Advanced Data Structure Project

CSCI4117 Advanced Data Structure Project Proposal Yejia Tong/B00537881 2012. 11. 5 1. Title of Project Succinct data structure in top-k documents retrieval 2. Objective of Research The main aim of this project is to discover how to efficiently find the k documents where a given pattern occurs most frequently. While the problem has been discussed in many papers and solved in various ways, our research is to look for the novel algorithms and (succinct) data structures among lately related materials and find the one dominating almost all the space/time tradeoff. 3.Background/History of the Study Before we beigin our aim to find a such a succinct data structure, there are a number of fundamental works in our approach. There exist two main among many ideas in classic information retrieval: inverted index and term frequency. (Angelos, Giannis, Epimeneidis, Euripides, & Evangelos, 2005) The inverted index is a also referred to as postings file, which is an index dara structure storing a map ping from content. It is the most utilized data structure in the Information Retrieval domain, used on a large scale for example in search engines.Term frequency is a measure of how often a term is found in a collection of documents. However, there are restricted assumptions for the efficiency of the ideas: the text must be easily tokenized into words, there must not be too many different words, and queries must be whole words or phrases, causing lots of difficulty in the document retrieval via various languages. Moreover, one of the attractive properties of an inverted file is that it is easily compressible while still supporting fast queries. In practice, an inverted file occupies space close to that if a compressed document collection. Niko & Veli, 2007) In further development, people find efficient data structures such as suffix arrays and suffix trees (full-text indexes) providing good space/time efficiency to inverted files. Recently, several compressed full-text indexes have been proposed and show effective in practice as well. A generalized suffix tree is a suffix tree for a set of strings. Given the set of strings D = S(1), S(2), †¦ S(n) of total length n, it is a Patricia tree containing all n suffixes of the strings. It can be built in time and space, and can be used to find all k occurrences of a string P of length m in   time. Bieganski, 1994) Then, we now get close to our original motivation – the Document Retrieval. Matias et al. gave the first efficient solution to the Document Listing problem; with O(n) time preprocessing of a collection D of document s d(1), d(2), †¦ d(k) of total length Sum[d(i)] = n, they could answer the document listing query on a pattern P of length m in time. (Y. , S. , S. , & J. , 1998) The algorithm uses a generalized suffix tree augmented with extra edges making it a directed acyclic graph.However, it requires bits, which is significantly more than the collection size. Later on, Niko V. and Veli M. in their paper present an alternative space-efficient variant of Muthukrishnan’s structure that takes bits, with optimal time. (Niko & Veli, 2007) Based on the background study, we finally move advance to our intensive topic – Succinct data structure in top-k documents retrieval. 4. Research to the Study According to the background study above, the suffix tree is used to minimize the space consumption.In the suffix tree document model, a document is considered as a string consisting of words, not characters. During constructing the suffix tree, each suffix of a document is compared to all suffixes which exist in the tree already to find out a position for inserting it. Hon W. K. , Shah R. and Wu S. B. introduced the first efficient solution for the top-k document retrieval. (Hon, Shah, & Wu, 2009) In order to get rid of too many noisy factors in the large collection, the algorithm adds a minimum term frequency as one of the parameters for highly relevant pattern P. Ho n, Shah, & Wu, 2009) Furthermore, they also developed the f-mine problem for the high relevancy, that only documents which have more than f occurrences of the pattern need to be retrieved. The notion of relevance here is simply the term frequency. In the later study, Hon W. K. , Shah R. and Wu S. B. achieved the study of â€Å"Efficient Index for Retrieving Top-k Most Frequent Documents† by driving the solution derived from related problem by Muthukrishnan (Y. , S. , S. , & J. , 1998), answering queries in time and taking space.The approach is based on a new use of the suffix tree called induced generalized suffix tree (IGST). (Hon, Shah, & Wu, 2009) The practicality of the proposed index is validated by the experimental results. 5. Future Works Since all the fundamental works are settled, our futuer analysis of the â€Å"Succinct data structure in top-k documents retrieval† is mainly based on the most recently accomplishment by Gonzalo N. and Daniel V. (Gonzalo & Dani el, 2012) , a New Top-k Algorithm dominating almost all the space/time tradeoff. . References Bibliography Angelos, H. , Giannis, V. , Epimeneidis, V. , Euripides, P. G. , & Evangelos, M. (2005). Information Retrieval by Semantic Similarity. Dalhousie University, Faculty of Computer Science. Halifax: None. Bieganski, P. (1994). Generalized suffix trees for biological sequence data: applications and implementation. Minnesota University, Dept. of Comput. Sci. Minneapolis: None. Gonzalo, N. , & Daniel, V. (2012). Space-Efficient Top-k Document Retrieval. Univ. of Chile, Dept. f Computer Science. Valdivia: None. Hon, W. K. , Shah, R. , & Wu, S. B. (2009). Efficient INdex for Retrieving Top-k Most Frequenct Documents. None: Springer, Heidelberg. Niko, V. , & Veli, M. (2007). Space-efficient Algorithms for Document Retrieval. University of Helsinki, Department of Computer Science. Finland: None. Y. , M. , S. , M. , S. , C. S. , & J. , Z. (1998). Augmenting suffix trees with applications. 6th Annual European Symposium on Algorithms (ESA 1998) (pp. 67-78). None: Springer-Verlag.

Harry Potter and the Philosopher’s Stone Essay

First published in England in 1997 as Harry Potter and the Philosopher’s Stone, the book quickly became wildly popular. The next year saw its publication in the United States, this time titled Harry Potter and the Sorcerer’s Stone, receiving critical acclaim and several awards. I would rate this book 9 on a scale of 10. Both the Carnegie Medal and the Newberry Medal awards consider plot and character development when judging books. Harry Potter and the Sorcerer’s Stone clearly meets those criteria. As the novel unfolds, the reader discovers the information about the wizarding world along with Harry. Characters grow and become more than flat stereotypes – Hermione’s change from bossy know-it-all to genuine friend and partner-in-crime is just one example. The dialogue between characters is believable and Harry’s inner thoughts serve as further exposition without slowing down the action. The novel is long in getting started, which makes sense because the author has to set up a story that will continue over six more books. New readers just have to make sure they keep reading and not quit out of boredom. The illustrations at the beginning of each chapter are good for prompting the reader’s imagination. I would have liked to have seen a few more scenes with illustrations, however. Among them would be a drawing of the Sorting Hat, perhaps as it sat on Harry’s head; an illustration of the dead unicorn in the forest with the frightening creature drinking the blood; and a picture of at least one of the scenes of the children getting past the spells guarding the stone. The chess game would have made an interesting illustration. Besides Mary Grandpre, I think Ludwig Bemelmans, who wrote and illustrated the Madeline books, would have done a good job with Harry Potter. His style of pen and ink drawings are simple yet contain a lot of detail and would fit the tone of J. K. Rowling’s books. The first Harry Potter book as well as all the subsequent books were huge best-sellers. In fact, it was this series that prompted the New York Times to create a separate list for children’s books since Harry Potter monopolized space on the existing top-ten list. But beyond popularity, Harry Potter and the Sorcerer’s Stone is a classic children’s book because of its story. The book incorporates a common theme of good vs.  evil with humor, fast-paced action and relatable characters. Fantasy and magic also resonate with children, and Rowling’s books will surely join those of C. S. Lewis and J. R. R. Tolkein as favorites for generations of children. This book makes reference to numerous other works. Dumbledore is a member of the Order of Merlin, an allusion to the King Arthur myth. Goblins and trolls populate the folk and fairy tales of many cultures. The vampire that Professor Quirrell comes from Dracula and werewolves go all the way back to Ovid. Fluffy, the three-headed dog is based upon Cerberus in Greek mythology. The mirror of Erised is similar to the magic mirror in Snow White or the titular looking-glass that Alice stumbles through. Finally, of course, is the medieval legend of the philosopher’s stone and the French alchemist, Nicolas Flamel. Although the U. S. publisher changed the name of the book thinking that American readers would be unfamiliar with the philosopher’s stone, the book kept most of its English-ness. Foremost is the concept of boarding school, which is much less common in the U.  S. Along with that, Hogwarts has houses, prefects and Head Boys, all similar to Eton College and other British public schools. The robes that Harry and his friends wear are like the robes worn at Oxford and Cambridge. But what makes Harry Potter and the Sorcerer’s Stone quintessentially British is the lack of teenage drama found in most American books for children and young adults. Harry and his friends face challenges from , but they never have to deal with underage drinking, teen pregnancy, drugs or gangs.

