Life of Pi the Correlation Between Science and Religion...

Sharmeel Bhatti Ms. Ciufo ENG-3U1 Wednesday, April, 28, 2010 Life of Pi: Correlation between Science and Religion One of the most important dichotomies that exist amongst today is Science versus Religion. A dichotomy that started in the renaissance era, a period when people started questioning, looking to other horizons, other than religion and truly began to comprehend reality. The theme of Science versus Religion is portrayed in a great deal in the novel Life of Pi. In Life of Pi, Yann Martle utilizes the protagonist Piscine â€Å"Pi† Molitor Patel’s to suggest that humans require both Science and Religion to attain their full potential. Pi’s experiences prior to arriving in the Lifeboat , in attendance of the Lifeboat and†¦show more content†¦The orang-utan is a representation of God to Pi; Pi uses the animal as a source of coping mechanism, through which he assures himself that god is with him. Similarly, Richard Parker the royal Bangle Tigre is also utilized by Pi as a source of hope. Pi describes Richard Parker after he gracefully eliminates the Hyena: I wish I could describe what happened next, (...) I beheld Richard Parker from the angle that showed him off to greatest effect: from the back, half raised, with his head turned. The stance had something of a pose to it, as if it were an intentional, even affected, display of mighty art. And what art, what might. His presence was overwhelming yet equally evident was the lithesome grace of it. (...) matched with a tailor’s eye for harmony by his pure white chest and the underside and the black rings of long tail. (...) But when Richard Parker’s amber eyes met mine, the stare was intense, cold and spoke of self-possession on the point of exploding with rage. (Martle, 151-152) In the quote above a great amount of imagery is used in order to describe the significance of the tiger, Richard Parker. Pi describes Richard Parker as an art of God which is incomparable. His presence is both vast and stunning at the same time. The colour of his chest represents the purity within Richard Parker; this is significant because Richard Parker is seen as God by Pi because he kills the Hyena. Richard Parker eliminates the Hyena whoShow MoreRelatedYann Martel s Life Of Pi1916 Words   |  8 PagesStories in Life of Pi Often the mind easily and distinctly separates the contrasting ideas, events, and moments displayed to them in life. Those people that make such a separation then proceed to choose a side and stick to it. Stubbornly, these people will continue to back their decisions through and through, rarely again truly looking at their previous verdict. 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Symbolism in Stopping by Woods on a Snowy Evening by...

Symbolism in Stopping by Woods on a Snowy Evening by Robert Frost Many people consider Robert Frost to be one of Americas greatest poets, and one of his best known poems is Stopping by Woods on a Snowy Evening. In the poem, Frost describes a person stopping just outside of town in a wooded area with his horse. He stops for a moment to appreciate the wonder of the world that he has spent so much time in, something that he may not have done much in his younger years. The horse could be a symbol of the pressures of the rest of the civilized world. The horse nudges the speaker on as if to ask if there is some mistake, just as society might nudge someone into movement and not understand the necessity of stopping to smell†¦show more content†¦Frost, in line 7, may be using the symbolism of the horse nudging the speaker as if to ask if there is some mistake to show the pressures that are placed on us through our daily lives: society, family, and fiscal solvency. In other words, we must resist the temptation to slow down so that we can be val uable members of society, provide for our family and have the material wealth to show others of our prowess. Frost seems to be advising that, although one must normally succumb to these pressures, one must make time to revel in the joy of life, lest the chance be taken away. Frost is showing in a very poignant way that life is too short not to celebrate in the awesome beauty of the world around us. The last three lines of this poem are symbolic of the realization that, between being born and dying, there are many things to do. Frost may be showing that, like so many of us, he realizes that the completion of responsibilities is the only way to enjoy the pleasures of life. The fact that Frost repeats the last line and miles to go before I rest gives a sense of weariness to the reader. It shows the terrible price that we all pay, the price of our lives committed to the service of someone else. What a wonderfulShow MoreRelatedThe Use of Literary Devices in Robert Frosts Stopping b y Woods on a Snowy Evening800 Words   |  4 PagesThe Use of Literary Devices in Robert Frosts Stopping by Woods on a Snowy Evening In Robert Frosts poem. â€Å"Stopping by Woods on a Snowy Evening.† the speaker uses literary devices to show the reader the poems meaning. Symbolism plays an important role in this poem. Robert Frost uses symbolism to show the correlation between the woods and village with heaven. Mythological symbolism is also found in this poem. when the speaker talks about the lake. it is a reference to Hel in Norse MythologyRead More Death in Stopping by Woods on a Snowy Evening Essay679 Words   |  3 PagesStopping by Woods on a Snowy Evening   - A Stop for Death  Ã‚   Everyone feels burdened by life at some point. Everyone wishes they could just close their eyes and make all the problems and struggles of life disappear. Some see death as a release from the chains and ropes with which the trials and tribulations of life bind the human race. Death is a powerful theme in literature, symbolized in a plethora of ways. In Stopping by Woods on a Snowy Eve Robert Frost uses subtle imagery, symbolism,Read MoreEssay about An Analysis Of Nature In The W606 Words   |  3 Pages An Analysis of Nature in the works of Robert Frost When reading poetry by Robert Frost the theme of nature is strongly present and persistent. Robert Frost uses the world around him to create a mystic feeling to his writings, almost giving the reader a sense of nostalgia. The influence of nature in Frost’s works creates a palette to paint a picture filled with symbolism for the reader to interpret. The nature in the poems makes the poem an intimate piece in which most readers can identify withRead MoreStopping by Woods on a Snowy Evening600 Words   |  3 PagesRobert Frost’s â€Å"Stopping by Woods on a Snowy Evening† is a poem that gives off different feelings the more times one re-reads it. At a first glance, it seems like a simple momentary encounter for the speaker with beautiful Mother Nature, who stops to enjoy it before returning to the long journey that awaits him. However, with the second read, as one thinks more deeply, it becomes clear that the poem is actually illustrating the speaker’s journey through life. The unforeseen stopping depicts a pointRead MoreAleryani. Coach Will Rikard. British Literature. 25 January1836 Words   |  8 PagesLiterature 25 January 2017 Robert Frost Inspired by many great ones before him, Robert Lee Frost reached the pinnacle of literary and poetic greatness. He lived a life full of suffering, lost most of his loved ones, and even thought of suicide at one point. He loved one woman for forty years. He suffered from depression when he recited Twilight to her and she demurred him. Robert Frost s aesthetic view on the world in his poem stopping by woods on a snowy evening is linked to his modernismRead More Life and Death in Thomas Do Not Go Gentle and Frosts Stopping by Woods 2066 Words   |  9 PagesLife and Death in Thomas Do Not Go Gentle and Frosts Stopping by Woods  Ã‚        Ã‚   Carpe Diem(seize the day) is a Latin phrase which has come to denote an important literary motif especially common in lyric poetry: the encouragement to make the most of present life while it lasts, or to live for the moment, (The UVic Writers Guide). Both Robert Frosts Stopping by Woods on a Snowy Evening and Dylan Thomass Do Not Go Gentle explore the idea that people should attempt to live lifeRead MoreRobert Frost1943 Words   |  8 PagesA Snowy Evening with Robert Frost Robert Frost once said, â€Å"It begins as a lump in the throat, a sense of wrong, a homesickness, a loneliness. It is never a thought to begin with. It is at best when it is a tantalizing vagueness.† (â€Å"Poetry Foundation† n.d.). This poem holds a lot of mystery in its meaning which has a variety of interpretations. John T. Ogilvie who wrote, â€Å"From Woods to Stars: A pattern of Imagery in Robert Frost’s Poetry† interprets this as a poem about the journey through lifeRead MoreMotifs Of Nature : Frost, A New England Poet2462 Words   |  10 PagesMotifs of Nature: Frost, a New England Poet Robert Frost, famous for his poems about nature, was a New England poet and farmer. Frost was born in 1879, in the state of California. At the age of eleven, Frost’s father died and subsequently the family moved to New England. Although Frost was born in California, he identified with the working farmers of New England. Frost bought his first farm in Derry, New Hampshire. Owning his own farm gave Frost firsthand experience with agriculture and living withRead MoreThe World Is Too Much With Us899 Words   |  4 PagesRobert Frost, who is a four-time Pulitzer Prize winner in poetry, also known as American poet hero who has written many famous poems which includes â€Å"The Road Not Taken† and â€Å"Stopping by woods on snowy evening†. In the poem â€Å"Stopping by woods on snowy evening,† Frost explain how the speaker has though task which includes deciding whether to forget his problems and stay with the nature and stay far away from people or go back and follow his responsibilities and spend rest of his life in city. As compareRead MoreEssay Biography of Robert Frost1886 Words   |  8 Pages â€Å"Rightly or wrongly, Robert Frost has achieved a reputation as a poet of nature†¦Ã¢â‚¬  (Gerber 155). Yes, Frost does use imagery of nature in his poems, but to say he is a â€Å"nature poet† is distorting his poetry by overlooking the poem’s darker complexions (Gerber 155). An aspect of his poems that is frequently overlooked is the main character’s internal conflict. In â€Å"The Road Not Taken† and â€Å"Stopping By Woods On A Snowy Evening† characters are faced with an inner conflict metaphorically described

