Evaluation of Self Help Group

Abstract The increased dependence of modern agriculture on fossil fuel-based energy, while reducing drudgery, simultaneously increases the risk of the farmer to fluctuations in fuel prices. Labour costs have also risen sharply in recent times forcing farmers to go in for mechanization. The increased frequency of extreme weather events like droughts, floods, heat-waves and cold-spells being witnessed and attributed to climate change, are also causing frequent losses to farmers. Any strategy in agriculture, therefore, should address these key challenges of land degradation, water availability, energy requirement and labour costs. Conservation agriculture addresses all these key challenges. Zero tillage (ZT) or no-tillage one of the vital approaches of conservation agriculture is now being practiced on almost 100 million ha area worldwide with the major countries being USA, Brazil, Argentina, Canada and Australia. However, the adoption of the technology in Asian countries has been low. The modern concept of ZT tends to imply seeding a crop mechanically in undisturbed soil-covered plant residues. By adopting the zero-tillage system, some of the countries have reportedly got substantial benefits in terms of grain production, revenue generation and environmental protection. Less tillage of the soil reduces labour, fuel, irrigation and machinery costs. In India, efforts to adapt and promote resource conservation technologies have been underway for nearly a decade but it is only in the past 4 to 5 years that the technologies are finding rapid acceptance by the farmers. In India spread of technologies is taking place in the irrigated regions in the Indo-Gangetic plains where rice-wheat cropping system dominates. ZT systems have not been tried or promoted in other major agro-eco regions like rainfed semi-arid tropics, the arid regions or the mountain agro-ecosystems. As sustainable agriculture becomes more popular, monetary grants and awards are becoming readily available to farmers who practice conservation tillage. Some large energy corporations which are among the greatest generators of fossil-fuel-related pollution are willing to purchase carbon credits to encourage farmers to engage in conservation tillage. The farmers' land essentially becomes a carbon sink for the power generators' emissions. This helps the farmer in several ways, and it helps the energy companies meet demands for reduction of pollution. Thus becoming a source of conserving energy in agriculture as it is certain that the way we approach energy, the way we produce, extract and consume it, will determine the future shape of life on earth. There is need of policy initiatives to be adopted to felicitate adaptation to climate change in India like promotion of incentives for good agriculture practices like zero tillage, residue management, cover crops etc that promotes carbon sequestration and reduce emission of GHGs and providing subsidies for these practices in potential regions. Therefore, socially applicable schemes and policies on conservation agriculture is needed to promote a balanced trade-off ensuring functional resilience of the ecosystem.

