The Good, the Bad and Gre All Possible Essay Topics

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Analysis Of The Book V - 2137 Words

V:1. Chapter continues the persecution of the early church. The chapter begins, â€Å"Now about that time.† This time refers to the famine described in verse 27 of chapter 11. This Herod is Herod Agrippa 1, the grandson of Herod the Great, who had all the baby boys in Bethlehem murdered in his attempt to kill the baby Jesus. Luke says Herod laid hands on some who belonged to the church in order to mistreat them. Why would Herod persecute the church? The people generally do not like the Herodian family. But, Herod has to maintain peace in his territory in order to achieve favor with Rome. On the other hand, he needs to win over the hearts of the Jewish people, so, he decides to persecute the Christians to convince them of his loyalty to the†¦show more content†¦So there were thousands of people in town for the celebration. V:4. Herod is not prepared to lose his big catch, therefore, he puts Peter in prison under maximum security. Herod is smart, he is not prepared to risk his popularity with the Jews by executing Peter during this time of celebration as it would be considered a desecration. A total of sixteen soldiers kept guard over Peter. We may asked why the maximum security? You may recall in chapter 5, Peter and John were arrested and put in prison but during the night, an angel opened the gates and let them out. Could it be that the Sanhedrin notified Herod of their own failed attempts to imprisoned Peter? So to make sure this does not happened again, Herod places Peter under maximum security. V:5. I love verse five. â€Å"So Peter was kept in the prison, but prayer for him was being made fervently by the church to God.† That little word, â€Å"but† is such a comforting word. It reminds us that no matter how bad a situation maybe in our life, something better is about to take place. The church leader is in prison and the church uses the only available weapon it has and bent it’s knee in fervent prayer. The word, â€Å"fervently† is the Greek word á ¼ ÃŽ ºÃâ€žÃŽ µÃŽ ½Ã¡ ¿ ¶Ãâ€š (ektenÃ… s) meaning to stretch out, continuously, without ceasing. In other words, they pray intensely. It’s the kind of prayer that bombards the throne of God during the week Peter is held inShow MoreRelatedV for Vendetta: The Movie and the Book948 Words   |  4 Pagesreality movies. V for Vendetta was shot in 2006. However, not many people know that in 1982, there was a graphic book V for Vendetta. The movie was based on that very graphic book. The main ide a of the essay is to compare and contrast both the movie and the graphic book. The essay will consist of several parts. The first part will contain the analysis of the reality described in the story about V. the second part will be devoted to the comparison between the movie and the graphic book, whereas the inRead MoreCritical Analysis of Antony and Cleopatra. Act V, Scene 2- Representation of Power and Death1070 Words   |  5 Pagesremains Cleopatra. 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Creoles and Nation Language Essay Example For Students

Creoles and Nation Language Essay Between the Seventeenth and the Nineteenth centuries, approximately four million Africans were taken to the Caribbean as slaves. Slave traders deliberately mixed slaves up so that there were few together who spoke the same language or came from the same tribe. This was to prevent plotting and conspiracy. The only common language was that of their oppressors, whether they were French, British or Dutch. As a result of this, new languages, called pidgins, were created. The slaves used these pidgins to communicate. These languages have a limited vocabulary, a simple grammatical structure and a narrow range of functions. They have their own rules and are creative adaptations of languages to serve a practical purpose, for example, trading is the main purpose behind Chinook Jargon used by the American Indians when trading with North West USA. Pidgins cease to exist when the original purpose disappears. Sometimes, a pidgin becomes the first language of the next generation, when it can no longer be called a pidgin. Sometimes the pidgin is lost for example, pidgin English appeared during the Vietnam war and disappeared after the war was over. Once this pidgin form becomes the first language of the next generation, it is called a Creole. Creoles are distinct languages with their own rules. English has always had different dialects, though as people travel further from their native towns, some of the differences have been eroded. At one time, Bill Bryson says in Mother Tongue, it was possible to travel twenty miles outside London and be unable to understand the local dialect. However, since people travel more and there has been increasing globalisation, these Creoles are used widely and have played their part in enriching English, just as the influence or Old French and Old Norse enriched it in the past. In the 1950s, many people emigrated to England from the West Indies in pursuit of work their children and grandchildren continue to live in England as British citizens, often speaking and writing in Black English by choice. The Creoles differ, depending where its speakers originate thus Jamaican Creole is different to Guyanan Creole. Patois is another, less technical term, for Creole. Creole is often used by writers for effect, when the choice of Standard English is also at their disposal. Edward Braithwaite coined the term Nation Language. This term is used particularly when referring to Creole employed in Literature. There is always a reason for this, an authorial choice. When encountering Nation Language in a literary text, the reader should question why it has been used just as one would analyse the layers of language in a Shakespeare play, in order to develop ideas about authorial purpose. It is important to realise that there are many varieties of Black English as well as different registers. For the purposes of study, however, it is possible to make some generalisations about its features.

