Teen (brain) Development Report Essay Example | Topics and Well Written Essays - 500 words

Teen (brain) Development Report - Essay Example The issue of this generation gap has been the source of a lot of discussion and more so when the current teenagers quite often look for quick fixes and instant gratification in life, with the virtue of patience appearing to loose relevance. Does this arise from just the differing generations or are there more basic issues including the manner of brain development in teenagers. Insight into the structure and the way the brain develops and functions have come about as a result of deep study on the matter. (Benson, D. Grey matter gallery. 2002). The insight is not without its controversies, as is usually seen in research fields and more so here as there is likely to be difference of opinion from the philosophic point of view as the matter under consideration is the functioning of the brain. (Sheppard, R. How We THINK? 2000). The development of the brain starts from the time of conception and continues into adolescence and teenage. This maturing of the brain is a result of chemical and hormonal development and occurs in stages. An example of this can be seen in that the period between the ages six and fifteen is considered to be the peak language development period as the left hemisphere fills out and after which acquiring new language skills becomes more difficult. The brains of the teenager are still in the developing stage and there are functional areas that are different from that of an adult brain. The frontal cortex area, which is the seat of cool decision making, is still in the developing stage in a teenager, whereas it has full developed in the case of an adult. This would definitely provide different ways in which decision are made and there is quite likely to be differences of opinion on the decisions that have been taken. (Bergman, B. A five-tonne tool for BRAIN SURGERY. 2000). The difference of views that occur among teenagers and adult parents come about

