Development in Malaysia Essay

As Malaysia had experienced an extraordinary economic growth in the last 3 decades is has brought high standards of living for the majority of the people. The people in Kuala Lumpur and major tourist destinations can now enjoy a quality of living which is very similar to developed countries. While Malaysia has done extremely well in some areas there are still challenges that the Government is lacking in delivering healthcare and education to all. In Sarawak and Sabah for example, ethnic minorities are situated in distant areas of Borneo’s rainforest where mountains and rivers are dividing villages from schools and modern services. It is tough for the families who live in these villages as not everyone is able to access the benefits of modernisation. The wealthiest 20% of Malaysians control 53. 8% of the wealth whereas the poorest 20% of the population controls only 4. 5 percent of wealth. Once the country started to modernise, Malaysians living in urban areas has increased from 27% in1970 to 62% in 2000. Forms of poverty started to appear; both urban and rural. After the time of the independence, Malays had migrated to the cities. Arguably, the monthly income is not enough to be able to support a family of four to meet their needs. Roughly quarter of the population could not afford to live in descent accommodations and had to live in squatter settlements as it is more affordable. A poverty reduction programme was introduced, where the poverty line had decreased from 7. 7 % in 1999 to 5. 1% in 2002. This shows a positive reduction. Elderly and disabled people got the opportunity to receive welfare support from the government. In Malaysia, the poverty rate shrank from slightly over half of the population in 1973 to 7. 8 percent in 1995. This means that if poverty reduction continues at the same rate, by 2003, there would be no one left below the poverty line of $2 international dollars a day. This is mainly because the government is trying to increase expenditure on major anti-poverty programs to protect real spending per individual, specially targeting the expenditure for small-scale loans and income generated activities for the poorest in rural areas as well as improvements in welfare programs. Apart of that, the government also spent safety nets for the newly poor through urban micro-credit programs and provision of special skills training for unskilled workers. This progress in poverty reduction measured in income terms is mirrored by improvements in social indicators. Malaysia’s achievements in increasing life expectancy (2003: 70. 6 years for male and 75. 5 years for female) are particularly impressive. Conclusion / Recommendations Monitoring of the gender and development – Since 1988 Malaysia has been experiencing an economic boom. The high growth of the economy was achieved with almost full employment. This strong performance in growth has resulted in basic structural changes in the economy. Ever since the experience of the economic boom, there have been changes in the roles of employment. From the above data, it is evident that there are significant increases in the participation of women in the manufacturing sector and the work force as a whole. Analysis of the of the many positive changes in the improvement of women’s health has lead to a greater amount of children with more access to education across all levels. Now that shortage of labour has increased. It gives a stronger possibility for women who are unpaid to move to paid labour. With the greater amount of job opportunities and demands for both skilled men and women in the manufacturing sector. Moreover with a wider range of availability this strengthens the workforce which helps build a stronger economy providing more employment and attracting foreign investments. As works with the Government and United Nations have been put into place for introducing new projects and programmes that look at decreasing gender inequality. This positive strategy will raise awareness of the situation and allow advancement of women to take place in the future and result in better educated women reflecting into a more economically productive community. One of the most essential factors for the empowerment of women has been education. As today, there are more females than males in the institutions of higher learning education. However, further studies should be put in place to identify problems and solution, for maintaining this industrial growth. They should implement the role of sharing experiences, with one another through bottom-up development and having expertise to keep strengthening the environment and success of the many efforts that have contributed into helping Malaysia The Government should be concerned with financial support. The greater focus on financial support would allow them to invest in equipment, technology and/or research and development. I suppose it is also important to have enough resources provided for the equality of gender and eventually, continuing to regularly update the progress of the gender financing situation which could have a positive effect for Malaysia in the long run. If the government continues to enhance efforts, to further improve the status of women, then this might enable them to reach their full potential as they are likely to have more belief in themselves resulting in more opportunities of them being included in the process of policies and/or programmes. Bibliography http://www. state. gov/g/drl/rls/hrrpt/2007/100527. htm http://www. unicef. org/malaysia/support_6017. htmlhttp://www. unicef. org/malaysia/support_6017. html http://www. unicef. org/malaysia/support_mdgs_malaysia. html http://genderindex. org/country/malaysia http://www. unescap. org/huset/women/reports/malaysia. pdf http://thestar. com. my/news/story. asp? file=/2008/8/2/business/21954384&sec=business – http://www. kuala-lumpur. ws/culture-traditions/ http://www. wao. org. my/news/20010301statusreport. htm#Government.

Lengthening the School Day

Introduction Let me tell one of my experiences while in school. It was at exactly 3:15p.m when the physics teacher came into class. Normally the class ended at exactly 4:00 p.m.The entire lesson was quite interesting and I knew given a question on the topic I would answer it within seconds. The 4 o’clock bell rang and my mind switched to the soccer game we played the previous day. Despite the red group beating us, I knew our time to revenge had come. The teacher just assumed that he didn’t hear the bell ringing. He continued talking and talking. I realized that no one was paying him attention. Zen was busy   looking at his watch confirming the time, there were some noise in the class, books falling down ,a yawn etc.These were signals to the teacher that learning time was over, we were tired and needed a break. Finally I summoned courage and informed the teacher that time for the lesson was up.After giving me a good lecture on importance of learning, he left. There was a sigh of relief and students rushed out of class some to play soccer, swim and some to hang out. Leaning In Informal Settings Hours spent outside school and classroom setting have large impacts on high performance and social development of the students. Many people have questioned whether time outside class can boost their grades. My answer is –yes it does. Contrary to what many people beliieve, much learning takes place in outside school settings like home and the community. Hours spent outside school give a good chance of reinforcement of what is learnt in the classroom. Time Spent With Parents Parents for instance play a bigger role in student’s achievement. When parents spend time with their children, they supervise their school assignments ensuring that it’s well done. For example, my father used to check all my books after school. This made me pay attention during class time because I knew I had to explain to him why I failed some sums like in arithmetic. They do show the children their love and ensure they eat well balanced food and are generally healthy. By telling them their expectations, they reinforce high performance of the students. They share their own past experiences and provide information on how the students can access resources like libraries. They provide a link with relatives or people who have excelled in studies. All these are done outside classroom and automatically lead to high student performance. This is because the time the students are in school they will have maximum concentration due to their good health. Children learn from museums, libraries and theters.Incorperating community, family partnerships in students learning leads to greater student achievement than adding those extra learning hours in class. Sports Many times parents, guardians and even teachers think that time spent by students in sports hinders high achievement by the students. This is not true.Reseach shows that students participating in sports score higher grades than the non participating ones. Those who are always in class reading books without engaging in sports don’t score highly in tests .While many people argue that participation in sports hinders maximum concentration in studies, this is not true. Balanced participation leads to greater achievements than extending learning time for students. Good Planning Research shows that when teachers are given enough time to teach they produce better results than ‘too much time. In this case, adding an extra 2 hours to learning time is too much time. The teachers are in a position to plan their lessons well and teach effectively than adding them an extra 2 hours. Teachers can use power point handouts and small group tutorials which are more effective than too much classroom learning. Teachers can minimize time spent in school by giving group assignments . This makes students share ideas hence minimize the time used. This is very effective and improves average mean score of the school teachers go straight to the point unlike extra hours which give room for story telling and idle talk. This happens that the teachers can easily miss classes knowing they have extra time to teach. My argument is that teachers can accomplish much within time given than adding more time. Poor Concentration The human mind works well when fresh. Adding extra hours for instruction will mean that students are taught while exhausted. This will mean there is less concentration and retention of what is read. A teacher who teaches when he or she is tired will not deliver the knowledge efficiently. My experience illustrated in the introduction gives a clear picture of this. At the end of last lesson in school the mind deviates to other things like sports. Remember all work without play makes Stacy a dull girl. Extending learning hours will mean there will be dull students in class. Assignments When students are given much time to do assignments, they do a shoddy job. Ninety nine percent will never finish the work when given extra time. This means there is no need of adding the extra 2 hours to the school day as it will automatically lead to poor student’s performances. While in elementary school, Helen’s geography teacher used to give them assignments and add them extra hour to finish. It turned out that the students never used to finish the work despite the extra time given. When the teacher gave the same assignments to other students in another school she was teaching part-time, it was done well though no extra time was added. The assignment in the part –time school was well tackled and handed in on time. Over Depending Of Students on Teachers Adding extra learning hours will mean spoon feeding the students .This can be quite tiring to teachers .In any learning, it is good for teachers to give students room for personal research and study in much more relaxed environment. It is good for teaches to let students discover some things for themselves than spoon feeding which makes students easily forget what they were taught. Spoon feeding is not good for development of future scholars. It is not logical to add an extra 2 two hours to school day for greater student’s achievement. Instead of excelling, it will lead to decline in scores. Conclusion Contrary to what many believe, learning does not just take place in formal setups but also in non formal setting. This includes the family, which plays a bigger role and the community at large. Out of school experiences contribute much to student’s performance. The after school time spent by students with parents puts tremendous reinforcement to their achievement. Adding extra time will lead to poor concentration, poorly done assignments and inefficient teachers. So why want to do something poorly within much time, when you can do it better in little time?

Tire City Case

Tire City, Inc. Analysis As a lender, I would have no problem giving a loan to Tire City, Inc to help finance their growth for the following reasons. The first thing that is apparent is the annual revenue growth. It is expected to steadily increase by 5% in the coming years. This means that Tire City has strong operating cash flows to fund its day-to-day operations. Additionally, Tire City, Inc has improved in total asset turnover over the years, suggesting that they are indeed growing their revenue in proportion to sales. Also, their net margin, gross margin, and return on equity have stayed constant over the years.It is good that there has been no significant decrease in these ratios. Furthermore, their noteworthy sales growth from ’93-’97 suggests they are finding ways to bring in more money such as increasing their prices. Another thing to be considered is the inventory turnover and payables period. It could be a concern that the inventory turnover period is at almo st 60 days; however, the payables period has been decreasing over the past few years, which means that Tire City is able to pay off some of their debt to creditors more frequently.Also, the company’s current ratio has been improving with only a slight drop in 1996. This proves the company has liquidity and is having no problem generating cash. Plus, it is apparent that the company has more assets than equity as the years move forward, meaning that they are trying to lower their financial leverage and their level of risk as they continue to grow. All things considered, I would be comfortable loaning funds to Tire City, Inc to finance their growth for it seems they have the resources necessary to pay back this loan in the future.

