Project Management SNAPSHOT FROM

Raymond Carvers What We Talk About When We Talk About Love - Free Essay Example

Sample details Pages: 4 Words: 1343 Downloads: 7 Date added: 2017/09/20 Category Education Essay Type Argumentative essay Tags: Relationship Essay Short Story Essay Did you like this example? Love is undoubtedly one of the most frequently explored subjects in the literary world. Whether the focus is a confession of love, criticism of love, tale of love, or simply a tale about what love is, such literary pieces force readers to question the true meaning and value of love. Raymond Carver accomplishes this in his short story â€Å"What We Talk About When We Talk About Love. † As the unadorned setting and the personality of each character unfold, the reader realizes that Carver is making a grave comment on the existence of love. Carver utilizes strong contrast, imagery, and diction to ultimately suggest that love cannot be defined concretely and therefore cannot be defined in words, and because of this, it is better off unexplored. As the story opens, the reader is introduced to two couples. Nick and Laura epitomize the stereotypical â€Å"newlywed† relationship, meaning that they are still too fresh in love to realize each other’s shortcomings and question their love. Mel and Terri, on the other hand, have been together for five years, and though they still claim to love one another, a mutual underlying resentment for the other becomes evident as the story progresses. Knowing this, Nick and Laura are characterized as the young â€Å"fools in love†, and therefore, their opinions of love are not realistic. Despite Nick being the narrator, he only speaks up a few times to suggest that love is absolute. With such an outspoken narrator, Carver creates a unique situation in which Nick is overpowered in the conversation. This suggests that Nick is inexperienced with love and that his belief in his perfect loving relationship with Laura is just an illusion. Ironically enough, Mel dominates the dialogue of the story, yet he seems to be the most confused about the definition of love. His wife, Terri, speaks about her abusive ex-husband, Ed, and Mel claims that that relationship was not built on love. Several times, Me l scoffs, â€Å"If you call that love, you can have it† (174). However, it is eventually made clear that Mel knows more of what love isn’t than what love truly is. On page 178, Mel states, â€Å"†¦And it ought to make us feel ashamed when we talk like we know what we’re talking about when we talk about love. † In short, Mel is suggesting that none of the characters understand love, and those who think they do (Nick and Laura) are temporarily disillusioned. Additionally, Carver invalidates Nick and Laura’s comments on love by categorizing them as new fools in love, meaning that Nick’s comment about love being absolute is far from true. The contrast of the two couples relationships suggests that there are many forms and stages of love, which further disproves its absoluteness. In conclusion, the contrast of all four characters’ views questions both the existence and the verbal definition of true love. As the story unfolds fur ther, Mel continues to lead the group’s conversation. Carver incorporates significant imagery through this drunken character. First of all, Mel speaks of his wishes to be a knight so that he could have a suit of armor, which is a form of protection. However, on page 181 Nick states, â€Å"I read somewhere that they’d fall off their horses and not be able to get up because they were too tired to stand with all that armor on them. They got trampled by their own horses sometimes. † This is an analogy in the sense that the armor represents â€Å"walls† that people put up to protect and separate themselves from others. The horse represents the creature in which the man confides the most trust, which could also represent a person’s romantic partner. Therefore this image means that people who build â€Å"walls† (represented by the armor) around them actually hurt themselves in the end. In other words, even the animal that is most cared for in th e man’s life may end up killing him, which is the ultimate act of hatred. The horse killing the knight can also be interpreted as Carver explaining that love, whether it be between a knight and his horse or a married couple, is imperfect and does not last. This idea is suggested once more on the final pages of the story when Mel is hatefully talking about his ex-wife, Marjorie. On page 176, Mel admits, â€Å"But sometimes I have a hard time accounting for the fact that I must have loved my first wife too. But I did, I know I did. † However, Mel maliciously speaks of wishing to unleash a swarm of bees on her on pages 184 and 185. Mel’s hateful attitude toward Marjorie, the woman that he once loved, further proves that love is neither absolute nor eternal, and its’ beginning and end cannot be logically explained. In addition to Carver’s use of contrast and imagery, â€Å"What We Talk About When We Talk About Love† is written strategicall y with simplicity in both the diction and plot. As most of the action in the story revolves around drinking and replenishing the gin, a mental image of four characters drowning their sorrows and confusion concerning love is formed (yet this is never admitted). Nick, the narrator, limits his comments to physical movement and appearance of the characters, which at first glance suggests a skin-deep story about two couples; yet with a deeper analysis, it actually adds mood and overall importance to the meaning of Carver’s story. The setting is described at the beginning of the story very plainly. On page 170, Nick describes the scene as, â€Å"The four of us were sitting around his kitchen table drinking gin. † The simplicity found in Nick’s