The Role of Local Culture and Context in English Language Teaching

The Role of Local Culture and Context in English Language Teaching -Mabindra Regmi The Relation between Language and Culture The structuralists portrayed language as an entity that could be segmented and through learning these segments, the totality would also be learnt. This method has been tested, challenged and in many cases discarded in the world of linguistics. The conception, propagation and inevitable discontinuation of ever new methods has prompted Sowden to express â€Å"there has indeed been methodological fatigue, leading many to the pragmatic conclusion that informed eclecticism offers the best approach for the future. (Sowden, 2007, p. 304). Perhaps, eclecticism is the right trend while implementing ELT methods. One of the factors that should be considered, however, is that there seems to be a deep connection between language and culture unlike the belief of the structuralists. The concept of language teaching now is that of concentration in what the learners learn or w ant to learn rather that what is to be taught. As the classrooms get more learner-centered, it can be assumed that the attitude and the initiatives from the learners’ side will be more prominent.Since a person is shaped by ones culture and local setting, we can assume that the importance of cultural context in language teaching will grow as learning becomes more learner centered. It is in conjunction with this shift of emphasis away from teaching and towards learning, that there has appeared a growing awareness of the role played by culture in the classroom. (Sowden C, 2007, p. 304) It is not only the learners that come with their own culture in the classroom, the teachers also bring their own culture. This is particularly true if the language teacher is not from the locality.Sowden warns the teacher â€Å"to be aware not only of the cultures of their students and their environment, but also of the cultures that they themselves bring to the classroom† (Sowden, 2007, p. 305). Thus, it can be seen, however inconclusive, that culture of both the teacher and learner plays an important role in the language learning environment and they have to be addressed for effective learning to take place. This intricate mutual relationship between language and culture may be the key to unlock the language teaching methodologies of the future. Whenever we talk about anguage and its use, it is important to figure out the relation between language and culture. There are few things we need to ask ourselves in this regard. Can language exist independent of culture? Is learning a new language (English) definitive of learning the culture of native speakers of English? Who are the native speakers of English? Will the culture of the native speakers be appropriate in the setting of the language learner? Can language exist independent of culture? A language cannot exist in vacuum. It has to express some objective function when utterances are made or some text is written.Whe n we do make use of language, the production made is generally about what we know or what we have experienced. What we know and experience mostly confines within the local setting that we have grown up and where we are residing. Thus, local context becomes inseparable from the use of language. Is learning a new language (English) definitive of learning the culture of native speakers of English? When we learn a new language, we need to adopt the culture of the target language to a certain extent because the cultural aspect comes amalgamated with the target language. But what about the learners?The learners have their own set of cultural experiences and objectives of using a language. They have their own cultural amalgamation which has to be addressed during target language learning process to make it meaningful and relevant to the learners. We can assume that integration of local culture and context is inevitable while learning a target language. Who are the native speakers of Englis h? The distinction that makes a native speaker is generally very vague and often misleading. It might be important to look into the terminology if we are to explain what English is.A dictionary definition might say that native is belonging to a certain geographic location. In the case of English we must consider the fact that it is spoken in many parts of the world and more and more people are adopting it as the first language of communication. In this setting we must consider the appropriateness of calling certain speakers native and others not. Furthermore, even within the native speakers we find many varieties as in the British English, American English, Australian English, or South African English. If the English language is to be made a ruly global one, one must leave the notion of ‘native speakers’ behind. Will the culture of the native speakers be appropriate in the setting of the language learner? The culture and context of the learner and the native user of Eng lish may differ very contrastively. The traditional native speakers of English have their own cultural and contextual setting and it creeps into the language that they use. It should not be surprising thus, that the English used in non-native setting has the purpose of academia without much cultural interference.But can English have the same purpose if it were to only transfer the cultural and contextual nature of the target language? In order to make English learning a holistic experience, it is important that culture and local context are integrated so the learner has a more comprehensive grasp of the language. Different Views Regarding the Role of Culture in Language Class Different people have expressed their opinions regarding the role of culture in language class. Phyak, P has collected four such opinions from various personnel in his article integrating local culture in the EFL context of Nepal: An ignored agenda?The first view expressed by Byram and Flemming (Byram, 1997; By ram and Fleming, 1998) states that the target language culture should be taught in ELT in order to help learners to acculturate into the culture of English countries. The second view expressed by Karchu, Nelson and Canagaraja (Kachru, 1986; Kachru and Nelson, 1996; Canagarajah, 1999) opines that there is no need of teaching target culture especially in the contexts where different institutionalised varieties of English are in practice. Similarly, the third view by Kramsch and Sullivan (Kramsch and Sullivan, 1996) states plainly that ‘local culture’ in TEFL should be taught.Finally, the fourth view by Alptekin, Jenkins and Seidlhofer (Alptekin, 2005; Jenkins, 2005; Seidlhofer, 2001) says that since English is a lingua franca, it should be taught in a culture-free context. In the same article Phyak gives a fifth opinion regarding the use of culture in language class by assimilating the highlights of the above opinions where he advises the teachers to use both target and n ative cultures with priority to local culture (Phyak, P). Whatever the views of applied linguists all over the world, we cannot disregard two core realities.The first is that while learning a second language, the influence of the culture of that language is inevitable. The second fact is that the learner of second language comes equipped with the culture of the first language. If no association is made between the culture of the first language and the learning of the second one, the learning will not be as effective. Therefore, inclusion of local culture and context should be more prominent in the initial phases and gradually gear more towards the target culture so that the integration is seamless in the end and language skill transition is more comprehensive.English as an International Language Hegemony of English language is a global phenomenon and the onset of modern technology, the computer; and as the choice language of the academia will further strengthen it. Eventually, the s pread of English will probably be the root cause for disappearance of majority of world languages. Having said that, one must accommodate the fact that the use of English in international communication is increasing, and thus, it is gaining momentum as being an international language. The rise of English as an international language has created many concerns among the laymen, experts, anglophiles and chauvinists alike.The concerns can be divided into two factions. The first leads us towards convergence of all world languages into one giant English language. Because of the advent of printing, and more recently, media; languages, specifically English; are being standardized so that there is uniformity in the manner we write and speak. Many believe this to be a positive step towards world unification. There may be advantages to uniformity, but the question is; does it outweigh the disadvantages that it might bring in the form of ‘language death’ as expressed by David Cryst al or loss of identity?The other faction is made up of personnel who are asking this very question. The prominence of English might be an indicator of decline of other languages. When a language is lost, it is not only the means of communication that is lost with it. There are contextual and cultural associations with languages, and in addition; it also forms the corpora of accumulated knowledge of a community. All this will also be lost with the dying language. Moreover, there is a strong affinity of the language with the identity of a person or a community.Although English may provide with alternate identity, as shall be discussed later in this paper, the primary form of identity shall be lost, especially if the learning of English is subtractive in terms of the first language. Discrepancies aside, internationalization of English is inevitable. The question now remains is how we are going to bring about policies for other languages that are in existence. In order to understand why English is fast becoming a global language, we must try and analyze why is it important for us to learn English.There are many reasons why an individual would want to learn English. i. English may be a factor for obtaining better employment opportunities. ii. English is the medium of communication for business, recreation and competitive tournaments. iii. English is almost mandatory for learners pursuing higher academic achievements and publishing of one’s findings. iv. The knowledge of English may provide higher social standing or identity in many cases. We can see that English language empowers a person both in terms of social and material power.Thus we can see the attraction towards learning English. The choices that the language communities have is either to have subtractive learning of English and forget one’s own linguistic heritage, as is happening mostly in developing countries like Nepal; or to make the learning process additive by retaining one’s own language intact. It can be assumed that the later alternative is more acceptable. The reason for the long windedness of the explanation above brings us back to the core discussion of this paper: local context and culture in teaching or learning English.Now as we have made a huge circle from the inevitable internationalization of English to the better alternate of additive learning of English; it is time to ponder over how we are going to teach English language. English Language, Local Culture and Social Identity If we want to have mastery over English language, then I believe we must find a way to make the language practical to its learners. Just reading the literature of the language or using the language in stereotype British or American cultural setting will not hold much significance to the learner of English as a foreign language.What needs to be done is to bring about association between the language being learnt and the experience of the learners. This will provide platform f or practicality of the language being learnt. In order to understand why local context and local culture must be integrated into teaching of English language, we must also be familiar with how culture and local context plays a role in language learning. Culture and Language Reflect each other The common notion regarding the purpose of language learning has been related to communication.Because of the researches done in sociolinguistics and discourse, we should consider the fact that language is not only ‘understanding’ what the other person is expressing but it is also necessary that we understand the text at a discourse level where cultural and individual background conveys deeper meaning to the language items used. Language is not only communicating with words but we have deep rooted cultural and contextual schemata and frames which are reflected in the language that we use. Thus it is important to analyze the meaning of discourse at cultural and contextual level.The reason that we should consider the Frame and Schema theories of discourse analysis when talking about the language is that if we are not able to express or comprehend the schema created through cultural setting, only understanding the text in communication will not be able to justify the meaning that should have been understood. Only through associating and integrating the language that we are trying to learn (English) into social and cultural setting shall we be able to exploit the nuances of the expression made in a language.Englebert believes that there is a cultural variation between the learner and the language and that the â€Å"teacher hosting foreign students must come to terms with the fact that those students are immersed in a culture with which they are not familiar, and that they bring with them not only their limited knowledge of the language, but a myriad of assumptions based on generations of cultural indoctrination†. (Englebert, 2004). These assumptions based on â€Å"cultural indoctrination† are at the core of schema of the learner.Not only the culture of the target language but even the prescribed packaged methodology might create confusion in teaching English as a foreign language. In her study among the Asian students studying in New Zealand, Li found that â€Å"the interactive teaching methods adopted by New Zealand teachers are culturally incompatible with Asian students’ learning conceptualizations. The findings suggest that some teachers’ adoption of the communicative or interactive teaching approach led to Asian students’ negative learning experience in New Zealand† (Li, 2004).This shows that the cultural background and the mindset of the learner should be considered while teaching English. Subsequently, it also indicates the integration of local context and culture of the learner for smoother and more effective teaching learning experience. If the learner of English is only familiar with her o wn experience based on her own cultural and local setting, trying to incorporate a different language with a different setting will make it literally ‘foreign’. The ‘foreignness’ can be significantly eliminated if local context and culture of the learner is being used in the target language.Thus integrating the cultural and contextual setting in language learning will be important. English Language and Social Identity Bonny Norton has explained that in the current social situation, English language helps create a more powerful identity for the individuals because of the advantages associated with the proficiency of English Language (Norton, 2007). She further explains that construction of identity through learning English are complex and dynamic. The five examples that she has taken in her article all give different perspectives people have for English language based on their cultural and contextual backgrounds.If individuals from different social and ethni cal backgrounds have different concepts about how English should be taught and learnt, then we can assume that it is the experience of the learner that is influencing such perspectives. An individual is the product of the local culture and context, so we cannot ignore the importance of inclusion of local context and culture in English pedagogy. Norton recommends that we should not overlook the focus on individual account while teaching English.She further explains that the researches on language teaching and identity is fragmented and it has to be made more organized, and if English belongs to the people who speak it, expansion of English in this Global era is better (Norton, 2007). Inclusion of Local Context and Culture in ELT in Nepal Along with the gathering momentum of inclusion of local culture and context in language teaching across the world, an initiative has been started in Nepal where linguists and social activists are advocating for inclusion of local context and culture, namely, ethnic languages in mainstream education.Alongside with this initiative there are many linguists and teachers of English language who are advocating for inclusion of local context and culture in English Language Teaching. The problem that the Nepali society is facing is how to bring about the implementation of such content and context in English language. Looking at the coursebooks and educational materials, it is evident that the English teaching is heavily influenced by the culture of target language users. Although some content and stories seem that they have local context, but the exercises that follow again reflect to the target language culture.On the other hand, the teachers are also imparted trainings and education aligning with the target language culture. In this ambience, it will be difficult to implement inclusive local content and culture while teaching of English. In order to overcome this impasse, some measures can be taken so that there is a momentum towards progressive implementation of the discussed issue. First, the language policy makers and the educators of the country need to come together to make a master plan on how to develop materials, train teachers and set objectives on inclusion of local culture and context in ELT.Only when a concrete set of objectives and a clear vision of the implementational procedures have been codified, the initiative can move forward. Second, there has to be a mass drive for collection of local content in the form of stories, poems, articles and the like which also reflects local culture. The content corpus has to be exhaustive so that all the major aspects that need to be covered are covered. Agencies like Nepal English Language Teachers’ Association, NELTA, can be instrumental in taking the necessary initiatives.It is wise to include people from different academic, professional, age group, ethnic, gender, and geographical backgrounds to make the corpus comprehensive and complete. Third, the gathered content has to be carefully cataloged, edited and selected for practical use. There may be many ways by which the content can be used. The content can be an integrated one where a little of everything is included, or it might also be ethnic or locality specific where different communities make use of different relevant parts of the corpus.The fourth, which might also be the most important, is to enable the teacher of English to believe that local content and context is not only necessary but is the most effective way of teaching or learning a language. The teacher should also have autonomy to develop content from her own locality adjusting to the need of the learners there. Perhaps the most difficult part of this endeavor will be to discard the prevalent target culture based content in favor of local culture based one. But once the importance is felt and the initiative commenced, language learning process will take a meaningful and applicable turn.The learners then will not be learning English in vacuum but they can associate their own life experiences to the language being learnt. Finally, a monitoring and evaluation mechanism should be developed in order to judge how successful the implementation of the initiative has been. The monitoring and evaluating body can also make necessary changes in the whole process as the problems arise. Association and Comprehension through Local Context in ELT If there is association between the local context and culture, and English Language teaching; the learners might benefit in many different ways.As Lengkanawati states â€Å"we can conclude that the choice and the intensity of using language learning strategies is influenced by many factors, one of which is the students’ cultural background† (Lengkanawati, 2004), the association of local culture and English language teaching might help the learner build better learning strategies. It will lead the learner to grasp deeper meaning of the target languag e and use it efficiently and productively. Moreover, the differences that lie within the variations of English will make the learner appreciate that context and culture are essential for language learning.All this will lead to a global culture where one retains her native culture while learning that of the target language and thus of the whole world. We have discussed previously about the nature of association between language and culture. In addition, we also discussed about the emergence of English as an international language and the advantages of learning it. Then we went on to how local context and culture can be integrated into teaching English in Nepal. Now, we shall focus on advantages there might be in integrating local context and culture while teaching English in three different stages.The association of local context and culture can be done in three levels: using local context and culture while learning English, Using the context and culture of the target language, and i ntegrating the two cultures to create multicultural or global comprehension. 1. Using the local cultural and contextual setting while learning English. Using local context and culture will enable the learners to grasp the deeper meaning of English because they can associate the cultural and contextual meaning that they are familiar with.In Barfield and Uzarski’s findings, â€Å"the classroom observation showed that students in pair and group works were more interactive when they had to discuss on their local cultures than when they had to discuss on different stories or texts which they were not familiar with. † Contextualization will further enable the learner to be proficient in the language at a faster pace. The learner will understand how a different language is not very different from one’s own. This methodology needs to be applied on the learners at least at the beginning.The learners must be given ample opportunities to interact in the target language. Th is is only possible if the content that is being used is related to local context or culture. If target language culture is given as a topic of interaction, the learners may have nothing to contribute and will be less willing to proceed further. 2. Using the culture and context of the target language The users of the target language are varied. There is no single context or culture that defines a language like English. Therefore, it will be difficult to identify the target culture when we talk of English.This also indicates that even within the same language there is influence of local context and culture. This will make the learner understand that the language is not entirely free from the culture and context of a community. For example, we can take metro English that the Londoners’ use. It is very different from the traditional Standard or BBC English that we learn in Nepal or the other parts of the world. Sometimes there is a discrepancy in lexical meanings and pronunciati on too. A pavement for the British might be sidewalk for the Americans.A mate is a friend in Australia and spouse in England. The fact that even among the native speakers of English in different countries the linguistic items have different meanings will enable the learners to realize that culture or local context is the key factor in using and understanding a language. It will also give an insight that language is culture and context specific and not medium specific. To clarify this statement we can safely assume that the people coming from same cultural and contextual setting will share more meanings than people from cross-culture sharing the same language.This demarcation will be of vital importance because the learner will be able to comprehend that to understand a person is not only understanding the language but understanding the local context and culture as well. It will further inspire the learners of English to be familiar with different cultural settings of the people that use the language. This kind of interpretation of language should be carried out at intermediate and advanced levels where the learners have been made familiar of the inclusion of their own cultural and local contexts while learning English. 3.The emergence of a Global culture When more and more people start becoming familiar with the local culture and context of more and more places, then a common, integrated culture will emerge. This is the Global phenomenon that has been extensively discussed in every sphere of modern human civilization. This global concept of the language and cross-cultural integration should be the ultimate outcome of language learning. When we are able to identify issues of global importance and contribute to it in a local way, then we will be adherent to the post-modernist maxim of â€Å"think globally, act locally†.This is a concept that might be difficult to understand for many learners. There is also a paradox of going local to harbor a global outlo ok. This in turn complicates the nature of language that we use in the modern world. The learners of languages, and specifically of dominant language like English, should consider the integration of local context and language. Considering the complexity of the process and inputs, learners of the tertiary level of English should be taught at this comprehensive level. Assimilation of Various Cultures for Global InterpretationBarfield and Uzarski have a very interesting notion regarding language integration when they opine that even if an indigenous language is lost, which is happening at an alarming rate all over the world, through integration it can be preserved within another language like English. Interestingly, despite the loss or future loss of an indigenous language, the â€Å"roots† of that indigenous culture can be preserved through the learning of another language, such as English. (Barfield and Uzarski, 2009) This is one notion that can be construed as positive aspect of assimilation of local culture into a Global one.Even though we might have strong opinions regarding local languages and cultures that we have inherited, and feel strongly towards dominance and ultimate displacement that a language like English will do to other local languages, the only way to actually save a part of the culture and local form of language might be through English. In order to achieve this, it would be important to integrate local context and culture in teaching languages like English. On the other hand, because English is fast becoming the lingua franca of the world, there should also be a global ownership of the language.If we consider only one of the cultures of the native speakers then the globalization of the language will not be possible. In order to truly make a language like English a global one, and for all the cultures to feel that they are also a part of this global phenomenon, integration of local culture and context is important. So, at the end, every individual language community can feel the ownership of global English through integration and assimilation. Contrastively, the cultural and local contexts of societies that use English language are varied and it would be impossible to integrate everything about all the cultures.To make it comprehensible in the global arena, we should find out commonalities that exist in all the cultures and localities across the world and try to establish a common contextual and cultural condition for the language to evolve into a Global Language. Such understanding and cohesion will provide â€Å"the abilities to perform effectively and appropriately with members of another language-culture background on their terms† (Barfield and Uzarski, 2009). Conclusion This article has assumed certain developments in English language based on current global trends.It has assumed that English is fast becoming a global language and it will become more so in the future. It has also assumed that the local languages will decline and decay in the face of English as their adversary. Considering these base assumptions, the article has provided insight into understanding the importance of English language and equal importance of using local context and culture while teaching English. In conclusion, we can reaffirm the essence of the whole discussion in the following manner: first, we need to understand that we use English as a method of communication and this language is fast becoming a global anguage. Because we use it in our communication, the language cannot be excluded from the local context and culture because they are what we are likely to be communicating about. There may be differences in opinions regarding how or if local context and culture should be used in teaching English, but it is essential that we integrate local context and culture. Second, use of local context and culture in teaching English will depend on the nature of the local setting. Same system may not be applicab le in all communities.Therefore, how the integration is to be done should be tailored to suit the needs of a particular community or a country. In case of Nepal, this can initiate with development of content corpus based on multilingual communities existing in the country and making a broad plan on what and how to integrate the content thus collected and selected. Third, the use of local context and culture can be done following a procedural format where local context and culture can be given more priority in the earlier stages of learning English language.Slowly, learning of the culture and context of the target language is to be achieved for more comprehensive understanding. When integration is done among various communities and language groups, then English will emerge as a true global language with global ownership. Finally, we should also consider the possibility that many present languages of the world might one day die. And the only possibility of its context and culture to b e passed on may be through integration into a dominant language like English. All these expositions make the use of local context and culture in English Language Teaching a necessity.