Leadership models Essay Example | Topics and Well Written Essays - 750 words

Leadership models - Essay Example In this regard, the paper will endeavor to identify and analyze different characteristics of change models, and will attempt to discuss its advantages and drawbacks as well. In any organization, commitment plays a significant and decisive role in the success of any change process. However, studies indicated that organizations and business experts were unable to give importance to the notion of commitment that is an imperative component in the process. For such purpose, the identified change model has attempted to provide an illustration of the process of creation of commitment. Specifically, this model has provided three phases that are responsible for the development of commitment, and may have a significant impact on any change process in the organization (Burke, 2007). This model suggests that support is very crucial for any change, and thus, the first phase of ‘Inform’ focuses on the formation of basis for expansion of essential support. In specific, inform phase put efforts by providing awareness to individuals that is necessary for alteration in their behavior, a step that allows positive change in the organization. After some awareness, this model brings individuals and organizations into ‘Educate’ phase that involves recognition of the change and its effect that will create an environment encouraging individual decisions in the organization. Thus, advocates of this model argue that it is very imperative for employers to present a positive and efficient outcome of the change that will facilitate all the stakeholders to take their decision in favor of the change during this phase. After stages of information and education, the model has suggested the last phase of ‘commit’ that begins the implementation of change in the organization. In other words, the first two stages are the preparatory phases and the third one can be termed as executive phase (Burke, 2007). In brief, one of the advantages of this system is

Assignment Essay Example | Topics and Well Written Essays - 500 words - 21

Assignment - Essay Example With this, an artist can choose a particular period of time which he wants to reflect in his art and his audience can easily identify this period of art by looking at his painting. Motion, on the other hand, refers to an artist’s ability to give the illusion of movement in his piece of art, even if in reality the piece of art is not moving. A closer examination of his art reveals that most of his work, though still expressed some form of motion. This can be attributed to his unique form of painting, which involved pouring, and dripping paint on canvas (Poich 1). By doing this, Pollock’s pieces of art, such as the Blue Poles (1953) and the Number 8 (1949), give a sense of motion as the paint seems as though it is moving across the canvas. While observing these two pieces of art, one can almost feel the frenzied energy of the different colors of paint as they are pulled by gravity. Pollock’s paintings can be assumed to demonstrate the interaction of the dripping paint to the canvas, which represents it’s surrounding. With relation to time, Pollock’s pieces of art were known to capture a specific period of time with which the artist had a passion towards. His painting, The Moon-Woman Cuts the Circle (1943), is an example of the artist’s use of time in his pieces of art. Based on a North American Indian myth, his audience can relate to the story of the Indian woman (Poich 1). The audience can see the vibrant nature of the woman in the painting, as well as, illustrates the power that she holds, and for that reason, examines femininity from a different perspective. Additionally, this is relatable to the story behind the woman in the painting, thus capturing a moment in time that was important to Pollock as an artist. In art, texture refers to the feel of a surface and can be either implied or actual. Most artists use texture to provide variation in their pieces of art, thus helping their audience in identifying the different components of a piece of art.

Tesco Case Study Assignment Example | Topics and Well Written Essays - 3750 words

Tesco Assignment - Case Study Example In this regard, frameworks of strategic management like, PESTLE, Porter’s competitive forces and value chain analysis, has been employed. The first part of the report discusses macro environmental issues, which affects the U.K. food retail industry. This is followed by analysis of Porter’s competitive forces to evaluate parameters that affect competitiveness of the business. The section of the report containing the internal strategic analysis deals with financial appraisal, resource appraisal and value chain analysis. The penultimate section of the report comprises ethical practices that have been adopted by the Tesco. The last section presents the recommendations that can be adopted by Tesco so as to overcome current issues that are being faced by the company and maintain its position as the market leader. The findings from the report indicate that weak economic conditions in Europe can dampen future growth of the business. The first recommendation for the company is to introduce lower costs and discounts in the future in order to retain market share. The changing pattern of food consumption in U.K. and rising popularity of organic food will be essential determining factors for growth of the food retail industry. So, the second recommendation focuses on increasing availability of cheap organic food. The analysis from the report has shown that sale in U.K. has dropped for Tesco. This paper suggests that increasing promotional measures can raise the sales. Owing to increasing concern of the government regarding environmental issues, this paper recommends that further sustainability can be attained by adopting energy saving practices. Finally, the analysis has also revealed that dialogue with the customers have weakened, which is hindering business growth. The final recommendation of the report is that engagement with the customers must be strengthened in way of modifying existing practices or adopting new ones. In any modern industry,

Australia and the World Essay Example | Topics and Well Written Essays - 1500 words

Australia and the World - Essay Example Although Australia may not need boots on the ground, the country can do little without support from US especially US intelligence, logistics, material and technical support (Lee, 2013). Although Australia has ships and planes, the country is unable to operate them without source codes and software updates; navigation and targeting information that only the United States can provide. As well, the country requires ammunition and maintenance sourced from the US, making hard for the country to achieve military self-reliance. Not only does the country require support in extreme events but also in almost every event since there a few military situations the country can operate independently. Although the bilateral relationship between Australia and USA is strong and benefits both nations, Australia remains the main beneficiary. For instance, the stability and security that US presence offers the Asia-Pacific region is an essential foundation for Australia’s security and progress. According to Leahy (2013), Australia remains close to America to a point that Australia cannot afford losing US support. Therefore, ensuring that US support is guaranteed remains an essen tial element in the country’s decisions making. This is highlighted by the US quest for enhanced presence in Australian bases, which the Australian leadership considers to be reasonable and manageable. The country associates the bilateral relation with access, training and maintenance because the relationship has enabled the country to gain from ‘joint bases’ like the increased presence of marines in Darwin (Leahy, 2013). According to Bell and Bell (2010), various studies attempt to offer details regarding Australia’s post-war reliance on the powerful and capitalist ally. Australia’s dependence on external relations especially with regard to diplomatic and military alignment toward

Satire in The Canterbury Tales Essay Example | Topics and Well Written Essays - 1500 words

Satire in The Canterbury Tales - Essay Example This is not the picture one gets with the description of the Monk who is presented as being rebellious and living a self-pleasing lifestyle not caring about what a true monk should practice. He is presented as someone whose pastime activities includes hunting hares and riding his horses instead of dedicating significant time of his life to studying, praying, and working for the society. The Monk’s character and actions stand in stark contrast to the rules of the monastery which forbids the monks from leaving the monastery, hunting and leading a reckless life. The monks chooses to disobey these rules as seen in Chaucer’s assertion that "He yaf nought of that text a pulled hen† (Greenblatt, Greenblatt, Abrams and Christ 85). Elsewhere, Chaucer also notes the Monk’s habit when it is noted "Of priking and of hunting for the hare was al his lust, for no cost wolde he spare"(191-192) which implies the Monk breaks these rules because they stand in the way of the t hings he loves. The way of Monks dressing is also satirized based on his break from traditional attire used by monks. Instead of wearing the plain habits with hoods which are the usual attire, the Monk chooses to put on one with gray fur on the sleeves of his cope and a gold pin with a love knot at the end of the hood. Chaucer describes the Monk as: This shows the Monk’s break from tradition where instead of being concerned with the poor in society, he spends his resources on accessories and the best attire. The description of the Monk based also indicates someone who does not fit into a religious lifestyle where instead of having the gold pin, the Monk was supposed to have a rosary. While being â€Å"lord ful fat† indicates a contrast from the expectation that monks should be lean due to constant fasting which might also proves he did not participate in these religious

Transfer personal statement Essay Example | Topics and Well Written Essays - 1000 words - 1

Transfer personal statement - Essay Example I started reading his business managerial books and articles when I was in grade school. That is when I had the first encounter with global business icons such as Warren Buffet and Richard Branson. This made me develop profound interest in business management and administration. I started seeing everything in a business dimension. For instance, I could try to figure out how I would manage our school football team so that it could bring profit to the school. Though such thoughts seem so imprudent at present, they certainly set the passion and desire to be a global business icon. Being the first born, my parents have a lot of hope in me. They have supported me all through especially in academics. My father has supported and mentored me in all ways and has always hoped that I join USC. At times, he lets me accompany him to the workplace where we would discuss some of the managerial and administrative tasks that he does. I have profound interest in business administration and this is my primary reason for choosing Business administration (Entrepreneurship) as my first major. Additionally, I have business administration skills and background knowledge from personal research and interest. However, I would also do well in International relation (global business) since it also deals with business administration albeit in a global perspective.  Throughout my academics, I always try to balance all the subjects since they are equally important for my career choice. However, the time has come for specialization. Successful students are characterized by diligence and focus. Through personal development and mentorship, I have learned to be persistent and thorough in what I do. I plan to focus on learning and put all my efforts and energy towards achieving academic goals. Having been brought up in a disciplined family set up, I have learned to be disciplined and respectful. I will therefore

Businesses in United States Assignment Example | Topics and Well Written Essays - 1250 words