Righting Wrongs through Writing an Example of the Topic Literature Essays by

Righting Wrongs through Writing German Nazis oppressed and murdered Jews by the millions. White slave masters oppressed their black slaves before slavery was abolished in America. Likewise, women have been oppressed in illiterate societies. And, the Darfur genocide story has been in the news for some time. In fact, oppression may be described as a sun that never seems to set. It happens around the world almost all of the time. Writers and poets take responsibility for describing the facts of oppression. But, there are various ways of righting wrongs by writing about oppression. Maxine Hong Kingstons (2006) short story, No Name Woman describes wrongs committed unto a Chinese woman in the 1920s. Langston Hughes poems, Negro and The Negro Speaks of Rivers also touch upon oppression; yet one of these poems offers hope to Africans that have suffered oppression in America, while the other simply asks the reader to understand the African American as a human being with his or her entire human baggage seeing that Africans h ad been dehumanized by the whites of America. The themes of Kingstons No Name Woman and Hughes Negro and The Negro Speaks of Rivers are based in stories of oppression. Need essay sample on "Righting Wrongs through Writing" topic? We will write a custom essay sample specifically for you Proceed Undergraduates Usually Tell EssayLab writers: Who wants to write assignment for me? Specialists propose: Essaylab.Com Can Provide You With The Winning Academic Essay Writing Services Cheap Writing Service Reviews Custom Essay Order Review Essay Company Kingstons short story, No Name Woman, begins with the narrators mother informing her about her aunts suicide and asking her to keep it as a secret. The narrators family refuses to acknowledge the aunt as a part of their past lives. The narrators mother nevertheless tells the story of the no name woman, namely the aunt who committed suicide (Kingston). The no name woman was married in 1924 in China, as part of a ceremony that celebrated many marriages at the same time. When her husband left for work, as other husbands married during the same celebrations also left, she was expected to wait on money from him. But, she ended up getting pregnant many years after her husbands departure. When the baby was about to arrive, her family house was raided by angry protesting villagers. The no name woman gave birth to her first child in a pigsty. The following morning she was found dead with her child in the family well. Apparently, it was a suicide (Kingston). The narrators mother would like to warn her daughter about getting pregnant outside of marriage. After describing such warnings, the narrator explains certain aspects of her life as a Chinese American. She goes deeper into discussion about her aunt, too. According to the narrator, the no name woman must have been forced into adultery. The narrator also makes conjectures about why the no name woman was sent out of her in-laws home and whether the adulteror was one of the village raiders (Kingston). Some of the problems related to Chinese culture that the narrator raises include the loudness of their speech. Yet, the narrator must wonder about the silence that her aunt must have been forced to keep. The no name woman apparently committed suicide out of a sense of shame. Her people could not have tolerated an adulteress among them, which is why her family house was subjected to a raid. The fact that her family refuses to acknowledge her now that she is dead is another problem about Chinese culture that the narrator has set out to complain of. After all, the no name woman had been subjected to oppression, according to the narrators conjecture (Kingston). Punishing the woman for the crime of another is the main complaint about Chinese culture that Kingstons story raises. Kingston would like to shock her readers with her story of the oppressed aunt. Readers are supposed to understand the story as a warning against oppressive behavior. Although there is no clear warning in Kingstons story, the very fact that it is a story of oppression delivers it as a warning to readers. Oppression is bad the story states this loud and clear. It is injustice to commit acts of oppression Kingston would like her readers to know. Yet, Hughes does not only want his readers to understand oppression but also offer hope to the oppressed apart from his attempt to humanize those that have been dehumanized in the past. By writing about oppression that her aunt suffered, the narrator in Kingstons story also humanizes the dehumanized aunt. After all, once the reader has understood the dehumanization of the aunt in Kingstons story, he or she is expected to consider the alternatives in the aunts situation. In other words, it is inevitable for the reader of Kingstons story to ask, What could have been done better in the aunts situation? Moreover, once Kingston has analyzed the mindset of the oppressors of the aunt, she expects her readers to infer that theirs was inhumane behavior. Of course, Hughes played an important role as a writer and thinker of the Harlem Renaissance. This was an artistic movement of African Americans that arose during the 1920s to celebrate the lives and culture of Africans in the United States (Langston Hughes). Because most of the African Americans had been brought to the New World as slaves of white masters, it was poets and writers like Hughes, an African American man, that helped to change the perception of African Americans in the minds of the whites once slavery had been abolished. Hughes poems, The Negro Speaks of Rivers published in 1926, and Negro published in 1958, therefore depict African Americans as ordinary human beings like everybody else, and yet richer in culture and civilization than many others, seeing that they have participated in the construction of the great pyramids, mentioned in both poems. Hughes was direct and open about the fact that his writings were meant to uplift the conditions confronting Africans in the United States (Langston Hughes). Kingston merely describes the fact that it is illiteracy combined with poverty that must be held responsible for cultural customs that seem at odds with shared human values. The fact that Chinese people of the time of the no name woman would rather erase the memory of an adulteress than forgive her is horrific. Raiding her house at the time of her first babys delivery is even worse. But, then, there are plenty of problems connected with culture that transpire in villages of poor countries. An example distributed by the media is that of honor killings in the Indian subcontinent. These killings are based on the presumption of village elders that it is better to kill an adulteress than to bear her as a shame upon her entire family. What is more, it is a known fact that women are disproportionately hurt by such cultural traditions in far off places where human rights organizations may still not establish their presence as they would like. Kingston would like to right the wrongs in all such cultures. Unlike Hughes who writes for African Americans of his time, Kingston is not writing for the no name woman in her own time. Rather, hers is a generic story of oppression of women in poor countries where illiteracy is rampant. Africans of America had been slaves, so therefore the whites did not respect them enough even after the abolishment of slavery. Hughes The Negro Speaks of Rivers was published at the time of the Harlem Renaissance. His poem, Negro, on the other hand, was published at a time when racism was considered a huge problem to struggle against in the United States. Many battles were fought to set blacks equal to whites in the minds of all Americans. Hughes contribution of the 1950s, his poem Negro, was only different to the extent that it was a literary contribution. Countless other Africans were fighting on the streets of America to set things right once and for all. Both poems, The Negro Speaks of Rivers and Negro, are expressions of African American identity. The first poem begins thus: Ive known rivers (Hughes, The Negro Speaks of Rivers). In the second as in the first, although the poet has made clear that the narrator is a negro the poem, Negro begins with the words, I am a Negro (Hughes, Negro). Because the whites had been masters over African slaves, they were inclined to look down upon Africans. Since the whites were owners of property in America and certainly richer, the blacks longed to be like the whites. But, Hughes would like the Africans to feel at home in their own skins. With images of rivers as grand as of the Euphrates, the Nile and the Mississippi the poem, The Negro Speaks of Rivers, reminds the African of his or her historical roots or the history of the great African peoples who have traveled across all of these rivers adding value to the historical streams of cultures. The poem has irregular, long lines without rhythm bec ause it is making a basic point: the African soul is as deep as any human soul could be. The African individual indulges in deep thinking as he or she travels across ancient rivers. What he must dwell on is his own identity on foreign soil. Remembering the history of his or her civilization, he or she must keep in mind that life carries on. Whats more, even though Africans have traveled many lands, the poet reminds his fellow African that the black race has survived despite all odds (Hughes, The Negro Speaks of Rivers). Because The Negro Speaks of Rivers was published during the peak of Harlem Renaissance, it refers to depth of the African soul, given that art is often understood as the voice of the soul and the Harlem Renaissance was all about promoting African art and culture in the United States. Using gentle images such as the Mississippis bosom turning golden in the sunset, the poet uses his emphasis on rivers to stand as a symbol for the depth of the African soul (Hughes, The Negro Speaks of Rivers). Negro, published during the 1950s also mentions depths (Hughes, Negro). As in The Negro Speaks of Rivers, the depths mentioned by Hughes in both poems most likely refer to the depth of African knowledge too. After all, both poems refer to the history of Africans. Negro, with its sentence arrangements describing either what had happened to Africans or what they have done in the history of the African civilization also makes mention of the experiences and/or skills that set Africans apart, for exam ple, slavery and singing (Hughes, Negro). The poet represents all Africans in both his poems, The Negro Speaks of Rivers and Negro. What is more, both poems mention the fact that the Africans were part of the labor force that built the ancient pyramids. In The Negro Speaks of Rivers, it was the African who looked upon the Nile and raised the pyramids above it (Hughes, The Negro Speaks of Rivers). In Negro, the pyramid is said to have arisen under the African hand, implying that the African was greatly skilled even at the time of ancient pyramid construction (Hughes, Negro). The main difference between the two poems, The Negro Speaks of Rivers and Negro is, undoubtedly, the spirit of hope felt through the first poem versus the sense of despair mixed with hope in the second poem. Hughes must have composed The Negro Speaks of Rivers in a different frame of mind altogether. The poem clearly promotes African American culture and art as originating in the deep history of humanity (Hughes, The Negro Speaks of Rivers). Although Negro makes mention of world history too, it does not necessarily promote African American art, apart from its reference to singing. The African American may be considered as more of a laborer or low paid worker than an artist in Negro (Hughes, Negro). Perhaps the poem was not written to promote African American art at all. As mentioned previously, the 1950s saw the whites and blacks of America fighting over the question of equal rights of Africans in almost all major areas of state functioning, including education. There were severe pro blems related to racism during this period of American history. Clearly, blacks were being dehumanized in the minds of the whites. It was in the mood of that hour that Hughes composed Negro. The poem speaks of the ordinariness of the African individual while describing the good uses that Africans have been made of, for example, in the construction of the Woolworth Building (Hughes, Negro). The Negro Speaks of Rivers is certainly not dismal or depressing like Negro, mainly because it does not make mention of slavery and victimization as the second. After all, Hughes is fighting against injustice toward African Americans in the 1950s. In the 1920s, his cause was entirely different. If The Negro Speaks of Rivers had made frequent mention of darkness as does Negro, the Harlem Renaissance could not have been considered a harbinger of hope (Hughes, Negro). Even so, both poems were composed around the story of oppression of Africans in America, just as Kingstons story of the no name woman revolves around the theme of oppression in poor cultures. If Africans had been treated as equals to the whites throughout the history of the United States, Hughes would not even have written these poems. Thus, Kingstons No Name Woman and Hughes poems The Negro Speaks of Rivers and Negro were written to right wrongs committed by human beings unto other human beings. Throughout the history of humanity, people have sought to appear strong by dehumanizing those that appear weak. Chinese women in the space and time of the no name woman must have been looked down upon even if they were innocent. Similarly, the whites of America continued to look down upon the blacks even after slavery had been abolished. Of course, there is no logic behind oppressive behavior. This is the reason why writers and poets such as Kingston and Hughes have built their writings around these stories. After all, if everybody had a clear idea about the ludicrousness of discrimination, writers such as Kingston and Hughes would have to consider other themes for their works. Clearly, the themes of Kingstons No Name Woman and Hughes poems The Negro Speaks of Rivers and Negro revolve around stories of oppression because such stories offer food for thought, not only for writers and poets but also their readers. References Hughes, L. Negro. Retrieved Dec 4, 2008, from http://amandafa.blogspot.com/2007/12/negro-by-langston-hughes.html. Kingston, M. H. (2006). No Name Woman. 1975. In J. Schlib & J. Clifford (Eds.) Making Literature Matter (pp. 1154-1163). 3rd ed. Boston: Bedford/St. Martins. Langston Hughes. Americas Story from Americas Library.

The Treaty of Vienna 1815 Essay Example

The Treaty of Vienna 1815 Essay Example The Treaty of Vienna 1815 Paper The Treaty of Vienna 1815 Paper While the final hectic scenes of Napoleans escapades were still being played out, far broader issues were being discussed by the general diplomatic assembly which had congregated in Vienna. Never before had so many rulers and principal ministers met to hammer out a comprehensive peace settlement. Those men involved in the Congress of Vienna had a monumental task in front of them: that of piecing Europe together once more and of seeking to establish conditions which would give this work of reconstruction a reasonable chance of survival. The principal figures at Vienna included some of the most remarkable everbrought together under one roof. There was the unstable Tsar Alexander I from Russian, the enigmatic Austrian Metternich, the cool, calm Caslereagh representing Britain, the Frenchman Talleyrand and King Frederick William III and his chancellor, Hardenberg leading the Prussian delegation.  All these men wanted what was best for their own country, but they also tried to keep to certain fundamental principles and these determined the overall complexion of the final treaty. In order to prevent another major war, the Vienna peacemakers wished to create a European balance of power, as well as containing the nation regarded as most likely to spark off such a war, France. Another principle, specifically linked to Talleyrand, was that of legitimacy. However, after Talleyrand had ensured the restoration of the Bourbons to France, this principle was on the whole forgotten. Two principles which the delegates at Vienna were strongly criticised for not adhering to more closely were those of liberalism and nationalism, but whether or not these criticisms are entirely justified is an interesting question. The Belgians were one of the first peoples to achieve their liberation from foreigners, only to be placed without their consent, under the rule of the Kingdom of the Netherlands. There was however thought to be no alternative at the time as Belgium was situated perilously close to an aggressive and expansionist France. Independence was by no means a unilateral desire in Belgium itself, and had it not been for the House of Oranges disregard for the terms layed down by the diplomats at Vienna, Belgium might have been content to remain under foreign rule for longer than the fifteen years following the Congress. Nationalist feeling in Germany was slightly stronger than that in Belgium, but the chances of a unified Germany were even more remote than those for an independent Belgium. It is fair to say that the unification of Germany was not in the realm of practical politics in 1815. For the representatives of Austria and Prussia, such a notion would have meant negotiating their countries out of existence, and Talleyrand would have been none too happy at the prospect of a super-power landing on his doorstep. However, what was possible in 1815 was a German Confederation which replaced the Holy Roman Empire and although federalism was accepted as the basis for its organization, the Confederation was, in fact, little more than an alliance of practically sovereign states. The act setting up the Confederation required the rulers of the German states to establish constitutions, a fact which should have pleased the European liberals. The people of the Italian states who wanted a united nation had little reason to be pleased, as Italy was given over more completely to the rule of the foreigner than ever before. It is not too difficult to justify the diplomats at Viennas decision to hand northern Italy over to Austria; after all it was in the Italian campaign that Bonapartism was born and later on, it was in Italy that Napoleon III conducted his only successful European campaign. So, if Italy had been granted independence, it is unlikely that France would have waited too long before taking advantage of the situation. Although a Kingdom of Poland was created at Vienna, it was taken for granted by everyone that this territory would be Russian in all but name. Tsar Alexander wanted to create a client-state which would enable him to extend Russian influence farther into Europe than ever before. Many liberal thinkers throughout the following century felt that the treatment of Poland had been unfair, but at least it saved Alexander the trouble of invading Poland, as he no doubt would have done had not it not been given to him  as a satellite state. Again, the peace-makers at Vienna can be defended in their actions concerning the treatment of Norway, where they transfered the Norwegians from Danish to Swedish rule. Norway was allowed her own government, parliament, army and navy and the fact that this  settlement endured until 1905 and was then ended peaceably, is sufficient evidence that the Norwegians did not feel too hard done by. Indeed the fact that no country felt too hard done by is probably the reason that the settlement is credited by some for keeping the peace for the next forty years and preventing a major conflict for the following century. The Vienna settlement should not be regarded as having of itself prevented a major war in Europe, rather it contained in none of its provisions the seeds of a future war between the major powers. What did prevent a major war until 1914 was the determination of the great powers that there should not be such a war and the fact that the settlement involved no major injustice to any of them made this task easier. At the time that the treaty was signed, nationalist feelings in Germany and Italy were not all that strong and when these two countries did eventually succumb to the nationalists desires, over fifty years had passed. The diplomats in 1815 would most probably have made a big mistake in granting unification to the German states or the Italian states as at the time no one was ready for such a dramatic step, least of all the men signing the settlement. Perhaps the greatest critiscism it is possible to level at the settlement is that it sought to keep the clock stopped at 1815 for the next half-century, many people have argued that it was just a little too unwilling to accept change. The powers at Vienna did not appear to perceive the strength of the rising force of nationalism and Metternich clearly states his views on change when he declared that democracy could only change daylight into darkest night, and referred to the ideas of the French Revolution as the disease which must be cured.