Participation in Extracurricular Activities Essay

The topic chosen for this Internal Assessment is â€Å"To What Extent Does Participation in Extracurricular Activities Impact on Academic Success of Form 6 Students?† PURPOSE OF RESEARCH/ BACKGROUND TO THE PROBLEM: After casually observing my classmates’ grades, I have seen that some of them who participate in extracurricular activities prosper in their academics whereas some that do not participate in any, seem to fall behind and also, I have observed the exact opposite. This has led me to suspect that there is a researchable problem in which I will aim to evaluate the extent to which participation in extracurricular activities impact on academic success of Form 6 students. Furthermore, this research will serve to guide students as to where to allocate their time, in relation to extracurricular activities, so they may attain better school grades. Although many studies have been conducted on the impact of extracurricular activities on academic success, my research is specifically directed to Form Six students of a particular school, St. Joseph’s Convent, St. Joseph. Most Form Six students are involved in one or more extracurricular activity, whether it is in school or outside of school. And now that we are in a critical stage in our academic development, sitting the Caribbean Advanced Proficiency Examination, it is important to understand the value that extracurricular activities plays in helping us achieve academic success. EDUCATIONAL VALUE: This research shows a great deal of educational value. Extracurricular activities are seen as extremely important by many universities and are a requirement when applying. My study will explain why extracurricular activities are so important to the development of a student, in particular, their academic results. It will investigate and analyse the impacts extracurricular activities have on academic success from which students and their guardians can review the findings and may benefit from the information provided. It is hoped that everyone who reads my research will come away with a better understanding as to the importance of extracurricular activities and its’ impacts on academic success. TECHNICAL TERMS: 1. Extracurricular Activity- activities that impart knowledge or skill not falling within the scope of the regular curriculum. 2. Impact – influence; effect. 3. Academic Success: Favorable or prosperous results relating to education or scholarship. 4. Participation – the fact of taking part, as in some action or attempt RESEARCH QUESTIONS: 1. Is there any correlation between extracurricular activities and academic results? 2. What are the positive and negative impacts of extracurricular activities on students’ academics? 3. How much time spent doing extracurricular activities is most ideal for the average student? 4. Are there certain types of extracurricular activities that impact academic success more than others?

Management and organisations Essay Example | Topics and Well Written Essays - 3500 words

Management and organisations - Essay Example As far as Khurana (2010) is concerned, he has but made a differentiation between university-based business education and private business education because in his view, the legitimacy and credibility imparted to a university-educated business graduate by the industry as well as the general public makes it mandatory that such business students/professionals orient their profession in harmony with public good (Khurana, 2010) . Khurana (2010) has reminded his readers that the 125 years old univerity-based business school system, though initially meant for the professionalisation of management study, is now run by a â€Å"managerialistic logic that emphasized professional knowledge rather than professional ideals, and ultimately by a market logic that taken to its conclusion, subverts the logic of professionalism altogether† (p.7). I also agree with this opinion as I have always felt that managers of most business establishments have no problems of conscience in using unethical means to achieve their ultimate end, that is, enhancing the profits of their company. After arguing in this line, Khurana (2010) has called for the balancing of university-based business school education in the favour of â€Å"professionalism and professional leadership† (p.20). He (Khurana, 2010) has also stressed the need of this realignment in four areas of the interactions of such business schools, namely, â€Å"student, faculty, business, and society at large† (p.20). ... After arguing in this line, Khurana (2010) has called for the balancing of university-based business school education in the favour of â€Å"professionalism and professional leadership† (p.20). He (Khurana, 2010) has also stressed the need of this realignment in four areas of the interactions of such business schools, namely, â€Å"student, faculty, business, and society at large† (p.20). In totality, what Khurana (2010) has tried to focus is the questions related to the abandoning of the notions of public good in management education, which I also feels to be the need of the hour. From the definition offered by Oxford English Dictionary that public good is actually common good, to the definition given by Barley (2007) that â€Å"public good is where externalities happen†, there are a wide range of definitions for public good (p.202). Calhoun (2006) has reminded that what is expected from a university-based education system are mainly four â€Å"public missionsà ¢â‚¬ - imparting education for training people in â€Å"occupations traditionally centered on public service,† furthering â€Å"social mobility,† developing â€Å"new technologies,† and providing information needed for â€Å"the public sphere and also prepare the citizens to participate in it† (p.10). It is also observed that the â€Å"direct governmental financing and governance of universities† is necessitated by the notion that universities have to â€Å"contribute to the public good† (Calhoun, 2006, p.10). I want to remind here that whatever finance that reaches universities from the government is actually the taxes paid by the people. But as is criticized by Calhoun (2006), when

The Efficaciousness of the Proposed Socio-Educational Student Support Research Paper

The Efficaciousness of the Proposed Socio-Educational Student Support System - Research Paper Example The distance education enterprise, or online learning system, does not deviate from the traditional learning model, although some aspects of it are redefined. As Anderson (2004) explains, within the context of online learning, the learning occurs through the same teacher-student model. The teacher delivers the information, guides and instructs the student and the learner is expected to assimilate, reflect upon and learn the information in question. The primary difference between the two models, as may be inferred from both Ally (2004) and Anderson (2004) lies in delivery strategy and environment, rather than in the general theory regarding learning and teaching. In other words, online learning is not founded on an alternate learning theory but is grounded in the same one, or the same set of theories as is traditional learning, with the primary difference being in the format of the student to student and student to instructor/tutor interaction. Both figures indicate that there are hig h levels of interaction in the e-learning system, whether between student and content, teacher and content, teacher and student and, to a lesser degree, student and student. This means that the e-learning paradigm is based on the traditional learning model although it unfolds within a different context and delivery strategy/environment. It is the difference in context and environment which gives e-learners the impression that they do not have the requisite support systems and which, accordingly, contribute to non-completion rates.