descriptions is reflected in all aspects of the story, as the setting remains still and static throughout. The lack of movement or excitement among the characters suggests that their love is also stagnant, or will soon be lifeless in Nick and Laura’s case. The combination of the lack of movement and the continuous intake of alcohol create a melancholy and creepy mood at the conclusion of the story. By the time the gin is polished off, the upbeat conversation in the first few pages has died down to an awkward, lonely silence. On page 185, Nick says, â€Å"Eat or not eat. Or keep drinking. I could head right on out into the sunset. This line illustrates a sudden loss of motivation and want- not only for food, but also for love itself. After hearing Mel and Terri’s gloomy stories about love, it seems that Nick and Laura silently realize that their destiny as a couple is doomed and that their infatuating love will not and cannot last. Mel and Terri are also immersed in this silent, drunken, and dispirited mindset, as if realizing that they are stuck in this rut of â€Å"love† that, at its core, is lacking passion. Also, on page 185, Nick narrates, â€Å"I could hear my heart beatin g. I could hear everyone’s heart. I could hear the human noise we sat there making, not one of us moving, not even when the room went dark. † Carver’s powerful use of diction in this closing line creates an idea for the whole story. Ironically, Nick mentions the heart of each one of them. Since the heart is the body part most associated with love, Nick hearing the characters’ hearts in the dark is a reflection of his emotions; Nick understands that each person can love, yet in the dark, the definition of love cannot been seen or understood. The diction in this line also ends the story ironically in that the characters are more confused and hopeless about love than they were in the beginning. With this understanding, Carver is implying that love is not absolute, and it should not be defined or analyzed. In conclusion, Carver’s â€Å"What We Talk About When We Talk About Love† insinuates that the individual is better off embracing love wi th his/her heart rather than mind, as the mind will only spoil any potential true beauty that love may offer. Don’t waste time! Our writers will create an original "Raymond Carvers What We Talk About When We Talk About Love" essay for you Create order

Multicultural Education versus the Common Culture Free Essays

Modernized education particularly makes it possible for every individual to develop as a fine individual that he ought to be. As a primary part of the society, each individual is entitled to an education that is made to give him the needed knowledge that he ought to receive for him to have a better outlook on life.   Certainly, education’s main aim is to create a possibility for each individual to develop as a fine member of the human society. We will write a custom essay sample on Multicultural Education versus the Common Culture or any similar topic only for you Order Now The common set-up of education has been originated from the local-based teaching and learning process. The students are taught by their teachers in a classroom with which the students belong to one race and are mostly having the same situation in an economic perspective. However, the common culture in providing education to the younger generation of each civilization already changed with the introduction of the new technologies and the modern system of economy as suggested by the global trade. Through the aims of economists to create a global market of people who are interconnected for the sake of the advancement of global economy, the introduction of modern technological communication devices were also made possible. The creation of network connections through the utilization of Internet has been a primary result of the said globalization movement. On the other face of the situation, it could be observed that another result of the said movement towards economic liberalization is that there are numerous immigrants who opt to transfer places or even countries to be able to cope up with the major changes in the society especially with regards the economic progress. As a result, several classrooms around the world are subjected to assisting students from different cultures, different races that are also having their own individual capabilities as per based form the race that they primarily belong to. Aside form this, the primary subjects that used to be the only topics that are discussed within the four walls of the classroom increased and were added up with particular social issues that mainly concerns the multi-racial classes that they handle. For this reason, this paper shall discuss the ethical issues, the educational problems and the teaching adjustments that are taken by educators in presenting their lessons to their classes. By doing so, the author of this paper then aims to particularly address the issues brought about by modernization towards the common culture that used to be the basis of knowledge enhancement during the past decades of human society. The importance of education in the human society has mainly made it a reason of debate among education enthusiasts and experts who are concerned on which type of education is actually more efficient for the society; common culture education or the multicultural education, which is currently a trend in the field of education. To know both sides of the argument, knowing what the both ids of the debate pertain to, would help much in the clearing of the issue. What is the Common Culture all about? Mostly, traditional educational institutions plainly deal with the outlined lessons that are supposed to be taught to the students. This includes subjects such as Mathematics, Language, Science, Crafts