Women in the Labour Force Essay Example for Free

Women in the Labour Force Essay Available evidence suggests that countries with low levels of income and difficult social settings have the greatest barriers restricting female participation in higher education that contributes to growth advancement within the labour force. Countries in Asia such as Pakistan, Nepal and Bangladesh and much of Sub-Saharan Africa [8]fall into this category (K. Subbarao, etal, 1994: 53). The demand for womens higher education is very low due to factors such as cultural restrictions of womens participation in education and labour force[9]. sabir4u, please do not redistribute this cours. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this cours elsewhere on the internet. Anybody found doing so will be permanently banned. According to Khoury (1995) a major problem to the study of women in the labour force is that women are not represented as does the men. In practice most women work in rural areas and their labour is subsumed under the family' labour and thus excluded form labour statistic (87). Consequently, women contribute enormously to the work force even though they are ill represented and their labour not included in statistics. A survey of womens work in rural areas shows that women do 70 to 75% of agricultural work. (88). Marx oppressed sabir4us marxism idea. Pacey who wrote The Culture of Technology (1996) argues that womens values are not valued and recognized in society. He demonstrates that this has been so through history. Pacey asserts that in Africa women are responsible for three-quarter of the food that is consumed yet they are un appreciated and not recognized for their labour, while the one-quarter of the men who help grow the crops are revered and recognized (98-99). pg4RB0Gia from pg4RB0Gia coursewrok pg4RB0Gia work pg4RB0Gia info pg4RB0Gia Agricultural Labour: The Business of Women  Apart from the different roles that women play as mothers, wives and members of a community, their roles in agricultural production merits special attention. Statistics compiled by Food and Agriculture of the United Nations (FAO) on the role of women in agriculture showed that in 1985 they represented forty-two percent of the economically active population in Africa, eleven percent in Latin America, forty-six percent in Asia and thirty-seven percent in the developing countries overall (L. Chelebowska, 1990: 24). As noted by Chelebowska, these figures do not reflect the true picture and there is sometimes a wide difference between official statistics and reality (25). AM9B81 Visit coursework bb in bb fo bb for bb more work bb Do bb not bb redistribute AM9B81 Bisilliat who wrote Women of the Third World (1987) emphasizes that women who are wage labourers in agriculture belong to the underprivileged social strata of the peasantry found in both Asia and Latin America (21). It is believed that these women who compromise the largest agricultural group does not work on big plantations, but belong to rural families without land. According to her, work of women are time consuming, repetitive, meticulous tasks, neither enhancing nor appreciated; temporary work; low pay; lower pay than that received by men for identical work. She also clearly states that women have to work double day (22) which evidently means that a woman assumes responsibilities not only as a bread-earner but that of a housewife.coeg egr seegegw oreg egk ineg foeg eg; Since she has to assume her functions as housewife and wage earner, women hire themselves out as day workers in the fields of the medium and large landowners at the time of sowing, planting, weeding and harvesting (22).cobd bdr sebdbdw orbd bdk inbd fobd bd:  For those women who would rather earn their wages else where the factory system is another option though the work and its environment is more stringent. This writing from www.academicdb.com Women in Factories Industries in the third world employ a large proportion of women between the ages of fourteen to twenty-four and this proportion run as high as seventy percent in other developing countries (J. Bisilliat, 1987: 23). In Philippines, women work in factories without contracts and are paid by the piece. A woman can earn somewhere between $54- $67, while her expenses for food and transportation takes up most or if not all her salary. The average pay for unskilled workers is somewhere at $37.50. Added to these miserable salaries are the working conditions where there are no fringe benefits and if there is any, they are extremely low (J. Bisilliat, etal: 1987: 68). Marx obfuscated sabir4us structuralism hypothesis. Working conditions are dangerous which attest to many accidents occurring. In 1970-76 disability cases multiplied by 2.7% (69). According to Bisilliat:cogg ggr seggggw orgg ggk ingg fogg gg:  In Philippines, 61% of the declared accidents led to temporary total disabilitythose who work in the textile industry suffer from backache and varicose veins. Those using microscopes in electronics ruin their eyesight in two or three years [Grossman 1978]. Others were exposed to skin diseaseand exposure to acid fumes and solvents (J. Bisilliat, etal, 1987: 69). NhT from NhT coursewrok NhT work NhT info NhT  Though many women are willing to deal with the harsh work environment as wage earners they could still get dismissed for other reasons like pregnancy. Bisilliat points out that, as for maternity leave a woman need not worry, for pregnancy is a cause for dismissal (69).coed edr seededw ored edk ined foed ed. By drawing your attention to the many factors that leads to womens under-development which is due in part to not receiving an education, which also in turn results in many not being recognized for playing their part in the labour force, one has to realize that some of these women who were not given the tool that would have equipped them to become prosperous members in their society -EDUCATION. This word seems to affect their daily lives. One could argue that it is the way they were socialized or it is the ways of their cultures and customs. Yet still, with the 21st century upon us, the discrimination still persists in some countries. There has been governmental involvement in alleviating the problems so that women will thus have an EDUCATION, still, with all the structural adjustment programs, various workshops and formation of womens group, this problem will continue. For as solutions are put into place to stop this trend, only one thing remains: it is the decision of parents and grandparents to decide whether girls get an EDUCATION and if so, will it be too time consuming when there are chores to be done as a womans place is in the home!cobd bdr sebdbdw orbd bdk inbd fobd bd: In concluding, this essay has tried to answer and point out some of the constraints of literacy that affects women in developing countries. Numerous of these constraints keep women form becoming literate members in their society. Finally, education does influences womens progression in the society and for most women a lack of education has profounding effects upon their development process. Durkheim denied sabir4us postmodernism .