Is there life out there other than us Essay Example | Topics and Well Written Essays - 1000 words

Is there life out there other than us - Essay Example We are able to see the process of formation and evolution of various planets, far away from our own home. There is life beyond our earth and possibly they are thriving as much as we are. There could also be beings that make use of an entirely different kind of existence which could be totally not interfering with our existence as a matter of fact even invisible to us. The question of whether there is life elsewhere in all the numerous other planets and the various solar systems that go around the millions of stars in this galaxy and in many other galaxies has always been a fascinating query. Many people have remarked in many ways in the days earlier on. But then, today almost no one among the known scientists of the planet today would say that there is no life elsewhere. Looking closely at the various papers, research works and exploration missions, that was taken up in the recent past have concluded successfully that there is a very high possibility that life exists in more than one form, in more than one location on the planets that abound in outer space1. In our own solar system, there are number of planets, planetoids and their satellites which boast of their own atmosphere. A temperature that is nearly as good as that of the earth. But then, the recent advances in the microbial sciences, have led from one discovery to another. It was spotted that there are millions of new bacterium that could possibly exist in Mars and the kind of harsh climates that they could manage to live with2. On closer introspection, one can find that the living organisms on the planet earth have been subjected to extreme conditions and that they lived through these conditions. In a similar way, conditions at many places in the universe are to the extreme side on temperature, on atmospheric conditions and on planetary material. All these have led to conclude that there is a high possibility for living organisms to exist in multi-various locations on the planetary systems3 that are continuously evolving across the universe. 3. Research Continuing research has revealed that the very definition of a living organism needs to be clearer when it comes to dealing with living organisms in other worlds. The question of 'what is a living organism' seems to have rocked the boat of the researchers in more than one way. Though there still seems to be a great amount of latency in defining the living organism, most people as of date seem to have accepted the fact that many of the so called, non-living organisms or man made objects seem to display tendencies that are similar to living organisms. They all eat, produce energy for their purpose and they also 'exhaust' unwanted or used up or unwanted material. They go through a chemical or nuclear or any other reaction that could sustain them. To date, what was found was that artificial objects do not copulate and reproduce. Current investigations into the existence of living organisms assume that the only difference between the living and non living organism is that they do not have a copulation methodology resulting in

Business Operations and Systems Essay Example | Topics and Well Written Essays - 1000 words - 1

Business Operations and Systems - Essay Example Unipart has become one of the most successful logistics companies in the UK and delivers goods to global companies like Vodafone Jaguar, Airbus, Hewlett Packard, and retail companies like Halfords and ASOS (Sherlock, 2008). The main reason behind its efficient delivery system is the Lean methodology concept. Lean methodology is a concept which can be applied to all types of companies to improve the efficiency level of the employees (Nash, Poling and Ward, 2006). The basic approach of Lean methodology is to identify and eliminate unwanted wastes in a company (Graban, 2011). There are usually eight types of wastes in every company. The first type of waste is producing goods more than it is required. The second type of waste is excessive inventory which increases the warehousing and storage costs. The third type of waste is unnecessary movement of goods and employees because it does not add value to the productivity of the company. The fourth type of waste is the unnecessary processing of goods and services which adds no value to the products and services from the viewpoint of a customer. ... The below mentioned chart will describe the Lean methodology in details: Figure 1: Lean Methodology Concepts ( Source: Nash, Poling and Ward, 2006) Challenges faced by Unipart Like any organization, Unipart faced a number of challenges. Initially, Unipart was part of a state owned motor vehicle manufacturer. Later, the government sold Unipart to its former managers. The managers decided to come up with a unique management strategy that would motivate the employees and increase the efficiency levels of the workers. Most of the workers in Unipart had completed a basic level in education since their main task involved loading and unloading of the packages. Extensive training was imparted to the workers to improve their skills but the management faced certain challenges like there were protests from the workers and trade unions. The training could not address to the basic issues and problems of the workers (Sherlock, 2008).x The managers of Unipart tried following the management principl es of global companies like Toyota, but it failed to produce any effective results (Sherlock, 2008). Remedies to the challenges The managers stopped imitating the management principles of global companies and evolved their own theory which was termed as â€Å"The Unipart Way†. This theory included certain key components like â€Å"The University on the Shop Floor†. This was a learning centre that was open throughout the working hours of the company and workers were welcomed with any sort of queries at any time of the day. The managers also introduced e-learning and work-based assessment facilities. These techniques of improving the company performance proved to be beneficial (Sherlock, 2008).

Price elacity and discremination Essay Example | Topics and Well Written Essays - 1750 words

Price elacity and discremination - Essay Example In a market where travelers faces a highly inelastic demand, it implies for business, travelers are willing part with higher airfare price. Airline firm who can set elevated prices for these travelers can definitely increase their profits and revenue. However, other passengers will be highly sensitive to prices as they may face elastic demand. Therefore, this sort of passages will respond to special price discounts and offers. The airline firms can benefit if they can separate these different sorts of consumers and therefore decrease their consumer surplus. Price discrimination is common to most industries and that the price difference can never be explained by the products` cost differences. It is a common knowledge that the airline industry has ever practiced price discrimination for several years. We all realize that on every flight the passengers do pay different prices, and also that in certain cases we observe that the maximum price is at times five times the lowest price. How do airline businesses practice price discrimination? Still remains unknown to many. The airline market can easily allow price discrimination to prevail. Barriers to entry emerging from scale economies, sunk costs as well as hub-and-spoke systems offer carriers the necessary market power even on fairly competitive routes. Airlines distinguish among themselves through occupying various slots in flight schedules, and also by offering various route networks. For instance, a carrier with a broad number of connections to the West Coast distinguishes itself from another carrier flying only along the East Coast, despite both of them selling tickets for Boston-Miami route. A market of that kind is therefore monopolistically competitive. Moreover, airline passages differ since they have unstable price elasticities of demand. Even though it`s possible to do a resale of airline tickets, it entails high search costs and also it does not get rid of restrictions, for example blackout days or even time-of-day constraints. So as to price discriminate, airline firms require being able to take apart consumer groups having different demand elasticities. The airline firm can do it by attaching different restrictions to cheaper tickets, therefore making them less attractive to airline passages with high valuation of time or even convenience as well as low price elasticity. As a loophole to exercising price discrimination, the time of buying air ticket functions best. There is no fast and hard rule, but if one buys an air ticket many months in advance it appear to be cheaper. For example, for business travelers, the Virgin Blue demands a full charge of $249 one way. For the next- day travel during the peak, it`s possible to get a restricted discount of about $149 and its present advertised best fare is about $59. This forces the question of how far out does one need to book it? And the answer is at least two months. However, if price matters, then Jetstar is definitely the leading c hoice available to consumer as one can travel to Sydney from Avalon next-day flight for just $79 one-way though on restricted discount. A month earlier, one can find a $69 fare, however, you need to book at least six weeks up to two months earlier so as to get $59 special offer. If the demand for a particular flight is far above normal, then the airline firms starts raising the price of that particular flight. It implies that

Summary of council meeting Essay Example | Topics and Well Written Essays - 250 words

Summary of council meeting - Essay Example One of the meeting Agendas included planning for seven-year capital improvement program. The plan was to be implemented starting from the year 2014 to 2021. During the discussion of this Agenda, it was recommended that the Planning commission find out about the conformity of the adopted plan of the fiscal years in the seven-year duration. The findings were to be approved by City council. The second agenda was the public hearing. During the hearing, the approval of the Zoning Code Amendment 2014-10 was discussed. The recommended action during the discussion of this agenda was that the City Council should approve the amendment which consisted of a review of the City’s development plan. The Meeting was concluded with comments from the planning commission. He said that any formal action taken on a requested issue would be discussed in the next meeting. In my opinion, the meeting was very organized. During the meeting, people behaved in respectful ways. For instance, the audience did not boo or shout at each other when they disagreed. If they disagreed they were given a chance to ask questions since the audience were encouraged to express their opinions