Businesses in United States - Assignment Example Most mergers involve a bigger company absorbing a small enterprise, which has low market influence though mergers are not always full buying of the firm it depends on the terms of agreement. Moreover, firms, which merge operate dependently, and decisions made are together. Concisely, mergers are not always done out of good heart, but some firms absorb rival enterprises to reduce competition. On the other hand, there are companies, which operate solely without depending on other firms for support. Most mergers are ill intended since the bigger firms use acquisition as a way of extinguishing firms, which pose a threat to their customer base. Businesses go internationally in order to get raw materials, as well as access a ready market. This is experienced in countries where the market is flooded, therefore; international markets have cheap labor and readily available raw materials. International corporations enjoy protection from parent countries incase their operations are threatened b y rival firms and government regulations in the foreign country. International mergers Chase bank is a national bank, which has branches both nationally and internationally. Chase bank first started as Chase National bank before it merged in nineteen thirty with Equitable Trust Company of New York and Interstate trust Company. During initial times, Chase National bank was a managed by JPMorgan Chase & Co. Subsequently in nineteen fifty five, Bank of the Manhattan Company merged with Chase bank to form a giant corporation, which established branches in more than sixty countries in the world. Chase bank is among top four banks operating in United States economy. All the shareholders and management of the two banks, however, universally accepted the merging. There was 50% management of the business since the two firms joined their names and formed Chase Manhattan bank, which became a prominent bank in the world (Gaughan 2005). Chase Manhattan Bank, however, abandoned their logos and de signed a new logo octagon in shape representing pipes laid down by Manhattan Company. The logo was more of favoring previous activities of Manhattan than Chase bank. Reasons for merging Chase National Bank and Manhattan Bank merged so that they can increase their financial performance. Merging increases the capital available in the firm therefore, high sells revenue and net profit. Furthermore, acquisitions reduce costs spent by the banks in the operations. Cost is a factor, which makes many firms experience loses. More so, bank mergers lead to increase in market size. Geographical diversification is a factor, which guides many firms to merge. Chase National Bank was in New York while Bank of Manhattan is located in Manhattan, which is located in different states. Entities that start new in a different geographical area takes lots of time to get market acceptance therefore, to curb this, most firms acquire entities in the same geographical area and operates with them. Most enterpris es use the company’s names to decrease on risks and accrue long run profits. Riegle-Neale Act of 1 June (1997) allowed banks to expand geographically and acquire new markets throughout the United States and internationally. Stewart’s merger motivation theory argues that enterprises merge to reduce on debt capacity, which other banks owe them. Businesses, which have high debts that they cannot settle, agree to mingle with a firm operating well to help in settling of the accumulated debts. As Chase bank merged with Manhattan bank, their capital base increased as well as the lending capacity. This reduced dependency levels and businesses were self- reliant. Normally in businesses,

Time and Happiness Essay Example for Free

Time and Happiness Essay Good morning everyone. The topic I have chosen is WHAT IS HAPPINESS. Nowadays, many people think money can buy happiness so that they will work over ten hours to earn more money. They think that if we are rich then, we can do anything such as buy a fat dog, a big house, a grand car or many luxurious things LV bag, DOIR shoe and so on. It cannot be denied that material life is happiness because you can buy the things you want but I think material life can only give me happiness for a short period of time which is external happiness. I think cultural life can give you a long term happiness and this is happiness from heart. There are three simple ways of gaining happiness that I would like to mention about. First of all, good relationship with friends and family are the main points to become happiness. The reason is I can get more love and sense of care from them . When I feel unhappy or I am in a problem, they are the ones who help me solve the problem and give me support all the time. Although they have never tried to make me happy by buying me some expensive things such as i-phone, i-pad, I can never doubt in their support and love for me†¦and that feeling is what makes me happy. Therefore, I love my family and friends and I am very proud to say that I have a very good relationship with them. The next point that I want to focus on is my dream because self-realization can let me gain pursuit of eternal value. I have some small goals as well as some big, I will never let go of these dreams that I have been dreaming of.. In spite of all the difficulties that I will have to face during this phase, I will try my best to enjoy them and tackle them because these steps can let me know and learn how to be mature and independent. Therefore, the pursuit of eternal value will be eternal happiness. The last thing that gives me happiness is helping the needy people. The reason is I can get more meaningful and wonderful time in my busy life. Undeniably, volunteer can not earn money or waste time but I do not think so. When I help the needy people, I will earn more naive and satisfaction in their possession. And I think, for me this is happiness†¦Getting to help others and doing some good deeds To conclude, good relationship of friendship and family, achieving my dream and helping others are the main three points that gives me the exact meaning of happiness. These things not only give me a long term happiness , but also gives me the satisfaction and the feeling of happiness from heart. You see, these are not the material things. I can say the simple cultural life is happiness in my heart because I know ‘Happy is he who is content’. I hope that you can find the right meaning of happiness in Your Life. Thank You!

Two detective stories Essay Example for Free

Two detective stories Essay For my English coursework I am going to explain the similarities and the differences between the two detective stories The Speckled Band written by Sir Arthur Conan Doyle and Forever After written by Jim Thomson. The Speckled Band was written in 1892, the detective in this story was none other than the famous Sherlock Holmes. The story was set in the 1890s so the people reading it at the time could relate to the story. Jim Thomson wrote Forever After but in this story there was no famous character, Jim Thomson had to create all of the characters from new. This means he had more flexibility to write the story. Conan Doyle was English and Jim Thomson was American. Obviously this would change the style of writing. Also The Speckled Band was written in 1892 and Forever After was written in 1960 so there was a large difference in the time it was written. This also means that the style of writing is different. The difference in age will also mean that when people read the story now, it will greatly affect how they can relate to it. In they1890s the people could relate to the speckled band because they where living in the same situation and the same lifestyle, but that was a long time ago so when people look at it now they might not be able to understand the situations and circumstances that they where in. The way of life has changed considerably. In the speckled band was written in the normal way of writing detective stories. There is a detective, a shady, typical villain, a spooky house, a suspect, many red herrings and a very difficult mystery to solve. The surprise in the story is when the mystery has been solved. Holmes already has a reputation before you even pick up the book. This gives Conan Doyle the advantage of not having to create a character. Dr Watson starts off the book by talking about all of the seventy odd mysteries he has witnessed his friend Sherlock Holmes investigate and solve. The he singles out one story in particular that he remembers this is the story of the speckled band. This makes you think that this story is special and is different from all of his other stories if this is the story, which he remembers in particularly. The story begins and a strange woman has arrived one early morning at Sherlock Holmess house. The author describes her as a lady heavily veiled and dressed in black. This told me that she is possibly mourning someones death; this creates a very dark and scary atmosphere, it also makes the reader very curious. This early arrival also makes the reader wonder what story this woman has arrived to tell and her appearance gives the impression that it could be a dark and frightening tale.