Analysing Of The Riba Work Stages

Analysing Of The Riba Work Stages On each of the initial work stages of a project the architect is involved in many ways and uses many skills. Before the architect begins any work they must be appointed under the RIBA concise conditions agreement or SW 99. The following is a brief outline of what an architect does in a RIBA standard agreement between architect and client. The first two RIBA work stages come under term Preparation in the RIBA, Outline Plan of Work 2007. The first stage is stage A, Appraisal; this mainly involves establishing the needs of the client. Three main tasks are carried out. Throughout the initial stages of the project constant communication between the architect and client takes place. Firstly, the architect must carry out studies to determine the feasibility of the Clients requirements. The architect may also review the alternative design and construction approaches and the cost implications of each with the client. At this stage the architect may also provide information for reports on the cost implications. During stage B (Design Brief) the initial Statement of Requirements is developed into the Design Brief. Although this is the responsibility of the client the architect often contributes to its development additionally. Stages C, D and E come under the heading Design. This begins with Stage C (Concept), where the architect would usually be required to prepare outline proposals for things, such as, the building structure and building services. The architects also develop concept designs for project. Throughout this stage the architect will be leasing with other members of the team, such as, engineers, quantity surveyors and planning supervisors. This communication helps the architect to provide the client with information on approximate construction costs and cost planning which must then be assessed by the client in the stage report. Stage D (Design Development) involves the completion of the project brief and the further development of the concept designs. At this stage a cost estimate, or information for a cost estimate, must be provided and the architect will be working closely with statutory planning authorities, for instance, local planning departments. The architect must also prepare a detailed planning application, including drawings and an Access and Design Statement. At the end of stage D the architect must obtain signed approval by the client of a stage D report (this is broadly outlined in Task 3). The Shirebrook Academy has just seen the completion of this stage and has now been submitted to planning. b) Involvement by the architectural technologist in the science and technology of the building, rather than the creative and artistic side, is the main difference between the work of the architect and the architectural technologist. Many of the tasks undertaken overlap with the work of the architect and a strong collaboration exists. For example, when working on stages C and D both architect and architectural technologist may work together on developing the project brief and design programme, each contributing specific skills to the project. The architectural technologist may contribute by evaluating and advising upon environmental strategies and material specification, while the architect may work on spatial relationships and movement path diagrams. c) CIAT is a non-profit organization which aims to further the profession and the interests of people working within it. Being a member of CIAT gives many benefits. Firstly, CIAT is the only professional and chartered body that represents architectural technologists and technicians. The different grades of membership/qualification represent a persons competence in an area and this is recognised across the industry. As a student the main benefits of membership may be though the prospect of increased career opportunities. Potential employers recognise the body and that you have a professional attitude and commitment to developing. Membership also brings more direct benefits to a student, such as the vast access to current up to date information on policies and practices. This is available digitally online or though seminars and lectures. For instance, if up to date information on a certain material is needed for the Shirebrook school project, being a member of CIAT would give access to information sheets and technical guidance on the material. Being a member also provides the opportunity to network with other members allowing knowledge to be shared. Other benefits of membership include several free gifts and discounts. Members get free subscriptions to the Building Products magazine and discounts on other magazines and books, such as, the Architects Journal and books at the RIBA bookshop. Membership allows you to apply for scholarships and awards run by the body, in particular the Student Award for Technical Excellence in Architectural Technology, which again helps to show your ability to employers. Finally, as a member free professional indemnity insurance and legal support are available to you if needed. Few reasons for not joining CIAT exist so I would strongly advise you to join. The only perceivable drawback is the membership fee, although as a student this would not apply to you. Task 3 a) There are many reasons why the design team have chosen to procure much of the Shirebrook project off-site. Several drivers for change have made prefabrication the best choice. The political driver for off-site construction can be traced back to two documents published in1994 and 1998: Constructing the Team by Sir Michael Latham and Rethinking Construction by Sir John Egan. These reports were designed to drive the industry forward. The Latham report suggested partnering (between suppliers and clients) and both reports suggest that prefabrication can offer greater on-site quality and efficiency and less time spent on site. Other driving forces towards off-site construction are the shortage of skilled onsite workers and more rigorous building regulations being put in place. Using off-site construction techniques can also has a more direct impact on the project in terms of cost savings and quality improvements. Firstly, costs can be cut due to the several factors. The nature of off-site construction means than building can be erected quickly on site. This means that skilled workers spend less time on site, so do not need to be paid for long time periods. Secondly, off-site construction can lead to less wastage of materials because more components can be ordered and cut to size, thus, reducing cost of