LOGISTICS & SUPPLY CHAIN MGMT assignment Example | Topics and Well Written Essays - 250 words

LOGISTICS & SUPPLY CHAIN MGMT - Assignment Example Anticipatory model, a traditional model, was based on predictions which were used by organizations as the purchasing behavior of consumers was not obtainable and partnerships were not working together. Thus, the predictions pursued by retailers, wholesalers, distributors and manufacturers led to surplus inventory in the market. This lead to a huge probability of misjudgment of consumer demands which was replicated by all companies. Response based model decreases the effects of dependence on anticipations by mutual discussion and instant communication amongst the partners. This helps in obtaining accurate information and rapid fulfillment of consumer demands. Unlike anticipatory model lesser expenses help to finish the process speedily with huge levels of customization. Technological advances have enhanced the response rate. It not only increases the consumer contentment but also lessens the

Maritsa Plcs Using the Capital Asset Pricing Model Essay

Maritsa Plcs Using the Capital Asset Pricing Model - Essay Example Using the Capital Asset Pricing Model, the cost of capital is computed as: where: kc is the cost of capital; krf is the risk free rate; ß is the systematic risk of the common stock’s return relative to the market as a whole; and km-krf is the market risk premium, which is equal to the difference in the expected rate of return for the market as a whole2. In order to choose the most profitable investment to be pursued, the Net Present Value (NPV) technique will be used. This method of capital budgeting is widely used because of its recognition of the time value of money3. Thus, annual cash flows will be discounted order to arrive at their present values.Table 1 shows the computation of NPV for the first option which is to renew the rent contract and extend the facility for higher production. It should be noted that the values are expressed in unit  £. It can be seen that the rent payments are adjusted each year to take into account the annual 5% inflation. The NPV for Option 1 is computed as - £2,562,594. Table 2 shows the computation of NPV for the second option which is to purchase a larger facility to accommodate the increasing demand for the products. Like in the first option, all values are expressed in unit  £. Consistent with the case, this paper assumes that the company is able to secure financing through five-year debe nture with an 11.5% annual interest. It is also assumed that the company borrows the whole amount that it used to purchase the building which is equivalent to  £2,500,000. This paper also assumes that interest payments are taxable thus; it opts to deduct the tax shield from interest payments in the cash outflow. This paper also assumes that the building will be sold at  £5,000,000 after the ten-year period. The computed NPV for the ten-year period is - £1,674,701.

Reading reflection 3 Essay Example | Topics and Well Written Essays - 750 words

Reading reflection 3 - Essay Example I agree with the author of the essay â€Å"Images of Women† in the sense that there truly are a number of reasons as to why these traditional roles for women continue to be perpetuated and exist today. Our culture and traditions as a people, which are documented in various ways such as the bible, have created and promoted the weaker sex version of women for as long as time has existed. For the strong willed and independent woman of today who sometimes have to deal with old school beliefs and traditionalists in the workplace, that has become a real challenge to overcome. I believe that the images of women as we see it today, can be directly connected to the modern feminist movement. Women as a gender have had decades of female empowerment stances to refer to and be influence by in their efforts to have themselves recognized as an equal to that of the male gender. The modern feminist keeps her femininity ate the forefront of her battle while also showing men that it is possible for a woman to have it all. The family, the career, the individual identity, and self-respect, are all elements that the previous promoters of the feminist movement have success fully managed to hand down to their counterparts from generation to generation, and generations to come. The agenda of woman's rights would not have been able to flourish without the support of the media, Bailey got that right. We all admit to and recognize the influence that various media have in our lives and point of view. Since the media has helped counter the effects of decades of female misconception by promoting them as equal to men in both ability and skill, men have come to learn to accept and respect women more as their equals rather than just being a gender in existence to serve their man, family, and society as members of a submissive gender. Struggling for the rights of a woman is directly related to the image that a woman carries of herself. But that image is oftentimes dictated by how society views them and their contributions on a larger scale. These days, women are at the forefront of most things related to our culture and traditions, so the mindset has changed in a significant way thus allowing for the emergence of a new image for women in the 21st century and beyond. Reflection on Kimmel's â€Å"Masculinity as Homophobia† When one hears the term â€Å"masculinity†, images of Brad Pitt, George Clooney, Sylvester Stallone, the like come to mind. They are the images of masculinity is today's world. These are the men who are emulated and admired by their fellow men because of who they are and what they have become. With those images in mind, it becomes easier to understand why the term â€Å"homophobia† cannot be used in the same sentence as masculinity. Yet Kimmel effectively does so in his essay. Just like Kimmel, I too have a personal belief that homophobia came to exist because of the way society viewed women as the weaker sex during significant eras of our history as a people. Men are looked upon unkindly when they prove to be weak at a certain gender based undertaking, or if they fail to accomplish a task that their counterparts could have completed as well. Homophobia is not a word that should only be used to define fear of a man who is attracted to the same gender. After reading the essay of Kimmel, I have come to understand that

Summary What Leaders Really Do) Assignment Example | Topics and Well Written Essays - 750 words

Summary What Leaders Really Do) - Assignment Example An organization cannot run in the expected manner if those working under the leader do not receive direction to follow. This direction is very essential in bringing about the desired changes, which is why leaders ought to be on their toes so that these goals can be attained; to help an organization be able to cope as they struggle through it. Leaders do not have to produce a detailed plan on what is to be done, setting direction is the main aspect they are supposed to deal with and leave the rest to the management. There is nothing fascinating about leadership, but the fact that they develop visions that make way for changes, and work towards achieving them. For these changes to get realized, it is necessary that leaders with outstanding competence are selected and exposed so that they can come out with strong leadership. It is however useless having strong leaders with management that is weak, as performance will still be low. An example of visionary leadership that is set to bring about changes in an organization is that American Express at the time it was receiving a lot of competition from other companies that came up with cards to compete with them. Competition is known to hinder growth of a company and being the visionary leader he was, he decided to come up with a scheme that would put the company at its feet again; which was through asking of fundamental questions on economics, market and competition so that he could develop a perfect understanding of the business. It is the above that a leader should do as his dedication made him save the company. In aligning of people, communication is very important, and it is best that leaders be good at it. These challenges are in trying to get people understand a new or alternative vision to be implemented as well as having the people one is dealing with believe the message being put across. Alignment leads to empowerment, which ends up reducing on

Military leavers and private industries Essay Example | Topics and Well Written Essays - 2500 words