Review Singapore Education Leadership And Change

Question: Discuss about a Report on Singapore Education Leadership And Change? Answer: Introduction: The study introduces the changes in the education system of Singapore. Many times the education system of Singapore had proven to be best across the world. The students of the Singapore were the topper in the mathematics and science in the world. In the progress of 2006 in PIRLS, the country had been listed in the fourth rank. In the program of student assessment of international that happened in the year 2009, the Singapore has chosen to be the top performer in the world. The country had gained this unaccountable achievement in a very short time. The Singapore had gained its independence in the year 1959 from the rule of British. In 1965, it had separated from the Malaysia (Ho and Boyle, 2015). After getting the independence from the British rule, the country had no assets with them. They had only deepwater port. This condition had greatly affected the economic condition of the country (Darling-Hammond and Lieberman, 2012). The study also analyses the context in which the change in the education system of Singapore had been made. The government of the country had observed the problem of the high population due to a policy of free immigration. Under the rule of British colonial, the education system of the Singapore was only for the interest of the ethnic and politics. The country was lagging behind in the economic development due to the low skilled workforce. Due to a limited base of industry the country was also lagging behind in the export activity (Lee, Hung and Teh, 2015). The first step in the development of the education system was for the development of the economic condition of the country. The first Prime Minister Mr. Lee Kuan Yew had played an important role in reforming the education system of the education (Koh, 2015). For his point of view, the focus of the change in the education system should be for the development of the economic condition of the country. The government had decided that to increase the demand for the product the people of the country should be literate. It will also increase the productivity of the country that will ultimately increase the economic condition of the country. The study analyses need and the role of the leaders in the changes of the education system. The change in the education system had occurred in three phases. In the first phase, the government of the Singapore was intended to establish primary schools for the workforce to make them high skilled (Lim, 2014). In the second phase the government and the head of the school were intended to give the new generation a standard learning. In this phase, the educational leaders provided standard textbooks and materials to the students. The focus of this phase was to provide technical and polytechnic education to the students for making them ready for the industrialization. The study also analyses that in the third phase the educational leaders had thought of creative and innovative learning in the universities. It was a lifelong learning and the Students got committed towards the nation (Dobozy, 2015). The analyst of the study also emphasizes on the strategies of the educational leader in changing the education system. An evaluation of the educational changes had also done here. Changes in education system of Singapore: In the year 1959 the Singapore has received its independence from the rules of British colonial. The country had got the release from the rule of Malaysia in the year 1965. In this year, the Singapore has become solely independent. In this year, the Singapore has no asset with it. They had only deepwater root. The Singapore has started to face huge economical discrepancies compared to another country. Various difficulties are faced by the Country in the area of industrial bases. They also face huge population growth due to immigration policy that was free. The unemployment rates of Singapore were huge because of unskilled labour in the Singapore. The development of the human resources of the Singapore was the main importance of the country. As the country lacks the natural resources they had the need for developing the human resources of the country (Hughes and Panzo, 2015). The country had a huge need for introducing an education system that will literate and develop the human resou rce of the country. During the age under British Colonial rule, the education system of Singapore was only to meet the interest of political and ethical predominant. The education system was intended to develop the tool for linking the economical development with the development of human resources. The first step of the government of Singapore was to strengthen the education system for developing the economical condition of the country. The Singapore has initiated the changes in the education system for educating the human resources of the country in the production of the product for increasing the assets of the country (Moos, 2014). Through increasing the assets of the country the country will ultimately increase the economical condition. For this, the first thing that the country had to do is to change the education system of the Singapore to train the workforce of the country. At the University of Singapore, the Prime Minister of Singapore has made a comment on the education system of Singapore. He had commented that to develop the economic condition of the country the people of the Singapore need to be educated that will increase the productivity of the country (Seemiller and Priest, 2015). The Change in the education system was needed to increase the demand of the population and increase the consuming power of the people. To produce the product that the people of the Singapore mostly needed, the workforce of the Singapore needs to technically educate. As the Universities of the Singapore were not providing technical courses, then the human resources lack the knowledge of the technical aspects of producing the product that the people of Singapore demanded. For this reason, the Singapore was lagging behind the race of industrialization. As the country was providing cheap human labour in the market of the labour market, this was affecting the economic devel opment of the Singapore (Bossi, 2015). Despite being the multilingual country the Singapore was lacking common language as well as common schooling system. So to meet this gap between the Singapore needed a common language. They have selected the English language as the common language and made it the governmental language. After that, they realize that to cop up with the globalization of the competition of the business and other areas the country needs to increase the proficiency of the human resource in the English language. To face the combat of the needs and changes occurred in the circumstances the education system of Singapore started to build one school per month (Werbiska, 2015). They had rapidly increased the building of school with recruiting huge teachers for educating the pupil. The teacher recruited was doubled from 10500 to 19000 in the year 1968 for delivering prompt education to the pupil of the Singapore. The policy of multilingual education system has been started in this year for giving recognition to four languages like Chinese, English, Malay and Tamil. Ethnically diverse system of education was changed to the national education system. After some year of giving primary education to the workforce still the workforce of Singapore was considered to be undereducated in comparison of world labour market. So the government of Singapore has made the decision to educate the workforce in a higher secondary basis. In this step, the Singapore has made standard in the knowledge of the pupil (Gigliotti, 2015). They provide polytechnic training to the pupil of the Singapore and later they also provided technical training to the pupil to increase the knowledge of the pupil about the industrialization. From the year 1997 to the current year, the Singapore has made changes in the education system that can be defined in terms of multiple bits of intelligence. Why was the change in the education system of Singapore needed? The education system of Singapore was only about the meeting the interest of ethnic and political. In the year 1959 the Singapore got the release from the rule of British colonial. After got released from the British colonial there were not any assets left with the Singapore. This condition hugely affected the economic condition of the Singapore. The changes in the education system were needed because the country lacks natural resources at that time. The government of Singapore has played a vital role in changing the education system of the Singapore for upgrading the talent of the human resources in meeting the needs of industrialization of the country. It has been seen that the students of Singapore have a greater trend in making courses in Law, medicines and social science, but they are not interested in taking engineering and architecture (Asfaha, 2014). The Universities of Singapore rather was not able to provide the course in architecture and engineering; they only provided cou rses for medicine, social science and law. But later it is seen that these courses are not helpful in making the pupil ready for the industrialization. Education is the core for the development of the nation. If the pupils of the Singapore are provided with the courses of technical and polytechnic education, it will help them in giving more effort towards achieving the goal of the economy. Singapore was constantly changing the education system of their universities for meeting the changing landscape of the country (Thomas and Postlethwaite, 2014). The trend of the world then was to develop the technical aspects and in this area the Singaporean workforce was lagging behind. The objective of changes in education system was to make a cohesive society in which the pupil and the workforce will prepare themselves as a successive generation who would be able to cop up with the changing demand of the people and make products demanded by the people of the society. Their government of Singapore has thought about the changes in the education system so that the new generation can thrive in the future of the globalised country (Bossi, 2015). During the year 1945 to 1960s, the country was facing division in ethnicity and unemployment rate. The pupil of the Singapore was not up to date with the changing requirement of the job profile needed by the organization so they were lagging behind in getting opportunity in the newly established industry that require new talent with new educational qualification. It leads the Singapore in providing the new generation new technical courses that are related to industrialization (Kheng, 2015). There was a huge political instability in the year of 1945 to 1960 in the Singapore. As the people were not that much talented of how to develop the economic condition of the country. The political leaders were unable to judge where the country is lagging behind in developing the economic condition of the country. It is very necessary to build strong leadership in politics for the development of the economic condition of the country (Furlong, Cochran-Smith and Brennan, 2013). The third world has been suggested that political leadership may be bad as well as bad for the growth of the economy. Every step depends towards developing the economic condition of the country is dependent on the type of leadership and the type of developments in the economic condition (Howard, 2015). Political leadership distinguishes three functions that are related to authority, managements and inspiration. The economic development depends on the relevance of these three functions. It has been seen that the political leaders of the Singapore tended to run their politics in a centralized manner. They were not interested in dealing with the foreign country as they were not that much developed in technical and economical aspects. They used to run the politics in a bureaucratic manner. In this way, the economy of the Singapore was held back rather than promoting the development. This has led to the change in the education system of the Singapore that will be helpful in developing the mind of the political leaders for taking help of technical thing in the politics (Lucifora and Moriconi, 2015). The changes in the education have also initiated for making homogeneity in the society of the Singapore. Poor infrastructure of the industry was also acted as hinders in attracting the foreign investors in investing money in the Singapore. For improving the infrastructure of the Singaporean needed changes in the education system by providing courses related to industrializati on (Marginson, 2011). How did the change fit in with the vision for the system? Any change will not bring any positive outcome until it adopts the current needs of the circumstances. The Singapore has changed their education system according to the needs of the circumstances. The changes in the education system were according to the focus of strengthening the economic condition of the country. This part emphasizes in the way of assessing the idea of how these changes fit in the present years of uplifting the education system (Teng, Wang and Chiam, 2014). After the independence of Singapore the country, the government of Singapore has taken the step forward towards changing the education system to strengthen the economic condition of the country. Singapore is considered to be one of the great successful stories in for transforming the country from a developing country to a developed having a modern economy in the industrialization (Werbiska, 2015). They had transformed this change in only one generation. The education system of Singapore remained consistent as th e top in the education ranking of the world. From the beginning to till now the Singaporean was central in building their education system towards developing the economy and the growth of their nation. The focus of the changes was to encourage the human capital to strive for the growth of the economy of the nation. The major competitive advantage of the government of the Singapore was that they were able to match the supply of human capital with the demand for the education and skill needed for the education (FitzPatrick, 2015). One of the main reason for which the change of the education system in Singapore has been fitted is the element like clear vision and belief in the clarification in the centrality of the education for the pupil and the nation. Persistency in the leadership of the political leaders and the alignment of the various policies and practice help the education system of the Singapore. The focus of the education system was to build the capacity of the teacher and the leadership in delivering reformation at the school