Assessment for Learning techniques and the teaching of Science

Assessment for Learning techniques and the teaching of Science The purpose of this literature review is to research recent literature and research conducted into Assessment for Learning (AfL) techniques and relating directly to the teaching of Science as a subject within Primary Education. This literature review is predominantly designed to address the following research questions: Which are the most commonly used techniques of AfL in science? How is constructivism linked to AfL in Science? Do other subjects use different AfL techniques than are used in science? How common is the use of AfL in science? What is the impact of the use of AfL on pupils understanding of scientific concepts? How does AfL impact on the application of scientific skills at KS2? To research these questions, searches were made using Athens, searching the British Education Index (BEI) and The Educational Resources Information Center (ERIC) and Australian Education Index (AEI) research systems for articles and books relating to Assessment for Learning (AfL), formative assessment and science education which had been published since 1990. Hand searches were also made through Primary Science Review, Science Education and School Science Review. Assessment for Learning (AfL) has been defined as: the process of seeking and interpreting evidence for use by learners and their teachers to decide where learners are in their learning, where they need to go and how best to get there. (Assessment Reform Group, 2002) The application of scientific skills at KS2 has been encapsulated by the Welsh Assembly Government in their new Welsh Curriculum documents introduced in 2008 as: Learners should be taught to relate their scientific skills, knowledge and understanding to applications of science in everyday life, including current issues. They should be taught to recognise that scientific ideas can be evaluated by means of information gathered from observations and measurements. (Department for Children, Education, Lifelong Learning and Skills, 2008) Research into AfL (e.g. Black William, 1998 and Osborne Freyberg, 1985) has indicated that whilst it is evident that all children benefit, it is not something added to teaching, but is integral to it (Harlen, 2006b, p. 176). In essence, AfL cannot be an addition to the pedagogical process; conversely it must be inherently encompassed within all teaching and learning practices. Harrison and Black (2004) develop the ideology behind Black and Williams work (1998) relating to AfL techniques and research directly to the subject of Science. Whilst predominantly focussed towards secondary science teaching, this work is still relevant to Primary Education. In this work, they develop the reasoning behind the advantages of the use of AfL within Science lessons. Science provides the means by which learners can interact with the world around them and develop ideas about the phenomena they experience. So, when they attempt activities such as germinating seeds, their studies in science equip them with ways to observe and question what is happening. Through experiments they can begin to work out and predict what might happen if conditions for the growing plant change. To be able to learn science in this way, student needs help in developing process skills to investigate, and communication skills to question and discuss findings. Formative assessment fits well into this learning scenario, since its purpose is for teachers to sift the rich data that arise in classroom discussion and activity, so that professional judgements can be made about the next steps in learning. (Black Harrison, 2004, p. 3) In her paper presented to the British Educational Research Association Annual Conference, Moody (2009) highlights the generally accepted techniques of AfL used within the classroom, which many articles are generally in agreement with, which are: Peer and self-assessment Sharing learning goals and success criteria Effective questioning and dialogue Effective teacher feedback In addition, the importance to an effective classroom climate where children are encouraged to share their thoughts and unconstrained by the correction of wrong answers and the feeling that being wrong is a negative rather than the opportunity to share initial ideas, is essential. When researching methods into AfL and its introduction into the primary classroom, history determines that the Plowden Report (1967) must be mentioned and discussed regarding her research and finding that showed, according to Bell (2008) in hindsight, amazing vision when it indicated that a successful education should include: child-centred approached to teaching a topic based curriculum discovery learning The core principles and values that directly relate to modern AfL techniques and philosophies require that: childrens views are highly valued and actively sought out that their learning engages them in a way that they can actively relate them to other aspects of their lives the learning of skills across the curriculum enables children to be equipped to deal with a variety of situations rather than a single subject discipline. Critics of these ideals as Gillard (2004) describes are the writers of the Black Papers and their followers who criticised much of what the primary schools were doing and blamed the Plowden Report at least in part for what they saw as undesirable trends during the 1970s and 1980s. Driver (1983), however agrees with the underlying philosophy behind the Plowden report findings, stating that It is, after all, the coherence as perceived by the pupil that matters in learning. Driver was also part of the Childrens Learning in Science Project (CLISP) which researched the area that it is as important in teaching and curriculum development to consider and understand childrens own ideas as it is to give a clear presentation of the conventional scientific theories (Driver, 1983) In their article, Lindsay and Clark (2001) describe ways in which AfL strategies (and specifically self- and peer-assessment) can be used to develop a constructivist classroom where children participate in creating and reflecting on their learning (p. 15). They also identify advantages to these techniques specifically develop scientific skills stating that children become more scientific in their enquiriesà ¢Ã¢â€š ¬Ã‚ ¦encourages children to be constantly involved in the scientific process and their role within it (p. 18). Black and Harrison (2004) also discuss the importance of discussion within the science classroom where students feel they can reveal current understanding and be helped to further understanding and feel that this is an essential ingredient to making formative assessment function in the classroom (p. 9). With regards to talk within the classroom, many writers have defined three different kinds: Triadic dialogue (three stages usually teacher initiation, pupil response and teacher evaluation), Authorative discourse (teacher conveying information to the pupils) and Interactive or non-interactive talk. Chin (2006) suggests that the triadic dialogue method is often perceived to have restrictive effects on pupil thinking (p. 1316), that ideas conveyed by the teacher using authorative discourse tend to be ignored and that interactive talk is described as dialogue. Generally in agreement are Asoko and Scott (2006) who propose that effective teaching involves all these approaches (p. 163). Hodgson (2010) describes the sharing of success criteria with the children in a Primary classroom as a key AfL strategy and is linked directly with feedback. Black and Harrison agree with this point in their summary of what they believe are the essential factors of effective feedback: should motivate the child to discuss his or her thoughts with the teacher or a peer (p. 12) in order to initiate the self-development of the child encourages instantaneous action relates back to the success criteria (p. 13) Allows learners to compare their own ideas of achievement against that of the teacher or peer Indicates to the child where to go for help and what they can do to improve (p. 13) (Black Harrison, 2004) Leakey (2001) carried out a study where she reported on her own experiences with experimenting with sharing learning objectives and success criteria with children of a range of ages and believes it to be a successful AfL strategy because it gives children ownership of their own learning (p. 68). Leakey also suggests that it is only with the insight of what it is that they are trying to achieve can children are able to make connections with any feedback that they subsequently receive. Koegh and Naylor (1996) delivered a lecture at Manchester Metropolitan University sharing their ideas that: Constructivist views of learning in science suggest that learners can only make sense of new situations in terms of their existing understanding. Prior knowledge is used by learners to interpret observations; meaning is constructed by individuals in a process of adding to or modifying their existing ideas. (Keogh Naylor, 1996) and cited the works of others who share the same view (Driver (1983); Osbourne Freyberg (1985) and Scott (1987)). The inferences behind the constructivist theory relating to education are that the teacher is required to find out childrens ideas (elicitation) in order to take them into consideration when planning their teaching to provide teaching and learning experiences which will develop the childrens ideas and challenge their understanding of a specific area. Within science education, there has been a great deal of research into the benefits of using constructivism as a method of AfL with many teachers appreciating the concept of constructivism within the science classroom. Curriculum resources have been developed along with specific research including the (Science Processes and Concept Exploration (SPACE) project (1990-92) and as a result research by Nuffield Primary Science who have used this research to develop many pedagogical aids and teaching resources for teachers within the classroom. However, Bentley and Watts (1991) discussed their concerns that there is a distinction between what they define as the strong characteristics of theoretical constructivism and the ability of teachers to apply it to their teaching resulting in a weak version of constructivism that is delivered in the classroom. Leeds (1992) describes that although teachers find it easier to plan activities following an elicitation session where learners preconceived ideas have been identified, the practicalities of tailoring an inclusive education where all childrens learning issues relating to a specific area is near impossible when faced with a class of 30 differing ideas. In relation to the difference between the amount of research into the benefits of a constructivist approach to teaching and the teaching resources and pedagogical guidance available, Claxton (1986) described the mountain of examples of childrens alternative conceptions (p. 126) which were available at that time and noted that the guidance for teachers on how to restructure the learners ideas was less prominent in the literature. More recent research also focuses more closely on the elicitation of ideas, but much less is written about methods and techniques which allow teachers to restructure these ideas as a whole class exercise. The aim of the SPACE project was to: start where the children are, building on the ideas children bring with them to lessons and helping them to develop their understanding of scientific concepts. (Nuffield Foundation) Nuffield Primary Science developed a series of books covering the Science Curriculum, which included many misconceptions of children in each area along with examples of concept cartoons and examples of activities that could be used in order to restructure the highlighted misconceptions and develop childrens thinking, in order to aid teachers within the classroom to enable children to test out their own ideas through practical hands-on activities and investigations. These publications are now unfortunately out of print; however the reports relating to the SPACE project continue to be available from the Nuffield website (Nuffield Primary Science). The use of specific strategies such as concept cartoons (Keogh Naylor, 2000) and mind mapping (Stow, 1997) introduce researched methods of elicitation within the science classroom and offer an effective way of concluding any project where children can revisit the original idea and discuss how and why they have developed throughout the study period. However, teachers require the flexibility and space within the curriculum in order to effectively put these theories into practice in order that the benefits can be maximised. AfL will only be successful when both teachers and children are committed to its process and where both use it as a method for developing current learning and developing and expanding their skills and knowledge base. This idea is supported by the following: Assessment for learning only works if pupils and teachers take action on learning needs. (Ward, Roden, Hewlett, Foreman, 2005) Black and William best summarise the use of AfL within the classroom as follows: There is a body of firm evidence that formative assessment is an essential feature of classroom work and that development of it can raise standards. We know of no other way of raising standards for which such a strong prima facie case can be made on the basis of evidence of such large learning gains. (Black William, 1998)

Essay --

The first child beauty pageant started in America in the 1960’s and started a major American trend. Back then, little girls were dressed up in their Sunday dress with no makeup, and no revealing clothing nothing as extravagant as children are today. Child beauty pageants are so popular here in the USA there is a reality show called â€Å"Toddlers and Tiaras.† This show shows what goes on from the start of a day to the end of the day. The show shows what contestants go through to get ready for the pageant, how they are transformed to look like little adults. They try to act older than they are and carry themselves in a way that is unbecoming of a little girl. Beauty pageants are teaching little girls that how they look on the outside and flirting is how they win in life. Beauty pageants should be restricted for children under the age of 16. Beauty pageants are too vigorous for children, and sending the wrong message as what beauty should look like. Beauty pageants have little girls as young as 4 years old spending hours preparing for a competition. They put on as much makeup as an adult would wear. They have fake eyelashes, fake teeth, spray tan, hair extensions, and some low cut outfit on, and then told to go on stage and impress the judges. If you are not a certain size and maintain that size, you are considered unattractive so many girls start obsessing about their weight at such a young age. They purposely starve themselves in order to stay at the "appropriate" weight in order to win. When contestants make poor judgments of themselves, it can lead to poor self- esteem and to eating disorders. Restricting the age requirements on beauty pageants will take the pressure off children that do not want to participate. A pe... ...p, dancing and singing and winning awards for placing higher than the other children place. Advocates say this is a way they can earn money and scholarships and for college. Is it right to teach children that beauty is solely based on what is on the outside, or should they know that beauty comes from within? Beauty pageants teach children at a young age that people will judge someone based on looks and not personality. For years, beauty pageants have been based on children wearing hairpieces, makeup, spray tans, and false teeth. Beauty pageants diminish self-esteem and teach children bad morals. Beauty pageants create mental and physical harm to a child throughout a pageant. Beauty pageants should be restricted for children under the age of 16; their fragile minds are not ready for the criticism that comes with the idea of being â€Å"perfect† in the judges’ mind.

Great Expectations: Changes in the Character of Pip :: Great Expectations Essays

Changes in the Character of Pip    Great Expectations, by Charles Dickens is a fascinating tale of love and fortune. The main character, Pip, is a dynamic character who undergoes many changes through the course of the book. Throughout this analysis the character, Pip will be identified and his gradual change through the story will be surveyed. The main character, Pip, is a gentle character. His traits include humbleness, kindness, and lovingness. These traits are most likely the cause of his childhood poverty. In the beginning of the story, Pip is a mild mannered little boy who goes on with his own humble life. That, though, will change as he meets Magwich, a thief and future benefactor. Pip’s kindness goes out to help the convict, Magwich when he gives food and clothing to him. Magwich tells Pip that he’ll never forget his kindness and will remember Pip always and forever. This is the beginning of Pip’s dynamic change. Throughout the novel, Great Expectations, the character, Pip gradually changes from a kind and humble character to a character that is bitter, then snobbish and finally evolves into the kind and loving character which he was at the beginning of the story. In order to make more money Pip’s uncle sends Pip to a psychotic old lady’s house named Mrs. Havisham. Mrs. Havisham is a mean and nasty character who constantly bickers at Pip and tells him of his unimportance. Pip continues to be mild mannered and respectful to Mrs. Havisham yet he begins to see that he will never get ahead in life just being nice. Mrs. Havisham uses Pip as sort of a guinea pig to take out her passion of revenge against men. She does this by using her daughter, Estella to torment Pip.   Pip’s first and only love is Estella. Estella is very mean and nasty to Pip.   Although he receives verbal abuse from Estella, he continues to like her and will not stop liking her, he sees the good inside of her and will not stop until the good comes out. In contrast to her treatment of Pip as a child when she had called him a common laboratory boy with coarse hands and thick boots, she tries to explain to him that emotion is something that she is incapable of feeling. The fact of that is evidence of his illusion, not her cruelty. Great Expectations: Changes in the Character of Pip :: Great Expectations Essays Changes in the Character of Pip    Great Expectations, by Charles Dickens is a fascinating tale of love and fortune. The main character, Pip, is a dynamic character who undergoes many changes through the course of the book. Throughout this analysis the character, Pip will be identified and his gradual change through the story will be surveyed. The main character, Pip, is a gentle character. His traits include humbleness, kindness, and lovingness. These traits are most likely the cause of his childhood poverty. In the beginning of the story, Pip is a mild mannered little boy who goes on with his own humble life. That, though, will change as he meets Magwich, a thief and future benefactor. Pip’s kindness goes out to help the convict, Magwich when he gives food and clothing to him. Magwich tells Pip that he’ll never forget his kindness and will remember Pip always and forever. This is the beginning of Pip’s dynamic change. Throughout the novel, Great Expectations, the character, Pip gradually changes from a kind and humble character to a character that is bitter, then snobbish and finally evolves into the kind and loving character which he was at the beginning of the story. In order to make more money Pip’s uncle sends Pip to a psychotic old lady’s house named Mrs. Havisham. Mrs. Havisham is a mean and nasty character who constantly bickers at Pip and tells him of his unimportance. Pip continues to be mild mannered and respectful to Mrs. Havisham yet he begins to see that he will never get ahead in life just being nice. Mrs. Havisham uses Pip as sort of a guinea pig to take out her passion of revenge against men. She does this by using her daughter, Estella to torment Pip.   Pip’s first and only love is Estella. Estella is very mean and nasty to Pip.   Although he receives verbal abuse from Estella, he continues to like her and will not stop liking her, he sees the good inside of her and will not stop until the good comes out. In contrast to her treatment of Pip as a child when she had called him a common laboratory boy with coarse hands and thick boots, she tries to explain to him that emotion is something that she is incapable of feeling. The fact of that is evidence of his illusion, not her cruelty.