Military leavers and private industries - Essay Example It is the application of knowledge, skills, tools, and techniques to plan and execute activities/tasks that meet or exceed customer/stakeholder needs and expectations from a project. There are two types of project management - strategic and tactical. Tactical project management, which involves planning, organizing and managing a single project within an organization, while strategic project management, usually a management function, kicks in when several projects are being run at once, and involves prioritizing current and forthcoming projects to meet with larger business objectives. The objective of project management methodology is to provide common standards to ensure that information technology projects are conducted in a disciplined, well-managed, and consistent manner. The ultimate goals of this methodology are to promote the delivery of quality products that result in projects which are completed on time and within budget. Competency is the ability to perform activities within a work function to a predetermined standard. Project management competency includes interrelated behaviors, knowledge, skills, attitudes and values required to perform as a project manager in the particular organizational environment. Project Proposal is a part of project management. ... 4. Preliminary return-on-investment and internal rate of return documents. The theme of this topic is about project management, actually about project proposal on theme: How military leavers (officers) with their advantages and disadvantages can be a benefit for the private industries. Project proposal describes an idea in details, this document includes the outcomes, major risks and an estimate and time required. Such project defines objectives, scope, resources of the idea. It also provides a broad overview of a proposed initiative, including how the manager can manage and deliver the results from the initiative, and a mechanism to facilitate formalized agreement to continue to a clearly set out "next step". So, the Project Proposal is about the problems of military leavers (officers) after their serving in the army. And the problem of this project is about military's leavers' adaptation to the business activity. This project needs approach system in its methodology, this system can define every step to develop the project's ideas from its definition to the final results. The scope and limitations' details of the project: there are financial boundaries, law boundaries and social ones. There are some resources this project will take: 1) time: the size of the proposed idea is not big, about two - three years; 2) money and likes, there are enough military associations having benefits programs for their members, state Departments of Commerce Health and Education, Small Business Administrations, and companies which have been owned by former military leavers, so they can sponsor such projects. The time line for the project completion: there are a few stages in the project: Literature review completed, 4/20/05 Data collection starts, 4/22/05 Data collection

Media analyse-- Diffrent childhoods Essay Example | Topics and Well Written Essays - 750 words

Media analyse-- Diffrent childhoods - Essay Example According to UNICEF, nearly 1 billion children are underprivileged of one or more services indispensable to survival and advancement or development. One billion below 5s in developing parts of world are underweight with comparison to their age. Virtually 101 million children do not go to primary school, with additional girls as compared to boys missing out. Close to 2.5 billion populace and children lack access to enhanced sanitation. In addition, virtually 22 million children and infants are not well protected from diseases and illness by routine immunization. Another critical concern emanates from the worrying trend that virtually 7.6 million children globally died before their 5th birthday. In the year 2010-while also noting that virtually 4 million newborns and infants worldwide are typically dying in the first month of existence-2 million children well under 15 are currently living with HIV and finally nearly 500,000 women die annually from causes connected to childbirth and pre gnancy (THE STATE OF THE WORLD’S CHILDREN, 134). On the figure 2, however, reveals constructions of cheerful faces of children probably from developed countries which could be a symbol for a better life. The exposure of the picture reveals a great deal of information regarding the historical basing of the children. They children appear not to be worried as compared to the other children in the figure 1 picture thus showing they have been safeguarded against all odds. Consistent with CRAE a body which protects the human rights of various children by actively lobbying government and others people who hold power. The body does this by typically bringing or supporting check cases and by using local and international human rights bodies or mechanisms children protection is highly important. The body recognizes and provides legal information; increase awareness of children’s basic human rights, and assume research about children’s admittance to their rights

Home Health Agency Assignment Example | Topics and Well Written Essays - 750 words

Home Health Agency - Assignment Example ly literate, and meet several other training requirements such as satisfactorily completing the health and safety component of the training course titled â€Å"Direct Support Persons Core Training Program† or its equivalent. As such training for authorization to provide direct care services is mandatory. The curriculum may vary from state to state however each regulatory agency approves a certain curricula for their direct care trainees to undergo. One of the approved curriculum for training direct caretakers includes â€Å"Providing Residential Services in Community Settings: A Training Guide† (Department of Licensing and Regulatory Affairs, 2015). The curriculum covers a wide range of topics that needs to be included in the training including best practices for the practitioners. Further for medication administration, the direct caretakers are trained under standardized medication curriculum by a nurse trainer. The nurse trainers supervise the direct caretaker trainees and evaluate their progress. Trainees who need to be authorized for medication administration also need to pass certain examination that evaluates their knowledge and competency of the various drugs that need to be administered. The test could be written or oral examination to test the competency of the direct care staff to ensure that they are qualified to provide the service. After the direct care staff is evaluated, they may be evaluated again in order to ensure compliance. The frequency of being re-evaluated depends upon the nurse trainer. Further if the direct care staff fails to meet the required competency level, then they may be retrained in order to ensure their competency is enough to authorize them for administering medication. Therefore, direct care staff members must undergo training under an approved curriculum in order to be eligible for providing their services at a residence or to administer medication to the patients. The curriculum involves best practices and covers different

Organizational Outputs Essay Example for Free

Organizational Outputs Essay In reviewing the article in reference to the Nadler-Tushman Congruence Model. Another quote from the article, struck me very strongly in regards to the observed organization; The bigger the gap between the formal and informal systems within the organization, the less effective the organization is. This is from the Weisbords Six Box Model and this aspect is quite apparent in the organization observed. A negative output is one of the things that should be avoided, especially regarding consumers. An agreed statistic within many business marketing modules that a dissatisfied consumer will often tell more people than a satisfied consumer. A frustrating fact, however true. Outputs are those products which are dispensed from the organization. These can include product, as already mentioned, the way consumers are treated is another factor. Outputs also include, how the organization interacts with the environment. Technically an output is any factor that the organization puts out whether through marketing, whether intentionally or unintentionally. Consumer Satisfaction There is an old saying, You cant please people all of the time. In an organization where the internal culture is to never say no. Because, we have also heard the saying, The customer is always right. An automatic conflict is built between consumer and employee. Someone, is usually wrong. And if a person is doing their job as required under organizational policy, the possibility of pleasing all of the people all of the time becomes quite low. However, in an organization pleasing every person is a near impossibility. In fact, I believe, it was Menecke who said, I dont know the sure way to success. I do know the sure way to failure, trying to please everyone all the time. Certainly a risk every organization takes is how to tell the consumer, no, while keeping that person as a consumer. Somewhat of a conundrum, as no one likes to hear the word no. This is where the earlier quote from Weisfords Six Box Model caught my particular attention. Faulty policy or the failure of an organization to uphold its own policy, creates extreme difficulties for personnel. In the organization observed, a policy would be set forth, such as a limit to the type or number of courses a student could take in an eight week period. Personnel, following policy and even double checking policy with the Director would refuse the student as directed under policy. The stated policy would then be, completely undermined if the student decided to complain. In most cases, if not all, the student was allowed the exception to having policy overturned. When a situation such as this occurs on a recurring basis, morale is severely weakened. Personnel are not trusted to do their jobs with integrity. As well as the fact, that when policy is regularly undermined, what then becomes the point of attempting to enforce any type of policy. Worse, the employee begins to give up altogether in performing their tasks with any independence. As the result is and has been personnel are wrong and can be completely overridden. The result is an organization without compass. And ultimately, in this organizational situation, it is the consumers that are hurt the worst. Personnel become surly and unwilling to help. After all, how can personnel be perceived as being helpful when every decision, no matter how small can be overturned? The situation becomes unbearable, and any attempt at creating consumer loyalty is lost. Policy should serve as that mechanism to provide the means toward providing consumer needs. When that attempt to follow policy is constantly undermined, the result, undoubtedly is weak, powerless leadership and an unwilling personnel to follow any policy that is developed. Personnel should be one of the most enthusiastic ambassadors to the community when representing the organization. The odd thing about serving the organization in this way, is that a certain pride should be taken in the work one does. A continuous undermining of the personnels ability to do the job one has been hired to accomplish. This type of output creates a hostile atmosphere, distrust is built and maintained through this constant turmoil between management, personnel and consumers. Summary Only one type of output has been mentioned in this report. The reason being that personnel are crucial to the way consumers and the public perceive the function ability of an organization. A dissatisfied representative or employee becomes complacent and extremely unwilling to attempt new devices for serving the consumer. Much less becoming innovative in the process. Frustrating employees to the point of powerlessness, is not a recommended means toward the success of an organization. Another reason, I believe in the importance of personnel and their ability is that most organizations neglect the fact that a sound, successful organization is built on the competence of employees. Yet, this seems to have become the accepted methodology among many organizations, especially older organizations. A basic principle is that personnel are the most valuable investment an organization can make. Personnel, especially those in the front line are those that have the ability to positively affect a second most important resource, consumers.