level. Ambitious standards and continuous culture for improving the future orientation of the education system benchmark the practices of the education system against the worlds best practices (Clark, 2015). From the beginning, Singapore has shown constant commitment in that was unfailing in equity and meritocracy. One of the cornerstones of the philosophy of the government under the Lee Kuan Yew was the meritocracy. He has a belief that change in the education system will be one of the best ways of making society with multi-ethnicity. The Education of Singapore under the colonial of British was elitist and was separated by religion (Postlethwaite and Thomas, 2014). The prime minister of Singapore during that age thought that change in the education system is the best way to replacing the pitfalls of the ethnicity in which the talent of the human capital would prevail. At the time of independence it had been seen that a large gap remains between the Chinese populations and, on the other hand, there was a gap between the Malaya and Tamil population. This gap had given threats to the political stability and the economic development of the country. In the first phase of the education, the c ountry led to the primary education of the pupil. It happened in the year 1970s. The rapid expansion of school had occurred in this phase (Fgerlind and Saha, 2014). In the year 1950 70% of the gross domestic product was earned by the Singapore from the port and other activities of the warehouse. But later it was thought that it was not enough for sustaining in the in the competition of the world and develop the economic condition of the world. The economy at that time was suffering from high population and unemployment. In this phase, the government thought about the industrialization and providing the human resource primary education. This phase leads to establishing a domestic market for exporting product to the foreign country. The focus of this phase was to provide basic education as soon as possible. For the increasing competition of the foreign country due to low-skilled worker led the Singapore to take the initiative of efficiency-driven phase. The focus of the country in this phase was to make the country skill intensive (Lim, 2014). In this phase, the Singapore was intended to make technically affect human resource in achieving the new goal of the economy. In this phase performance of the examination of O-level had been increased from 60% failure to above 90% pass in the year 1984. Singapore had become the top in mathematics and science in the world on TIMSS in the year 1995. The third phase of the Singapore in the education system was the ability based phase. In this phase, the economy of the world has been shifted to global knowledge of the economy. The focus of Singapore in this phase was to make a creative and innovative flourish in every aspect of the society (Moore and Kearsley, 2011). What the leaders do for the changes in the education system and what strategy did they apply in achieving the changes in the education system? Political leadership has been proved to have an equal challenge in establishing stability for sound macro and social, economic policy. Education has been proved to be the key to the improvement of the social and economical condition. Political leaders worked hard in improving education for all. Gender was not an issue rather people of the Singapore was requested to obsolete the thinking of gender differences (Goodwin, 2014). It was considered that the policy of education was not smooth sailing during the year of 1990 as the policy formulated. Over the decades, the leaders of the Singapore has put great emphasis on developing the education system of the Singapore for improving the economic level of the country. The leaders also put a great emphasis on the education of the citizenship and increasing the morale value. While African government was developing the inequalities in the education system, the Singaporean leaders also got interested in removing the ethnic inequalities from the country. The government of Singapore has taken the very proactive role in making the study of the country ready for the industrialization (Poon, Musti-Ra and Wettasinghe, 2013). The leaders of the Singapore had gone through three below mentioned phases to make changes in the education system of the Singapore: Survival driven phase: The implementation of large-scale expansion was in primary education was the centralized duty for the ministry of the education of the Singapore. This phase was implemented in the year 1959. The focus of the leaders in this phase was to drive the student in taking primary education. The intention was to embrace the primary education in meeting the surging demand for the education. In this phase, the target of the leaders was achieved fast through the rapid expansion in building primary education sectors in the country (Harris et al. 2014). The government provides resources to a free book and fund to the students who were not able to afford the spending of education. Efficiency-driven Phase: In this phase, the focus of the leaders has been shifted. The economic strategy of the Singapore has been moved from the third league to the second league of the economy that was labour intensive. The leaders of the Singapore education have introduced a new education system in the year 1979 on January. The leaders of the Singapore has moved from the first phase to the second phase in order to make multiple pathways for reducing dropout rate and improving the quality of the labour so that they can meet the goal of new economic condition (Ng, 2014). The leaders in this phase have created multiple pathways through creating three types of school. Academic high schools were established for making the students ready for colleges. School for polytechnic education were established for giving the students technical training. This also may lead to colleges. The leaders of the Singapore had also established technical schools for providing occupational and technical training for the students of lowest fifth. Institutes for curriculum development have been given instruction for making the high quality book and material for the students in a different way. The attractiveness of the vocational education has been increased vastly in this phase. The Polytechnic place has also been expanded by the leader to increase the pool of the scientist and engineers (Wolf and Le Vasan, 2014). Aspiration driven Phase: During the year of 1997 the leaders of the education in the Singapore has felt that the labor of their country was lagging behind in the knowledge of the global economy. The competitive framework has been redefined by the leaders to apply new marketable ideas. They have felt that the knowledge of global economy can be increased by shifting the education system towards creativity and innovation. The intention of the education leaders in this phase was not only to educate the new generation but also make them committed towards the nation (Yeo and Lee, 2014). They have created thinking school and the vision of this thinking school were to create passion for lifelong learning among the new generation. NICK theory framework: According to the NICK theory of leadership transactional leaders are the one who has the following features: Tells the person about what to do Leaders of Singapore suggest the teachers of Singapore about how to change the education system of Singapore. They use reward and punishment for achieving compliance. For motivating the teacher and the students the leaders applied various reward and punishment strategy. According to the NICK theory Transformational leaders has the following features: They create inspirational vision for the future. The vision of the educational leaders of Singapore was to develop the economic condition of the country by developing students. They tend to inspire the people in buying and delivering the vision. The leaders of Singapore inspired the government in investing for the development of education system. They have the quality of managing the delivery of vision. The leaders of Singapore always intended to engage others in the development process of education system. According to the NICK theory the leader are focused on changing the education system of the Singapore for developing the economic condition of the country. The only intension of the leaders was to monitor the outcome of the students. For changing the education system they had adopted various strategies that are described below. The strategies that the education leaders adopted in changing the education system in the Singapore are discussed below: Invest consistently: The leader of Singapore has adopted the strategy for securing the fund for the improvement of the school. They have maintained a fixed salary for the teacher but in case of funding the initiatives for the change of the education system the leaders had made discretionary budget. Synching the policies and practice: From the mid of 1950 the education leaders of the Singapore give their efforts in improving the mission of the nation. Media campaigns over the television were the consistent effort of the leaders in getting the support of the parent. Education policy was adopted for connecting 70% of the school over the internet (Ellis and Armstrong, 2014). Commit inclusivity: The leader has adopted this strategy for making a correlation between the inclusivity and the competitiveness of the economy. The leader ensures equitable access to the high education to explore the economic growth of the economic condition. Internet-based education connects dispersed students geographically. Integration of the contents, objectives and the practices of teaching: The education leaders of the Singapore provide the practices of the classroom in such way that it integrates the contents, objective and practices of the education. To support innovation, the leaders have initiated thinking schools. The school provides that less teaching and learning more (Garrett, 2015). Link result with the goal of the policy: It has been seen that the Singapore has become the top in the mathematics and the science by the change in the education system. Improvement in the three phases of changes in the education system had been measured by the proper evaluation system of the school system. Focus on the practices that are changing: The education leaders of the Singapore became successful in demonstrating that success of their students had come from the use of technology not directly from the technology. How did they involve and engage their followers? The Singapore realized that that for improving the quality of teaching in the school and better performance of school there is a great need for effective leaders. Poor quality of leadership may consider being the main factor for the increasing attrition rate of the teachers in most of the country. The approach of leadership in Singapore had been modeled as a large corporation. The key to the leadership was not only providing training programs but also identifying and developing the talent of the human capital (Ho, 2014). The education leaders had made a difference in education approaches in which the teachers were allowed to apply to give training to the students, and then only they can apply for the post of the schools. In Singapore, the young teachers continuously assessed for the potential of leadership within them. The young teachers were given opportunities in showing their ability and learning. Through serving the committees, the young teachers used to get the chance to become the head of their department in a comparably low age. To assist the followers, the leaders sometimes send them to the ministry for some period. After sending the teachers to the ministry, the experience of the teachers were evaluated, and the teachers are having the potential of leadership used to select through the interview. If the teacher passes the interview, then he used to send to the NIE for six months with paid salary (Mok, 2011). This is a comprehensive process, and this includes an international trip for study for making an innovative approach in the project of school. The prime minister of that time had emphasized on the growth of the economic condition of the country. He had made a thrust on making the country attractive to the foreigner in investing in their country. The focus of the prime minister was to draw the manpower as the best in the world class. The standards of the economic policy of the country were uncompromising which was possible through universal access in the public education system (Hill and Lian, 2013). The leaders have engaged the official in the Ministry in Singapore to visit the school at a frequent rate to monitor what is going on and how. The NIE also used to visit the management of the school to assess how much improvement has been achieved by the school teachers in improving the quality of the students. The innovative idea of the education leaders of thinking schools and learning school has led the national education costing to SGP fifty million (Meng, 2014). The leaders give the responsibility of research design to the researchers and not to the government. The efforts of six years of the education leaders were focused on understanding the extent of pedagogical practices in the classroom of the Singapore. In the early age, the Singapore had a shortage of effective teacher, and they were not always able to attract the best quality people in providing teaching to the pupils. During the aged of the 1990s the educational leader of the Singapore had assisted the management of the school in recruiting the best quality of teacher who would be able to meet the demand of the ambitious students. The leaders also initiated a system that was focused on recruiting talent and train them for serious as well as continuous support (Lee, 2013). The education leaders of Singapore were engaged in making less structured policy that was much focused on maintaining the quality of the professional of the education. The education leaders have engaged the designers of the education of Singapore in designing the education system in such a way that it reflects lots of lessons of the other parts of the world. The education leaders have led the teacher and the students in making global awareness and skills of cross culture for making them future ready. What did the change achieved and what are the actual and expected outcomes? The education system of Singapore has considered having the best education system in the world. According to the trends in the TIMSS, the students of the Singapore were the top across the world. From the year 1995 to the year 2006, the student has repeatedly proven as the best in the mathematics and the science. The change in the education system had made the students of the Singapore get the fourth rank in the PIRLS. In this way, the students of Singapore had