To Kill A Mockingbird - Boo :: Kill Mockingbird essays

To Kill A Mockingbird - Boo    Early in the story Boo was just the subject of talk and myths but we learn more about him soon after.    Boo is the nickname of Arthur Radley. Early in the book Boo is described as a tall and scary looking person who runs around at night eating live possums and cats. He was sometime known as a phantom because no one knew who he was and he goes out at night and eat cats or any other living animal.    Boo got into trouble with the law when he resisted arrest and was locked up the ancient beadle, Mr Conner, in the court outhouse. Boo and the Cunninghams were the nearest thing to a gang. They were arrested for disturbing the peace, assault and battery. The other boys were sent to the state industrial school, which wasn't known to be a prison and had no disgrace but Boo's father Mr Randle thought it was.    Mr Radley made a deal with the judge that, if the judge released Boo then he would see to it that Boo never cause any further trouble. The judge knew that Mr Radley's word is his bond and was glad to do so.    So Boo was not seen outside his home until fifteen years later his mum ran out of the house screaming that Boo was killing them all because he had stabbed his dad in the leg. After he pulled out the weapon and wiped it on his dad's pants he went back to cutting up the newspapers for his scrapbook.    The next sign of Boo is when he put things in the knothole for Jem and Scout. Jem and Scout didn't know who it was putting the little items for them in the knothole. Boo put rather strange things in the knothole for example a pocket watch, medal and chewing gum but the weirdest was 2 human-like carvings made from soap. Jem and Scout realised that the figures were figures of them. They thought that Boo was watching them. After the finding of the soap figures, Mr Nathan Radley filled the knothole with cement so that Boo couldn't leave any more items for them.

Law of Carriage by Rail Essay

1) a) Explain how the making of the contract between the consignor and the railway station can exist? The contract between the consignor and the railway company will existing when the railway company has accepted the goods for carriage from the consignor and together with the consignment note make by consignor. The acceptance will be established with the consignment note and will be stamp of the forwarding station. The consignment note is made by the consignor with three copy, each copy for each carriage freight, and the content of the consignment note are correspond with all the terms and condition that was agreed by the Rules. When the consignment note had been made by the consignor and was being stamped by the forwarding station, the consignment note will be an evidence of the making contract between the consignor and the railway station or forwarding station, the content that stated in the consignment shall be correspond or exactly same with the consignor with railway station previously agreed. The responsible of the consignor is extraordinary of the consignment note, which may in accordance with the agreement between consignor and the railway company. In the consignment note was related to the goods such as quantity of the goods or to the amount of packages shall only be evidence against the railway when it had been verified by the railway to regulate that is not any deviation with the particular of the consignment note and has be certified in the consignment note. If that was any necessary these particulars may be verified by other means or it was obvious that there is no actual insufficiency corresponding to the discrepancy between the quantity or amount of packages and the particulars in the consignment note, the latter shall not be evidence alongside the railway. This shall apply in particular when the carriage is handed over to the consignee with the original stamps complete. After the railway company has verified the goods, and they shall to certify a receipt that include the date of acceptance of the carriage and stamped on the consignment note before it was duplicated to the consignor. The railway shall declare acceptance of the goods and the date of acceptance for carriage by assigning the date stamp to or else making the entry on the duplicate of the consignment note before compensating the duplicate to the consignor. The duplicate will not have influence as the consignment note complementary the goods, nor as a bill of lading. Grand Trunk Railway Co. of Canada v. McMillan [1889] In this case is the Grand Trunk Railway Company of Canada as defendant and Robert McMillan as plaintiff. The fact in the case is the railway company have the contract with Robert McMillan, which is a contact for carriage of the goods and it was go beyond of the station of line. The railway company undertakes to carry goods to a point beyond the station of its own line its contract is for carriage of the goods over the whole transit. However the other companies which over of the line they must pass are merely agents of the contracting company for such carriage, and it was in no private of contract with the transporter. In addition, such a contract being one which a railway company may refuse to enter into the contact, it is because of according to section 104 of the Railway Act it does not prevent from restrict the liability for negligence as carriers or else in respect to the goods to be carried after they had gone from its own line. Moreover, inside the contract have a condition from the Grand Trunk Railway Company (defendants), it was stated, they carry the goods form Toronto to Portage la Prairie, Man., it was a place that beyond the station of their line, and the company shall not be responsible for any loss, damage or delay and detention that may happen to goods sent by them. If that has be happen (loss, damage or delay and detention) after said the goods had arrived at the stations or places on their line nearest to the points or places which they were committed to or beyond their held limits. Furthermore for the condition of the contract is provided that no claim for loss, damage, delay or detention of goods should be allowed unless notice in writing with particulars and it was given to the station agent at or nearby to the place of delivery within thirty-six hours after delivery of the goods in order to the claim that was made. The held in this case is because of the condition are not relieve with the company from the liability for the loss and damage that happened during the goods in transit, even if the loss, damage, delay or detention had happened beyond the limits of the company in that own line. As well as the loss having occurred after the transit was over, and the goods delivered at Portage la Prairie, and the liability of the company as carriers having ceased, this condition reduced the contract to one of mere bailment as soon as the goods were delivered, and also exempted the company from liability as warehousemen, and the goods were from that time in keeping of the company on whose line Portage la Prairie was place and it was as an bailees for the goods. That a plea setting up non-compliance with this condition having been demurred to, and the plaintiff not having appealed against a judgment over-ruling the demurrer, the question as to the sufficiency in law of the defense was res judicata. Likewise for the part of the consignment having been lost such notice should have been given in respect to the same within thirty-six hours after the delivery of the goods which arrived in safety. Finally it was be an action against the Grand Trunk Railway Co. and the Canadian Pacific Railway Company jointly for damages caused by injury to the plaintiff’s goods that carry on the Grand Trunk for carriage of goods from Toronto to Manitoba. The goods were only carried by the Grand Trunk over a portion of the route and by the Canadian Pacific from Winnipeg to the place of consignment, and they were in the actual ownership of the latter company when injured. And because of the damage to the goods was not disputed, but the defendants claimed that they were carried under a special contract, by the terms of which they were relieved from liability. b) Briefly explain the party that have the liability to be liable under the carriage by rail? The rail carrier has the liability to be liable for the loss, damage or any delay of the goods that who was under CMR. According to Article 55 is provided that the railways may bring an action to forwarding railway. That is for claim against the railways company due to arising of loss, damage or delay of the goods, and is an action that for reclamation of totality of funded under the contact of carriage of goods might be taken against the railways which have composed that totality or against to railways on behalf it was collected. Based on Article of 54, that is the action against the railways might be brought by the consignor. If any happen action arising from the contact of carriage of goods, the action might brought by consignor until the consignee was take a proprietorship of the consignment note, accepted the goods from the consignor, or declared he has the right to deliver the goods. Or the action against the railways also can brought by the consignee, when the consignee are take a possession of the consignment note, accepted the goods, declared his right or he had been provided that he has the right of action that shall be quenched from the time when a person was entitled by the consignee. However, if they might brought an action against the railways, consignor shall to produce the duplicate of the consignment note, because that will be an evidence that he produce an authorisation from the consignee or deliver resistant that the consignee has refused to accept the consignment note, or the consignee shall to produce the consignment note if it has been furnished terminated to him. In addition, that Article of 36 that is the extent of the liability. The railways has a number of exclusion from the liability. In fact the railways shall to be liable for the loss, damage or delay of the goods, and occasioning from the total or some of the partial of loss, damage or delay from the consignor or between the time that had acceptance for carried out the goods loading and the time delivery and inherent vice of the goods such as defective packaging, decay of the goods or wastage. The railway company shall be relieved of such liability when the loss, damage or delays or the goods that had carried, due by the cause of fault on part of the person entitled, or by the person that entitled other than as result of a fault on the part of the railway which the railway could not avoided and which is unable to prevent the consequence. For instance, under the agreement between the consignor and the railway in the consignment note, the goods should be under the condition that applicable that had been stated in consignment note, any absence or lack of the filler of the good which by their nature shall be liable to loss or damage when the goods was not packed or not be properly packed, or defective loading that had been carried by the consignor, any irregular, incorrect or any incomplete description of the article not been acceptable for carriage or acceptable matter to conditions or failure on part of the consignor to observe the prescribed protections in respect of article acceptable matter to conditions, or the carriage of the live animal and what stated in the consignment note must be accompanied by any attendant, if the loss, damage or delay of the goods had been resulted in the risk of the attendant was intended to obviate, all the circumstance, the railway shall be relieved of the liability when it was cause in resulted in loss, damage or delay of the goods. For example in the case of Mitsubishi Heavy Industries Ltd. v. Canadian National Railway Co., Rainbow Industrial Caterers Ltd. v. Canadian National Railway Co., [1991], see as well the case of Grand Trunk Railway Co. of Canada v. McMillan [1889]. Mitsubishi Heavy Industries Ltd. v. Canadian National Railway Co. In this case the Mitsubishi Heavy Industries Ltd is the plaintiff and Canadian National Railway Company is the defendant in the cases. The fact in the case was as an import of a train derailment cargo owned by the plaintiff was severely damaged. The cargo was being accepted under a â€Å"Master Transportation Agreement† between the plaintiff and Fujitrans as a freight forwarder. The goods made in Japan and were carried by sea to Vancouver where it was discharged for further carriage to Ontario by rail. Furthermore, the defendant rail carrier assumed, pursuant to Section 137(1) of the Canada Transportation Act, S.C. 1996 and an agreement between Casco, another freight forwarder, that it was entitled to limit its liability to $50,000. However the rail carrier was entitled to limit his liability. The held in the case is which is the right of the defendant as a rail carrier to limit its liability depends on it establishing the existence of a â€Å"confidential contract† under ss. 126 and 137 of the Canada Transportation Act that is a â€Å"written agreement signed by the shipper† and that contains a limitation of liability. The â€Å"shipper† within the meaning of the Canada Transportation Act in the circumstances of this case was Casco not the plaintiff. In addition, the requirement of a â€Å"signed† copy of the agreement does not necessarily require that an actual contracted copy be produced. In this case, the existence of signed consignment of the agreement was sufficient. The plaintiff impliedly or expressly agreed to and authorized the subcontracting by Fujitrans to Casco and by Casco to the rail carrier. Moreover, the plaintiff had express awareness of the terms of the agreement between Casco and the rail carrier. Accordingly, the plaintiff is guaranteed by the limitation even without any private of contract between it and the rail carrier. Rainbow Industrial Caterers Ltd. v. Canadian National Railway Co., [1991] In this case the Rainbow Industrial Caterers Ltd as an appellant however Canadian National Railway Company as a defendant in the cases. The fact in the cases is actually they have two different industrial caterers, both of them is from Albert and in BC, and they was joined and administer as one entity that called as â€Å"Rainbow†. Canadian National Railway Company decided to call for tender for the catering of the meals and service for all the work of crews on a nation-wide basis for the good weather work period in 1985. It had estimated that 1,092,500 meals that will be required. Canadian National Railway Company was notified to Rainbow that the meals are total expected to be 85% of the values listed in the tender document, after the Rainbow was made the bids at $4.94 per meal. It was caused the Rainbow was to increase its bid to $5.02 per meals. As a result that the Rainbow was accumulate that it was losses month by month, because of the number that the meals required was very less than the number given as by the Canadian National Railway Company, and it was caused the Rainbow lost about $1,000,000 on the contact and sued to Canadian National Railway Company. Rainbow was brought an action in tort on the basis of negligent misstatement and misrepresentation in the contact. It is mean that was a breach of the contact and negligent misstatement. The held in the cases is the appellant is looking for the damages in an action for the negligent of misrepresentation is entitled to be put in the position, which if the misrepresentation had not been made. Thus, in tort of action the object is to put the appellant in the position that would have been in if the tort had not been committed. The position would have been is a matter that the appellant must to establish on a balance of the probabilities. However the Canadian National Railway Company was argue that the much of the losses was not caused by the negligent misrepresentation and would have been suffered even had the estimated was accurate. Canadian National Railway Company position is that the losses caused by the conduct that cannot be recoverable in the misrepresentation claim. But, the Canadian National Railway Company is bore the burden of proving the Rainbow would have a bid even if the estimate had been accurate. That was not being proved and it is taken as a fact that the Rainbow would not have to contract had the estimate been accurate. The conduct would not have occurred if there had been no contracted and these losses are causally and directly connected to the contract and the contact is causally connected to the negligent misrepresentation. Finally, this damage was foreseeable and there are not remote. The court was not satisfied that the Rainbow would have entered into the contract in the absence of the misrepresentation, so the damages claimed by the Rainbow were predictable. Furthermore the appellant may compete that all its losses on the contract were caused by the negligent misrepresentation but if it is shown that the loss was caused by factors other than the misrepresentation, and then the chain of causation is broken down. Generally, the plaintiff establishes a prima facie case by proving losses resulting from the contract. But the defendant may demonstrate that the chain of causation was broken by. For instance that the appellant was acts in own, the acts of third parties, or other factors disparate to the circuitous misrepresentation. Tort responsibility is based on mistake, and losses not caused by the defendant’s fault cannot be charged to it. It is for the appellant in constricting to make appropriate allowance for contingency such as conditions. The plaintiff may also have claim against third parties who cause it loss. To strengthen, the plaintiffs’ losses may have been caused by the respondent in negligent misrepresentation, or other wrongful acts or omissions of the respondent, whether in negligence or breach of contract and the plaintiffs’ acts or errors, the acts of third parties, factors unrelated to the faulted either the plaintiffs or the defendant. Trial judge wrongly held that all the appellant contract losses must be certified to and made no findings with respect to the other potential, in spite of the fact that the defendant Canadian National Railway Company led verification on them. These findings must be made if fairness is to be done.