Background of the study Essay Example for Free

Background of the study Essay Suicide is a complex issue that eludes explanation. Theories, studies and researches have been made in order to answer the many questions regarding the nature of suicide and the underlying causes why so many people commit, or even attempt, suicide: confusion, disappointment, heroic glorification, sympathy, anger, moral or religious condemnation (Cholbi, 2006). What causes a person to commit or even think of suicide? What makes a person’s behavior suicidal (Cholbi, 2006)? Is it even rational to commit suicide? During the time of Plato, philosophers argue about the rationality of suicide. Socrates, in Plato’s work Phaedo, argued that suicide is always disgraceful because one attempts to release himself from a â€Å"guard-post† which the gods placed upon him. Plato stressed that although suicide is wrong, there are some exceptions that can be regarded as a justification of suicide. The Stoics, in contrast with these theories, argued that suicide is justifiable when flourishing life is no longer available to the person (Cholbi, 2006). It was the advent of institutional Christianity the brought about the notion that suicide is morally wrong. St. Augustine argued that it is disobedience of the fifth commandment â€Å"Thou shalt not kill†. Even the Renaissance philosophers and Protestants agree to this notion about suicide. However, Protestants believed that it is possible that God treats suicide permissible and that he allows repentance. This notion prevailed into the late seventeenth century. Even John Locke believes that suicide is wrong, that God provide us with the liberty to think for ourselves but that liberty does not include the liberty to destroy ourselves (Locke 1690). The Enlightenment thinkers brought about the examination of suicide through science and psychology. They held out that suicide results from facts about individuals, their psychologies, and the social settings in which they belong to. The nineteenth and early twentieth century brought about modern developments about theories on suicide. Some romanticized these theories by defining suicide as â€Å"the inevitable response of a misunderstood and anguished soul jilted by love or shunned by society† (Liebermann 2003). Some attempted to study suicide through psychiatry. Others, and perhaps the most prevalent perspective today, view suicide as a social illness reflecting isolation, anomie and other attitudinal byproducts of modernity (Cholbi, 2006). This latter development led to a wave of institutionalization of suicidal persons (Cholbi, 2006). Today, suicide is a growing national concern. Suicide is a major cause of public health problem. More and more people die each day because of suicide. In fact, it is estimated that about 1 million people worldwide die each year from suicide (Torpy, 2005). In 2004, a total of 32,439 died by suicide in the United States while an estimate of 811,000 suicide attempts are made each year. An average of 1 person every 16. 2 minutes killed themselves. Suicide ranks as the eleventh leading cause of death in the United States as compared to homicide which ranks as fifteenth only (Macintosh, 2006). These rates may be higher since some suicide deaths may not be recorded like motor vehicle accidents that may result from suicide by the driver or deaths where the cause cannot be determined if it is suicide or murder. Among the races in the United States, from 1994-1998 Native Americans have the highest suicide rate with 12. 71 per 100,000 population followed closely by whites with 12. 61 and then African Americans with 6. 4. However, in 2004, statistics show that whites have the highest suicide rata with 24. 7 followed by the Native American with 12. 9. Males have higher risk of suicide than females. From 1994-1998, suicide rates among males were four to six times higher than females. In 2004, males still have higher suicide rates with 17. 7 than females with 4. 6. However, females have higher suicide attempt rates than males. It is estimated that three females for every one male attempt suicide each year. It is reported that suicide risk tends to increase with age. Older persons aged 65 and above have higher risk of suicide since they have a higher incidence of depression and have greater use of lethal weapons. However, suicide among adolescents is a major cause of death. It is, in fact, the third leading cause of death among people between the ages of 15 and 24 (cite). Out of the 32,439 suicide cases in the US in 2004, 4,316 were aged between 15 and 24. An average of 1 young person every 2 hours and 2. 1 minutes killed himself (Macintosh, 2006). Experts say that for every teenager that dies of suicide, ten other teenagers attempt to commit suicide. In a survey done by the National Youth Prevention Resource Center, it was found that about one in five teenagers have thought of suicide, about one in six made plans to commit suicide, and more than one in twelve attempted suicide. Because of the alarming cases of suicide, suicide prevention is made a bureaucratic and medical occupation. Many studies were conducted to understand the underlying causes of suicide and suicidal behavior in order to determine appropriate solutions to prevent suicide cases and attempts. The suicide problem is complex ranging from psychological to social and even religious factors. As mentioned previously, studying suicide through psychology helps determine the relationship between suicide and the state and characteristics of the human mind and behavior. Through psychology, reasons why certain groups such as adolescents and young adults have higher suicide potential than others can be understood. Adolescence is considered as a crucial stage because it is the time a person experiences a lot of changes, where abstract thinking, law of morality, and ideology are developed (Christie Viner, 2005). During this stage, the adolescent is starting to develop acceptance ideas and reactions to situations. Because of this, they are easily influenced making them vulnerable to disappointing situations that may result to depression and consequently, suicide. According to Bennet (1994), adolescents and young adults with history of depression, a previous suicide attempt, a family history of psychiatric disorders, family disruption, and certain chronic or debilitating physical disorders or psychiatric illness are at higher risk of committing or attempting suicide. Among these factors, depression was found out to be the most common clinical syndrome of suicidal behavior (Petrie Chamberlain, 1983)and approximately 66 percent of those who attempted suicide have depressive symptoms (Rich, Sherman, Fowler, 1990). Psychological pains are commonly caused by sociological factors such as exposure to suicide or suicide attempts, relationships, and interactions among the member of the society and may increase the potential of having suicidal behaviors thus psychology and sociology are interrelated disciplines when it comes to determining the causes of suicide. Sociology encompasses several issues such as culture, media, peer, family, demographics, ethnicity, and socioeconomics that may influence the behavior and thinking of adolescents and young adults. Adolescents are part of the society and the interactions occurring into it such as friendship. Friends and peers are parts of the social network and is one of the central contexts for adolescents (Bearman Moody, 2004). Adolescents who are still at the stage of finding their identity needed strong association and belonging and that isolation from peers leads to lower estimations of self-worth and self confidence (Tani, Chavez, Deffenbacher, 2001). Media is also a strong influence on adolescents and young adults. Young people are very much exposed to popular media such as television, radio, movies, Internet, and reading materials. Since they are at the stage where they are easily influenced, they tend to copy the values and actions depicted by what they see in the media. Religious beliefs and practices influence the behavior and thinking of most people including the young adults. Religion is considered as a significant part of peoples way of living, resulting to various beliefs about issues. It is perceived that the more a person is religiously committed; he is more likely to avoid suicide since suicide is considered to be a mortal sin for most religions. Kendler et. al. (2003) found that some dimensions of religiosity are related to reduced risk of particular psychiatric disorders. Malone et. al.(2000) also suggests that religion can provide reasons for living. This allows people experiencing depressive episodes to be more optimistic about life, reducing the feeling of hopelessness and thus reducing the risk of committing suicide. Dervic et. al. (2004) supports this notion by suggesting that religious affiliation is associated with less suicidal behavior in depressed patients and that religiously affiliated subjects may function as protective factors against suicide attempts (p. 2303). Thus, religion is a major factor that can impact a person’s suicidal behavior. Researches have been made regarding the psychological, sociological and religious aspects of suicide. However, there is a lack of research connecting these three aspects. Thus, the purpose of this study is to examine suicide through linking psychological, sociological and religious perspectives on suicide. First, earlier research studies relating to each discipline will be examined. Then each discipline will be compared to the other two. Studying suicide through an interdisciplinary approach will help in giving a wider perspective and understanding about the underlying causes of suicide. It will also help in determining appropriate solutions in order to prevent suicide and to help those who have already attempted suicide. Possible solutions that might be determined will not just help suicidal persons psychologically but in all aspects as well, that is, mentally, physically and spiritually. The study is limited to the data and studies made by earlier researchers about adolescent suicide. The scope of the study is broad and attempts to address important issues and developments from each discipline based on earlier researches.