Effect of Working Practices on Efficiency and Productivity

Effect of Working Practices on Efficiency and Productivity Abstract Aim The aim of this project is to identify why current working practices and procedures are affecting workshop efficiency (class contact time) and productivity (hands on time) during the daily running of an educational motor vehicle workshop. Objective The main objective of the report will be to make recommendations on work area design and workshop layout and the proposal of new working practices and procedures to help improve the efficiency and productivity within the motor vehicle workshop. Chapter 1 Introduction Chapter 2 Background Clydebank College first opened as a technical college in 1965 its aim was to support the training needs of apprentices in the local manufacturing companies and the shipyards. The economic activity in the area has changed over the years so the courses offered by the college have had to change to meet the local employment needs. The original college was in a severe state of disrepair and as a result of this Clydebank College opened a brand new  £34 million campus at Queens Quay on the riverside at Clydebank in the summer of 2007. The college delivers education and training from its main campus in Clydebank, and from community outreach centres in Dumbarton and Faifley. Most of the colleges learners come from areas of high unemployment, where there is a low participation in further education and a lower proportion of school leavers than average progress into higher education. 2.1 Existing Laboratory The motor vehicle workshop at Clydebank College is a single room, open plan, workshop approximately 25 x 20 metres (500m ²) in size. The workshop was designed to accommodate up to 6 classes of approximately 12 students and one lecturer per class. 2.1.1 Workshop Layout The laboratory has work bays laid out for 23 motor vehicles it also has to hold motorcycles, quads, buggies and associated workshop tools and equipment. There are workbenches and lockers situated at various points around the workshop, two communal sinks are plumbed in at one end and a moveable rolling road is installed in the corner of the workshop, cleaning equipment and large workshop tools are also stored in the main workshop area, all these facilities are shared between all motor vehicle classes. Open plan design allows a work area to be easily changed into a different workspace with limited costs should the need arise. The workspace is more adaptable and with no internal walls etc. the initial build costs are much lower. This open plan design of the motor vehicle workshop is a new concept for the college and most of the policies and procedures that are in place have been brought over from the old campus, whilst some of these policies and procedures do work there have been a number of issues develop over the last year as a result of this change in workshop design. 2.2 Automotive Curriculum The motor vehicle courses offered at Clydebank College are as follows: * City Guilds 3901 * City Guilds 4101 (Level 1,2 3) * HNC/D Automotive engineering 2.2.1 City Guilds 3901 Aimed at students with no previous qualification or knowledge of the subject area it is suitable for the 14+ age range. This qualification is ideal for secondary school students or as a pre-entry level to the modern apprenticeship program it focuses mainly on developing students practical skills with some oral questioning to test underpinning knowledge. 2.2.2 City Guilds 4101 Level 1, 2 3 and the modern apprenticeship program is an introduction to the maintenance, repair and diagnosis of automotive vehicles it has routes for tyre fitting, general fitting, light vehicle, heavy vehicle and motorcycle maintenance. The starting point for students with no prior experience of the subject area is Level 1 this level is suitable for 14+ year olds. Level 2 recognises that the learner will now be in a position to carry out routine tasks with a lower level of supervision and Level 3 focuses on developing students diagnostic techniques. 2.2.3 Higher National Certificate/Diploma HNC/D automotive engineering is delivered over 2.5 days per week for 2 years it focuses mainly on the theoretical side of automotive engineering but also has practically assessed diagnostic units. 2.3 Staffing The delivery of the motor vehicle curriculum is carried out by 13 members of staff in total. The motor vehicle section consists of a curriculum leader and assistant curriculum leader, 7 full time lecturers, two part time lecturers, a store person and two technicians. 2.3.1 Course equipment requirements The motor vehicle courses delivered at Clydebank College require various workshop equipments to facilitate the completion of practical assessments. See appendix A for a list of the equipment holding for the motor vehicle workshop. The majority of the workshop tools and equipment are centralised within the motor vehicle store and as such are not part of the problem that this report is trying to address. The equipment that is stored within the main workshop area is only to be considered during this report. 2.3.2 Health Safety Health and safety policies and procedures will not be analysed during this report, any issues found in this area will be passed onto the college HS officer for further investigation. 2.4 Literature Review The Design Council (About: Workplace Design, no date) have identified that there are a number of key challenges faced in developing a more innovative workplace strategy through a change in workplace design. The credibility of new ideas is usually always questioned because most people dont like change, especially people that have been in an organisation for many years. People in this situation have become comfortable with what they know and usually have a mentality of â€Å"what works now will always work† or â€Å"whats the point† or â€Å"if it aint broke dont fix it†. Most people have little idea that the working environment affects our attitudes and performance, (Strange and Banning, ) pointed out that â€Å"although features of the physical environment lend themselves theoretically to all possibilities, the layout, location and arrangement of space and facilities render some behaviours much more likely, and thus more probable than others.† â€Å"Educational institutes should learn to understand that spatial arrangements can support retention and improve student performances; they must also understand that good space is not a luxury but a key determinant of good learning environments.† (Oblinger, 2006) Any proposals to change the spatial arrangements within an organisation should firstly be discussed with the current employees. Management should seriously consider ideas from staff on workplace remodelling before imposing their decisions upon the workforce, it must be remembered that its the employees that have to work in the environment being changed every day of the week. It would also be wise to ask for employees to be involved at various stages of the process to assist in making the changes work. Keeping the facility or equipment in an operational condition can be difficult in a training facility due to an educational establishments varied hours and rates of occupancy. These can impact on the facilities operations and maintenance schedules. A proactive facility management program should be employed to anticipate facility problems rather than reacting to them when they occur (WBDG, 2009). This will ensure optimal long and short term use of the facility and if integrated early enough in the design process can improve productivity and reduce operating costs (Manuele, Christensen, 1999). Maintaining a training facility and its equipment in a clean and tidy condition will promote good engineering hygiene practises in its students. (Strange and Banning) highlighted ways in which the physical appearance of a campus convey a non verbal message, they cited research that links the physical appearance of a space to the motivation and task performance of those working in that space. The (Whole Building Design Guide, 2009) point out that training facilities, courses and timetables vary frequently and that instructors have different and evolving training methods. Flexibility, therefore, should be a huge consideration of any proposed spatial design change and is critical to the continuing success of an enduring training facility. (WBDG, 2009) also recommend strategies to assist in achieving an improved training facility such as clustering instructional areas around shared support and resource spaces and the use of an appropriate combination of stand alone moveable partitions between classrooms and shared spaces. Partitions that can be adjusted in height are a good idea to ensure some visual contact can be kept with the rest of the activities going on around, but a degree of privacy is maintained (Evans and Lovell, 1979). Research into partitioning in the nursery school suggests that young children prefer social contexts rather than the privacy of small activity spaces but as they get older it found they retain this preference but also realise that they need more peace and quiet to think!! It is also important to realise that partitioning can aid the control of the children where their own ability to control themselves is limited; as with younger children or children with learning difficulties. Workspaces should be arranged in line with the educational goals of the training facility but should also ensure a moderate openness but with acoustical privacy; allowing students to hear their instructors clearly but with a low ambient background noise and few distractions. This would be achieved with some form of room partitioning. (Hudson Valley Community College, 2009) agreed that their proposed new automotive training facility would have mini-labs with lab space for three cars as well as two vehicle lifts and an area with work benches and tool storage areas. This facility design, they believe, would improve the educational environment and enhance the students workforce readiness by working in a space that is similar to the space they will experience in the workplace. (Klatte and others, 1997) also emphasized that a standardised, ergonomically designed workspace as the basis for an improvement in working and (Govindaraju, 