Contextualising the text – Yerma

Throughout his adult life, Garcia Lorca spoke frequently and with great pleasure about the profound importance he attributed to his early childhood in the small villages in the countryside near Granada, and later, in the provincial capital itself. Lorca's father, Federico Garcia Rodriguez was a wealthy landowner with several substantial holdings in the rich alluvial plain called La Vega de Granada. Having been widowed in his first marriage and left without children, Don Federico's second marriage (of which his family disapproved because of the inferior social and economic background of his bride) was to a school teacher from Granada, Vincenta Lorca Romero. The mere fact that she had a profession and a job is an indication of her independence and strength of character. The influence of her personality was to be of the utmost importance for Federico Garcia Lorca, her eldest son, born in June of 1898. The experience of the first ten years in that fertile region of slow rivers and poplar groves, with the snow-capped Sierra Nevada in the distance, seems to have provided Lorca with an inexhaustible well-spring of inspiration and feeling for Spain's rural people and their world. The rural folk he was surrounded by became a great influence in his work as we are shown in his second rural play Yerma. Act 2, scene 1 shows us a parallel to what Lorca would have witnessed often during his childhood. In his late teens he began to write poems that he would recite in local cafes. As a child he was known to carry on conversations with inanimate objects, bestowing upon each object a personality and speaking with them as if they were living things and might speak back at any moment. His writing career began with a book of essays in 1918, followed by a play in 1920 and book of poetry in 1921. In 1919 he left to study law at the Residencia de Estudiantes, where he met and became friends with film director Luis Bunuel and painter Salvador Dali, among other Spanish notables of his generation. With the exception of summer vacations spent in Granada, Garcia Lorca would stay in the Residencia until 1928, by which time he had become Spain's most highly respected younger poet. In the period of his greatest fame, Lorca drifted into a depressive, disillusioned state of mind. He described himself to a friend as suffering â€Å"one of the saddest and most unpleasant moments of my life. † He abandoned the gypsy ballad poetry that was making him famous. He even stopped reading his poetry to friends. He was rescued from this melancholy mood by his mentor, Fernando de los Rios, who took him from Madrid through France and England to New York City. In his plays, the pivotal characters are women. Women are the ones who suffer from desire and pass through conflict to tragic or comic resolution. Most of the scenes take place in women's spaces, the domestic interiors which they rule and from which men are estranged (or, as in The House of Bernarda Alba, completely prohibited). The female characters reveal themselves most easily and deeply in conversations with other women. The poetry which erupts at moments of emotional intensity usually comes from the mouths of female characters. Especially in the three great tragedies which are known as his â€Å"trilogy of rural life,† Lorca chooses women to exemplify the human life which is crushed by Spanish customs and social life. He went to Cuba in 1929-30 and returned to Spain in 1931. That year Spain became a Republic, which gave hope to many – Garcia Lorca included – that Spain's standard of living would be improved, its illiteracy reduced and its culture more widely disseminated. He became a director of a student theatre company, â€Å"La Barraca,† which toured small villages and in the faces of harassment by Fascist partisans presented the Spanish classics to the peasants. The company produced the three â€Å"rural tragedies† on which Garcia Lorca's theatrical reputation rests. Yerma (1934), the second of the three tragedies, is the story of a woman who is unable to conceive although she desperately longs to have a child. The first and third tragedies are Blood Wedding (1933) and The House Bernada Alba, which was never performed during Garcia Lorca's lifetime. At the start of the Spanish Civil War, he went to Granada, which he regarded as relatively safe. Although he had no political affiliations, he was known to be a friend of left-wing intellectuals and an advocate of liberty. Apparently this was enough of an indictment for the Falangists who arrested him on the orders of the Nationalist Civil Governor on August 16, 1936. He was held for two days, tortured and shot. Garcia Lorca was homosexual, and he suffered greatly because of the strict, conservative nature of Spain at that time. His writings were outlawed in Granada's Plaza del Carmen. Even speaking his name was forbidden. The young poet quickly became a martyr, an international symbol of the politically oppressed, but his plays were not revived until the 1940s, and certain bans on his work remained in place until as late as 1971. Today, Garcia Lorca is considered the greatest Spanish poet and dramatist of the 20th Century.