Proposal Writing Services

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Special Needs populations and their impacts on Parole and Probation Essay

Special Needs populations and their impacts on Parole and Probation Officers - Essay Example Studies show mixed results about the effectiveness of these programs; however, no one can deny the importance of these programs in the judicial system when the criminal activities have reached new levels. Juvenile rehabilitation programs are of major importance in special needs populations apart from other programs. The ever growing special needs population and the nature of their needs have affected the role of Parole and Probation officers. A shifting focus to the needs of special needs populations is not unique to Parole and Probation officers; special needs populations by their very nature have unique needs, and many government institutions are attempting to shift to cater to these needs more appropriately. The primary role of a Parole and Probation officer is obviously to monitor the rehabilitation of criminal offenders outside of a prison environment with an eye towards re-integration and reducing rates of repeat offenders. The increased complexity of the nature of crimes has caused the judicial system to initiate a diverse number of offender programs to address them. It has also extended the scope of the role and duties of parole and probation officers who are being assigned in charge to supervise the programs. To understand the ways special needs populations have changed the roles of Pa role and Probation officers, one must first understand key differences between those two roles. Probation officers are in place to supervise rehabilitation without the offender having been in prison at all for a crime – they are assigned probation as a replacement to prison, with the understanding that if they violate the terms of probation they will be sent to prison. Parole officers, on the other hand, deal with people who have been released from prison on parole after completing part of their sentence – the fact that they have been in prison makes addressing special needs populations, who often have a harder time dealing with correctional institutions,

Adult Education in America Term Paper Example | Topics and Well Written Essays - 1500 words

Adult Education in America - Term Paper Example Adult education as a concept had undergone a systematic evolution in the history of education in the United States of America. The adult education programs are made available to the interested populations through varied avenues and are designed in consonance with the academic background and the language proficiency levels of the specific adult learners. Technology has made adult education more accessible in the current times. I am interested in the field of adult education, because it is in consonance with my personal philosophy and vision pertaining to education. Adult Education in America Since I have been actively engaged as a single parent and a full time executive, and that at present I am student pursuing a Masters in Education with a specialization in Family/Community, adult education is a concept that has always been close to my heart. It goes without saying that since I joined the 1st Class; I have emphatically come to the realization that my previous experience as a full ti me employee and a mother has aided me with ample insights as to the relevance and value of adult education in the contemporary societies. I have a deep seated conviction that in case of the adults dealing with family and professional responsibilities, adult education is sometimes not merely a viable option, but rather a chance to excel and move ahead in life. While I was pursuing my undergraduate level degree in social work, back in the early 80s, it was my innate passion and zeal to be able to help others. Now, my resolve as to pursuing a career oriented around working with families and communities, while aiding an empowering the individuals and groups through enhancing awareness pertaining to adult education has strengthened and bolstered with each passing day. Both in a present and past perspective, in the United States of America, adult education are the most potent and feasible tool to augment and upgrade the quality and potential of the local human resources. Enabling people t hrough the medium of adult education manifold enhances the possibilities as to what they know and what they can do with that knowledge, information and skills. The people who are not educated and skilled are increasingly finding it difficult not only to earn a decent living, but also to navigate their way through a system that increasingly requires them to engage in complex paper work and formalities pertaining to healthcare, social security, and everyday finance and retirement benefits. Besides, the United States of America being an immigration friendly country, with the changing demographics, things could get more stressful, if the programs oriented around adult education are not encouraged and pursued with ample zeal and commitment. Going by the fast changing technologies and the high frequency, with which people tend to change jobs, adult education is an issue that could be expected to accrue much importance, not only to enable the adults to seek access to and succeed in the nat ional work force, but also to empower them to serve as the worthy and well informed members of the society. Just because in the present context, so much stress is being laid on the education of children and teenagers, people often do tend to ignore the fact that most of the illustrious personalities in the Western history, be it Jesus, Socrates or Benjamin Franklin, happened to be the teachers of adults. It was way back in 1826, when the first lyceum at Millbury, Mass was organized by Josiah Holbrook, that envisaged the organization of the local adult study groups (Knowles, 1994). In 1911 America witnessed the setting up of The State Board of Vocational and Adult Education in Wisconsin (Knowles, 1994).

Automotive Industries in Thailand Essay Example for Free

Automotive Industries in Thailand Essay Contribution of MNC’s in automotive industry: Most of the developing countries consider that the automotive industry will move the country toward an intensive industrialisation by creating a large set of related businesses. Thailand aims to be regarded as the Detroit of Asia. The country has engaged in the last few decades in the development of the automotive industry, with a special focus on domestic auto-assembly. Thailand is the worlds second largest pick-up truck market after the U.S., and it is ASEANs largest automotive market and assembler. Today all leading Japanese car producers as well as BMW, Mercedes Benz, General Motors, Ford, Volvo, and Peugeot, assemble cars in Thailand along with their group of subcontractors and suppliers. Thailand has become the main production base for auto exports in South East Asia. Thailand is considered as one of the most attractive countries for automotive investments mainly due to factors such as the good and growing domestic market size, the relative political stability, liberal trade and investment policy, and the lack of a national car program. The automotive industry is Thailands third largest industry, employing an estimated total workforce of about 225,000 employees, and with a total production capacity of around 1,270,100 cars and trucks per year. Japanese-make automobiles have dominated the local auto market; with nearly 90% market share but other global vehicle manufacturers’ investments are growing consistently, creating a very dynamic industry. New global parts manufacturers are in the process of relocating some of their operations to Thailand. Thailand has 16 vehicle assemblers; most of them are large-scale foreign owned or joint venture enterprises. As well, there are more than 1100 small and medium sized companies working as suppliers of original equipment (OEM),  or producing replacement equipment (REM). The automotive industry in Thailand is very concentrated with most of the factories located in the Samut Prakarn province (approximately 20 km south of Bangkok), followed by Rayong (approximately 130 km south-east of Bangkok). The largest car producer is Toyota, and in 2003 it was the first manufacturer to establish a local RD centre in Thailand. However, this type of initiative, a cooperative arrangement between MNCs and local universities, is so far not a widespread practice in Thailand. Therefore, there is a stringent need to understand the mechanisms allowing for knowledge transfer and sharing, if Thailand wants to position itself as a very competitive country, not only in the automotive industry but in other industrial sectors as well. Thailand benefits from these companies operations as almost 18% of labour and employment are generated by the automotive industry.

Defining Environmental Philosophy Essay -- Environmental Philosophy En

Defining Environmental Philosophy The Greek word 'philosophy' means literally the (filial) love of wisdom. But 'wisdom' is not a commonly used word in our society so we need to make some effort to locate its meaning. What is indicated by the tradition in which philosophy seeks wisdom rather than merely knowledge or justified belief? While Plato and Aristotle did not agree on the basis of wisdom, they clearly did agree that wisdom is acquired with age and that it transcends mere knowledge about the objects surrounding us in the perceived world. Without stretching the issue too far, I also think it can be said that they agreed that wisdom, in the end, is fundamentally moral. It is not surprising, then, that contrasting wisdom with knowledge usually finds our examples of wisdom on the side of suggesting how something should be dealt with best. Consider a simple example. The courses in a particular department have been scheduled at specific times and in particular places. There is much in this matter that we can know or at least have justified belief about. We can know the scheduled times and places by reading in the official course schedule; and we can believe that the chair of the department got the assignments to the Registrar of the college on time so that they could be included in the schedule. On the other han d, whether or not the department has acted wisely in making these choices transcends the facts of the matter and requires deeper consideration of many issues. It should be clear, in saying this, that "acting wisely" means acting for the best. How can we ever know what "acting for the best" is in a given situation? If we carry the example, above, a little further, we can get some ideas. The selection of a particul... ...n to pose them. First, are there values to us in identifying and studying natural environments? Hence, does preservation of natural environments matter? Second, is there an ethics of balance in which humans are mutually involved with all the other objects of the world? As mentioned earlier, I believe that many of the answers will be found in literature and art before they are found in the arguments of professional philosophers. And the reason for this is that writers and artists have taken the lead in trying to understand the nature of land as a "place" and in trying to understand the nature of place as human "home." Ethics is essentially a conversation. To include nature in ethical conversations demands a vocabulary of nature --- hence, a keen awareness, detailing of observations, and an enthusiasm for description of the natural world that environs and includes us.