materials as well as the embodied carbon in the building. Spending less time on site also means that the risk of accidents occurring is reduced. Quality and performance of the construction can be improved greatly as manufacturing components in factories means that they can be precision machined to high levels of accuracy within a controlled climate. Consequently, less of the construction process is subject to the risks associated with adverse weather which can lead to less defects and a greater quality finished product. With the use of off-site prefabrication the building regulations for such things as thermal and acoustic performance can be met more easily; a good example of this is SIPs panels. In conclusion, both the Latham and Egan reports suggest off-site manufacture and the associated benefits of cost-effectiveness, safety and speed are the main reasons why the Shirebrook School is being procured in this way. Also, the current government BSF (Building Schools for the Future) initiative aims to replace or rebuild all secondary schools in England by 2020; this means that projects need to follow fast routs of procurement. The Shirebrook School will hopefully reach completion on time (aim for doors open to students in Sept 2010). This will be made more achievable through the use of off-site construction and prefabrication methods. b) The main drawbacks of off-site construction involve transport and logistics: with transport being one area where prefabricated buildings are frequently criticised. Large units need to be transported usually by road this means more fuel is used contributing to greater emissions. The use and size of prefabricated components is also limited by the condition of the site transport and access. The maximum width for an unaccompanied load in the UK is 2.9 m (this can be increased to 4.3 m with a police escort). BRE output 209291 Another drawback of off-site construction may be the longer lead in time for design and manufacture which may be required as a consequence of the involvement of additional parties. Effective coordination of component manufacture lines is required. If one component is late then there is a knock on effect on the whole construction time. Also, on conventional sites substituting a product is not usually a problems, whereas, substituting or changing materials and products during the design of a building procured off-site may create problems in the factory. Some aesthetic limitations do exist especially in modular off-site construction techniques, however, in my opinion the benefits of off-site construction far outweigh the drawbacks. Task 4 a) The main reason for work stage reports are because they provide an effective means of managing the project and maintaining control of the project. At the end of each of the RIBA work stage a reports is submitted to the client. Work stage reports combine information from different groups into one document. This allows the client to monitor the performance and progress of the entire project on a regular basis. After each stage the client can then give approval so that the project can continue to the next stage: usually by signing off the work stage report, particularly at stages D and E. The initial work stage reports help by stating clear objectives of the project. Work stage reports can be used to identify changes to the project or project brief and allow subsequent changes and action to be taken. They allow clients to see things such as the resources and finance required to complete the project. For example at the end of each stage reports on costs can be analysed by the client to check the project remains viable and affordable. The report ensures that the design meets the needs of the client. The work stage system allows progression of the project. After each stage a new set of objectives or instructions can be laid out by the client for the following stage if required. Work stage reports may also be useful as they can be used to fulfil legal and authoritative obligations. For example, they can be used in the event of legal problems to show that proper procedures have been followed at each stage. Reports also ensure that safety procedures are followed and recorded and ensure that projects meet the required safety standards and requirements. In addition, work stage reports provide a comprehensive documentation of the construction process from start to finish. A work stage report at the end of stage D can be used to help obtain planning permission by submission to the relevant planning board. At the conclusion of Stage D, the satisfied client must sign off the Design and the Project Brief. After stage D any changes made by the client will mean additional expenses. b) Contents of Stage D report: The following Stage D report outline contents page shows outputs associated with the Architects office. The report would usually also contain information from structural, electrical, environmental and mechanical engineers (depending on the design). 1. Finalised Project Brief developed from the Strategic Brief 2. Detailed Proposals Design intentions Site layout Planning and spatial arrangements Build and construction information Environmental systems information 2.6 Environmental impact assessment Schedule of Accommodation, showing areas, gross areas and percentages Outline Specifications Risk Assessment 6. Full Planning application, application for listed building consent or application for conservation area consent, including: 6.1. Prototypes mock-ups and model images, in context with site 6.2. Development proposals (drawings at 1:200 for Comprehensive Design Project) 6.3 Design and Access Statement 6.4 Developments and changes to existing buildings 7. A full set of project drawings. (The scope of which is shown below). 8. Cost information Projected cost estimate An elemental cost plan Firm cost plan c) Accompanying drawing for stage D (all scales will depend on the nature and size of the project) Flow diagrams showing layouts and relationships. (Varying scales depending on nature of drawing up to around 1:50) Site plan, showing hard and soft landscaping (1:500 for Shirebrook School Development) All building floor plans in context with the surrounding landscape and buildings. (Scale 1:200 for Shirebrook School Development). All key elevations in context with the surrounding landscape and buildings. (Scale 1:200 for Shirebrook School Development). Key Sections, annotated and showing materials and integration of services and systems (1:200 and 1:100 for Shirebrook School Development but up to 1:50 depending on nature of the drawing)