KM Phase Project Report

Electronics (GAPE) to analyze their processes and to come up with a KM improvement plan to shorten their product development lead-time. We took a closer look at the key activities in the product development process and identified critical activities that had most impact on the development lead- time which is the focus for our study. We also got to learn development that did not go as planned as well as getting to know what is working well in product development.Completing the KM assessment has allowed us to draw the following results: GAPE should focus on Exchange, Combination and Colonization (for both Knowledge Sharing and Discovery). Attention should be given to Routine, Direction, Sterilization and Initialization. The majority of knowledge were captured through formal procedural processes and stored in the Exchange database. But it is not easy for engineers to find them. Knowledge locator may help to solve this problem.The current KM Infrastructure does not support colonization w ell enough and does not really exhibit knowledge sharing between development teams. This could improve by setting up community Of practices. The key to success is in getting the product design requirements right the first mime, perform thorough evaluations on all project risks and get the design right the first time. This goes with the reuse of knowledge (I. E. Past product development experiences, standard proven design, lessons learned from the past so that mistakes will not get repeated and the use of best practices).This calls for all internal as well as external brains together to approve design before proceeding to the next stage of development. [2] Company Background Information Gold Peak Industries GAP (Holdings) Limited -the parent company of GAPE- was established in 1964 and it has been in the Stock Exchange of Hong Kong since 984. It is well known by the public for its battery products under the GAP Batteries brand. GAPE is in the design and manufacturing industry special ized in both consumer and professional audio products. Reduces developed range from personal audio system & HI Speakers to professional amplifiers & speakers use in cinemas, stadiums and concerts. Engineers take ideas from product concepts through to mass production, then leave the design in safe hands to their manufacturing colleagues in their Hough production plant. The Center of Engineering Department is located in downtown Sheehan and as over 135 Engineering staff. Located in the same site, there are over 65 staff from various associated activities to support the Engineering needs.The Engineering Department is organized into 3 main branches: Product Development Operation (65 persons) Technology (35 persons) Engineering Support Services (35 persons) Also the Acoustic Team at Hough factory has 44 persons And at Hong Kong office the RFC Team with 7 engineers. The Department Business Strategy is strong product development with dedicated functional teams – Electronics Teams, M echanical Teams, Software Teams, DSL Teams, RFC Teams, Quality Assurance Teams, Safety & Environmental Team, Test & Measurement Team, etc.For further information, please visit our client's websites: Gold Peak Group www. Galloped. Com Electronic Division: www. Gap-industries. Com [3] Assessment Scope and Objective Assessment Scope : Product Development Product Development is the primary task in the Engineering Department. Therefore, putting forward Product Development as our assessment scope came with no surprise. Assessment Objective : Shorten Product Development Lead-Time There are wow key strategic performances in product development, namely Quality and Time-to-Market.In order not to make our assessment too broad for this Knowledge Management project, we have chosen the latter as our assessment objective which is also the most important out of the TV'0 for GAPE. By improving Time-to-Market, in product development perspective, we are referring to shortening product development lead -time. The following are advantages from a shorten product development lead-time: Stay competitive in the increasing competition in the worldwide market Avoid back-orders and preventing lost sales. It may also lead to more orders and more sales if development is ahead of schedule. 4] Organization Chart Figure 1: Organization Chart In reference to Figure 1, we have the Department's organization chart. Sitting at the top of the chart, we have the Engineering Director and then branching down to sections Of functional teams. Starting from the left, we have the Product Development Section composed of a team of project managers and 4 Development Teams. Development teams are primarily consisted of Electronics engineers where they are responsible for electronics design and development as well as leading the verbal activities in Product Development.Next, we have the Mechanical Section consisting of Mechanical engineers. Mechanical Product development team support mechanical related design an d development of Product Development. Advance Mechanical section specialized in new design techniques and choice of materials, simulation and other tools that may help development. The Engineering Service Section provides support and services to other sections. It consists of the Safety, Environmental and Material Teams, The Artwork and workshop. Document Control takes care of all documents in & out of Engineering.The Technology Section consisting of Advance Engineering, Software Team, RFC Team and the DSL Team all working towards the same goal to maintain a competitive edge to compete with the others. These are the lucky group in the department whom will get to learn, design and develop first of the kind in both technologies and products (I . E. Technologies and products that are new to GAPE). Finally we have the Acoustic Team. This Team is responsible for design and development of drivers and speakers. 5] Product Development Process projects are initiated with feasibility and just ification with the introduction Of product design specification. In reference to the Product Design Specification Engineer, the engineers will review all past design in the Exchange system with similar specification and review all lessons learned from similar field. The engineers will then work on the initial draft design considering technical risk assessment, BOOM cost, tooling cost, development lead-time and Engineering hours and other investment that go with the project.Reuse existing design and components where appropriate. Tacit Sharing on design and progress are held on a weekly basis. Only the final sign proposal will be uploaded to their Exchange system when all criteria are met and ready for management approval. Formal procedures (routines) and document format are in place for uploading design document to the Exchange system at the end of each development stage. Design are checked according to design rules and approved by managers before the upload is approved. Please refer to the following figure for the Product Development Process Flow.Figure 2: Product Development Process The Product Development Process consists of 4 stages – Feasibility, Design & Realization, Industrialization and Mass Production. The items in the middle are key activities that we have identified in the product development process. At the bottom are the outcomes from each of these stages. Below is an explanation Of the activities in each Of the 4 Stages. Feasibility Stage The project typically starts with a set of requirements listing out the required features, the industrial design and the target cost.The engineers will need to process this information, consider their Use Cases and their User Interface. They will then find out if there are any past projects and designs that can be used to meet some of these requirements. Reusing proven designs will minimize the development lead-time and impose minimal risk to the development. The engineers will then put together a proposal for customer to sign off the project. Often a time the proposal will get adjusted to better match with the end user's needs, cost target of the customer and time to market.Any new technology, new component needed and any performance specification required beyond those achieved in the past by the department had to be found, evaluated and learned. All risks will need to be assessed before committing to the project. These are conducted in the Technology Scouting & Evaluation activity. Once all risks are assessed and requirements are met per customer wish, Engineer can proceed with the Project planning activity to draw up the development schedule and plan all resources (both man power and equipment) for the development. The concept release will be granted after successfully completing all feasibility activities.Design and Realization This involves all knowledge from past projects, lessons learned and best practices together to come up with the solution. Design involves electronic circu its, software and mechanical design. Once the design is drawn, the engineers will conduct simulations to predict if the design conformed to performance requirement. Once the design passed simulation test, Engineer will design the circuit on PC. This is the PC Layout Design activity. They will also design a test plan to qualify the design at board level as well as at system level.The realization is a collection of activities in getting physical samples, build and design tested. These activities are the Prototype Sample Build, the Engineering Sample Build and the Tool Making. Only a few samples (typically 3 sets) will be built during the Prototype stage. The Engineering Sample Build mom after the Prototype Build involving a larger quantity (typically 1 5 sets) and it will have all design improvements in place from the prototype design. Engineer will initiate Tool Making once the mechanical design is mature enough and off-tool parts will be used on the Pilot Build.The design release is granted only when enough confidence is gained from the design during the Design and Realization stage. The engineers may proceed to the next stage of development after granting Design Release. Industrialization This stage consists of 2 key activities: the Pilot Build and the Pre-production Build. Both builds are conducted on the production floor with production flow, processes and test fixtures specifically designed for the product. The design for Manufacturing issues and Standard Operating Procedure gets verified and optimized on the Pre-production Build prior to Mass Production.The build quantity is considerably larger than previous builds. These processes are also very valuable in verifying design tolerances and production process variations. Mass production At this stage, all design and production processes would have been fully verified and qualified for production in huge quantities. Product Development Process Flow will come to an end after executing the first production lot . The engineers will then leave the design, repair and product know to their Manufacturing Engineers whom will have full responsibility of the product from there onward. 6] Learning from Past Product Developments Let's take a closer look on past product development and see if we find opportunities to shorten the development lead-time if we had been given another chance to do it again. We have reviewed 10 products developed in the past 12 months. We have observed there was no hold up on schedule urine the Industrialization Stage and the Mass Production Stage. The following activities typically are more procedural and time controlled and they did not show sign to have impact on the lead-time: Project Planning, Simulations, PC Layout, Test Plan, Prototype Build, Engineering Sample Build and Tool Making.We found issues that lead to a longer lead-time fall into the following categories: Technology Scouting and Evaluation Example: Risks are not thoroughly understood before committing to d evelopment. One of the projects had its USB Audio with intermittent audio while operating from Windows XP. This intermittent problem was unknown until the team got to the evaluation stage on the first prototype sample. The problem resides in the software driver design where the solution provider could not solve in a short time and the team has no access to the driver codes to solve it.The team had to find an alternative USB Audio solution to continue the development. This had resulted in a time loss of 2 months. Circuit, Software & Mechanical Design a) Example 1: Design from scratch where they could have reused an existing proven solution. We have identified one Of the project where the engineers ad designed an all new amplifier from scratch where they could have simply reuse design from a past project. This new amplifier had no performance, cost, weight or size advantage over the existing design.The reason for designing the new amplifier was because the team of engineers was not aw are that there was an equivalent amplifier design which they could have just copied. This has resulted in a time loss of 1 month and also in a waste of engineering effort. B) Example 2: Repeating problems that had been encountered and solved by another team in past developments. [7] Critical Activities Figure 3: Critical Activities in the Product Development Process After understanding what went on with past product developments, we have concluded that some Of the activities are less critical to our assessment objective.In reference to Figure 3, these non-critical activities are highlighted in grey colored text. Activities remained in black color text are areas we have targeted to focus our study to improve their efficiency and effectiveness in order to shorten the overall development lead-time. [8) KM Assessment [8. 1] Desire KM processes We have mapped out contingency factors to each of the 2 critical sub- recesses to determine their desired KM processes.These contingency factors come from informal interviews conducted with various experienced Engineers working on product development in the department. These factors reflected how they overall judge each of these activities based on their participation in current and past product developments. Figure 4: Chart to determine desire KM Processes Major Processes Us b-processes Task Characteristics Knowledge Characteristics Organizational Characteristics Environmental Uncertainty Desired KM Process(SE) Uncertainty InterdependentTIE DIP Size Strategy Feasibility Technology scouting & Evaluation Medium High D Combination Colonization for knowledge Discovery Design Circuit , Software , Mechanical Low Exchange Colonization for knowledge sharing Projects handle by the department vary considerably in complexity ranging from a simple audio docking system to a complex Audio Visual Receiver involving complex DSL processing. By averaging out these extremes, we have decided to weight Task Uncertainty as â€Å"Medium† f or both sub-processes. This weighting is more representative of the real situations.