Discuss the future role of the United States in the twenty-first century

The role of the United States in the 21st Century will more than likely remain the same role that is has been since the end of World War Two which is it retain its role of superpower and the epicenter of much of the world economy. Of course, this role could very well change or at least be altered. Case in point, when the Soviet Union detonated a successful atomic bomb and then launched Sputnik into orbit the face of American society changed and the Cold War began. Similarly, the events of Sept 11 changed much of the foreign policy (and even domestic) policies of the United States.This, much like Sputnik, came as a surprise and without warning (granted Sputnik was not an attack, but it did increase paranoia) and it led to major changes. As such, since the future is impossible to predict it would be difficult to fully say what roles the US will play. While there will definitely be an increased an active presence of the United States in the Middle East, how this will be carried out is d ependent on who will be writing the foreign policy decisions. If there was one area on contention worth examining it would be the US’ role in the world in regards to the development of China as a superpower.China as a nuclear armed economic superpower could raise levels of nervousness in countries such as Taiwan and Japan, but what role will the USA play in Asia? Will it be active or isolationist? Again, time will tell. Regarding the difference between and old system of politics vs. a new system of politics, the political system has not changed in over two hundred years. Granted, political parties and ideologies may change the political system hasn’t. The nation still has a legislative branch, an executive branch and a supreme court.Additionally, there still remains a certain level of federalism in the United States so the political systems remain fairly the same decade to decade. There really is no fate to American democracy because it is highly unlikely the democracy will be replaced with another form of government considering that 99. 9% of the population seems to like the notion of a democracy. Changing the constitution is a moot point as the vast majority of the amendments to the constitution occurred within the first ten years of the nation’s birth.In fact, there has not been an amendment to the constitution in over 30 years. Considering that the means of changing or amending the constitution requires a super majority of the Congress and the Senate as well as a 2/3 majority of the states, it is next to impossible to rally support for a single amendment much less a series of radical changes to the amendment. As such, the constitution isn’t going to change. Similarly, the need for the expansion of public welfare vs. the ability to pass legislation that would expand welfare is extremely far apart from one another. Welfare can not be expanded by fiat.Also, if welfare expansion occurs there is the potential for a backlash from the electorate and this would make politicians very unlikely to advance such legislation when both parties are highly reliant on swing states and tight election victories. Keep in mind, Bill Clinton reluctantly signed welfare reform legislation under the notion that he would lose re-election if he did not sign it. The United States is not a socialist system and the voting public will not get behind an expansion of welfare in light of the 15 year rollback. As such, it is best to examine a cure for poverty outside of the welfare system.

Importance Of A Teaching Philosophy Education Essay

Alhamdulillah, my learning experience began when I was still a pupil in secondary school. The deferral and interruptions were the occasions for me to affect myself in the instruction procedure. This continued at place whereby I used to acquire phone calls from my friends to explicate about a peculiar subject from topics like mathematics, natural philosophies and chemical science. After graduating from college, I worked for six months as instructor in a private secondary school in my vicinity before prosecuting myself into third surveies. Hence, I could state that working as a instructor after my graduation from university is something I would see as normal. Actually, I am in my 5th twelvemonth as an pedagogue and Alhamdulillah, I had the experience of working in three different schools with pupils, both male childs and misss, from different socio-cultural backgrounds. In the undermentioned chapters, I would wish to portion my instruction doctrine. But first, the importance of developing one ‘s learning doctrine will be discussed.Chapter Two – Importance of a Teaching DoctrineA instruction doctrine statement is â€Å" a systematic and critical principle that focuses on the of import constituents specifying effectual instruction and acquisition in a peculiar subject and/or institutional context † ( Schonwetter et all, 2002, p.84 ) . Harmonizing to Campos ( 2010, p.2 ) , it states â€Å" our acquisition experiences, ends, beliefs, degree of professionalism and self-development among many other elements † . As for Natasha Kenny ( 2008, p.8 ) , an educational developer at the University of Guelph, a learning doctri ne statement â€Å" clearly and logically communicates what your cardinal values and beliefs are about learning and acquisition, why you hold these values and beliefs, and how you translate these values and beliefs into your mundane instruction and acquisition experiences. † Sing the importance of developing a instruction doctrine, Coppola ( 2002, p.450 ) states that â€Å" the instruction statement gives you a get downing point for analyzing your instruction patterns, allows you to portion your thoughts with others, and allows you to supervise the advancement of your ain development as a instructor † . Brookfield ( 1990 ) identified four different intents in developing a instruction doctrine. These intents are: Personal intent ; it is good that your learning doctrine reflects why you are making what you are making. Political intent ; your learning doctrine demands to demo that your place is grounded in a well-developed and carefully doctrine of pattern. This helps you to derive regard, which is of import to turn yourself in the political country. Professional intent ; your learning doctrine demands to demo your professional ends to develop an individuality that will assist you to better the development of professional strengths among other instructors. Pedagogical intent ; instruction is about turning and happening new ways to develop your lessons harmonizing to the scholars ‘ demands, so your learning doctrine should demo what consequence you are holding on pupils and on their acquisition?Chapter Three – My Teaching Doctrine3.1 Teaching in Generalâ€Å" Teaching should be such that what is offered is perceived as a valuable gift instead than a difficult responsibility † – Albert Einstein Alhamdulillah, since I began learning, I had the juncture to learn different topics, besides Mathematicss, like English Literature, Computer Studies and Integrated Science to pupils with a wide scope of demands, cognition, and cultural backgrounds. Apart from working as pedagogue in colleges, I besides try to assist my friends and others outside school. Furthermore, I used to give a particular class on â€Å" Tajweed † to my brothers of the Islamic religion in the mosque. I one time had the chance to learn a friend who was set abouting his undergraduate grade in Mathematicss and he was older than me. Several of import general rules that I try to utilize in my instruction pattern can be formulated as follows: No affair how experienced a instructor is, every new category and every new pupil pose a challenge. For excellence in instruction, there is ever room for betterment. A instructor has to appeal to different acquisition manners, to offer a assortment of instructional experiences, and to maintain an unfastened head to new learning techniques to give every pupil the chance to take part to the full and actively in the acquisition procedure. Bing a successful instructor depends on making a acquisition environment with the unfastened geographic expedition of thoughts, a relationship in which pupils feel respected every bit good as challenged. Students should be encouraged to stretch themselves a bit beyond their degree of comfort and be given an chance to go forth every category feeling that they have overcome a new challenge successfully. Teaching should be an built-in constituent of the creative activity of new cognition, an initial measure toward go oning instruction, and foremost of all, self-cultivation. Though student satisfaction is of import for better acquisition, learning – particularly in mathematics – should non go a popularity competition, or a show. A instructor is responsible to the society in general, and should defy the force per unit area of take downing academic criterions in instruction.3.2 Teaching of Mathematicssâ€Å" We could utilize up two Eternities in larning all that is to be learned about our ain universe and the 1000s of states that have arisen and flourished and vanished from it.A Mathematics entirely would busy me eight million old ages † – Mark Twain â€Å" Mathematics is like checkerss [ draughtss ] in being suited for the immature, non excessively hard, amusive, and without hazard to the province † – Plato Bing a mathematics instructor every bit good as a lover of the topic, there are some characteristics of mathematics that makes it a really particular subject. To call a few: Mathematicss is an first-class rational game where all the participants win. Mathematicss is besides a theoretical account that can be used for developing independent and critical thought. Mathematicss can be seen as a linguistic communication that allows us to pass on thoughts exactly between ourselves. Last, mathematics is a tool used in natural scientific disciplines and, therefore, a needed subject for many pupils. The above statements entirely actuate me to portion my mathematical cognition, among others, to my pupils. However, my ends for learning mathematics are many. First, communicate to my pupils that mathematics is a merriment and better their assurance approximately mathematics every bit good as cut downing their anxiousness about mathematics. Other ends are: Detect and make full spreads in pupils ‘ anterior math cognition Develop a mathematical sense about measures, geometry, and symbols Develop a assortment of problem-solving schemes and basic computational accomplishments Enable and empower pupils Enable pupils to do judgements based on quantitative information, to turn out basic consequences, to read mathematics efficaciously and to understand their ain idea procedures Promote a broader involvement in mathematics Ensure that pupils truly understand constructs Establish constructive pupil attitudes about mathematics Facilitate acquisition of life-long acquisition accomplishments Foster a desire to inquire mathematics inquiries, critical thought, pupil find of mathematics and surrogate apprehension of the cogent evidence of cardinal theorems Teach the beauty of mathematics Aid pupils learn the cardinal theorems and their applications Improve pupils ‘ apprehension of engineering Improve pupils ‘ authorship abilities Increase the figure of mathematics big leagues every bit good as the pupils ‘ mathematical cognition Model expert problem-solving Motivate pupils to do an attempt to larn mathematics Open the doors to other chances for pupils Prepare future mathematicians, pupils for proficient callings and pupils to be knowing grownups Thatch applications to other Fieldss ; particularly for abstract topics like vectors whereby pupils frequently ask the inquiry: â€Å" where will vectors used us in our life? † Teach reckoner and computing machine accomplishments, cardinal constructs, generalizing, logical logical thinking, mathematical authorship, foretelling, problem-solving and proof-reading of mathematics Thatch pupils how to interpret back and Forth between words and mathematics Thatch pupils to work collaboratively It is, unluckily, really hard to seek to demo the existent beauty of mathematics in the model of most bing course of study as they are designed to feed pupils with frequently more facts than anyone could get down. Just covering the needed stuff normally takes a bit more clip than is available. Another job is that mathematics as a linguistic communication can be rather proficient, and to explicate something meaningful, one has to pass old ages larning regulations of the mathematical grammar foremost. I consider mathematics to be a disputing topic to learn, which makes it particularly attractive for me. I try to utilize every possibility to expose pupils to the exciting universe of mathematics, frequently implicitly, so they may non even detect it at first. I think that pupils ‘ engagement is important for larning mathematics.3.3 Teaching Manners and MethodsMy mathematics schoolroom features multiple of methods of direction that depends on: the capable affair of the lesson, that is, the subject to be taught and my experience with how single pupils and categories best learn mathematics. On some occasions, the student-centred attack or whole-class treatments are undertaken while on other occasions, small-group probes are carried out and still others see persons working one-on-one with another pupil or with me. This schoolroom interaction helps construct relationships between my pupils and I and at the same time, among the pupils themselves. These assorted schoolroom patterns help turn to the varied acquisition manners found in the mathematics schoolroom. Furthermore, I prepare my categories meticulously, but I like to improvize whenever possible. I dislike being interrupted during my account but I love it when the pupils ask inquiries afterwards ; and I congratulate them for any good inquiries and remarks. I open each session with a brief reminder of the old session ‘s stuff and an lineation of the twenty-four hours ‘s subject, and I typically conclude with a sum-up of cardinal points. There is a particular session for reappraisal before every major trial. I normally speak clearly, aloud, and easy, but enthusiastically. Students are encouraged to larn from each other as their classs are non curved, therefore, pupils are non viing with their schoolmates. In some categories, particularly my Incorporate Science categories, I give group undertakings and prep, depending on the subject being covered. When possible, I distribute solutions to homework jobs, quizzes, and trials. To cut down pupils ‘ anxiousness about trials, I usually give my pupils alteration exercisings before any major trial and I encourage them to work excess jobs on their ain and come to see me for any jobs. I do non see memorisation to be the most of import in mathematics categories ; this is why I make and promote my pupils a batch to pattern maximal figure of jobs. If the course of study would hold allowed it, I would do all my trials open-book/notes. Assignments and undertakings are of course integrated into my classs. I spend clip explicating the assignments and work outing similar jobs in category for farther treatment.3.4 Use of TechnologyI remember that one time I was in a meeting with my above 70 twelvemonth old curate and he told me: â€Å" In my clip, when we had to make a mathematical computation, we used the logarithm tabular array † and he asked me whether I knew how to utilize the logarithm tabular array! Alhamdulillah, today we have the electronic reckoner. This small piece of engineering is the lone electro nic device that our pupils can utilize in their surveies as the different course of study do non provide for the usage of other electronic devices in the scrutiny room. I would hold loved to see a alteration in these course of study which would enable more the usage of engineering in the acquisition of mathematics. Personally, I am a great fan of the newest educational package that may be used in the instruction and acquisition procedure. At present, to utilize mathematical package at college would look unrealistic but I hope to happen a alteration shortly in the course of study which will do it existent. However, pupils foremost need to understand that engineering is a tool, much like a compass or a protractor, and that engineering must be used merely as a tool. Central to my usage of engineering in the schoolroom is the thought that pupils must understand what they are making mathematically even when they use engineering as an assistance. As mentioned earlier, the most omnipresent piece of engineering in and out of the schoolroom is the electronic reckoner. While the reckoner can be a utile tool to decrease the plodding of computations, it is of import for pupils to be able to work without it. This does non intend that reckoners should non be used, but instead that pupils should hold some intuition about whether an reply is sensible. The usage of reckoners and other engineering can better a pupil ‘s intuition of mathematics and mathematical logical thinking. While most exercisings in a statistics category have comparatively little informations sets, utilizing premade informations sets and computing machine plans allows pupils to derive existent experience with professional tools and helps them visualise tendencies. The usage of computing machine package with prepared illustrations is really utile for in-class visual images in different classs, such as differential equations, concretion, and even pre-calculus. Wh ile making the assignment for the module Instructional Technology for my Bed Course, I came across package called Yenka which provides simulations. I truly appreciated the portion on chance where while explicating the different results when fliping two coins, there a simulation really fliping the two coins. I hope, insha Allah, to utilize it when I explicating this subject t my pupils in the close hereafter. With the coming of tablet PCs, I am hopeful, insha Allah, that it is merely a affair of clip before the usage of mathematical package and on-line scrutiny at secondary degree will be implemented. But, at the same clip, I strongly oppose the maltreatment of engineering. There are classs in mathematics, where pupils need to larn how to utilize their encephalon instead than calculators/computers. In my short experience in instruction, I came across an HSc ( Higher School Certificate ) pupil making the simple arithmetic job utilizing a reckoner! ! !3.5 My Best Personal Achievementâ€Å" Facilitate things to people and do non do it difficult for themaˆÂ ¦ † – Prophet Muhammad ( Peace and Blessing of God Almighty be upon Him ) I unfeignedly believe that the best academic public presentation of a pupil is non to see the high-flyer pupil being ranked foremost at the terminal of the twelvemonth but instead to see the low-achiever pupil able to reply about all inquiries of the same exam paper right at the terminal of the twelvemonth and have a really good consequence, irrespective of his/her overall rank. At my school, the construct of cyclosis is applied to divide the best pupils, frequently labeled as the â€Å" high-flyers † , and those less able pupils, frequently labeled as low-achiever pupils ( some advocates of the Marxist position will differ wholly with this construct ) . Last twelvemonth, I had the chance to work with the less able pupils of Form I and Form II, learning Integrated Science. Alhamdulillah, I was motivated but I could that a batch of these pupils lack motive. Furthermore, some of them came from hapless socio-background and some came from broken households. There was even a kid who repeated Form I! So, at first it seems really hard to anticipate that half of them would understand the different subjects even more so that they would go through their concluding twelvemonth test. After all, we are speaking about Science which purportedly is a topic for the intelligent pupils. I figured out that I should utilize a different attack with them. Finally, I opted for the â€Å" Learning by Fun † construct. It required much more energy from me but Alhamdulillah, I do non repent for one second all the energy used that twelvemonth when working with these pupils as the ground is obvious ; about all students non merely passed the concluding twelvemonth scrutiny but they really obtained really good consequences Masha Allah. The frost on the bar was when the caput of the scientific discipline section informed me that the curate was really pleased with the consequence.3.6 Reasoning NotesI believe that each kid is a alone person who needs a secure, lovingness, and exciting ambiance in which to turn and maturate emotionally, intellectually, physically, and socially. It is my desire as an pedagogue to assist pupils run into their fullest potency in these countries by supplying an environment that is safe, supports risk-taking, and invites a sharing of thoughts. The re are three indispensable elements that I believe are contributing to set uping such an environment, the instructor moving as a usher, leting the kid ‘s natural wonder to direct his/her acquisition, and advancing regard for all things and all people. When the instructor ‘s function is to steer, supplying entree to information instead than moving as the primary beginning of information, the pupils ‘ hunt for cognition is met as they learn to happen replies to their inquiries. For pupils to build cognition, they need the chance to detect for themselves and pattern accomplishments in reliable state of affairss. Supplying pupils entree to hands-on activities and leting equal clip and infinite to utilize stuffs that reinforce the lesson being studied creates an chance for single find and building of cognition to happen. Equally of import to self-discovery is holding the chance to analyze things that are meaningful and relevant to one ‘s life and involvements. Developing a course of study around pupil involvements Fosters intrinsic motive and stimulates the passion to larn. Helping pupils to develop a deep love and regard for themselves, others, and their environment occurs through an unfastened sharing of thoughts and a wise attack to train. When the voice of each pupil is heard, and environment evolves where pupils feel free to show themselves. Class meetings are one manner to promote such duologue. I believe kids have greater regard for their instructors, their equals, and the lessons presented when they feel safe and certain of what is expected of them. In puting just and consistent regulations ab initio and saying the importance of every activity, pupils are shown regard for their presence and clip. In bend they learn to esteem themselves, others, and their environment. For me, learning provides an chance for continual acquisition and growing. One of my hopes as an pedagogue is to transfuse a love of larning in my pupils, as I portion my ain passion for larning with them. I feel there is a demand for compassionate, strong, and dedicated persons who are excited about working with kids. In our competitory society it is of import for pupils to non merely have a solid instruction, but to work with person who is cognizant of and sensitive to their single demands. Alhamdulillah, I am such a individual and will ever endeavor to be the best pedagogue that I can be.