or Home Economics and History. These particular subjects are taught to a group of students who are coming from the same race and are having a common ground. Hence, the focus of the education is more on providing the students with the necessary knowledge that they need to incur for better individual developments rather than focusing on the social involvement of the young learners. It is by the outlined pattern of teaching common education that only the essential factors of life are taught to the students within the classrooms. While on the other hand, the social current events are to be learned by the students on their own way as it is pictured as a common responsibility of humans as major parts of the society. According to those who takes side in this part of the issue, common education helps the students understand the lessons fully since they are asked to focus only on the most essential factors of education that they need to know which are believed to have a great impact upon their lives later on. (Mayor, 1992, 13) Furthermore, the arguments pertain to the fact that teachers who are commissioned to teach only based on common culture education have a greater capability of addressing to their subjects more closely because they are less pressured to see to it that the students are also able to grasp the other subjects that are added up in multicultural education. (Cortes, 1976, 45) The Nature of Multicultural Education Because of the globalization movement that is presently adapted to by different countries around the world, immigration has become a common trend especially among entrepreneurs and other workers who find better lives in living abroad. As a result, education too has taken a new face of development. Because of the said advancements, the situation within classrooms became a mixture of students from different races trying to cope up with the subjects that are taught to them in a different setting as compared to their original locality’s traditional practice of teaching and educating students. To support this particular fact, the following report pertains to the fact that immigration is a great cause of social divisibility: â€Å"Most new immigrants to the United States are coming from Spanish speaking Latin American nations and from Asia rather than from Europe. Between 1981 and 1990, 87% of the legal immigrants to the United States came from non-European nations while 10% came from Europe. Most Asian immigrants came from China, Korea, the Philippines, and India while Mexico and nations in the Caribbean were leading sources of immigrants from the Americas.† (U.S. Bureau of the Census, 1994). True, many students in the United States alone came from different races around the world. Hence, to be able to create a common ground among the students, the inculcation of social studies within the curriculum is then realized to be among the most effective practice of teaching culturally divided students. As a result, Baker’s study on the issue has the following findings: â€Å"Teachers currently find themselves adrift in a seemingly endless sea of school reform literature and policies. Moreover, the often acrimonious, and increasingly politicized public debates about educational issues (phonics versus whole language, immersion versus English as a second language, basic skills versus problem solving)†¦ these practitioners face additional challenges, including poverty, violence, overcrowding, and huge bureaucracies, which drain precious energy from the primary goal of opening students’ minds.† (Baker, 97, Internet) From the findings cited above, it could be noticed that one of the particular results of the said adaptation to multicultural-based learning is the stress that is placed upon the teachers and the students. In addition, the subjects are doubled and thus more works and research are supposed to be completed, especially focusing upon social events that are currently reported. Certainly, these situations within the classrooms makes it hard for the educators and the learners to grasp as much as their minds could with the bundle of responsibilities that are required to them for learning their multi-cultural based subjects. In a more concise discussion, it could be observed that multicultural education simply aims to attend to the needs of the students of the present generation. Since globalization caused immigrants to fly to different countries abroad, attending to their needs as students is also essential for social development. The Ethical Issues Although the created curriculum for international classes are designed to help the students understand humanity as a whole and not as an individual race, it could not be denied that these particular subjects raise the questions of discrimination between the students. Most often than not, its either superiority or inferiority that the students feel towards their own race when they are given the chance to join international classes. Actually, the creation of international learning classes aims to open up the minds of the students to the fact that they are of a great importance to a growing society of a developed human civilization. This is the reason why it is necessary to address ethics within the subjects that are taught in classrooms. This is because of the fact that the lessons may address several issues on the connection of culture towards the particular ethical practices of the society. The educators should carefully address this while assisting their students understands the lessons that they ought to grasp. To be able to avoid being subjected to particular issues of ethics and problems alike, it is suggested that the students are taught about cultural equality starting from their pre-school years. â€Å"Young children can develop stereotypic viewpoints of cultures different