also chosen to be the top performing students in the program of international student assembler that was happened in the year 2009 (Brown et al. 2012). The change in the education system had made an unaccountable success in a very short span of time. The actual outcome of the change in the education system was the student gets six years in the primary education, for years in secondary education and two years of their college. In the earlier age, the students were getting an education in only the courses of medicine, social science and art department. The outcome of the change in the education system was the universities had started to provide courses in engineering and architecture for making the students ready for the industrialization. During the survival phase of 1959 to 1978 primary education was introduced to make a skilled workforce. After 1965, the education of the Singapore was proven to be the prime tool for the development of the economic condition of the country (Kok, 2013). To provide basic education to the workforce, many schools were established at a rapid rate and huge recruitment for the teacher of the primary education has been done. As a multilingual country, they initiated a system of providing various foreign languages like Chinese, English. The English language in this phase had chosen to be the language of the government. The expected outcome of this phase was to make the government of the country ready for dealing with the foreign country. Universal primary education had been achieved in the year 1965 and level of the lower secondary had been achieved by the year 1970s. The expected outcome was to make high-skilled workforce for the industrialization. But it has been seen that the workforce was lagging behind in their skills in comparison to Asian countries (Ng, 2014). In the second phase, the country was intended to have the higher skilled workforce for the development of the economic condition of the nation. The students were provided with high quality books and materials. They were provided with Polytechnic and technical education in an expectation with competing with the race of industrialization (Low et al. 2012). The linkage with the development of the economy was tight. The top government drove it. The ministry of the country had worked with many agencies that handled the promotion of the groups of the specific industry to identify the need of critical manpower. They were also intended to demonstrate the human capital need for the future. The effort has been given to increase the proficiency in the English language. The expected outcome of the Singapore was to match the demand of the human capital with the supply of the human capital (Ng, 2015). The Singaporean was expected to be the hub of the global science to bring all aspects of the fina nce ministry, community development, and economic development. In the year 1992 the government had made an investment in ITE for providing the students vocational and polytechnic training. After a few decades in the year, the government of the Singapore had realized that the education should be given to the student as a lifelong learning. In this step, the expected outcome of the government was to make the student committed toward the nation. From the year1997, a great emphasis has been given to not only the students but also the teacher for making innovation and creativity in the education system (Klemencic and Fried, 2015). The outcome here was that the workforce of got ready for facing the challenges of the competitive global economy of the world. Evaluation on what worked well? In the 1950s, the Singapore had remained mainly an entrepot. Most of their gross domestic products comes from the activities of entrepot. The country had a very limited base of the industry. The government of Singapore was very efficient and flexible. They had made a strategic plan that had worked very well in developing the economic growth of the country through developing the talent of the workforce. After their independence, the country had a very limited number of resources (Hean, 2015). The focus of executing integrated policy for the development of the economic condition of the country worked well with a vision of generating multi-racial and multi-ethnic society. At the time of independence Singapore had a multiple religious groups with them and they have no common language. After the independence, the government of the Singapore had become more focused on expanding the base of the industry. The task of expanding the activities of manufacturing product for the trading activitie s was not so simple for the lack of skilled workforce (Hazelkorn, 2015). In the year 1968 the government of Singapore had converted their strategy of industrialization to a more export-oriented activities of manufacturing. While the Singapore was under the colonial of British rule, the education was only to meet the interest of political and ethnic. After independence, the link between the education and the development of the economy and the education of the small state or city was greatly emphasized (Gopinathan and Mardiana, 2013). The government had taken the conventional path of developing new kinds of skills and attitude to work to accommodate new strategy of economic development. Economics of education had played a great role in socialization and in the process of building the nation. It had helped in identifying the identity of the Singapore. As a multilingual country, the Singapore had no common language (Stewart, 2012). So in 1960 the government of Singapore had developed the concept of bilingualism. From this year, the learning of the second language has become compulsory in the primary school. The English language had been selected as the language of government and the second language in the primary school. It had helped the students in gaining a full knowledge of the English language. The English language had been seen as a utilitarian tool for making the country as a marketplace (Looi et al. 2011). The multilingual policy had also helped the Singapore in recognizing various another language like Chin ese and Tamil. In the year 1979 a modification had been made on the phase of survival driven. The streamlined approach has proven to be better as compared to the previous phase. In this phase, the student got an education that helped them in achieving the optimum level at the own pace. After the recession of the 1980s, the Singapore had seen that the students of the Singapore are still considered as undereducated as compared with other Asian countries (Asfaha, 2014). In this phase, the Singapore had started to provide the students technical learning. They also provided the students education for architecture that had helped them for making the student ready for industrialization. After the 1980s, they established various polytechnic and technical schools for the students. It had helped them in making the students be the topper in the mathematics and science. The foundation of curriculum institution had worked well in providing quality books in a different pathway. The Institute had also provided va rious supporting materials. It had created the multi pathway in the education system of the Singapore. It also had reduced the dropout rate by 6%. The quality books and the materials also helped the teachers having less experience in gaining experience on how to provide quality teaching to the students (Werbiska, 2015). From 1997 to till this date the Singapore government is providing education and ability driven phase. This phase helped in emphasizing on the distinctive talent of the students. The multiple intelligence theory resolves the problem of identifying multiple bits of intelligence of the students like linguistic intelligence, mathematical intelligence, musical intelligence and spatial intelligence. The strategy in this phase created an innovative and creative school in which the main function was to make creativity and innovation (Lucifora and Moriconi, 2015). By getting lifelong learning in the Thinking school, the students of Singapore had become committed to the nation. Evaluation on what did not worked well and what could have been better for the changes? For the economic development of the country, there should be homogeneity and uniform development. The difference in the economic development resulted from differences in technology, daily improvement. The Students of the Singapore had been proven to be the topper in the world many times. They also have proven to be the topper in science among the world. The Singapore has changed their economic condition in a very short span of time. However, the Singapore has gained these improvements in the economic condition through various step. In these various steps the Singapore face lot of problem in achieving the development of the economic condition of the country. Some things did not work well in this various phases (FitzPatrick, 2015). In the first phase of 1959 the Singapore government was concerned with establishing a primary school for the workforce and the pupil. During the age under British colonial, the education system of Singapore was only for the interest of ethnic and political. For mitigating the problem of ethnicity the government of Singapore established many primary schools. The focus was for making new skilled workforce for the industrialization. As a multilingual country, the Singapore initiated bilingual policy in which the student were to learn a second language in their syllabus. The English language was considered to the language of the government. This policy did not work well in this phase. To make a flexible relation with another country, the workforce needed to be proficient in the English language. But in this phase the importance in the proficiency of the English language had not been given. So the workforce lagged behind in conversing with the foreign investors (Harris et al. 2014). Though the education department was investing a huge amount of money in the primary education, the education quality was not good and also was not according to the standards. It has been seen that there was a high rate of dropout in the teacher and students. However, if the government could give emphasis on increasing proficiency in the English language, it would be better in coordinating with foreign investors. If the government integrated polarized goal, it would be better for the development of the students. The education department should focus on the individual development of the students. The drawbacks of the first phase led the government of the Singapore to take the initiative of the second phase in which the education department had provided the student Polytechnic and technical education. As in the first phase, the country was seeing that it was providing low skilled workforce. The focus in this phase was to make the new generation ready for meeting the challenge of the economy of another country. Though in this phase the Institute of curriculum activity was providing standard textbooks and materials for the students, sometimes it has been seen that the books were full of mistakes and having low standards (Ho and Boyle, 2015). Though technical and polytechnic education had been initiated for the students for making the students ready for the industrialization, there were not enough teachers having the high skill for this courses. However, if the education department could give a full attention in making the textbooks and material for the students, it could reduce the chance of mistake in the textbook. The will, as well as skills of the political leaders, should have been used for dealing with issues of the nation. A diverse method for teaching students according to the characteristics of the students could have been taken by the education department (Clark, 2015). The second phase was very much improved in making high skilled students. However due to some drawbacks the education department had moved to the third phase in which the emphasis had been given to a multiplicity of talent. This was a successful phase in developing the students for building the growth of the economy. Lifelong learning helped the students of the Singapore to be committed towards the nation (Ellis and Armstrong, 2014). However by integrating the curriculum of interdisciplinary the country could have a better result of gaining knowledge of the different discipline. Conclusion: The above study has been concluded some factor of the changes in the education system of the Singapore. The study concludes that after the independence of the Singapore from the rule of British colonial it had left with no resources. It had only deep water root. The economic development of the country was too low because of limited industrial bases. The government of the country had realized that education will be the only way for making the low skilled labor to high skilled labor. Education had provided a strong fundamental for sustaining the competition of the economy of the world. It had been realized by the prime minister of the country without any natural resources, the development of the economic condition will depend on the sound education system of the country. The case study of the change in the education system of Singapore demonstrates that strong leadership was the key to the successful change in the education system. It has been concluded in the study that the people of the Singapore had enjoyed the great level of independence in the economy of the country. They had also enjoyed good standard in the living. Education was the key to sustaining in the competition of the economy of the world. During the economic recession, the Singaporean had seen that the workforce was lagging behind the skills in comparison to the Asian countries. The people of the Singapore had continued to quest about the excellence of the education to place the country as more marketable and to have a good return in the economy. It has been concluded in the study that the change in the education system had occurred in three phases. In the first phase, the government of the Singapore intended to establish primary schools for making high skilled workforce. But the education system in the phase was not so standard. So the educational leader moved to the second phase in which the universities provided technical education to the students for making the students ready for the industry In the second phase the failure rate of O level examination had been decreased from 60% to 90%. The study also concluded that in the third ph ase the universities of the Singapore initiated the theory of multiple intelligence. The students become committed towards the nation. It is concluded that the student of Singapore had chosen to the topper in the Mathematics and science. References Brown, P., Lauder, H., Bash, L., and Green, A. (2012). 2. 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Sandra Cisneros free essay sample