2001) stated that ergonomic considerations improve human performance. Kletz (1991) wrote that it is difficult for engineers to change human nature and, therefore, instead of trying to persuade people not to make mistakes, we should accept people as we find them and try to remove opportunities for error by changing the work situation, that is, equipment design or the method of working. Like many other organisations, Cisco concluded that their workplace environment was at odds with the way they worked. They believed a flexible, collaborative workspace would improve employee satisfaction and increase productivity. Some solutions that were introduced were unassigned workspaces, small individual workstations, highly mobile furnishings and space dividers and lockers for personal items. (Cisco-Connected workspace enhances work experience) Changes to spatial layouts can be costly, complex and highly disruptive when changing the physical layout or the fabric of the building. This level of cost is not relevant to all organisations and all proposed changes and with some smart thinking design ideas to improve efficiency can be implemented with a prudent level of expenditure. Any changes made to a workplace should be measurable. Deciding on the evaluation criteria at an early stage will allow changes to be measured. Measurement criteria should be sensible and simple, such as staff absences, running costs, replacing damaged/lost equipment, the intensity of space occupancy or error reporting, staff and student morale. (Kuh et al,) discovered that the physical environment is an important characteristic of institutions that do exceptionally well in engaging with their students and that spatial arrangements support learner retention and are a key factor in a quality learning environment. If a superior quality product or result is wanted then it must be designed into new systems and processes (Deming, 1986). Process improvement is a never ending cycle that requires continuous efforts to bring new ideas to improve performance. Changes in customer needs, changes in technology and competitors speed up these efforts (Kumru, Kilicogullari, 2007). Chapter 3 Laboratory Issues The motor vehicle workshop is an extremely difficult area to manage in its current form mainly due to its size, number of staff, the quantity of equipment and the number of activities undertaken within. The assistant curriculum leader is responsible for managing the workshop in its entirety on a daily basis. The ACL must ensure that vehicles are not being damaged and that they are put back together fully following classroom activities; that shared resources are maintained in a serviceable condition and are returned to their correct locations. The ACL must also ensure that the workshop in general is kept in a clean and well maintained condition and is responsible for the health and safety of staff and students within. All these tasks must be done whilst still being committed to a full teaching timetable that very rarely takes place in the workshop. Workshop practical time is at a premium for students and is essential for completing a motor vehicle course successfully. Full time students would expect to receive 9 hours tuition per week in the classroom for technology theory and 9 hours per week tuition in the vehicle workshop on practical tasks and assessment. A typical schools class would normally spend approximately 80 hours per week in the workshop and is assessed on practical competencies only. Students whilst in the motor vehicle workshop can and do spend a lot of time collecting hand tools, finding equipment, finding serviceable equipment, waiting for shared resources to become available, travelling through other classes to find shared resources, rectifying unreported vehicle faults and a lot of time can be spend standing around or misbehaving whilst a lecturers time is spent elsewhere remedying one or more of the above. Student lab time is normally affected by one or more of the problems listed below. 3.1 Work areas There are no designated classroom areas within the workshop, bay allocation is on a first come first serve basis and lecturers must liaise with each other to obtain suitable class workspace. Lecturers can also find it difficult to keep track of their students in such a busy environment with no defined classroom areas, this can lead to health safety concerns and child protection issues given the number of students under the age of 16 years that attend classes within the motor vehicle engineering department. Workshop cleanliness and general housekeeping tends to suffer in or around the common areas currently there is no way of pinpointing who is responsible for the mess. 3.1.1 Mezzanine area The workshop mezzanine area is currently a disorganised storage point for most of the shared workshop equipment this equipment is getting damaged and is eating into valuable class space. Shelving has been ordered to alleviate some of the storage problems although there is no lifting facility to move objects to the upper level of the mezzanine. The mezzanine area is also used to store motorcycles, quads, off-road buggies etc for other specialist classes within the curriculum area, these assets act as a distraction to most students, and are sustaining damage when students ‘play on them. 3.2 Shared resources Most of the shared workshop equipment does not have designated storage points and are currently stored at random around the vehicle workshop; shared resources are not signed for and when finished with have no official storage area to be returned to; all this equipment is used on a first come first serve basis. Staff and students requiring the use shared workshop equipment usually have to travel through other classes to locate often causing a disturbance. When two or more classes within the workshop are using shared equipment such as jacks, axle stands or cleaning equipment there are not always enough units to go around this can leave some classes in a position were they must wait idly for this equipment to become available. Unproductive students can often misbehave or wander around the workshop through other classes causing a distraction trying to find equipment that is no longer being used or has not been returned to its original location. Shared resources also tend not to be reported by students when they become damaged or unserviceable because it is too much of a hassle and they have no responsibility for it. Presently there are four badly equipped tool chests for students and lecturers in the workshop to share. Tools regularly go missing from these toolboxes due to them being left lying around the various work areas or tools can become damaged without being replaced. Workshop vehicle keys are issued from the main storeroom to students as and when they are required; these keys can mistakenly get taken home and cars can get started unnecessarily, sometimes dangerously as most of the motor vehicle students are not competent enough technically or yet hold a valid driving licence. Damage to equipment, unproductive students, class disturbances, HS issues 3.3 Fault reporting Vehicle faults, damaged equipment and work requests to the technicians are passed through a paper based work request slip, only the technician and lecturer requesting the work know that the job exists, there is no way of informing other lecturers that a job on a vehicle has not been completed in time other than by word of mouth this can sometimes lead to a class having to put a vehicle back together before they start their own work or a class expecting to start work on a vehicle but find that the car has been broken and nobody knows about it. There is also no system to inform other lecturers that a vehicle has been set up for an assessment, again, other than by word of mouth. 3.3.1 Welfare Lockers are not issued permanently to motor vehicle students but are issued by lecturing staff at the start of each lesson and keys receipted at the end. There are not always enough lockers for students when the workshop is busy as presently locker keys are owned by lecturing staff and not shared, some lecturing staff have no access to lockers unless they are borrowed from colleagues. 3.3.2 Learner Retention and Pass Rates The problems highlighted can and do affect the students learning experience they stretch workshop resources, reduce the students practical time on vehicles and impact on the lecturers contact time with the class, this will affect learner retention and ultimately student pass rates. Very little has been written on improving efficiency and productivity in an educational vehicle workshop. Work study Method study Motion study Motion economy Time study Work measurement Why are the indentified problems a problem? Poor citing of shared resources, inability to find equipment, lack of fault reporting, etc. all lead to a reduction in efficiency and productivity. What would stop the problems from being problems? Having lecturers take responsibility for areas of the workshop. Better citing of, and designated areas for, shared resources, more classroom resources or better citing of existing classroom equipment. An effective fault reporting mechanism put in place. Equipment in designated areas with workshop plan and equipment lists at each base to easily guide students to equipment location. How are we going to implement or manage the change? Break the workshop down into smaller workshop or classroom areas, equip each classroom individually and assign a lecturer or two to manage each classroom. Colour coded equipment within each classroom for ease of identification. What has happened as a result of the changes? All equipment within each classroom is sufficient to complete tasks within it. Equipment is placed back at its storage point at the end of each lesson. Faults are reported to lecturers as they happen and dealt with or serviceable classroom equipment is compromised. Chapter 4 Preferred Setup It has been proven since the opening of the new college that a workshop of this size cannot be managed effectively without a full time workshop manager in place. This appointment will never happen in an educational institution so other forms of managing the work space must be found. The workshop should be organised in such a way that it is self managing but it must also be able to be used as an efficient reporting mechanism for informing the assistant curriculum leader/curriculum leader of issues arising in the workshop to enable them to be acted upon. Individual members of staff should have a clear understanding of what is expected of them and be accountable for their own and their students actions. The preferred arrangement in any motor vehicle workshop should see that it is adequately equipped and that the equipment is suitably positioned in such a way that it provides an efficient means of working. Where similar workshop tasks are being performed the equipment and mechanisms for management should be identical so that all staff members are clear about what is expected and that there is no ambiguity or confusion when staff are timetabled to work in various areas of the workshop. When part time members of staff are employed there is only one system of work to learn, all advice or questions will be responded to with the same answer as each permanent member of staff will be working to the same set of procedures. 