Experience Psychology, 3rd edition Essays (818 words) - Free Essays

Experience Psychology, 3rd edition Essays (818 words) - Free Essays Experience Psychology, 3rd edition Chapter 6, Memory Vocabulary, Key Terms Amnesia: The loss of memory. Anterograde amnesia: A memory disorder that effects the retention of new information and events. Atkinson-Shiffrin theory: Theory stating that memory storage involves three separate systems: sensory memory, short-term memory, and long-term memory. Autobiographical memory: A special form of episodic memory, consisting of a person's recollections of his or her life experiences. Connectionism: Also called parallel distribution processing (PDP), the theory that memory is stored throughout the brain in connections among neurons, several of which may work together to process a single memory. Decay theory: Theory stating that when an individual learns something new, a neurochemical memory trace forms, but over time this trace disintegrate; suggest that the passage of time always increases forgetting. Divided attention: Concentrating on more than one activity at the same time. Elaboration: The formation of a number of different connections around a stimulus at a given level of memory encoding. Encoding: The first step in memory, the process by which information gets into memory storage. Episodic memory: The retention of information about the where, when, and what of life's happeningthat is, how individuals remember life's episodes. Explicit memory (declarative memory): The conscious recollection of information, such as specific facts or events and, at least in humans, information that can be verbally communicated. Flashbulb memory: The memory of emotionally significant events that people often recall with more accuracy and vivid imagery than everyday events. Implicit memory (nondeclarative memory): Memory in which behavior is affected by prior experience without a conscious recollection of that experience. Interference theory: The theory that people forget not because memories are lost from storage but because other information gets in the way of what they want to remember. Levels of processing: A continuum of memory processing from shallow to intermediate to deep, with deeper processing producing better memory. Long-term memory: A relatively permanent type of memory that stores huge amounts of information for a long time. Memory: The retention of information of experience over time as the result of three key processes: encoding, storage, and retrieval. Motivated forgetting: Forgetting that occurs when something is so painful or anxiety-laden that remembering it is intolerable. Priming: The activation of information that people already have in storage to help them remember new information better and faster. Proactive interference: Situation in which material that was learned earlier disrupts the recall of material that was learned later. Procedural memory: Memory for skills. Prospective memory: Remembering information about doing something in the future; includes memory for intentions. Retrieval: The memory process that occurs when information that was retained in memory comes out of storage. Retroactive interference: Situation in which material that was learned later disrupts the retrieval of information that was learned earlier. Retrograde amnesia: Memory for a segment of the past but not for new events. Retrospective memory: Remembering information from the past. Schema: A preexisting mental concept or framework that helps people to organize and interpret information. Schemas from prior encounters with the environment influence the way individuals encode, make inferences about, and retrieve information. Script: A schema for an event, often containing information about physical features, people, and typical occurrences. Semantic memory: A person's knowledge about the world. Sensory memory: Memory system that involves holding information from the world in its original sensory form for only an instant, not much longer than the brief time it is exposed to the visual, auditory, and other senses. Serial position effect: The tendency to recall the items at the beginning and end of a list more readily than those in the middle. Short-term memory: Limited-capacity memory system in which information is usually retained for only as long as 30 seconds unless strategies are used to retain it longer. Storage: The retention of information over time and how this information is represented in memory. Sustained attention: The ability to maintain attention to a selected stimulus for a prolonged period of time. Tip-of-the-tongue (TOT) phenomenon: A type of effortful retrieval associated with a person's feeling that he or she knows something (say a word or name) but cannot quite pull it out of memory. Working memory: A combination of components, including short-term memory and attention, that allow