One day I’ll own my house, but I won’t forget who I am or where I came from. † Says Sandra Cisneros. As a young child, Cisneros enjoyed reading many books. One of them was The Little House by Virginia Lee Burton which is one of the reasons a home is important to her. While attending Catholic school she would receive low grades because of her fear of speaking up and volunteering in class. Although Cisneros learned to work hard in school thanks to her parents, she was still too shy. One day in tenth grade a teacher encouraged her to read her work to class. Hearing her work they encouraged Cisneros to join the schools literary magazine which, she later became editor of. Growing up Cisneros would always feel isolated from the rest of her family. She says she would especially feel isolated when her father would refer to his â€Å"seis hijos y una hija† (â€Å"six sons and one daughter†) rather than just saying he had seven children. We will write a custom essay sample on Sandra Cisneros or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After high school Cisneros decided to go to University to study English. After graduating a teacher enrolled Cisneros in Iowa Writers Workshop. In the writers workshop she felt weird and strange being a Mexican-American women surrounded by people who were from very different and rich backgrounds. â€Å" It wasn’t as if I didn’t know who I was. I knew I was a Mexican women. But, I didn’t think it had anything to do with why I felt so much imbalance in my life, whereas it had everything to do with it! My race, my gender, and my class! And it didn’t make any sense until that moment, sitting in that seminar. That’s when I decided I would write about something my classmates couldn’t write about† In a Interview Sandra says â€Å"I recall I wanted to write stories that were a cross between poetry and fiction. I was greatly impressed by Jorge Luis Borges Dream Tigers stories for their form. I liked how he could fit so much into a page and that the last line of each story was important to the whole in much the same way that the final lines in poems resonate. Except I wanted to write a collection which could be read at any random point without having any knowledge of what came before or after. Or that could be read in a series to tell one big story. I wanted stories like poems, compact and lyrical and ending with a reverberation. † As the chapters advance in the story Esperanza matures and talks about being a teenager. Some of the things she talks about are getting a job and physical changes in a girls body. Throughout the story she writes about people she actually knew in her neighborhood and about their issues. In one of the story she writes about Sally a girl who’s strict dad beats her and gives her no freedom whatsoever. Her book The House On Mango Street has been one of her most successful books written. It is used through out many schools from middle schools to college. In 1986 she received a fellowship award to help her finish My Wicked Wicked Ways. In 1987 Cisneros could not find a job and had run out of money so she soon started a private writing program. She had tried very hard to try to make this program work putting up flyers but it sadly still failed. After giving up on the failed writing program she decided to take a job teaching a the California State University in Chico, California. While living in California she was given another money grant. She used the grant to write Women Hollering Creek and Other Stories. In 1994 Loose Women was published in a review they said the poetry book represents a powerful, fiercely independent woman of Mexican heritage, though this time the innocence has long been lost. Cisneros currently lives in purple Victorian house in San Antonio, Texas which she was in the news for two years because of the city board objecting and saying the color was too bright. Until it had faded into a more lighter lavender color. Cisneros has never had any kids and has never been married. Sandra says that she would always think she would do it later on in her life but she then decided not to she also said it’s a sacrifice about being a writer. And that she could never really find anyone who would seem like a good father, and she would never be able to afford a child by herself. Cisneros has stories rich in Mexican culture and is a great example of a independent women. Overall I think Cisneros writes about Hispanic culture to show people of different backgrounds the beauty of Mexican culture. And to write about how her life had harsh times yet those harsh times helped her grow up into who she is now. Hopefully Cisneros will keep writing poems and keep inspiring people.