4.1 Proposed Changes to the Laboratory To rectify the problem of workspace allocation it is proposed that the interior of the workshop be split into 6 classroom areas excluding the mezzanine area. The six workshop areas should be timetabled individually from the college central timetabling system. Timetabling each area separately will prevent the workshop from becoming overloaded and will ensure that each class has a designated work area for the duration of their allocated slot. Splitting the laboratory from one large area into six smaller areas will ease the burden of its day to day management. One person will not be required to continually oversee the daily operation of the workshop instead they will only need to be reported to. Each individual lecturer within the department by being centrally allocated a work area will be required to take ownership for it and will therefore be accountable for all that goes on within that area. The six classroom areas should be partitioned by some form of barrier i.e. moveable boards or screens, the barriers will provide a clear indication of classroom boundaries and assist with identifying class areas of responsibility. The barriers will help prevent pupils from straying away from their work areas making it easier for lecturers to keep track of their students. The barriers should also assist in preventing students from disturbing other class lectures. Dividing classrooms within the workshop will assist in the control of school aged pupils; closer supervision is required for these class groups due to their maturity levels and inability to relate to health and safety requirements. Child protection concerns will also be easier to identify and manage. Human traffic, within the motor vehicle laboratory, would be easier to direct onto designated walkways away from the work areas and vehicles further reducing the risk of injury, class disturbance and damage to vehicles and equipment. Classroom barriers would also provide additional space for diagrams or posters and allow electronic lectures or demonstrations to be projected onto. 4.2 Classroom Work Areas Timetabling classes to work areas within the laboratory will introduce a fairer system of workspace allocation. It will ensure that lecturers and students always have a space to work in and vehicles to work on. This system will make lecturers accountable for the space in which they are working and encourage them to ensure students are completing tasks fully, that tools and equipment are always kept serviceable or reported when faults develop, it will ensure that tools and equipment are put away in there designated areas after each class and reduce equipment losses and it will also improve the general housekeeping of the workshop. Any issues arising in the workshop for a specific time period can be addressed by looking up the class and lecturer that were working in the area when the problems occurred. 4.3 Classroom Equipment It is recommended that each classroom area within the workshop is issued with a selection of regularly used tools and equipment. This will increase the time available to students for working on vehicles by reducing the time that they spend looking for this type of equipment in the workshop. It will also provide a means of conveniently being able to perform a daily stock check of equipment and will provide a mechanism for reporting on the condition of tools and equipment within each of the classes. Below is a recommended list of equipment that should be issued to each classroom area within the workshop: * A lecturers locker would enable the secure storage of student folders, lesson notes, specialist, valuable or loaned equipment, etc. * 12-16 lockers for students personal effects * 1x Workbench per vehicle bay * 1x black drip tray for oil per work bay * 2x 3 litre oil filling jugs * 1x green drip tray for coolant/water per bay * 1x vehicle jack per work bay * 4x axle stands per work bay * 1x wheel braces per work bay * 1x watering can per class * 1x wash bucket per bay * 1x dust pan and brush per bay * 2x mop and mop bucket per class * 1x Bench vice per work bay * 1x desk per classroom for diagnostic work; paperwork, laptop citing, projector etc. * 1x rubbish bin per class * 1x shelving unit to store tools and equipment * 1x fault report book 4.4 Technician work area As part of the workshops reorganisation and to assist the technicians with fault rectification and preparation work it is recommended that the motor vehicle technicians be given a vehicle bay as a designated work area; this work area should be situated in the corner of the workshop and allow for easy access into the technicians workroom. This designated bay will enable vehicles, which require work to be done, to be taken out of the class room area and worked on without disruption to students, lecturers and the technicians. This work bay should be screened off, preferably by welding screens, to prevent access by non authorised personnel, to reduce disturbances to both classes and technicians and to allow welding tasks etc. to be carried out at any time of the day. The technicians work bay should be equipped independently of the rest of the workshop with equipment such as: * 1x jack * 4x axle stands * 1x complete tool kit in roller cabinet * 1x complete set of air tools * 1x set of power tools (grinder, drill, etc) * MIG welder and associated equipment * Oxy-Acetylene welding equipment * 1x oil drip tray * 1x coolant drip tray * 1x metal bench with vice * 1x watering can * 1x rubbish bin * 1x soft brush and dust pan * 1x shelving unit to store tools and equipment 4.5 Identifying and Controlling Equipment To help identify and control tools and equipment within the six workshop areas it is recommended that each classroom is designated a colour. All equipment that is issued to and contained within each of the classroom areas should be painted the colour that has been designated to that classroom for ease of identification. All classroom equipment that is able to be shelved should be stored on a colour coded shelving unit. The shelving unit should be labelled with the equipment that is to be stored upon it and a laminated sheet attached as a guide for students as to where each item of equipment should be stored and its quantities. Colour coding will assist both staff and students with daily equipment checks, locating equipment and will improve the reporting of equipment faults or losses. Classroom equipment should only be used within its designated classroom area. Student locker keys should be stored in the main store room in a colour coded container. This will ensure that all lecturers have the ability to issue a locker to each student in their class wherever they are working in the workshop. Lecturers will collect keys from the main store at the start of the morning or afternoon period when work bays are identified and will be returned to the store complete at the end of each slot. Locker keys will be issued to students in exchange for a valid student ID card. Student ID cards will be returned to each student when lecturers are happy that all tools signed out have been returned to the main store and when the locker has been emptied and the key returned, this will accurately identify students that have not returned tools to the store or returned locker keys and will also ensure that student ID cards are brought to college. 4.6 Mezzanine Area The area below the mezzanine should be separated into designated work or storage areas to better utilise the workshop floor space. The individual work areas should be separated by a barrier or partition wall of some kind to act as a clear boundary to make work space housekeeping easier to manage and as somewhere to place posters/instructions/diagrams etc. Work areas should consist of a tyre fitting bay, a bench fitting area, a storage area for removed vehicle parts, a storage area for large shared resources and a recycling/waste area. The tyre fitting bay should contain the workshops tyre removal machine and wheel balancing equipment. Both these items should be secured to the floor to prevent them from moving or tipping whilst students work on them, the items should also be permanently wired into the workshop electrical supply to reduce the risk of electrocution from coming into contact with a 240v mains supply. This area should also be fitted with a dedicated tyre shelving unit to provide a storage solution for the tyre clutter that amasses regularly on the upper mezzanine area. Storing the tyres at ground level will eliminate the need to visit the upper mezzanine area, will allow the tyres to be better managed and reduce the risk of fire. A dedicated bench fitting area will provide students with a place to take components stripped from vehicles to be examined or worked on. It will provide lecturers with a suitable space to teach and develop students basic metal fitting skills prior to working on vehicles. The area should contain workbenches and vices for an entire class to work productively, a bench mounted grinder should be located in this area along with a floor mounted pillar drill and a floor mounted hydraulic press. The pillar drill and hydraulic press should be secured to the floor to prevent them from