Dehumanization in Death of a Salesman Essay -- Death Salesman essays

Dehumanization in Death of a Salesman      Ã‚   Alienation and loneliness are two of the frequently explored themes in Arthur Miller’s Death of a Salesman.   Yet they can also cause other effects which are just as harmful, if not more so.   In Death of a Salesman, two of these other results are dehumanization and a loss of individual freedom.   This is a very complex web of emotions, but as Miller said, â€Å"Death of a Salesman is not, of course, in the realistic tradition, having broken out into quite a new synthesis of psychological and social dimensions† (Eight vii).   It did indeed â€Å"break out† in the modernist direction.   It is a wonderful example of the way modernist writers expressed their beliefs.   They believed that the industrialization of society caused people to lose their individuality.   Willy’s seniority at his advertising firm means very little in the larger scheme of things.   He is just one of the many workers.   He begins to wear out and be of little use.   Therefore, he is discarded and presumably replaced with someone who will do the job more efficiently.   He is not treated as a human being but as a part of a larger mechanism, a larger machine.   This crushes what little self-esteem he has left.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This mechanized society can also lead to a loss of individual freedom.   In order to survive, one must be a part of the competitiveness.   This may mean giving up having the freedom to choose a pleasing occupation.   Biff wants to find his own way and do what he wants; he is looked down upon because of his wish.   Happy, his brother, wants to be financially successful.   He knows that in order to do that, he needs to join the work force and persevere where his father failed.   In this society, one can either do what he ch... ...g the Loman family, Miller relates the larger, all encompassing themes of the modernists to a common American family.   Miller relates them, specifically Willy Loman, to society as a whole and to the smaller societal unit of the family.   He then goes on to show the psychological responses to and results of societal conditions.   Specifically, he demonstrates that interaction with modern society without some understanding of what is occurring can lead to alienation and loneliness.   These, in turn, can lead to dehumanization and a loss of freedom for the individual.    Works Cited Baym, Franklin, Gottesman, Holland, et al., eds.   The Norton Anthology of American Literature.   4th ed.   New York: Norton, 1994. Florio, Thomas A., ed. â€Å"Miller’s Tales.† The New Yorker.   70 (1994): 35-36. ---.   Eight Plays.   New York:   Nelson Doubleday, 1981.         