Walmart Socio-Cultural Environment Essay Example

Walmart Socio-Cultural Environment Paper Wall-Marts social-cultural values have worked well for them. When a company is looking at its beliefs, they must consider their employees and the customer. Wall-Mart took this seriously. They based their culture on three basic beliefs: service to their customer, respect for the individual, and striving for excellence. They built that from a foundation of personal and moral integrity, honesty, and fairness. Wall-Mart created a Statement of Ethics to guide its employees on how to provide the best customer service to the customers and to the company. Wall-Mart also created global ethics to abide by the local laws and regulations of that country. If their Statement of Ethics is too relaxed, the employee must adhere to the local laws. Wall-Mart provides a global ethics office for employees to consult with if in doubt. There are many areas in the social-cultural environment that need to be considered domestically and globally. When Wall-Mart decided to go global, it followed its model that works so well here in the states. Without evaluating the culture, Wall-Mart almost failed when it expanded into Mexico. Luckily, after reworking their business model to fit into Mexico environment, they turned around what could have been a business disaster. Thats not to say they didnt learn from their mistakes. Wall-Mart expanded into Germany, but success was not in their sights. They once again used what worked in the states and could not recover from the devastation of not evaluating the German culture. Unfortunately, Wall-Mart had to pull out of Germany, but earned a very powerful lesson. We will write a custom essay sample on Walmart Socio-Cultural Environment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Walmart Socio-Cultural Environment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Walmart Socio-Cultural Environment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Wall-Mart is now very successful in several other countries just as they are here in the states. Wall-Mart was most likely relying on the fact that cultural convergence is becoming more prevalent globally. Meaning basic human needs are universal in nature. This type of model may work for companies such as Coca-Cola or McDonalds, but has not worked for Wall-Mart. When providing goods and services, a company must look at work relationships, food choices, leisure activities, the roles of each ender, life expectancy, concern for the environment and so on.

Competition in the Bookselling Industry essayEssay Writing Service

Competition in the Bookselling Industry essayEssay Writing Service Competition in the Bookselling Industry essay Competition in the Bookselling Industry essayThe competition in the bookselling industry depicted in the film reveals features of the monopolistic market, where a large company, Fox Books, tends to dominate the market, while smaller rivals are losing their position in the market fast being unable to compete with Fox Books.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Joe Fox and Kathleen Kelly tend to use the low price strategy to force smaller rivals out of the market. They attempt to attract customers by low prices, while they sell the same or similar books that their smaller rivals do. As a result, customers prefer Fox Books to smaller rivals due to the lower price.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the same time, Fox Books could use other, non-pricing strategies. The company could expand its business and its distribution network to reach a larger customer group. The company could also offer online services and sales along with shipping of books to customers. In additi on, the company could enhance its brand and promote its brand to take a competitive advantage, because customers often make their choices on the ground of the brand recognition.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The industry view on the sustainable competitive advantage implies that the company should take a strategic advantage over rivals through expanding its market share and gaining more customers. In contrast, the resource view on the sustainable competitive advantage implies that the competitive advantage is achieved through the access to the resources required for the production of a particular product or item. Therefore, the industry view implies the primary role of customers and their buying power, while the resource view implies the priority of suppliers as determinant factors contributing to the competitive advantage of the company.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Porter Five Forces model explains clearly the industry view on the sustainable competiti ve advantage. Porter Five Forces model involves five key forces that determine the competitive position of the company, including the bargain power of buyers, the bargain power of suppliers, the risk of substitutes, the rivalry in the industry, and the risk of new entrants. Changes of either of the five forces affect the competitive position of the company in the industry.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Resource Based Model implies the priority of the availability of resources and supplies as the determinant factor that influences the competitive position of the company. The ability of the company to take control over resources and suppliers of the required resources determine the competitive position of the company in the industry.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Porter Five Forces model is more applicable to the case of the bookselling industry described in the movie because Fox Books attempts to take the monopolistic position in the industry using not only suppliers and resources but also manipulating with the customer behavior by means of low pricing strategy, for example.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are different options to generate superior market position. The first strategy is the monopolization of the market through cutting prices and setting the lowest price in the industry to attract customers and encourage their loyalty to the brand. The second strategy is the accumulation of resources and setting control over suppliers to gain the full control over the industry and deprive rivals of key resources. The third strategy involves the intensive market expansion that leads to the growing brand recognition and popularity that helps the company to replace steadily its major rivals and push them out of the industry. The first strategy was used effectively by Fox Books.

Security Essentials 4.4 Essay Example | Topics and Well Written Essays - 500 words

Security Essentials 4.4 - Essay Example Averagely the institution retains a population of two thousand two hundred and ninety convicts. Prior to the admission of any offender to the Indiana Level 1 Prison, proper considerations are made basing on the type of offense committed. The offenses that meet a maximum imprisonment in Indian level 1 prison are capital crimes including murder, robbery with violence and terror among others (Smith, 2014). The second criterion is the length of the sentence. Offenders convicted for ten years and above are eligible for detention in the facility. The institution also admits convicts awaiting capital sentences like hanging, death by shooting or injection. Criminal history is a third criterion for eligibility into India level 1 prison. Offenders with multiple criminal records suffer admission into the facility while fast offenders may be pardoned into minimum prisons. The service offers intake programs to newly admitted offenders. During the intake, each offender is evaluated through interviews, analysis of his medical reports and admission of diagnostic tests. The evaluation process serves the purpose of forming the convict’s facility and program assignment (Smith, 2014). It includes the activities that the convict will engage and appropriate tasks marching his ability and health condition. Indian level 1 prison being a maximum prison keeps the records of the convict’s information. It includes the offender’s credentials, home, place of resident and contacts. The security officers manage the prisoner’s accounts with an aim of rehabilitating the convict appropriately. The facility offers visitation services to the inmate’s relatives and friends. All the visitors are entered into the offenders approved visitors list (Smith, 2014). The visitation day and time varies, convicts at Indian level 1 prison are visited once after every 14 days. The visiting time lasts from two to three hours. Before

Writing a Rabbi Sermon #3 Research Paper Example | Topics and Well Written Essays - 1000 words

Writing a Rabbi Sermon #3 - Research Paper Example Here is a good example; back in the year 1982, a rabbi who was at then a U.S. Sixth Fleet navy chaplain within an Italian town had his daughter attend one of the catholic preschool within the area for the first day. H hoped that his daughter would learn Italian as well as come to have new friends out of the navy base. After school, he was waiting for his daughter and so began to wonder if at all he had prepared his daughter for a catholic school run by nuns in their black traditional habit. He was wondering how the day might have been for his child when suddenly the school bus appeared. Through the window his daughter looked so happy when they finally reunited she could not wait to tell him how she had, had quite an interesting day and the lovely teachers from sound of music. Definitely, this he did not expect. Why? Because of the stories that had modeled his view of nuns (Resnicoff, 2014). The stories that this rabbi had known had become the way through which e viewed the world of nuns. People’s believes are their foundation as well as framework for their vision. If this little girl had grown up under the influence of anti-Catholic stories, could be she would have encountered nuns with hatred as well as fear but not the excitement and happiness she found in them. It is important that everyone learns that what children learn from stories will determine their way of life in a major way (Resnicoff, 2014). As far as believers are concerned, this is a major part of the faith. Abraham explained the story of how one God created the universe. Through this the idea of the past was planted in the hearts as well s minds of people. This is what people believe in today. A single God it is. This is the reason that yesterday’s happenings have today’s bearing. If there were many gods, then people would be dealing with different gods at different times. This would mean that what happened yesterday with one God would mean nothing

The Role That Financial Intermediaries Play Essay

The Role That Financial Intermediaries Play - Essay Example The incentive in the form of their commission is earned in return for their intermediation services and at times providing support and help to both the parties. â€Å"Financial intermediaries, serve as the "go between" between lenders and borrowers. The difference between what they earn and pay is their reward for intermediation. A complex financial system comprises both financial markets and financial intermediaries. We distinguish financial intermediaries according to whether they issue complete contingent contracts or incomplete contracts. Intermediaries such as banks that issue incomplete contracts, demand deposits, are subject to runs, but this does not imply a market failure. With regard to the Central Bank, the central bank can easily regulate and delegate its duties to these financial intermediaries who are directly in touch with the final users of finances as well as the providers and suppliers of funds in the economy. If the circulation of currency notes is considered, the se intermediaries can act as consolidators of old notes and disburse the new notes to their customers and depositors. In this way, the central bank can do away with its duty to circulate them itself. Similarly, various policies and controls can be designed by the central banks which are to be put in practice by these intermediaries. The financial intermediaries play a vital role in regulating and managing financial resources of a financial system. The central banks and the reserve bank can put their policies into practice in a more efficient way.