10 Memorable Quotes

10 Memorable Quotes Some quotes eventually fade away with time, while a few become eternal and can have lasting impacts. Albert Einsteins comment that Imagination is more important than knowledge, for example, has the potential to stick with someone and change their perspectives on greatness and success. Memorable sayings pack a wealth of wisdom and  display attitude without being preachy or pushy. If you read this collection of memorable  sayings, they will stay with you forever: Anthony Robbins   ​The past does not equal the future. Buddha   Do not dwell in the past, do not dream of the future, concentrate the mind on the present moment. Mother Teresa   Spread love everywhere you go. Let no one ever come to you without leaving happier.   Henry Ford Dont find fault. Find a remedy. Margaret Mead   Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, its the only thing that ever has. Winston Churchill Success is the ability to go from failure to failure without losing your enthusiasm. Ayn Rand The question isn’t who is going to let me; it’s who is going to stop me. Albert Einstein Science without religion is lame, religion without science is blind. Franklin D. Roosevelt   The only thing we have to fear is fear itself. Oscar Wilde   Most people are other people. Their thoughts are someone elses opinions, their lives a mimicry, their passions a quotation.

Diabetes Essay Example | Topics and Well Written Essays - 2500 words

Diabetes - Essay Example Additionally, the paper gives a clear outline of the management, complication, and multi professional diabetes services that are relevant to type 2 diabetes. 1.2 Case Study Sarah is 39 years old lady admitted to the ward due to abdominal pain, loss of weight, dehydration, and generally feeling unwell. On admission, Sarah does not have past medical history but genetically has diabetes and heart disease. Through examinations such as chest x-rays, ECHO, blood and urine test, it is clear that there is glucose in the urine, with further investigations showing that she has type 2 diabetes. Finally, the study gives evidence on the evaluation of education strategies in relation to the effective self management on Sarah, and evidence based knowledge with regard to assessment, treatment and management based on the best treatment. ... Apparently, type 2 diabetes is caused by a combination of genetic factors that are related to the secretion of insulin, resistance of insulin and environmental factors such as lack of exercise, over eating and aging. Besides, type 2 is a disease that is caused by multi factors that entail multiple genes and environmental factors, which vary depending with the situation (Barnett, A., 2011). None the less, the advancement of type 2 diabetes is purely associated with a family history of diabetes like in the case of Sarah. The considerable higher concordance rate between monozygotic twins as compared to that between dizygotic twins indicates the involvement of genetic factors. Hence, it is assumed that pathogenesis is involved in the genetic abnormality, in the molecules related to the regulatory system of glucose metabolism. The role of environmental factors such as aging, obesity, insufficient energy consumption among others are independent risk factors that are associated with type 2 diabetes. Impaired secretion of insulin and its actual resistance contribute to the advancement of path physiological conditions. Essentially, impaired insulin secretion is a reduction of the response of glucose, which is present at the onset of diabetes. The tolerance of glucose is induced by reduction of glucose response in the early phase of insulin secretion, over and above, the reduction of insulin secretion after any meals (Winter et al., 2002). This reduction is crucial as it plays a basis path physiological change especially when the disease is at the early stage. If not treated it results to a decrease in pancreatic and cell mass in a human being a situation that affects the long term of blood glucose, (Williams

Site Distance Equation for Crest Vertical Curves Research Paper

Site Distance Equation for Crest Vertical Curves - Research Paper Example The elevation of various points of the curve gives the relative difference in the level at different points on the curve. Also shown in the figure are length of the curve, start of the curve and also the end of the curve. To provide easy movement of vehicles and also to smooth out the vertical profile the vertical curves are introduced at the intersection of the grades. Usually two type of vertical curves are used in the geometric design of roads. They are crest curves or summit curves and sag curves or valley curves. The crest curves have the convexity upwards and when a fast moving vehicle travels along the curve, upward action of the centrifugal force against the gravity and would relieve a part of the pressure on the tyres. This phenomenon would eliminate the discomfort experienced by the passengers wouldn't feel the discomfort while passing over these curves (Garber and Hoel, 2001). The process of aligning the vertical curves along the road is influenced by various factors like the vehicle speed, acceleration, stopping sight distance and comfort in travel (Wright and Dixon, 2004). The design of the summit curve is governed only by sight distance considerations. Though the circular crest curve is an ideal choice as the sight distance available throughout the length of a circular curve is constant most of the designs prefer parabolic curve. This is because the deviation angles in the vertical curves of highways are very small and between the same tangent points a simple parabola is congruent with a circular arc. In addition, easiness in computation of the ordinates besides the better rising comfort given by crest curves gives preference to parabolic curves (DRMB, 1993). When the parabolic crest curves are adopted the equation is given as y=ax2 , where a = N /2L. The N in the equation is the deviation angle and L is the length of the curve. Since the crest curves are long and flat , the length of the curve L is taken as equal to the horizontal projection. During the process of the design of the parabolic crest curves it is necessary to consider the stopping sigh t distance and overtaking sight distance separately. As indicated earlier, it is essential to provide sight distances atleast equal to the stopping distances at all points on the highways to avoid the accidents due to inadequate sight distance (Garber and Hoel, 2001). Figure 2 : The length of the crest curve is greater than the stopping side distance Length of the summit curves for stopping side distance. The two situations that need to be considered in the determination of length of the curve for stopping side distance (SSD) are (i) When the length of the curve is greater than the side distance (L > SSD) and (ii) When length of the curve is less than the side distance (L For L > SSD (Figure 2), the length of the vertical crest curve is given as ------------------ (1) Where, L is the length of the vertical crest curve in metre, S is the stopping side distance in metre, N is the deviation angle which is equal to algebraic difference in grades, radians or tangent of the deviation angle, H is the height of the eye level of the driver above the road surface in metre, h is the height of the object above the pavement surface in metre. The value of H

A quote about the personal and professional significance of the Essay

A quote about the personal and professional significance of the leadership program - Essay Example The role of quality leadership program cannot be overstated. As such we must acknowledge that overall performance of an institution greatly depends on the level of leadership program that an individual has gone through. Putting ourselves on the accounts of leadership institutions such as Harvard business school or the graduate school of the United States, there is propounded evidence that a simple 18 months leadership program is substantial to strengthen both individual and organizational performances. Such types of leadership programs provide a broad range of skills essential to both the executive and managerial in execution of long roles that are beneficial for future economic development (Gove and Laws Para 2-10). My challenge to institutions offering the 18 months leadership program is that, managements should willingly enrich such programs by improving the number of graduates that benefit from the training programs. Besides, the curriculum should be enriched to improve on its relative impacts. Every institutional leader must, therefore, remain committed to improving their institutions by creating evidence about the relative importance of leadership program and showing outstanding leadership qualities through self-demonstrations (Gove and Laws Para