Workplace Analysis of the Psychological Contract

The saying that mutual admiration within the workplace binds the workforce could be a pretext to harmonizing relationships between employees and employers. The mutual admiration could be working both ways of benefits, being beneficial to the result of work and the business endeavor. Thus, mutual admiration of workforce within the organizational setting of a workplace is perceived to tie the bond of commitment, reliability and trust, aside from the legal stipulations in a written contract of employment. However, how a psychological contract does characterize the mutual values of consistency and guaranty between an employee and an employer? This basic question could be examined in the process of understanding the relationships and define the circumstances surrounding the situations in the workplace. This paper will discuss and analyze the psychological contract affecting the workplace, relating several issues being confronted by employees and employers. Defining psychological contract and its effect It would be important first to know what psychological contract is all about. As defined by Psychologists Janet Smithson and Sue Lewis from the Department of Psychology and Speech Pathology at the Manchester Metropolitan University, understanding the â€Å"psychological contract† is referred to as the â€Å"meeting of expectations† where both employee and employer aspires (Arygris 1960; in Price, Munden & Solley 1962; in Smithson & Lewis 2003: pp. 1-2). In layman’s definition, â€Å"meeting of expectations† could be exemplified by the performance of the employee towards work which is being expected by the employer to produce a quality, efficient and effective result. On the other hand, it is for the employer to provide the necessary wage and benefits, compensating the good result of performance of the employee. However, without meeting neither one nor any of the expectations could breach and defeat mutual concern. In which case, one of the results could be a defiance and conflict of interests, wherein work and labor related issues become a dilemma in the workplace. Psychological contract in contemporary working environment With the rapidly increasing growth in numbers and sizes of profitable organizations, human resource management experts and scholars perceive the development of a â€Å"standardized† labor policy and procedures in workforce deployment. Correlated to this perception is the indicated inclination of management leadership to eventually acknowledge the reform through labor treaties, specifically in recognizing the collective bargaining agreement with labor unions. However, â€Å"meeting of expectations† may still be a â€Å"one-sided† concern of the employer’s management due relevance of emerging diversified industries that may not totally materialize the â€Å"inclination† to reform the culture in a workplace. Kheeran Dharmawardena (2008) in his journal entitled: ‘The Changing Nature of the Psychological Contract and its Impact on Modern Organizations’, has examined the relevance of psychological contract from the early studies of several organizational experts. Dharmawardena synthesized the findings that scarcity of employment and security of tenure patterns the good performance of employees (Bergmann et. al. 2001; in Lester & Kickul 2001; in Dharmawardena 2008: pp. 1-7). It may be analyzed that causal to the shortage of employment opportunities, the workforce retains the â€Å"showmanship† of performance, aspiring to achieve â€Å"job security† or long tenure of employment. The aspiration itself relinquish the â€Å"no-no attitude†, wherein retaining good performance in the distinction of skills and acquirement of further learning from the workplace extends the â€Å"systems thinking† as a psychological contract to upholding the need of being employed. Acknowledging the above analyses has related the perception of Cyril van de Ven, (2004) who viewed that the intensive diversified industrial trends increases the effects of unpredictable organizational change. Considering the unpredictability, most contemporary employers are decisive in achieving the sustainability of their organizations (especially the businesses that rely in the global supply chain) by acquiring the best possible workforce, workplace and market (Rousseau 1995; in Shore & Tetrick 1994; in van de Ven 2004: pp. 1-11). It shows that this typical ambition of contemporary employers is relative to â€Å"systems thinking† of the employees, having the psychological contract to securing the profitability and existent ability to do business. In sum, the mutual concern of employee and employer attributes the psychological contract of sustaining the interest, in which narrates the desire or aspirations of the employment to co-exist in a secured and sustained working environment. Psychological contract and workplace issues This topical discussion features the subject matter pertaining to psychological contract and workplace issues. As an overview, the mutual aspect in sustaining overall organizational performance signifies the â€Å"oneness or belongingness† of membership to the organizational objective, referring to members and leadership. However, the situation of dissatisfaction and question of confidence becomes the common issue that is dealt with, specifically in employee and employer relationship. Janice Anna Knights and Barbara Jean Kennedy (2005), in their journal ‘Psychological Contract Violation: Impacts on Job Satisfaction and Organizational Commitment Among Australian Senior Public Servants’, has cited the finding that dissatisfaction and loss of confidence are perennial issues dreadfully affecting the psychological contract. According to Knights and Kennedy, the common violation to the value of satisfaction is being dismayed by the fact that what has been verbally promised is contradicted by lies. This can be exemplified by the failure of the organizational leadership in fulfilling the promise to the membership. Reflective of Knight’s and Kennedy’s ascription to psychological contract on that particular case of unfulfilled promises may not only result dissatisfaction or disappointment but a deliberate disparity that may lead to organizational collapse. It may also relate the situation in a workplace where the employees were not able to achieve the promised benefits and due compensation of labor, in which the psychological contract to expect or aspire the viability of employment has failed. In most cases of labor disputes, the unfulfilled delivery of legally or lawfully mandated wages and benefits is claimed to violate the laborer’s rights. The violation may in itself affect the psychological contract of the employee, being unsecured or unguaranteed to achieve the source of livelihood. Therefore, psychological contract extends the paranoia of defeated and unfulfilled envisioning for a beneficial workplace. In Cantisano et al. ’s (2007) journal, entitled: ‘Social Comparison and Perceived Breach of Psychological Contract: Their Effects on Burnout in a Multigroup Analysis’, has documented the prevalence of gross labor violations. Based on the exhibited data from the conducted study research, the responses of respondents ranging from lower-income to medium-income labor forces or employees suffer from â€Å"breach of psychological contract†. To cite, employer denial to providing the necessary and just compensation [as required by law] infringe the common aspiration of the workforce to obtain the reasonable share of labor. As further cited, the effect on the â€Å"breach of psychological contract† has indicated the respondent’s extreme anxiety, such as (1) negative social judgment referring to employee-employer relationship, (2) emotionally exhausted for being violated and abused, (3) feeling of cynicism or skeptic that employers are exploitative, and (4) loss of self confidence and esteem (Van der Zee et al. 2000; in Cantisano et al. 007: p. 125). Empowering psychological contract In relation to the previous discussions, Brian P. Niehoff and Robert J. Paul (2001) of the electronic magazine Review of Business have proposed the enabling of policies that may be supplemented to the existing labor laws. Accordingly, the 2001 data of incidence in committing labor-related violations has remarkably increased to an alarming 33,000 cases of labor malpractice pending before the investigation or proper promulgation of the National Labor Relations Board which piled up in ten years from 1991 (Niehoff & Paul 2001: pp. -2). Niehoff and Paul (2001) have emphasized that â€Å"loose promises† in the workplace in order to encourage or attract the attention of the workforce. It may validate the negative thinking [of the already cynical employees] that employment is no longer beneficial and insensible to the aspirations of the workforce to gain social equity and equal treatment of labor. As cited, the disagreement point out to unreciprocated or unequalled performance of the employers to maintain the tenure of employment and sustainable income sourcing (Niehoff & Paul 2001: pp. 3-4). Indicative of Neihoff and Paul’s proposal could harness the psychological contract within the workplace. Upholding the â€Å"sensitivity† of the employer would mean to fulfill the promise by granting the just compensation and rectify indiscriminate treatment, and abdicate the flawed promises. As cited, it may not only the conflict within the workplace that shall be settled but the whole process of the system, wherein workforce may only be survived by their â€Å"grim determination†, and the remainder of â€Å"self-belief† that contemplating on the issue could be the only way to obtain the psychological contract. However, the â€Å"culture of deceit† could be permanent or entangled in the protectionist character of employers, obviously protecting the business interest (Neihoff & Paul 2001: pp. 3-4). Empowering the psychological contract can be objectively described in the organizational life of Pret a Manger, a leading sandwich biscuit company in the United Kingdom. In a contributed article of Psychologist Michael Wellin which was recently published by the electronic magazine Chief Executive Officer (CEO) of the SPG Media Limited, it quoted that: growing numbers of businesses apply the psychological contract convergent to forge organizational relationship between employees, the management and the company itself†. Dr. Wellin pointed out that the â€Å"trade secret† of Pret a Manger is the continuing openness of thoughts and understanding the situation, character and culture of the organization, where employees and employers are aware and much sensitive in dealing with the issues that relates the psychological contract. Dr. Wellin has found the strong importance of organizational values of Pret a Manger in dealing with the â€Å"mutuality of efforts† of both employees and employers. As cited, Pret a Manger has developed the organizational expectations by and between the employees and the management, such as follows in bulleted list below (Wellin 2008; in SPG Media Limited 2008: pp. 1-2): Management expectation on employee’s attitude towards work †¢ Sensible hard work; †¢ Prudently hilarious and easy to please; †¢ Have the benefit of good life; †¢ Work early to leave early. Employee’s expectation from Pret a Manger management †¢ Fairly compensated according to individual performance and position; †¢ Dynamic working environment of diverse workforce and skills; †¢ Provide development-education and skills training; Promotion of managers among the internal regular employees. Based on the findings on empowering the psychological contract, it appears that retaining the â€Å"mutuality of efforts†, referring to meeting the expectations of employees and employers, could paved the way towards achieving a dynamic and reliable collaboration or synergy in the workplace. This extends the analysis that fulfilling the psychological contract of the workforce systematizes and mobilizes their natural desires to sustain the viable means of the workplace, in which therefore meeting the expectations or objectives of the leadership at a judicious manner. It may also attribute the perception that the sensibility of an employer in upholding the employees expectations [as a psychological contract] could be considered as a social, moral and civic responsibility by promoting the rights and welfare of the labor force, wherein a more beneficial return will impart to the invested cost of values and as bonus to the margins of business profit. To further validate the analysis, it points out the situation that psychological contract eventually changes according to socio-economic, socio-cultural and socio-political changes. This can be exemplified by the previous discussions on the development of labor forces and markets that have been attributed by the rapidly changing business and policy environment as a result of â€Å"social diversification of industries†, keeping abreast at the global landscape of production and supply of goods. In short, psychological contract emerges in the â€Å"social and economic status† of the labor force. As cited, psychological contract always retains in the unstable or stable economic and political condition which reciprocate a particular situation (Pascale 1997; in Sharpe 2001). This can be exemplified by the prevailing global economic recession, in which the downturn of economies of highly developed and rich countries [like the US and some European countries] affects the domestic economies of undeveloped countries as a result of depleted purchasing power that as well decline the demand for labor market. Thus, the virtual effect of economic crises affects the â€Å"systems thinking† of the employees in a particular firm that may at anytime declare a bankruptcy and closes shop. The psychological contract on the expected security of tenure in employment would be at the brink of eventual loss. It may be further analyzed that workplace is an â€Å"economic-driven† organization that exist and operate its venture within a calculated business risks. The only dynamism could be indicated by feasibility studies along with planning and market testing. In this particular condition, unpredictability and uncertainty of employment may pattern the psychological contract of workforce in a workplace. Findings and conclusion This paper has found that psychological contract is characterized by the â€Å"social and economic values† pertaining to the mutual efforts and benefits of an employee and employer. In other words, there must be co-existing endeavor, agreements and appreciation to making effective, reliable and congruent the achievement of requirements and sharing of needs. However, the findings may have only analyzed the situational perception of a workplace, in which may needing the variations of reconsidering the overall â€Å"societal conditions†. What has then highlighted in the result of examining and analyzing the empirical studies derived and depicted in this paper is the fact that psychological contract can only be achieved by a consistent and truthful fulfillment of expectations, reassuring mutual efforts of employee and employer. It may be then concluded that psychological contract can be sustained by making productive the economic condition of every countries, good governance and the advancement of policy support on workforce and workplace issues. Thus, psychological contract attributes the achievement of an economically secured family and socially progressive population.