Kanomycin Resistance Gene in Its Multiple Cloning Site

Kanomycin Resistance Gene in Its Multiple Cloning Site Abstract   The objective of the experiment was to engineer a pUC18 plasmid so that it contained a kanomycin resistance gene in its multiple cloning site and to transform it into cells. The kanomycin resistance gene was obtained from a pKAN plasmid. The desired plasmid was constructed by digesting pUC18 and pKAN with the same restriction enzymes, (BamHI and HindIII) and religating the products to give the engineered pUC18. The created plasmid was then transformed into E.coli strains DH5ÃŽ ±. The strains that contained the engineered plasmid were selected using two methods of selection. According to the indirect method of selection the percentage of competent cells transformed with the plasmids was 0.063% which is a low number. According to the direct method of selection on the other hand no cells were transformed. In conclusion even though some colonies with the engineered plasmids were obtained the percentage of cells transformed was very low. Also, the indirect method of selection gives better results for selection of desired strains. Introduction Bacteria can carry antibiotic resistance genes either in their chromosomes or extrachromosomally in phage or a plasmid (Hausner and de Jong 2010). B-galactosidase is an enzyme involved into the cleavage of lactose into glucose and galactose and is encoded by the lac Z gene of the lac operon. (Glick et al 2010) The lac operon is prevented from being transcribed through repression of the lac promoter. Activation of this promoter can be done by the addition of lactose or isopropyl-ÃŽ ²-D-thiogalactopyranoside (IPTG) to the medium. Lactose and IPTG simply prevent binding of the lac repressor (the product of the Lac I gene) to the promoter. (Glick et al 2010) In the following experiment plasmids pUC18 and pKAN are used to provide the genes to be transformed into bacteria. pUC18 is 2686 base pairs (bp) long and contains a bacterial origin of replication, an ampicillin resistance gene, a lacI gene, a segment of the lac Z gene encoding part of B-galactosidase (which breaks down X-gal) and a multiple cloning sequence (MCS) that is within the lac Z gene. (Glick et al 2010) The lac Z gene encoded by the plasmid is part of the B-galactosidase protein which complements a gene carried by the Escheria. coli chromosomally thus forming a functional B-galactosidase. (Glick et al 2010) If a DNA segment is cloned in the MCS then the lacZ gene will be interrupted and will not give rise to a functional protein. If that occurs then the Bacteria transformed with the plasmid will not break down5-bromo-4-chloro-3-indolyl-ÃŽ ²-D-ÃŽ ²-galactosidase ( X-gal) present in the plates. When X-gal is broken down by ÃŽ ²-galactosidase it turns blue whereas when it is n ot broken down it stays white. This color differentiation is a way to tell if there has been any DNA incorporated in the MCS of pUC18. Finally in order for the ÃŽ ²-galactosidase in pUC18 to be transcribed, IPTG has to be present in the medium so that the lac operon can be induced. (Glick et al 2010) pKAN plasmids can serve as sources for the kanomycin resistance gene. In the following experiment the kanaomycin resistance gene will be inserted in the MCS of pUC18. pKAN contains an origin of replication, a kanomycin resistance gene and multiple restriction sites. (Hausner and de Jong 2010) More importantly it contains only one BamHI and HindIII recognition sites in the whole plasmid which flank the kanomycin resistance gene. (Hausner and de Jong) This allows researchers to cut out the antibiotic resistance gene by simply using BamHI and HindIII producing only two fragments of DNA: the gene and the rest of the plasmid. Once experimenters have inserted the pKAN gene into the MCS of pUC18 and transformed the E.coli strains they need a way to select for the desired plasmid. There are two methods to select for the desired those colonies: the direct method and the indirect method. The direct selection method involves spread plating transformed strains into plates containing both the antibiotic ampicillin and kanomycin. (Hausner and de Jong 2010) Since the pUC18 plasmid confers amplicillin resistance (Glick et al 2010) and the kan gene confers kanomycin resistance (Hausner and de Jong 2010) then only the cells that contain Puc18 with the kanomycin resistance gene should be able to grow in these plates. The indirect method on the other hand is a two step selection process. In the first step the transformed strains are plated onto LB plates containing ampicillin and X-gal. (Hausner and de Jong 2010) Only the cells that have up-taken pUC18 will grow since they will be resistant to ampicillin. Furthermore ce lls that contain pUC18 with inserted DNA in the MCS will produce white colonies since they cant produce a functional ÃŽ ²-galactosidase. Cells that give rise to blue colonies will have up-taken pUC18 without any DNA inserted in their MCS since they are able to break down X-Gal. (Glick et al 2010) To select the cells with pUC18 containing the kanomycin resistance gene the white colonies are plated in plates containing kanomycin. Only the cells that have the kanomycin resistance gene in their pUC18 will grow. (Hausner and de Jong 2010) The objectives of the following experiment include the construction of a pUC18 plasmid containing the kanomycin resistance gene in the MCS, the transformation of that plasmid into the E.coli DH5ÃŽ ± cells and the selection of the cells containing the engineered plasmid. If both pUC18 and pKAN plasmids are digested with BamHI and HindIII and the digests are ligated then a plasmid which contains both kanomycin and ampicillin resistance genes should be produced; consequently cells transformed with the engineered plasmid should be resistant to both antibiotics. Materials and Methods Plasmid extraction and plasmid engineering pUC18 and pKAN plasmids were extracted from the DH5ÃŽ ± and MM294 E.coli strains respectively using a DNA isolation kit as described by (Hausner and de Jong 2010). Confirmation for proper extraction was done through agarose gel electrophoresis by running the extracted DNA in a 0.7% gel at 100V for 1 hour. The gene containing kanomycin resistance from pKAN was cloned into pUC18. The restriction digests to do the cloning were prepared as described in Table 2 in (Hausner and de Jong 2010). After plasmid digestion the kanomycin resistance gene was inserted into the multiple cloning sequence of pUC18 in a ligation reaction using the enzyme ligase and the reaction was allowed to go to completion for 24 hours at room temperature. The ligation reactions were set up according to table 3 in (Hausner and de Jong 2010) E.coli transformation and strain selection E.coli strain DH5ÃŽ ± was sub-cultured for 1 hour at 37 °C. The cells were then made competent by washing them in 10mM CaCl. Next cells were transformed with three different combinations of plasmids. The set of cells in tube 1 was transformed with uncut pUC18 DNA. The set of cells in tube 2 was transformed with cut pUC18. Cells in tube 3 were transformed with pUC18 containing the cloned pKAN resistance and finally cells in tube 4 were transformed with just water as a negative control. The transformation procedure has been described in (Hausner and de Jong 2010). Transformed cells from all tubes were spread plated onto LB+carb+X-gal plates for indirect selection. Furthermore cells from tube 3 were plated onto LB+carb+ kan plates for direct selection of cells containing pUC18 with the insert from pKAN. To determine the density of competent cells cells dilutions of , and were prepared. The two highest dilutions were plated onto LB plates. All the plates were incubated at 37 °C and they were allowed to grow for ~24 hours. After the colonies had grown on plates plate they were counted and their numbers were recorded. White and blue colonies from the LB+carb+X-gal plates were then streaked onto LB + kan plates to obtain the colonies that had the kanomycin resistance gene incorporated in the MCS. For more information on the procedure refer to Experiments in Biotechnology Laboratory Manual (Hausner and de Jong 2010) Results Extraction of plasmids from E.coli strains Figure 1 contains the image of the 0.7% agarose gel in which the isolated plasmids Puc18 and pKAN were run to check for product. As it can be seen in lane 1 a lot of Puc18 was extracted from the DH5ÃŽ ± strain. Less plasmid DNA was collected for pKAN from the MM294 strain since the band in lane 2 is of much weaker intensity. There is more than one band in lane two. The additional bands represent additional plasmids isolated from the bacteria. Calculation of Competent cell density Table 1 shows the dilutions performed on the competent cells in order to calculate their cell density. It also shows the number of colonies on the plates that were spread plated with dilution 2 and dilution 3. The results for the dilution were not used for cell density calculation since less than 30 colonies grew on the plate. Dilution was used to calculate the cell density because the number of colonies was between 30 and 300. Indirect method of selection Cells plated from tubes 2 and 3 were used to calculate the % of transformed cells. Every colony represents a single transformed cell since it can be assumed the every colony has arisen from a single cell. Furthermore for tube 3 since