Disaster Management Planning For Earthquake

Disaster Management Planning For Earthquake The risk for disaster occurs when the social, physical, environmental and economic vulnerabilities are hit by hazards. The biggest volumes of disasters are mainly a result of events originating hydrometeorogically. Even in the face of gradual understanding of the significance of reduction of disasters and disaster response capabilities, disasters continue to be a global problem especially the one of disaster management techniques. It is now globally accepted that plans should be put in place to reduce the risk of a disaster. The plans should be conceptualised and brought into action in spheres such as policies, programmes for poverty reduction and should be assisted by international and regional cooperation. Poverty reduction, proper governing and sustainable development are mutually cooperative plans along with disaster management. Efforts have to be made at a rapid pace to put in place the required plans to counter any threats posed at the regional and international level by disast ers. Introduction The occurrence of such disasters has continued to increase in a rapid succession. More than three million lives were lost due to disasters in the last quarter of a century itself. This number does not stop as billions have been affected in some way or the other. The cost of rehabilitation from these disasters has run into thousands of billions alone. The increase in the population of the world only enhances the chance of disaster risk which could cause massive casualties and harm to the human life in large numbers. The six billion mark in world population was reached on the 16th of November in 1999. The annual growth rate was estimated at nearly 1.33 %( seventy eight million every year). There is a greater risk on account of the industrialization and vast urbanization since a lot of people are moving to urban areas which do not have sufficient health care and infrastructure in place. Energy is released after accumulation in the volcanic activity or geological faults which cause seismic waves to bring about movement of the crust which is known as an earthquake. Humans are able to only detect three thousand earthquakes from the total of five hundred thousand earthquakes that occur every year. 7 to 11 out of these 3000 earthquakes cause significant damage to property and human life though this figure has increased the past few years. The toll of death due to an earthquake can range from as less as five to higher than two hundred and forty thousand. One out of two cities in a developed country is susceptible to a natural hazard like earthquake. Seventeen of the twenty largest cities are situated in countries with low resources. Eighty percent of the population of the world will reside in developing countries by the year 2025 according to an estimate. The research on natural disasters is of a lot of significance in case of developing countries. What is a Disaster? Many definitions have been put forward regarding disaster. Samuel Henry Prince started the study related to disasters in 1971 in Canada during the worst disaster witnessed in Canada. The disaster in point is the ship explosion occurred in 1917 in the harbour of Halifax, Nova Scotia. His research and social exploration of the implications of the disaster paved way for further theoretical and empirical research that lasted through the 1930s, 1940s and 1950s. This saw a change in the way disasters were perceived. The focus shifted from the primary physical agent to the description and definition of disasters related to the social impact caused by it. Various academic disciplines were dedicated to the study of nature and disasters during the 1960s and 1970s. The definition of a disaster can be classified between the national and international level. The working definition of a disaster is designed in way to suit the professional background of the place where it is defined and is closely associated to the studies, work and research that is carried out. The World Health Organization has defined disaster on the base of the resultant health implications post the disaster. They have made use of the terminology called as Health Action in Crises. The International Red Cross has taken into account the factors that cause interference in human life. IN simple words, floods, earthquakes and hurricanes only acquire the status of a disaster when they leave behind a negative and disruptive impact on the living force. Al-Madhari et al in 1997 studied if a universal definition for the term disaster is possible and came up with a definition that takes into account both the factors of economic and health implications. The definition was as follows- an event localized in time and space with one or more of the following consequences occur: 1) Ten or more fatalities, 2) Damage exceeds $1 million, 3) 50 or more people evacuated. This is the basic essence that is found in most definitions of disaster which may carry different views. All the definitions accept disaster as a situation that is beyond the cope of control of the local community which warrants the need of external help. The disasters maybe a result of naturally occurring phenomena like extreme changes in climate or weather, technological and man made threats. Psychological stages of disaster Heroic stage The heroic stage is shown by the community and the individuals within that direct the various levels of energy in the tasks of help, rescue, shelter, clean up and repair. This behaviour is carried out in the span of a few hours to even days if required. Honeymoon stage The optimism characterized by the people in the community is the showcase of this stage in spite of the losses that occur due to the disaster. There is a wide media attention and, flow of resources inwards, and reassurances by personal visits by high profile personalities that look towards the rehabilitation process of the community. They provide the hope and belief that life will return to normalcy and no traces of the disaster will be seen. These resources though tend to exhaust by the third week of the aftermath of the crisis, there is reduced media attention and the real problems in the rehabilitation program start to develop. The energy shown by the survivors in the community gradually starts to fade away and gives way to the next stage of disillusionment. Disillusionment The hard experiences, the lack of necessities and the work needed to be done to restore normalcy creeps up on the person which leads to disillusionment among the survivors. Survivors find that the various types of financial help being offered are in the form of loans instead of grant, home insurance was not the best available option and that politics played a bigger role in the decision making. Signs of disgruntlement is how by means of complaints related to abandonment, betrayal and injustice, incompetency and bureaucracy. Stress is a negative aspect that troubles the survivors which slowly disintegrates any hope that may be left. Recovery All the work for which the base has been setup starts to show results. The applications are passed, loans are approved, and reconstruction is started. The individuals start to work at their normal capacities. People start regaining the state of normalcy with a period of six months after the disaster. Some individuals might take up to thirty six months. There is an overall sense of appreciation to aspects like life, relationship and morale towards tackling problems all owed to the lessons learnt post the disaster. Stages of Disaster Response Preparation stage The main objective of this stage is to improve the healthcare system and the general system that can be improved to the extent that future disasters can be tackled with ease and efficiency. Quick Reponses Stage The main objective of this stage is to make sure that there is a prober health response in case of a disaster strike that may create some needs. Counselling is provided during this stage which is present in the current health system. There should be help sought from external sources to boost the resources that are available in case they are not sufficient to fulfil all the necessary needs. In many cases the local supplies may not be enough to meet the requirement of the community which is why the stock has to be filled with the help of some additional commodities obtained from other external sources. Recovery Stage This stage has to be worked upon continuously and lasts more than a month after the disaster takes place. This stage could go on for years depending on the resources that are available for rehabilitation and the impact and type of the disaster. The needs of the survivors are taken care of by the local providers in this stage. Federal funds may flow in case the disaster is declared as a Presidential Declared Disaster. The funding is given to those in need of individual help. Disaster Management Definition of disaster management A lot of definitions have been put forward by authors on the topic of disaster management. A lot of these definitions merely explain the meaning of the term rather than completely stating the terms of preparation for a disaster. Christopolis, Mitchell and Liljelund regarded efficient and effective abilities and result of disaster response as the main themes of preparation for a disaster (2001). Creating a local response system and providing early warnings is also a big part of preparation (Integrated Regional information Networks, 2005). The definitions by United Nations Development program, McEntire and Twigg have definitions similar in theme with their own take on the preparation for a disaster. The program by United Nations holds hazard easing as the central source for disaster preparation along with the inclusion of planning in the description (2004). Similarly, McEntire and Twigg also consider hazard easing as a crucial aspect in disaster preparation saying that it should be a p art of it (McEntire, 2003 and Twigg, 2002). McEntire talks about different factors relevant for disaster preparation as a local government function that includes vulnerability and hazard evaluation. The lesser highlighted aspects of disaster preparation are also very important. Izadkhak and Hosseni point out education to be the foremost media in the preparation of a community for disasters (2005). The emergency plans, storage of food, securing furniture to walls and creating inventories of storage commodities are a part of this level (Paton, Smith, Johnston, 2003 and Siembieda, 2001). Review of preparation literature The disaster preparedness aspect is basically dynamic in nature which keeps changing constantly. The researches find out new facts with the occurring of new disaster even with respect to the community. The disasters and crisis are consistent but the practises applied in its management still lack the capacity to provide necessary results. McEntire has worked towards some crucial points in disaster preparedness and emergency management in his study. McEntire, Fuller and Johnston and Weber (2002) published an article reviewing the emergency management and the methods related to it. The main concern in the 2002 research was vulnerability while McEntire also finished his research related to disaster preparedness. Dynes also provide his view on emergency planning. His views were based on research instead of military models. The problem solving methods of Dynes emphasizes cooperation and coordination as the key aspects. (1994). This concept has been used in developing many other models as opposed to the earlier practice of using military models and instead switching to a research based and discipline specific model. The best methods of disaster preparedness incline towards discipline specific objectives as in the case of emergency management. A valuable amount of work has been spent for the identification and evaluation of the concepts and principles that are used in disaster preparedness. Some contributions have been made to development of disaster preparedness with the aim of creating a theory based practise and practise based theory (Gillespie and Streeter, 1987). The contributions from most individuals are not aimed at the creation of a complete disaster preparedness technique but individual research has helped immensely in making contributions towards building a complete disaster preparedness plan. A case in point is the research by Kirschenbaum (2002) article based on disaster preparedness from the point of view of Israel. The inferences drawn from his study were found to be applicable in a general environment. Perry and Lindell (2003) based their study on disaster management on the principles of perspective and planning and were able to identify 10 guidelines that should be used in the process of planning. Lindell was more focused on the planning while Kirschenbaum gave more importance to localized applications and principles. Each on his own was able to contribute an important aspect that led to the creation of a comprehensive disaster preparedness plan although none of the studies focused on all the aspects on the whole. Components of disaster management Earthquake Risk The risk of earthquake is a seismic risk to the environment and its habitats. The earthquake risk is inversely proportional to the capacity of resisting it. Research based on social learning by May (1994) shows that the more knowledge that is available, the less is the worry and lesser in the rationale for prevention. Knowledge and the use of the knowledge in the best way are required to improve the safety measures today. There is a process known as Earthquake Risk Management that works towards the prevention of threat or danger from an earthquake, reducing risk or consequences of an earthquake. It also deals on topics like preparation for dealing with a disaster, responding to a threat due to natural disaster, capacity building and knowing the effects of the natural disasters. There are the basic points of evacuation, rescuing, relief, rehabilitate and reconstruct that are covered. The population in India was marked at over a billion in 2001 and is estimated to be doubled by the yea r 2050. This calculates to a population growth of 1.61% per annum. The risk of earthquake increases by leaps and bounds in such a scenario. The urban areas are been populated to the extent of being overcrowded and figure in the highest density in the world of 237 people per square kilometre. This only worsens the situation. People in thickly dense areas have no alternative but to live in conditions like low lying areas situated closely near the rivers. This makes it mandatory to keep a full time alert and be ready with a disaster preparedness plan. Gillespie and Banerjee (1993, pp.242) have proposed there is a 5 stage plan which spirals upward with more refined levels including avenues, assessment, knowledge, preparedness and practise. The central point in these levels is considered to be knowledge. As pointed by Srivastava et al (2007), the reduction in disaster risks can be brought about by the proper use of information. Disaster management planning for earthquake In the past few decades, a high level of importance has been attached to the effective and efficient management of information and its use as a key component of disaster management in the regions of Asia especially Pacific Asia. Disaster management information systems