from their own when similarities among all individuals are not emphasized. Teachers can help eliminate stereotypes by presenting material and activities that enable children to learn the similarities of all individuals. Circle time is particularly helpful in this respect, as it provides children with a feeling of group identity and introduces them to the variety of cultures represented in the class (Dixon and Fraser, 1986). This suggestion would actually work if the students are made to realize that discrimination is a social sickness that keeps the human civilization form progressing to the best possibilities that they could be, making their differences work for the sake of social development. The Involvement of Technology Technology has a great role in providing students from different countries the education that they need to know through the utilization of the Internet. People from all over the world are able to access education within the convenience that they are satisfied with. A part of this particular educational innovation with the integration of teaching and technology, it has been possible for this particular educational set up to host cultural crossover among students. It is through this particular advancement that students are able to learn about their classmates’ cultural background in a broader view of their importance in the society. It is by this process that the students are given a chance to see others in a more balanced way. Conclusion Education is a provision given to everyone. Not a single person should be denied of this provision whatever race he may come from. People from over the world are making several progresses pertaining to becoming globally connected to each other. The cultural crossover as a result of the globalization movement should then be used for the betterment of the entire human society. Through education and accurate knowledge of others’ worth to the society, the social issues and the ethical questions that are raised because of the differences of the races from each other could be gradually eliminated. Yes, education itself is the key to a more peaceful, progressive society that has particularly burst-out from a multicultural society. BIBLIOGRAPHY Dixon, G.T. Fraser, S. (1986). â€Å"Teaching Preschoolers in a Multilingual Classroom.† CHILDHOOD EDUCATION, 62, 4, 272-275. U.S. Bureau of the Census (1994). Statistical Abstract of the United States (114th ed.). Washington, D.C.: U.S. Government Printing Office. Cortes, Metcalf and Hawke (1976). Understanding You and Them: Tips for Teaching About Ethnicity. Bolder Colorado: ERIC Clearinghouse for Social Studies Education and Social Science Education Consortium. Gill, D., Mayor, B., Blair, M. (Eds.) (1992). Racism and Education: Structures and Strategies. London: Sage Publications Ltd. Hanvey, Robert G. (1978). An Attainable Global Perspective. Next Steps in Global Education: A Handbook For Curriculum Development, ed. William Kniep. New York: The American Forum. Internet Sources: Frederick J. Baker. (1999). Multicultural Versus Global Education: Why Not Two Sides of the Same Coin? http://www.csupomona.edu/~jis/1999/baker.pdf. (April 9, 2007). How to cite Multicultural Education versus the Common Culture, Essay examples

Our Town By Thornton Wilfer Essays - Our Town, Thornton Wilder

Our Town By Thornton Wilfer Thornton Wilder's Our Town spans twelve years in the life of Grover's Corners, New Hampshire. Throughout this time period the play portrays both routine daily life and major events in the lives of George Gibbs, Emily Webb, and their families. Present throughout is the Stage Manager who gives informal commentary and explanation of the play's characters and events. Although the play begins and ends in Grover's Corners, it ranges far beyond the village boundaries. As specific as the dates, places, and characters are, it is apparent that life in general rather than individual lives is the focus. The characters in the book go about life as if it truly were a scripted play. There is no spontaneity or excitement. I believe Wilder's purpose in this is to portray the importance of finding value above all price for even the smallest events in our daily lives. To appreciate everything without exception in life. Our claim, our hope, and our despair are what we make of them and only we have the power to change them. The scenery that surrounds us is not important, you should live life as full as you possibly can. You should always appreciate life, and most people do not. Others do, but not enough really understand that they shouldn't let life pass them by because who knows, this may be your only shot at it. I see Our Town not as a sad and sentimental play but as a celebration of daily life in the knowledge of death's inevitability. The tragedy in failing to grasp the value of common, routine events becomes evident in the cemetery scene at the end of Our Town. In her brief return to life, Emily realizes that she has let much of it slip past her attention. "It goes so fast" she cries. "We don't have time to look at one another." In tears she asks the Stage Manager, "Do any human beings ever realize life while they live it? Every, every minute?" He replies, "No...the saints and the poets maybe -- they do some." Unable to endure her grief, Emily is quite willing to return to the realm of the dead. Wilder once said, "The cause of man's unhappiness is not his failure to achieve or sustain greatness, but his failure to delight in the beauty of ordinary existence." I think he means that the cause of people's unhappiness is not the failure to achieve good things, but the failure to appreciate the beauty and value of daily life, no matter how plain or ordinary. I believe this is the understanding that he wanted readers to have after reading his play.