The Lion, The Witch, and The Wardrobe - C.S. Lewis :: Lion Witch Wardrobe Essays

The Lion, The Witch, and The Wardrobe - C.S. Lewis The main characters in this story are Peter, Susan, Edmund, and Lucy. During a war in London they were sent to a professor's house outside London. Lucy, while exploring with her brothers and sister, found a secret passage through the wardrobe to Naria,a secret world. In Naria there are other characters. One of them is the White Witch,also known as the Queen of Naria, who was like a tyrant. If anyone disobeyed her she turned them to stone. Another character Aslan, a lion, saved Naria from the rule of the White Witch. Most of this story takes place in Naria. The main conflict is how Naria can live under the rule of the White Witch. The Beavers set out to take Peter, Susan, and Lucy (not Edmund because he went to the witch ) to the four thrones so they ( four children united ) can rule over Naria and destroy the witch. The Beavers and the three children were walking in the snow because there it was always winter. Although it was always winter Christmas never arrived. After they awoke th e next day they saw Father Christmas who gave them gifts.Mrs. Beaver received a new sewing machine. Mr. Beaver's dam was fixed and finished. Peter was given a shield and sword. Susan received a bow, arrows, and a horn. Lucy's gift was a bottle of healing juice and a dagger. that was the climax of the book because the spell of the White Witch was fading. Then they met up with Aslan and he freed all the stone figures and made them his army. The resolution of the book is when Aslan's army and the witches army confront and Aslan's army wins. Peter kills the witch at the end of the battle. The impression I got from this book is that Naria is a land of surprises and I'm excited that this years assignment will allow me to read more of " The Chronicles of Naria " .

Free Richard III Essays: Richard III as a Rapist :: Free Essay Writer

Richard III as a Rapist Yes, King Richard/Duke of Gloucester masters the art of seduction in his wooing of Lady Anne. And when I say, "masters the art," I guess I mean that he achieves his conquest. But is seduction really the prevailing theme throughout Richard III? I propose that we be careful when we say that Richard is a great seducer, for is it seduction or rape when one's consent is not given? For instance, Lord Hastings, the Duke of Clarence, the young princes, Queen Margaret, and other seeming "seducees," were they seduced or forced? Most interesting to me, would be the Duke of Buckingham. I really can't determine which side of the issue he falls on. I would be most apt to consider him a disloyal, dishonest, money-grubbing, power mongerish, usurper if anything. And would almost admit that he could be conned into doing just about anything if there were to be some gain for his own. He begins his part in the play with thoughts of "atonement" (I.iii.36). He cries, "peace, peace, for shame! If not for charity" to the Queen Margaret when she beseeches him to "take heed of yonder dog [Richard]" (I.iii.272,288). Then when Richard asks him what Queen Margaret is saying, he replies with, "Nothing that I respect, my gracious Lord" (I.iii.294). THEN, what is up with his speech of loyalty to King Edward? He goes on and on about how if he should EVER be "cold in love," to the King and his family, then "deep, treacherous, and full of guile" should he be (I.iv.38-40). He goes straight from this loyalty to committing Lord Rivers, Lord Grey and Sir Thomas Vughan to prison. He rants and raves at the Cardinal for not tearing the young Duke of York from his mother's arms. Finally he engineers the death of Hastings with Gloucester/Richard and sets everything into motion for his coronation. Is he seduced, is he forced, or does he just do what he wishes on whim, hoping that in the end, everything will turn out for his ultimate gain? I suppose the answer to my question lies in the dialogue betwixt the newly crowned King Richard and Buckingham, when Buckingham is confronted with the assignment of killing the two young princes. If Buckingham could have made known his intentions to the King then we would know if he was a seducee, or a forced man.

Critical Evaluation ? Lamb to the Slaughter Essay -- essays research p

A tale of the unexpected is Lamb to the Slaughter by Roald Dahl. The story has a twist in the tale ending in which a loving wife gruesomely murders her husband. Mr Patrick Maloney, a senior in the police force seemed a happy married man to his pregnant wife, Mrs. Mary Maloney. Mr Maloney comes home one night, shocking his wife with the news he is leaving her. Mrs. Maloney is in great shock, to a state that she kills her husband, with a frozen leg of lamb. In the end she gets away with it, unwittingly the police then destroy the evidence by eating the cooked lamb. Mrs. Maloney is your normal housewife, she sits at home in suspense waiting for her prized husband to return home from work. Her relationship with her husband Patrick is almost as a sunbather feels the sun. This is shown in the opening part of the story when Patrick returns home from work. Mary has his usual drink set out for him and when he comes in she is just content to sit in silence, his presence gives her a glow. Throughout the opening part of the story Mary will do anything that Patrick says, showing that she has a great love for him and would never want to disappoint him. At six months pregnant she is the one that should be resting but instead she is jumping around just to try and please her husband. At the start of the novel, Mary seems very innocent, but her whole personality changes when she kills Patrick. At the start she seems happy, loving, caring, friendly and very dependent on Patrick. After Patric...