Research Philosophy Is A Belief Management Essay

Research Philosophy Is A Belief Management Essay The purpose of this chapter is to discuss the research philosophy, approach, strategy that is relevant to this business research. In addition, data collection method that is conducted to address the research problems as provided in chapter 2 is also included. The research methodology will be based on the research onion as introduced by Saunders et al. (2009) Figure 3.1. Selecting the appropriate methodology is essential for the effectiveness of any research (Buckley, 2006). The right choice of the approach will help to make a more informed decision about the research design and strategy that will be consistent with the research topic (Easterby-Smith et al., 1993). In this section, a questionnaire is to be designed to support data collection and further analysis on the research hypotheses. Besides, ethical issues of this research are also included in the end of this chapter. 3.2 Research philosophy Research philosophy is a belief about the way in which data about a phenomenon should be collected and analyzed (Levin, 1988). It is significant with particular reference to research methodology because: (i) it can help the researcher to refine and specify the research methods to be used in a study, that is, to clarify the overall research strategy to be used, (ii) knowledge of research philosophy will enable and assist the researcher to evaluate different methodologies and methods and avoid inappropriate use and unnecessary work by identifying the limitations of particular approaches at an early stage and (iii) it may help the researcher to be creative and innovative in either selection or adaptation of methods (Easterby-Smith et al., 1993). Figure 3.1 Research onion Source: Saunders et al. (2009) According to Saunders et al. (2009), there are four research philosophies in management research including positivism, realism, interpretivism and pragmatism. The choice of research philosophy will therefore influence the development of the research. And although each research philosophy has its strengths and weaknesses (Neville, 2005), the author chooses philosophy of positivism for this study because of the following reasons. The philosophy of positivism research is considered a source of knowledge closely associated with the physical and natural sciences (Alavi and Carlson, 1992). The special features of positivism are seen to be a philosophical ideology and movement, and it has a certain influence in human perception (Birger, 2005). By positing a reality in separation of subject and object, the positivist paradigm provides an objective reality against which researchers can compare their claims and ascertain truth (Popper, 1972). Positivism is largely concerned with the testing, confirmation and falsification, and predictive ability of generalizable theories about an objective, readily apprehended reality (Chua, 1986; Orlikowski and Baroudi, 1991). The objective of positivism is to provide a valid logical foundation for empirical research, and simultaneously restrict the scope of human rationality in scientific study to discovery the efficient means with its aim to achieve the end goal Friedman (1953). 3.3 Research approach In their 2009 work, Saunders et al. referred to the two broad methods of reasoning as the deductive and inductive approaches. Deductive reasoning works from the more general to the more specific, meaning that it starts with a theory, and then hypotheses are developed and a research strategy is designed to test the hypotheses. Meanwhile, inductive reasoning moves from specific observations to broader generalizations and theories, meaning that theories are developed as a result of data collection (Saunders et al., 2009). In this study, the author chooses deduction research approach due to the following reasons: It involves the development of a theory that is subjected to a rigorous test (Saunders et al., 2009). It is the dominant research approach in the natural sciences, where laws present the basis of explanation, allow the anticipation of phenomena, predict their occurrence and therefore permit them to be controlled (Collis and Hussey, 2003). Deductive reasoning is more narrow in nature and is concerned with testing or confirming hypotheses (Babbie, 2001) and therefore, more suitable with the context of this study. 3.4 Research strategy Saunders et al. (2009) stated that research strategy is important as it will help to answer particular research questions and meet research objectives, and that the choice of research strategy will be guided by the research questions and objectives, the extent of existing knowledge, the limit of time and other resources available. The strategies as indicated in the research onion (Saunders et al., 2009) are: experiment, survey, case study, action research, grounded theory, ethnography and archival research. In this study, the author thinks that case study strategy is most suitable and consistent with the research objectives, for the following reasons: It is a strategy for doing research which involves an empirical investigation of a particular contemporary phenomenon within its real life context using multiple sources of evidence (Robson, 2002). It provides a better understanding and content theorization of the processes and context in which the practices of management control take place (Morris and Wood, 1991; Adams et al., 2006; Berry et al., 2009 cited in Simoes and Rodrigues, 2008). It can be a very worthwhile way of exploring and challenging existing theories and provide a source of new research questions (Saunders et al., 2009). It has considerable ability to generate answers to the questions Why, What and How (Saunders et al., 2009) that are raised in this study. According to Yin (1994), the case study methodology is the most suitable approach to answer the questions Why? and How? In this case, the questions we want to answer are: Why has the BSC been introduced as a performance measurement tool? and How is the BSC model evaluated via employees feedback? How is the relationship between those measures? The advantage of this approach lies in the possibility of achieving triangulation (Denzin, 1978) which is given by the possibility of using many data sources. 3.5 Research Method As indicated in the research onion by Saunders et al. (2009), mono method, multi-method or mixed methods can be used as the system of collecting data for research projects. In multi-method, quantitative and qualitative researches are used widely in business and management research to differentiate both data collection techniques and data analysis procedures (Saunders et al., 2009). Qualitative research method focuses on discovering and understanding the experiences, perspectives, and thoughts of participants-that is, qualitative research explores meaning, purpose, or reality (Hiatt, 1986). It is usually described as allowing a detailed exploration of a topic of interest in which information is collected by a researcher through case studies, ethnographic work, interviews, and so on (Harwell, 2011). Meanwhile, quantitative research method attempts to maximize objectivity, replicability, and generalizibility of findings, and is typically interested in prediction. Its key features are th e use of instruments such as tests or surveys to collect data, and reliance on probability theory to test statistical hypotheses that correspond to research questions of interest (Harwell, 2011). In supporting this studys objectives, the author chooses to use both qualitative and quantitative researches. It is hoped that the combination of these two methods will strongly support the development of this study in terms of data collection and analysis. Specifically, qualitative approach will be applied in this study via closed questions in questionnaires to obtain information with its aim to explain how the factors impacting BSC in current context of HSBC. Besides, data of research allows researchers to access and recognize population attitudes, perceptions, and ideas about particular social questions with a small sample, as well as practical knowledge (Swidorski, 1980). Accordingly, questionnaire surveys play an important role in helping researchers understand the principles of questionnaire design to explain results in an optimal and meaningful way (Slattery et al., 2011). 3.6 Methods of collecting data 3.6.1 Data source Data are facts, figures and other relevant materials, past and present, serving as bases for study and analysis (Dekeba, 2012). Therefore, data collection is an important aspect of any type of research study. Data gathered by different methods may provide different windows onto social world (Gilbert, 2008). On the other hand, inaccurate data collection can impact the results of a study and ultimately lead to invalid results (Afroze, 2010). Basically, data collection includes primary data and secondary data. Primary data is the data which is collected for the first time (Hair et al., 2011). Researchers discussed that the major advantage of primary data is that the information is specific, relevant, up-to-date and that they answer specific research questions that secondary data cannot. However, cost and time consuming are its main disadvantages (Onkvisit Shaw, 2008). Secondary data is the data which is not originally collected but rather obtained from published or unpublished sources (Jha Shah, 2009). Its advantage is that it can be quickly and cheaply obtained, however the most important limitation is that it may not be accurate and updated, therefore not meeting specific research needs (Saunders et al., 2009). In particular, both primary data and secondary data are used in the research with the purpose of providing an objective and multifaceted view on the topic. Secondary data retrieved from e-books, e-journals from the Universitys e-library, websites and HSBCs available internal sources and the banks internal and restricted reports on strategy, structure and procedures as inputs for chapter 1 and 2 and for designing questionnaires. Primary data is to be collected from a survey using questionnaires amongst HSBCs staff within the scope of this research. 3.6.2 Data collection method As mentioned by Saunders et al. (2009), three ways of primary data collection include Observation, Interview and Questionnaires. Observation involves the systematic observation, recording, description, analysis and interpretation of peoples behavior (Hodges Videto, 2011). The main advantage is that it allow researcher to witness behaviors, skills, record and reflect those in their research. However, it is possible that the researcher makes incorrect observations and interpretations (Kerlinger, 1988). Interview is defined by Kahn and Cannel (1965) as a purposeful discussion between two or more people. Interviews help researchers gather valid and reliable data that are relevant to their research questions and objectives but it is a costly method in term of time and money. The interviewer is also needed to be equipped with skills so that they do not interfere or mislead the interviewees with their questions (Saunders et al., 2009). Questionnaire is one of the most widely used data collection techniques widely in business and management research for descriptive or explanatory (Saunders et al., 2009). The term questionnaire is defined as a formalized set of questions with the purpose of obtaining information from respondents (Malhotra et al., 1996). According to Ackroyd and Hughes (1981), questionnaire has some limitations such as: (i) respondents can misinterpret the questions and therefore give incorrect answers, (ii) limited information can be retrieved due to formatted questions, (iii) low chance for the collector to come back and ask for clarification from respondents and (iv) respondents may not be willing to answer if they are not required. However, according to Afroze (2010), there are various factors influencing the choice of a data collection method, including research questions, resources available, scope of work, timeline, and so on. Further to this study, the author decides to choose collecting data using questionnaires rather than observation and interview approaches when considering all these factors and referring to the following advantages (Ackroyd and Hughes, 1981). Large number of responses can be collected from a large number of people in a short period of time and in a relatively cost effective way The results of the questionnaires can be quickly and easily quantified by the researcher or through the use of a software package It can be analyzed more scientifically and objectively than other forms of research When data has been quantified, it can be used to compare and contrast other research and may be used to measure change Positivists believe that quantitative data can be used to create new theories and/or test existing hypotheses Figure 3.2: Types of questionnaire Source: Saunders et al. (2009) As indicated by Saunders et al. (2009), there are two kinds of questionnaires including self-administered and interviewer-administered questionnaires. In this research, self-administered, delivery and collection questionnaire is used, due to the following rationales. à ¢Ã¢â€š ¬Ã‚ ¢ It is more cost effective to administer than face-to-face interviews, convenient to respondents as they can complete it at a time and place that is convenient for them, reducing the possibility of interviewer bias, and is perceived to be less intrusive than telephone or face-to-face surveys and hence, respondents will more readily respond truthfully to sensitive questions (Eiselen et al., 2005). à ¢Ã¢â€š ¬Ã‚ ¢ The responses are gathered in a standardized way, so questionnaires are more objective than interviews, and information can be collected from a large portion of a group (Milne, 1999). It facilitates generalization but on the downside, could lead to false conclusions (Deem et al, 2010). According to OLeary (2004), a well-designed questionnaire should meet the research objectives. It should give accurate and relevant information to the research questions and be clearly organized and presented in a way that ensures respondents fully understand the questions and provide accurate, unbiased and complete information. Accordingly, the author was trying hard on building a questionnaire that works in practice and meets the research objectives as elaborated in Chapter 1. In this research, the questionnaire is divided into six sections of 28 questions as described in Figure 3.3 below. They are designed to collect information regarding employees comments and feedback during the implementation process of BSC in HSBC. Figure 3.3: Allocation of questions and research content Section Description Question Section 1 Balanced Scorecard weighting Q1-4 Section 2 Setting objectives Q5-14 Section 3 Financial Q15-18 Section 4 Customer Q19-21 Section 5 Internal processing Q22-24 Section 6 Learning and growth Q25-28 It is a combination of a 5-point Likert rating scale (Likert, 1932) (1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree) and open-ended statements Please explainà ¢Ã¢â€š ¬Ã‚ ¦ to collect both quantitative and qualitative information. In other words, questionnaires include both quantitative and qualitative questions with which participants can choose one of the five ratings and explain their choice. This ensures respondents have the option to add their own views and feelings (Fisher, 2007) and, on the other hand, providing more information and facts to the author in doing research. It may take 10-15 minutes to complete a self-administered questionnaire. In general, the research is more about what employee experience is with the BSC than about getting a correct answer (Waal et al., 2009). In addition, it is necessary to have a questionnaire cover letter written in order to shortly explain to the respondents of the questionnaire what the survey is all about and what is the purpose of asking the questions (Kiernan, 2005). Considering the nature of this research, it is also essential to let people know that their participation is voluntary and that their data are anonymous and confidential. In this survey, 28 questions are designed in an attempt to get answers to 7 hypotheses as mentioned in Chapter 2, following are the general descriptions: Q1 is to classify sales and non-sales position of participants at HSBC. Q2 is to classify the seniority of the participants at HSBC. Q3 4 are to explore the proportion of the four perspectives of HSBC BSC. Q5 is about the effectiveness of BSC at HSBC. Q6, 8, 9, 10, 11, 12, 13, 14, 16 19 are to explore positive effects of BSC at HSBC, in which Q6 is about strategy translation, Q8 about strategy link, Q9 about employee understanding, Q10 about tracking record, Q11 about clear communication, Q13 about feedback encouragement, Q14 about employee satisfaction, Q15 about long and short term link, Q16 19 about a clear focus on achieving targets. Q7, 8, 9 11 are more focused on employee understanding Q17, 18, 20, 21, 22, 23, 24 are about potential relationships between four perspectives, in which Q17 18 are about relationships between financial and customer value and learning and growth, Q20 21 about relationship between learning and growth and customer, Q22 23 about relationship between customer and internal processing and Q24 about relationship between learning and internal processing. Q25, 26, 27 28 are more focused on learning and growth to figure out if it is the weakest point in HSBC BSC. All these questions are written in details in the Appendix 1 under a full questionnaire. 3.6.3 Sampling method Sample is a part of a population whose properties are studied to gain information about the whole (Webster, 1985). It is a process of selecting respondents form larger part for the purpose of a study. Sampling owns a lot of advantages. It saves time, costs and efforts, making data collection become more manageable as fewer people are involved, and the results will be available more quickly. And to ensure a sample is representative, it is suggested to obtain as high a response rate as possible. According to Saunders et al. (2009), sampling techniques help to reduce the amount of data needed to collect by considering only data from a sub-group rather than all possible cases or elements. Two types of sampling techniques are probability sampling and non-probability sampling. In probability sampling, sample units are selected randomly, whereas in non-probability sampling, they are selected based on the researchers judgment, convenience, or other non-random process (Blattberg et al., 2008). The choice of which technique is used in this research is made in favor of non-probability sampling. Due to the scope of work and the limitation of time, the survey is conducted amongst Premier Center staff only. Only 40 people are included in the survey, they are at different positions (teller, counter officer, service assistant, service manager, relationship officer, sales manager) and different levels of seniority (senior, junior, new joiner). And in this case, it is not necessary to launch a pilot test as recommended by Peterson (2000). There are two primary reasons. First, they are every day dealing with issues related to BSC systems, from setting objectives at the beginning to rating performance every mid-year or year-end. Their daily work and performance is directly subject to all measures of the BSC. Hence, a lot of opinions and feedback can be collected as a source of data collection. Second, they are all working in Premier Center that is the same workplace with the author, then the nature of working environment and the point of view can be quite identical and easier to approach. Moreover, response rate can be high and they are more willing to support the author in doing questionnaires with frank answers. It is believed by many observers that higher response rate will assure more accurate survey results (Rea and Parker 1997). 3.7 Framework of data analysis Figure 3.4 below provide a summary and connection between research objectives as mentioned in chapter 1 and related literature in chapter 2 and equivalent hypotheses as provided in regards to questions designed in chapter 3 to collect data and information for further analysis. Figure 3.4: Summary of chapter 1, 2 and 3 and relevance Objective O Literature Hypothesis H Question Q O1: To understand BSC as a performance measurement tool Performance Measurement and BSC H1: BSC and its perspectives act as an effective performance measurement tool Q5 O2: To identify positive and negative effects of BSC in HSBC Vietnam Positive and negative effects of BSC (9P3N: 9 positive 3 negative points) H2: There are relatively positive impacts of BSC in HSBC H4: There are relatively negative impacts of BSC in HSBC Q6-8-9-10-11-13-14-16-19 Q12 O3: To measure if HSBC BSC model is different compared to an ideal model What is an ideal model? (Norton, 2000) H6: The execution of BSC in a specific organization in practice is different with an ideal BSC Q3-4 O4: To evaluate the relationship between employee understanding of the organizations objectives with a well-performing organization What is a well performing organization? (Steward, 1999) H3: There is a positive relationship between a well performing organization and its employees understanding of its objectives Q7-8-9-11 O5: To analyze the causal relationships between 4 perspectives of BSC Relationship between four perspectives H7: There is a causal relationship between 4 perspectives of BSC in HSBC Q17-18-20-21-22-23-24 O6: To identify the weakest one of the four perspectives. H5: Of the four perspectives of HSBCs BSC, learning and growth is the weakest point. Q25-26-27-28 Due to the nature of this study and the limited timeframe, the author only uses simple formulas in excel 2007 to consolidate figures and analyze data. Analysis is based on quantitative and qualitative information collected from the survey as well as from the authors individual understanding of the subject. 3.8 Ethical issues Since people are the subject of research, it is very difficult to avoid falling into ethical issues (Monette et al., 2005). Therefore, approval has to be obtained from management to conduct this survey at Premier Centers, and a brief explanation of the purpose of the questionnaire is necessarily included in cover letter in order to have an appropriate approach and outlook from participants. In addition, the research topic is about Balanced Scorecard, which is in fact a relatively sensitive issue in terms of human resource management. It covers all employees and managers at all levels as well as issues concerning employees benefits, corporate governance, empowerment, motivation and retention policy and so on. As such, particular attention must be paid to the approach of gathering information from subjects in banking area which are considered to be sensitive, especially in HSBC where privacy and confidentiality is part of its code of conduct and execution. Being aware that disclosure of the banks information to third parties can put the bank at risk and result in operational and reputation loss, there are several points that need high commitment as follow. First, participation in this survey is entirely voluntary and the rights of respondents as human beings should be respected at all times (Cohen, Manion Morrison 2004). Second, for privacy concerns, no actual names of participants are to be revealed. Information provided by them remains confidential and will be reported in summary format only. Third, the content and results of this study are required to be kept private and confidential between the author and the professor only. As some restricted and highly restricted information has been used in this study, particularly highly sensitive and confidential performance data has been obtained, public access and reference are not allowed for any purposes. 3.9 Chapter summary This chapter on methodology enables the author to gain a rich understanding of the context of the research and the processes being enacted, therefore answering the why, what and how questions (Saunders et al., 2006). This section also provides a connection between itself with the research objectives in chapter 1, literature and hypotheses in chapter 2 by presenting research method and data collection via a list of questions to be worked on. Further in the next chapter, results and analysis on collected data will be discussed in details.