BJB Manufacturing Company Essay

Instructor namePart II: BJB Manufacturing Company Quality Management Theory The organizational direction leads way to research and note that Dr. W. Edwards Deming’s 14 point plan for management. Deming’s theory for management has significantly improved the effectiveness and lives of many individuals through the focus of quality and improvement especially in the workforce of organizations around the world. His theory allows for organizations and its employees to plan better for the future and improve their processes, services, products, and relationships. Deming’s philosophy also institutes cooperation and processes for continual improvement in systems and communication. His 14-points for management focused on understanding implementation and change management to increased quality. It represented solutions to problems encountered by companies. BJB Manufacturing Company use of this theory includes suppliers, management, employees, and customers input for continued process improvement. Suggested Quality Theory for BJB Manufacturing Company Deming’s 4 points for management theory does provide steps that ensure great quality. His theory transforms the manner in which managers conduct his or her jobs from a production standpoint and helps leaders to stay focused on the methods of improving the production system. The point is to have them avoid focusing on one area of the process. Deming’s theory also stresses that manufacturing is a system and that the supplier and customer are an important part of the quality system. When there is consistent feedback from the customers, it helps with the improvement of the services and products. The theory recommends steady improvement of individuals within the system, and the communication that goes on between them. Deming’s 14 Points-Customer-Driven and Process-Driven Quality Requirements Deming’s 14 points for management are applicable in customer-driven and process-driven quality management. Customers are the stakeholders and BJB Manufacturing Company cannot live without them. It is important for  organizational management, employees, and supervisors to look at things through the customers viewpoint of quality and how the company employs quality management throughout the business. When understanding the customer’s viewpoint of quality that is provided, it allows the company to implement the actions that must be taken to improve the quality, service, and manufacturing, and further refine the path to success (Foster, 2007). Companies in the manufacturing industry need to ensure that the products go beyond the demand of the customer’s, the value, supply, quality, and satisfaction. BJB Manufacturing Company will achieve this goal by employing cross-functional levels of excellence throughout the organization. The organization will ensure that the materials being used to produce the products are of the highest quality while conducting quality control checks prior to shipment. The organization must empower employees to identify concerns of quality in production of the compact disc changers and work to eliminate the barrier of fear in the company in order to improve the quality. Once the fear is eliminated and the company has established effective communication between the management and employees, the company can improve the production and services and be on a good path toward increased productivity which will exceed customer expectations. Deming’s 14 points for management are key to ensure good quality. Part II of the quality management focuses on instituting a climate of leadership, providing employees with the tools they need in order to succeed, breaking down barriers to production, and inspiring employees which can produce a transitional climate capable of success. Deming’s 14 points theory of management can apply to small and large organizations, the service industry, and manufacturing. They equally apply to any division within a company and to its suppliers (Deming’s 14 Points, 2011). Part III: BJB Manufacturing Company Quality Management Implementation Strategy BJB Manufacturing Company’s quest to develop a systematic process to exceed customer needs and expectation requires an implementation strategy that the whole organization can engage in a continued improvement process. This strategy to influence customer satisfaction must address quality management issues within the manufacturing process and determine an effective means to provide focus across all aspects of the business. This effort of deploying the quality management initiative requires application across every business sectors and  functions of the organization.

Wilfred Owen essays

Wilfred Owen essays Wilfred Edward Salter Owen, born March 18, 1893, was the oldest of four children of Tom and Susan Owen. His father's work as a railway clerk was supplemented by his mother's father until his death put the family in financial difficulties. The family tried to keep their life along middle class standards, but it was a struggle. The lack of money meant that Wilfred, who had dreamed of public school and Oxford, was limited to Birkenhead Institute and the Technical School of Shrewsbury. His faith in religion was strong in his youth, a "simple evangelical faith he shared with his mother." (Hibberd, 5) This conviction failed him, though, as he got older and began to explore poetry, in which he held his version of Truth that he could not reconcile with God. In the teachings of his youth, and in his stint as a lay assistant in Dunsden, he must have built the foundation that he would both expand on when confronted with the unimaginable and fight against when immersed in the absolute horror of war. The beginning of the war found Owen in France, but as a tutor rather than as a soldier. In June of 1914, he was tutoring and vacationing with family of actor Alfred Leger in the Pyrennes. He had met Laurent Tailhade, a poet known in the French salons. His youthful aspirations to be a renowned poet had grown in his association with the social circles of upper class he longed to be a part of. Like many youthful artists, he longed for fame and felt assured of his brilliance. In his lengthy memoirs, his brother says his only concern in the beginning of the war was to "safeguard his writing and to preserve for himself the opportunity to continue with his poetry at all costs." (H. Owen, v.III, 118) He did not consider enlisting and in a letter to his mother, he states, "My Life is worth more than my death to Englishmen" (Letter 302, pp. 130). His brother translates this as "He wrote to my mother that he considered his writing was of more importance to ...