have been setup by a number of countries according to their own calculations and needs. The applications include early warnings, reduction of disaster risks and emergency planning. The information plays an important part in disaster management and it should be used wisely. The needs of the information related to disaster management can be classified in two activity categories Pre disaster activities like research and analysis, prevention, risk assessment and preparedness. Post disaster activities like rehabilitation, response and reconstruction. The data related to disaster can also be classified into two categories- Pre disaster data consisting of the risks and the country Post disaster data showing the impact of the disaster and the resources available to counter the effects. National Disaster Management Information System The main aspects of a disaster management information system is a database containing the following- Mapping of hazard assessment Vulnerability Assessment Distribution by Demography Lifelines, Infrastructure and Critical Facilities Transportation Routes and Logistics Material and Human Response Resource Communication Facility The use of Disaster Management Information System is based on three aspects- Preparedness planning Response and mitigation Recovery Earthquake activities Preparation and Planning Identifying areas prone to earthquake Identifying problems Identifying and using Resources Control and command Advance Preparatory Action Post earthquake activities The relief activities needed to be performed by the government are- Maintaining uninterrupted communication Endorsing disaster preparedness and relief measures through media like newspaper and AIR. Evacuating and movement of commodities of essence such as petroleum should be facilitated in transport. Making sure that essential commodities are available at a reasonable rate. Providing adequate supply of drugs, vaccine and medicine. Restoration and preservation of physical communication links. Providing infrastructure such as latrines, shelter, electricity, road etc. On a temporary basis by making the necessary investment. Mobilising financial resources. In addition to these aspects, there are certain secondary functions that are needed by the relief efforts of the State such as Military aid should provide relief, restoration and rehabilitation services to the civil authority. Backup plans for cattle preservation, crops and health measures should be put in place. Technological and technical inputs for providing drinking water. Providing technical assistance for water management, water budgeting and several other uses. Coordinating activities of the voluntary and state agencies. Knowledge Management The knowledge related activities are dealt taken care of by the knowledge management procedure (Wiig, 1997: Civi, 2000). These activities include organizations and creation of knowledge along with share and use of the knowledge. Knowledge management can be more appropriately defined as the strategies and processes of identifying, capturing and leveraging knowledge. This definition was provided by the American Productivity and Quality Centre. Knowledge management is a field on the rise which has been able to collect considerable attention especially from the industrial community. A large number of industrial organizations have taken to knowledge management programs which serve as proof of its widespread use. These programs are helpful in making the industries more competent and improving their organizational performance. It is only a matter of time when all the companies will adopt such a program and the only factor to be accounted for is the way in which it has to be implemented to m ake optimum use of knowledge management and managing it properly at the same time. Implementation of Knowledge Management The Knowledge Management concept has caught a lot of attention due to its importance but there are only a few industries that have been able to make optimum use of the knowledge management techniques by managing the knowledge in their respective organizations. Stoney and Barnett (2000) suggest that a major number of Knowledge Management steps are bound to fail. This is due to the fact that the implementation of Knowledge Management is not an easy task that can be carried out by an organization. Technological infrastructure needs to be in place for the implementation of Knowledge Management along with change in the culture of the organization and managing knowledge of different types. Organizations that have made use of the Knowledge Management without making certain of the necessary resources at their disposal have mainly failed due to improper infrastructure and implementation. Implementation of the Knowledge Management is a tough task for any organization as pointed out by Drucker (1993) who is known as the father of modern management theory. He stressed on the fact the biggest challenge faced by an organization is the building of a systematic framework for the management of knowledge. Hence, it is imperative to build a perfect prototype or framework which helps the organizations before the implementation of Knowledge Management. Framework definition According o the Oxford English Dictionary, (2003), the framework is defined as a structure composing of parts that are framed together especially designed for enclosing or supporting anything like a skeleton or a frame. Popper (1994) has defined framework as a set of assumptions or fundamental principles of intellectual origin that form the basis for action. In accordance with these definitions, framework can be said to be a framework or a structure formed using a set of specific instructions or principles that is required to provide a base for carrying out necessary activities and actions. Knowledge Management Frameworks According to Rubenstein-Montano et al. (2001b), Knowledge Management frameworks are categorized as a mode of providing guidance in a specific discipline. This means that it shows the way towards the building of Knowledge Management in a specific discipline completely. Dale (1999) defines framework as a tool used for the development and laying out of plans, a guide that helps an organization to carry out a certain action that works best for their business needs at their own pace. The framework most importantly acts as a link between the practical and theoretical aspects of the Knowledge Management and eases its implementation during an emergency or disaster. Various Knowledge Management frameworks The frameworks that have been described in theory are made to focus on different parts of Knowledge management and achieving its various purposes. The most popularly known framework is the framework for knowledge creation created by Nonaka (1991, 1994) that explains the evolution and conversion seen between tacit knowledge (not easy to articulate) and explicit knowledge (can be easily put into words). This is not the perfect form of a framework since it is only concerned with the creation of knowledge which is nothing more than a part of the Knowledge Management. Another type of framework that is described in theory is the one that provides information on cyclic processes of the Knowledge Management. From the studies of Rubenstein-Montano et al. (2001a), it is evident that many of these frameworks only provide activities that stress on the knowledge cycle activities. They lay importance on phases of knowledge without providing supervision in the implementation of Knowledge Management. The examples of such frameworks are plenty including the framework by Bose and Sugumaran (2003) and many of the frameworks that were studied by Rubenstein-Montano et al. (2001a). A third type of framework is the one developed by researchers that is used to explain the performance of Knowledge Management in an organization. The framework provides reference to shoe the analysis, structure and evaluation of the Knowledge Management in various organizations belonging to different fields. They were developed by Apostolou and Mentzas (1998). Framework requirements The framework helps in understanding, improving awareness and gives the conceptual definition of the Knowledge management that informs the people about the processes involved in it. Al the components can be understood with the help of a framework and puts the Knowledge Management in perspective by providing the people with a clear and concise vision which helps in its implementation. Managers find framework as a beneficial and important tool since it helps to decide whether all the aspects related to the Knowledge management have been covered that may be easily overlooked without the framework. It also helps in enabling the implementation process and helps coordinate the efforts put in by the organization in a controlled and systematic way. System Approach Framework Holsapple and Joshi (2002) laid out a three layer framework which consists of three major building blocks known as knowledge resources, activities and influences. The resources pat highlighted the pool of the knowledge of the organization that can be classified into six main forms of resources namely participants knowledge, infrastructure, culture, knowledge artefact, strategy and purpose. The activities block represents the processes to be used by the organization for manipulating the knowledge resources. Holsapple and Joshi (2002) were able to identify 4 activities related to this aspect namely acquiring, selecting, internalizing and using the knowledge which means the generation and externalization of knowledge. The manners in which these activities are performed tend to be influence by a number of factors that can be seen in the next block called as knowledge influences. The implementation is greatly influenced by this block and is classified into three categories namely resource (human, financial, material and knowledge), managerial (coordination, leadership and measurement) and environmental (customers, competitors, suppliers, markets and other conditions). The three aspects when viewed collectively act as the main components in the operation of Knowledge Management. A framework was created with the idea of four stages namely review, concept, reflect and act by Wiig et al. (1997) in order to explain a number of Knowledge Management techniques and methods. Review is the first step and relates to evaluating and monitoring the performance of the organization to find out whether the desired results have been obtained. Conceptualize has two parts namely analysis of knowledge and inventory knowledge. The former is used to identify and assess the problems, weakness, strengths threats and opportunities related to knowledge. The latter is used to find out the state of knowledge in the organization by finding out the knowledge assets. TH reflect part is used for the following- Create teams for assessing. Find out the Knowledge management requirements. Collect knowledge by identifying. Design structure to knowledge in warehouse. Maintain technology. Test the technology again. Train the knowledge workers. Show the use of Knowledge management practises. Track the usage. Get the system to start. Measure the productivity and quality, measure Knowledge Management practices. Conduct assessment review of the processes. Hygoyo Protocol Framework of Hyogo The priorities, mission and vision of the National Framework were created in synchronisation with the Hyogo Framework of Action (HFA) 1005-2015 that was agreed upon by all the nations in January 2005 in the city of Kobe, Japan during the UN-World conference held for Disaster Reduction. The expected result of the HFA after ten years is significant reduction in the lives and economic, social and environmental assets of the countries and communities. The following objectives have been adopted by HFA to attain the desired results- Better integration of disaster risk considerations and accordingly makes development policies. Planning at all the levels with focus on disaster prevention, preparedness, reduction and vulnerability reduction. The strengthening and development of institutes, capacities and mechanisms at all the levels especially at the community level that can help in building resistance to hazards. Incorporation risk mitigation approaches in the implementation of recovery programs, response and emergency preparedness that is used in rehabilitation of the affected communities. Scope This particular framework relates to provision of guidelines and direction to the national, local and provincial institutions. Aspects such as capacity building and vulnerability reduction are the crucial factors that help the communities and institutions to counter disaster risks. The strategies, policy implementation are taken care by this phase and programs for the parts of disaster are provided for. There are certain challenges that are recognized in the five major areas as follows- Governance- legal, organizational and policy frameworks. Risk identification. Monitoring, assessment and early warnings. Knowledge education and management. Reduction of risk factors. Preparedness to improve response and recovery. The Yokohama strategy concludes in its review the discussions in the World Conference on Disaster Reduction and the desired result that was decided can be described into five priorities of action as follows- Make sure disaster risk is a local and national priority with a very strong institutional base for execution. Identify, monitor and assess the disaster risks and identify early warnings. Use innovation, knowledge to build a safety culture which is strong at all the levels. Reduce the risk factors Make the disaster preparedness strong for better response. Case study of earthquake in Pakistan with respect to Knowledge Management The earthquake in Kashmir in 2005 was a massive earthquake with its epicentre in Pakistan controlled Kashmir close to the city of Muzaffarabad that affected the Khyber Pakhtunkhwa and Gilbit Baltistan province of Pakistan. It took place at 8:52:37 PST on the 8th of October. It was similar in size to the 1906 San Francisco earthquake and 2001 earthquake in Gujarat with magnitude of 7.6. Tremors of this earthquake were felt in surrounding nations like western China and Tajikistan. Four people died in Afghanistan while close to fourteen hundred people died in India controlled Kashmir according to reports. The damage caused was blamed on poor construction and major up thrust. Infrastructure Network usage- the network usage was high throughout the phases of recovery. Data and voice communication was very good in Islamabad. The landline network was brought on track within a coupe of days in town hit by the earthquake and the cell network was extended post the earthquake. The areas that were hit the worst had no assistance and relief and were left with no communication. Some parts were wiped out entirely. The skills to manage the technology were available in Pakistan but the management was not properly planned. Network Availability- At first the network was very low during recovery and later was raised to a medium level. The inconsistency of connection was the main factor rather than low bandwidth. The connection would break consistently which proved to be disruptive. The limitations were known fully in the remote areas but the staff did not pay heed to the cell coverage problem. Cell phones are not adequate in such circumstances. Inter