Petroleum Systems :: Petrol Oil Gas Geology

Petroleum Systems I. Introduction This paper covers a very interesting topic for people who are keen on the geological concepts to the discovery of petroleum. The subject matter itself covers research findings on how related areas in petroleum discovery can be appreciated by students in this particular field; more so, by ordinary people who may or may not have a deeper level of understanding and appreciation about the wealth of the earth, particularly on petroleum. The work required of this paper is not easy. It takes a lot of patience in finding the right mix of materials that would produce the kind of output the student wants to find out and to prove his thoughts about the subject matter. Considering that the subject matter is highly technical, one has to patiently go through the rigors of reading lots of materials, comparing and writing down notes and drawing conclusions for one self. How one appreciates the subject matter and his researched work truly reflects how this paper, as a whole, is well thought about, understood and presented. It is hoped that at the end of this paper, one is able to get the bigger picture about the processes involved in the petroleum system, from its source to trap, and that he can draw for himself, in layman's terms, how processes can be understood by ordinary people. II. Petroleum Petroleum "occurs in a liquid phase as crude oil and condensate and in a gaseous phase as natural gas" (Petroleum Geology, 2003). The development of petroleum in gaseous phase is largely dependent on the "kind of source rock from which the petroleum was formed and the physical and thermal environment in which it exists" (Petroleum Geology, 2003). Petroleum is commonly identified as the crude oil, in liquid form, which is found deep below the ground surface around less than 20,000 feet. Petroleum is "found in sedimentary basins in sedimentary rocks" and for it to develop accumulations it has to meet several conditions, namely: "(1) There must be a source rock, usually high in organic matter, from which petroleum can be generated; (2) There must be a

In this essay, I intend to discuss the ways in which the poems Dulce :: English Literature

In this essay, I intend to discuss the ways in which the poems Dulce Et Decorum Est and Charge Of The Light Brigade represent war. I will discuss the themes of death, emotions, conditions and opinion. In Dulce Et, death is shown as horrific and that of terrible suffering. "His hanging face like a devil's sick of sin." This simile describes the way in which the poet Wilfred Owen saw the men suffering. He uses an effective method of a metaphor, 'Devil's sick of sin', and this metaphor shows just how horrible death is. When a devil is sick of sin, it is no longer a devil, this means that the man described is no longer a human. However, in the Charge, death is shown as quick and clean. This is shown in the quote "While horse and hero fell." Death is not described in the detail of Dulce Et, because the poet wants to show war as glorious and honourable, this could not be achieved if the poet talked about the horrible way in which the men die. The poet uses the word heroes because it shows the men as honourable and glorious, which is the intended message of the poem. In Dulce Et, death has no glory and the men have no sense of dignity. "The old lie: Dulce et decorum est pro patria mori." This quote shows that the statement 'that dying for ones own country' is a complete lie. Wilfred Owen does this to emphasise how horrible and undignified death really is. Owen wants to show that death has no glory and is undignified. The poet also uses Latin, because the reader will recognise the language used is old fashioned, this will then make the reader feel as though war is now old fashioned and pointless. He uses the contrast of two languages to show the difference of views in the two different time periods. In comparison, in the Charge, death is shown as honourable and glorious. "When can their glory fade?" This poem presents death as quick and without suffering, the poet says that the men who died for their country are glorious and should always be remembered. However, when both poems have been read, the reader sees war as even more futile because the men know that it is almost impossible to achieve victory against so many enemies, so they are in effect going in to the battle to die for no reason. However, the Charge's poet shows the men as honourable because they did not question the orders. Both poems show that death is not important. In Dulce Et, death is a