five plates were spread plated the percentage of the transformed cells was obtained by using the average amount of colonies for all five plates. Calculation the percentage of transformed cells in tube 2: %of transformed cells= x 100 =0.0045% of cells transformed Calculation of transformed cells in tube 3 Average for blue colonies: = 58.6 ≈ 59 blue colonies Average for white colonies = 11.4 ≈ 11colonies Total number of colonies = 59 blue colonies + 11 blue colonies = 70 colonies in total Both blue and white colonies from tube 3 represent transformed cells since they both up-took plasmid DNA whether it was just pUC18 or pUC18+kanomycin resistance gene. Therefore since every colony came from a single cell there were 70 cells in total that were transformed from 100 µl of media spread plated in each plate. % of transformed cells in tube 3: %of transformed cells= x 100 =0.063% of cells transformed Direct selection of clones containing the kanomycin gene: No colonies grew on LB + carb + kan plates. That means that there were no cells that were transformed with the engineered plasmid. Furthermore an accurate number for % of transformed cell could not have been calculated even if cells had grown in these plates. That is because this selection method takes into account only the cells that were trasformend with pUC18 which contained the kanomycin resistance gene and not the cells that were transformed with only pUC18. Discussion Isolation of plasmids from cells The optimal results for the gel would have been to see one strong band at ~2.7 kb representing pUC18 and one strong band at 4.2 kb which represents pKAN. For the pKAN lane there is more than one band seen. Those bands represent different sized plasmids that were also isolated from the cell. Since there was no DNA ladder on the gel it cannot be concluded what plasmid the lanes represent but the only thing that can be concluded is that there was plasmid DNA isolated from both the DH5ÃŽ ± and the MM294 strains which most likely was pUC18 and pKAN. In order to conclude whether pUC18 and pKAN plasmids were isolated from the bacteria the students should be provided next time with a DNA ladder in order to determine the sizes of the lanes. Indirect selection method The cells from tube 1 were transformed with un-digested pUC18. The cells from this tube represented a positive control for transformation. The colonies in the plates were all blue and they were too many to count. The reason for the high number of colonies was that these cells were transformed with undigested plasmids which are all stable and all allow bacteria to carry information extrachromosomally, making the transformation percentage of competent cells very high. All the cells from tube 1 produce blue colonies. That is because they all had a functional B-galactisidase since no genes were cloned into the multiple cloning site located within the lacZ gene. The cells from tube 2 were transformed with digested pUC18 plasmid. The cells from this tube represented a negative control for kanomycin resistance gene cloning. Tube 2 gave rise to very few colonies in comparison to tube 1 because the cells in tube 2 were transformed with unstable DNA. pUC18 had been previously digested with HinDIII and BamHI and a lot of plasmid did not re-ligate and for that reason the DNA was unstable. Since the DNA was unstable it was not able to maintain the ampicillin resistance gene in bacteria and consequently the strains were not able to grow in carbonicillin plates. As a result the number of percent transformed cells was as low as 0.0045%. The cells from tube 4 were transformed with sterile water i.e no DNA. These cells represented the negative control for transformation. Because no DNA was inserted in them none of the cells contained the ampicillin resistance gene and as expected none grew in the plates containing carbomicillin. The cells from tube 3 were transformed using pUC18 that contained insertion on the MCS as well as pUC18 that didnt. All five plates that were spread plated with E.coli from tube 3 contained blue colonies as well as white ones. The reason for the color difference is that the blue colonies contained a functional ÃŽ ²-galactosidase whereas the white ones didnt. The functional ÃŽ ²-galactosidase in the blue colonies was due to the fact that no DNA was inserted in the MCS to interrupt the lacZ gene. The white colonies on the other hand did not contain a functional ÃŽ ²-galactosidase since they had a DNA insertion in their multiple cloning site, which interrupted the lacZ gene. Consequently they could not break down X-gal. However just because they had a DNA insertion in their MCS it did not mean that they contained the kanomycin resistance gene. They might have contained the rest of the pKAN plasmid. As a result the white colonies needed to be streaked into plates that selected for kanomy cin resistance. If the cells then grew on LB + Kan plates and they also originated from white colonies on LB + Carb + X-gal plates then they contained a Puc19 plasmid with a kanomycin resistance gene inserted in the MCS. The percentage of transformed cells was also not very high: 0.063%. A way to improve this would be to maybe increase the molarity of the CaCl solution to make the cells more competent. Direct selection method According to the direct method of selection there were no cells that were transformed. This is contradictory to the results obtained from the indirect method of selection. This error could have been produced because of either improper spread plating of plates or because of improper transformation procedure. Also the conditions in the LB + carb + kan plates could have been too harsh (two antibiotics) for the bacteria to pick up growth even if they were resistant to both antibiotics. In following experiments it is better to use the indirect selection method since it seems more successful in selecting desired strains. Comparison of direct VS indirect selection methods The direct and indirect selection methods have both advantages as well as disadvantages. The main disadvantage of indirect selection is that it takes longer since it contains two steps and each step takes at least a day for completion. The main advantage is that if done correctly, the indirect selection methods gives very accurate selection for the desired cells. The reason for that is that first it selects for colonies that just have an insertion in the MCS and this tells the researcher that some type of cloning has occurred in plasmids. The second step then selects for the colonies that contain pUC18 with the kanomycin resistance gene inserted in the MCS. Thus the criterion of indirect selection is that cells have both pUC18 with an inserted DNA in MCS and also have kanomycin resistance. The colonies that grow in the second step fulfill both the criteria. The main advantage of the direct method is that it takes a shorter time to complete and it also uses up less equipment which can also save researchers some money. The main disadvantage with this selection is that it has a higher chance of giving false positives. Direct selection does not select for strains that have DNA inserted in the MCS of Puc18 but only selects for strains that have ampicillin and kanomycin resistance. Therefore the strains that grow in LB + carb + kan plates might have both pUC18 and pKAN plasmids but not the kanomycin resistance gene inserted in the pUC18 MCS. Those strains would still be able to grow since they still have both ampicillin and kanomycin resistance. However the genes would on different plasmids and not on the engineered one. Therefore even though the indirect selection method is longer it is more accurate in selecting the desired strains for this experiment. In conclusion, according to the indirect selection the desired plasmid was engineered by digesting both pUC18 and pKAN with HindIII and BamHI. Also when selecting for cells transformed with pUC18 it is better to employ the indirect method of selection because it gives more accurate results. Question 1: Although both lanes contain plasmid DNA, why doesnt the DNA appear to be in the same location in both lanes? The DNA does not appear in the same location in both lanes because pUC18 and pKAN are of different sizes. pUC18 is 2686 base pais long whereas pKAN is 4194 base pairs long. (Hausner and de Jong 2010) Because pUC18 is of smaller size it will travel farther from the wells than pKAN. Question 2: How would you verify that the transformed cells actually contain the carb/kan plasmid that was used for transformation? One accurate way would be to isolate the plasmid DNA from the transformad cells and run it on an agarose gel. If the kanomycin resistance gene was inserted into pUC18 then on the gel one will be able to see a band of the size 4548 base pairs which is different from both the pUC18 and the pKAN plasmids. The size of the created plasmid was calculated the following way by obtaining the information from (Hausner and de Jong 2010): To find the size of kanomycin resistance gene inserted in pUC18, the number of base pairs from the origin or replication of HindIII was subtracted to the number of base pairs from the origin of replication of BamHI. This was done because pKAN was digested with HindIII and BamHI to obtain the kanomycin resistance gene: 2095 233 = 1862 base pairs The size of the insert was then added to the size of Puc18: 2686 + 1862 = 4548 base pairs