Huckleberry Finn :: essays research papers

The Adventures of Huckleberry Finn   Ã‚  Ã‚  Ã‚  Ã‚  Attempting to make decisions is difficult when one experiences doubt in one’s mind or when one’s upbringing goes against it. In “Huck Finn'; by Mark Twain , the main character Huck has to first confront doubts and then form plans to surmount an impossibly tragic end. These efforts demonstrate that one’s upbringing and morals are sometimes insufficient to cope with the immense problems that arise along a journey, and that the decisions one must make must come from the heart. During this story Huck solves many problems by listening to his heart. Although he believes that he is doing wrong and that people and god will look down upon him, he is actually doing what is morally correct.   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of the story Huck runs away from his friends and family to Jacksons Island. On Jacksons Island he is confronted by Jim who is a runaway slave. Jim being an African American is looked down on by society. When Huck is faced with the decision of choosing to rat on Jim or keep his secret Huck has a hard time. He knows subconsciously that Jim has done something wrong. Yet he follows his heart and decides to keep Jims secret. He says'; people would call me a low-down abolitionist and despise me for keeping mum';. Huck here shows that he isn’t only running away form home but He’s running away from everything that home stands for. This happens many times in the story. Huck starts to see Jim as a friend rather then a black man. When Huck plays the prank on Jim after the raft gets separated Huck apologized to Jim. He knew society would have never apologized to a black person. But now Huck listens to his heart not what society has taught him.   Ã‚  Ã‚  Ã‚  Ã‚  Many times in the book Huck actually comes face to face with telling on Jim but in the end doesn’t. The first incident occurred while being faced by two men looking for a runaway slave. He was directly faced with the choice of “doing the right thing'; or turning Jim in. He decides to do the wrong thing and tells the men he’s traveling with a white man. The next time is when he writes the note to Miss Watson telling her about Jim. After thinking he says “seem to strike no places to harden me against him, but only the other kind';.

Impact of Bric Countries on the Global Economy Essay

Looking forward to 2016 focusing in the BRIC group of countries, what impact will they have on the world economy? (30 marks) The BRIC group of countries consists of Brazil, Russia, India and China. BRIC describes the growing power and influence of the emerging markets of these countries in the global economy. In recent years, all four BRIC countries have experienced rapid economic growth, especially China. The BRIC countries were predicted to account for 37% of global growth between 2011 and 2016 and this will increase their share of global output to 23%. On the other hand, the proportion of the G7 economies’ global output is forecasted to fall from 48% to 44% over the same period of time. This data suggests that the growth of the BRIC economies is having a negative impact on the major economies. Manufacturing in the Europe and North America has been slumping in recent years due to the increasing price of raw materials and labour. People are being replaced with high-tech engineering hence there are fewer jobs. As a result of this, a lot of manufacturing is being moved to the BRIC countries where labour costs are raw materials are cheap. This is having an adverse effect on countries such as the UK. For instance, the UK car manufacturing industry cannot compete with China in terms of prices and output, hence leading to a decline in the industry. The buying power of consumers in the BRIC countries has improved as their economies have grown. Confidence has also increased within businesses and consumers, leading to more economic activity. As a result of this there have been more opportunities for other countries to export their goods to the BRIC countries. In addition, many brands and stores are expanding into these countries to fill gaps in not yet occupied in the emerging markets. The expansion opportunities for businesses in the BRICs will encourage growth in the global economy. However, the gaps in the emerging markets are being filled rapidly by multi-national companies therefore these opportunities will be few or gone in the coming years. The BRIC countries are manufacturing based therefore they rely heavily on raw materials. As a result of this there has been a lot of investment in other countries to secure natural resources. For instance, China invested a lot in African nations where it is trading cash for oil drilling rights. These trade deals should lead to improved economic conditions in Africa and other countries. Stock markets in the BRIC countries are emerging ones therefore they tend to give higher returns compared to developed markets around the world. Data shows that in 2010, Russia & India stock markets performed better than all other markets; Russia gave returns of about 21% while Japan gave negative returns of about -3%. This would most likely result in investors shifting from developed economies to the emerging economies of the BRIC countries. As a consequence, other countries could witness a slower economic growth. However, the stock markets fluctuates frequently hence investors will invest based on a short term evaluation. Finally, looking forward to 2016 I think the BRIC group of countries will have a positive impact on the world economy. The BRIC economies have provided businesses with lucrative investment opportunities and a growth market. Making use of these opportunities could help revive the global economy. Although the BRICS are seen as a threat to developed economies such as the US and UK, the trade activities such as exporting and importing Is helping all the economies involved.

Andrew Carnegie

A man who had a goal and stopped at nothing to achieve It. Some call him a robber baron and others, a captain of industry. At thirteen years of age Carnegie had moved to America from Scotland. This move was exactly what was needed for Andrew Carnegie to begin building his empire and In doing so, contributing to society along the way. I respect Carnegie a great deal for his success and by no means, contribute his success to anything other than his determination, want and persistence.I feel Carnegie contributed a great deal to society. He has paved many ways and helped society evolve greatly. Many portray him as this monster who cared not for anyone except his money and success however, that is not the case. In my eyes, someone who comes from such a background as Carnegie had, should be proud of his accomplishments. Unfortunately, envy and jealousy are a part of human nature. We always want what we can't have yet, we can have most of the things we want but, to do so usually means we ha ve to work harder, think outside the box and take risks.We have to have he want. Carnegie did. I am baffled that more people cannot see the good that Carnegie has done. Most of the people in Carnage's time had jobs due to him. Now, they may not have been paid in fortunes but, if I remember correctly, Carnegie was not paid that way either in his early life. He started out in poverty and rose to the top. He worked in cotton mills with his father from dawn to dusk, making $1. 20 as a bobbin boy. Carnegie had a dream, and it was a big one. His intelligence and desire to learn are what helped make his empire. Carnegie was an Industrialist.He believed that the rich and wealthy had a duty to use their riches In ways that promoted the advancement of society. This Idea is what he referred to as the Gospel of Wealth. He wanted to give back and help those who wanted to help themselves. Carnegie believed that the lifestyles of wealthy and how they live actually benefits society. I also believe the same. It provides a vision for the poor to want to strive to. This vision is what separates the ones who wanted to better themselves from the ones who don't want to put in the work. Throughout his wealthy life, he gave so much to society.The best means of benefiting the community is to place within its reach the ladders upon which the aspiring can rise?free libraries, parks, and means of recreation, by which men are helped in body and mind; works of art, certain to give pleasure and improve the public taste; and public institutions of various kinds, which will improve the general condition of the people; In this manner returning their surplus wealth to the massif their fellows In the forms best calculated to do them lasting good. † (Finer 30) There Is no disputing the fact that employees of his were not treated In the best says.He ran his factories In such a way that he was hated for It. Carnegie wanted his factories to run at the maximum. He was a brute of a boss but, so are many still stressful and harsh work environments. In fact, I would bet my life that there is abuse in the workplace still today. The differences are few between today and Carnage's time. He went about a lot of things in a very different way than most. In doing so, even with the harsh and abusive work environment, he still thought of the benefit of the people. The belief that it was his obligation to give back as much as he could.He always looked at the big picture of things. There were two sides of Carnegie. On the one, he was a very intense, brutal boss. He wanted the maximum output of most things. He was willing to do what needed to be done to succeed. He was a genuine businessman. On the other, he was a very intelligent, giving, and very caring man. He believed that anyone could make themselves a better person and by doing so would be contributing to society. Carnegie wanted a society where everyone strives for greatness, where all men could better themselves. He wanted to he lp this happen in NY way he was able to.He believed that contributions to helping those who wanted to improve was one of the greatest contributions of all. He wanted to see society succeed. He helped bring America to it's highly powerful level that it is at. â€Å"There were the famous libraries-three thousand of them costing nearly sixty million dollars; there were the Carnegie institutes in Pittsburgh and Washington, Carnegie Hall in New York, the Hogue Peace Palace, the Carnegie Endowment for International Peace, and the precedent-making Carnegie Corporation of New York, with its original enormous endowment of $125,000,000. † Ornithologist. Mom) We all need and enjoy the resources of public libraries and a vast majority have been provided by Andrew Carnegie. Although he left a bitter taste for most when it came to his workers, his many other contributions and commitments should out way the distaste. Carnegie lived up to his beliefs at their fullest in his end of days. He l eft almost all of his fortune to philanthropies. Carnegie shows us that even the best of men with the greatest of ideals can fall victim to the temptations of wealth. However, his victory in he end, of not forgetting his beliefs , also shows us how theses failures can be turned into successes.In the elite group of the â€Å"one percent,† Carnegie was very much different from the majority. He felt compelled to do good with his success and fortune. He felt that benefiting society by any means was in fact, the greatest victory of all. I feel that this statement from Andrew Carnegie is one of great value and is an appropriate conclusion to my essay. Meet the day is not far distant when the man who dies leaving behind him millions of available wealth, which was free for him to administer during life, will pass away â€Å"unwept, unhorsed, and unsung,† no matter to what uses he leaves the dross which he cannot take with him.