Dementia And The Associated Stigmatisation Health And Social Care Essay

Dementia derives from Latin de intending ‘out of ‘ and work forces intending ‘the head ‘ . Dementia is an organic mental upset which affects the encephalon. Furthermore, dementedness is a degenerative progressive procedure. The CDCP ( 2004 ) states that dementedness is the 5th taking cause of decease amongst the 65 plus group. Dementia affects all groups every bit ; â€Å" no societal or racial lines, and the hapless, the wise and the simple alike are affected. † ( McCugh et al, 1999: 7 ) No two people will hold symptoms that develop in precisely the same manner, and symptoms vary depending on the advancement of the unwellness. Symptoms by and large comprise of memory loss, freak out, damages with logical thinking, opinion and apprehension, trouble with executing daily things, psychotic beliefs, agitation, restlessness and rational damage. Age is an of import hazard factor. Dementia is rare below the age of 65, but unluckily it still can happen but on the plus side it can still be diagnosed. Those people diagnosed with dementedness under the age of 65 are described to hold early onset dementedness. A recent instance survey is that of Mark Priddy who was diagnosed with Alzheimer ‘s disease at the age of 36. As a individual ‘s age additions, the prevalence of dementedness additions. The prevalence of dementedness amongst the over 65 is one out of 20, increasing to one individual out of five amongst the over 80. Types: There are many types of dementedness as dementedness is the umbrella term.Alzheimer ‘s is the most common type of dementedness. The Alzheimer ‘s Society found that Alzheimer ‘s disease affects around 417,000 people in the UK. Alzheimer ‘s disease occurs when a alteration in construction of the encephalon occurs, where ‘plaques ‘ and ‘tangles ‘ develop. There are besides a diminishing figure of nervus cells. Chemical alterations besides occur within the encephalon, where chemicals are involved with the transmittal of messages within the encephalon are at a deficit peculiarly the neurotransmitters acetylcholine. Changes such as these within the encephalon construction and the chemical science of the encephalon, cause encephalon cells to decease. Symptoms of Alzheimer ‘s disease involve confusion, temper swings, backdown, and communicating jobs and the ulterior phase, trouble with feeding, walking and continency occurs where the likelihood of dependence will happen. Blood supply to the encephalon allows the encephalon to work decently, and to be healthy. Blood is delivered through the vascular system, supplying O to the encephalon. When blood ca n't make the encephalon, the cells dice and the encephalon becomes damaged, taking to vascular dementedness. High blood pressure can be a cause for vascular dementedness. It is really of import to place and handle high blood pressure. A individual shot is called single-infarct dementedness, nevertheless, it is more common that a series of little shots occur, which is so called multi-infarct dementedness. It is said that vascular dementedness has a ‘step-like ‘ patterned advance, of where a sudden impairment occurs. Dementia with Lewy organic structures histories for a little figure of the entire instances. The Alzheimer ‘s Society has estimated that dementedness with Lewy organic structures histories for around 4 % of all instances of dementedness with the aged. Lewy organic structures occur when proteins in the celebral cerebral mantle and the encephalon root develop and construct up. It portions its features with Alzheimer ‘s disease and Parkinson ‘s disease. However, the individual ‘s memory is less affected compared to Alzheimer ‘s. Similar symptoms to Parkinson ‘s disease include musculus stiffness, awkwardness, loss of facial looks and scuffling. The differentiation between the two is of import as it can hold profound deductions for direction. Front-temporal dementedness is another rare signifier of dementedness, and includes Pick ‘s disease. Damage occurs to the front-lobe of the encephalon, which is responsible for our behavior, emotional responses and linguistic communication accomplishments. Often, the person ‘s memory remains integral, but their personality and behavior alterations. Other symptoms include loss of suppressions, a decrease in or deficiency of address, acting unsuitably, and or going aggressive. This type of dementedness is characterised by a younger of oncoming, with the 75 old ages old being a rare to be diagnosed. Diagnosis: Early on symptoms are frequently elusive doing it hard to name. It frequently takes up to one twelvemonth or longer for a concluding diagnosing to be made. Dementia is merely identifiable with certainty after a post-mortem scrutiny. Early diagnosing is of import as it allows better attention programs to be developed for the hereafter, and interventions can besides be started. Doctors employ a figure of schemes to name dementedness. It is of import that they rule out any treatable conditions, such as depression, or vitamin B12 lack. Doctors frequently begin with patient history and physical scrutiny. They can urge a specializer, of which encephalon trials take topographic point. Imaging scans, such as a magnetic resonance imagination ( MRI ) scan, which can supply information about the physical province and construction of your encephalon The mini-mental province scrutiny ( MMSE ) is a Screen for Cognitive Impairment. It is most normally used to prove for ailments of memory jobs or when a diagnosing of dementedness is being considered. The trial consists of a series of inquiries and trials, where each inquiry answered right receives points. From an accomplishable mark of 30, the lower the mark the more terrible the disease.A Peoples with Alzheimer ‘s disease by and large score 26 points or less. It must be noted that the MMSE is non a trial for Alzheimer ‘s disease or any other cause of dementedness. However, the trial is questionable. First, there are many other grounds why person might score less than 26 points. Second, Holzer at Al ( 1984 ) argues that the †choice of a cut-off mark to find the presence of dementedness is slightly arbitrary. † ( Ineichen, 1998: 11 ) Treatments and Remedies: Although dementedness is irreversible and incurable, intercession techniques have been developed to better the jobs every bit much as possible. The attacks do non work with everyone, so there must be an recognition of single differences, jobs and their willingness to set about intercession. For illustration, if depression is developed during the early phases of Dementia, this can be treated. Besides, prompting techniques can be used for memory loss. Busch ( 1984 ) found four subjects within curative attacks. These include world orientation, reminiscence, remotivation and resocialisation. It is non merely the patients who can be approached but besides the household and health professional via reprieve and support groups. Taulbee and Folson ( 1966 ) back up the methods of intercession, reasoning that it †makes the patient feel that he is worth something after all, that he can still carry through something. † Drugs merely have a impermanent consequence, handling the symptoms but non the causes. Nonetheless, some drug interventions available can better the symptoms or decelerate down the patterned advance of the dementedness in some persons. FDA -approved drugs for dementedness are known generically as donepezil ( Aricept ) , and memantine ( Ebixa ) , and besides galantamine ( Reminyl ) , and rivastigmine ( Exelon ) have been recommended for the intervention of dementedness. Donepezil ( Aricept ) , galantamine ( Reminyl ) and rivastigmine ( Exelon ) are licensed for the intervention of mild to chair dementedness. Aricept, Exelon and Reminyl are known as Cholinesterase inhibitors, which increase the degree of the chemical acetylcholin in the encephalon to increase communicating between nervus cells because dementedness leads to a loss of nervus cells. Memantine ( Ebixa ) is licensed for the intervention of moderate to severe Alzheimer ‘s disease. Ebixa is different in that it blocks t he chemical glutamate. Dementia amendss nerve cells, which release inordinate sums of glutamate, doing farther harm of the encephalon. Drugs are non effectual for everyone, with estimations of between 40 to 60 % of people profiting from drugs. However, these drugs may be seting some aged at hazard with their side-effects. These normally include diarrhoeas, fainting, sickness, fainting and utmost side-effects including fainting, slow bosom beats, and hallucinations. However, drugs have become â€Å" chemical blackjack † in the intervention of dementedness. It was revealed that the NHS has struggled to get by with the lifting Numberss of dementedness patients and as a consequence have turned to anti-psychotic drugs, which was prescribed ab initio for schizophrenic disorder. The National Audit Office says up to 150,000 people with dementedness were unsuitably prescribed drugs, lending to a possible 1,800 deceases a year.A Much research is being done on dementedness in order to assist physicians better understand, diagnose, and handle the disease. Previous researches carried out have found correlativities that vitamin vitamin E and vitamin b12 may forestall the diminution with the aged. An American survey suggests that decrease of fatty acids in the encephalon can assist handle Alzheimer ‘s, yet this survey was carried out on mice and hence can non be generalised to human existences. Experts predict that fleshiness leads to dementia and therefore a healthier lifestyle including a better diet, more exercising and lower blood force per unit area can cut down the hazard. The Dementia 2010 study estimated that the cost of dementedness in the UK was ?23 billion in 2008, with each patient bing ?27,647 per twelvemonth. As Rebecca Atwood emphasiss, â€Å" We need a committedness to a major addition in research support if we are to get the better of dementedness one time and for all. † She stresses farther that â€Å" If we do non significantly increase investing in dementia research in order to develop new interventions, we are headed for an unmitigated societal and economic catastrophe. † The National Dementia Strategy, produced by Department of Health promised ?150m would be used to â€Å" pump premier † diagnosing and intervention. Despite this promise, dementedness is still non seen as a precedence and remains further down the picking order as its cause for concern is non that of a high precedence. Amyyas Morse, the caput of the NAO, said the 2009 authorities scheme had been meant to â€Å" transform the lives of people with deme ntedness † . â€Å" The action nevertheless, has non so far matched the rhetoric in footings of urgency†¦ it is improbable that the intended and much needed transmutation of services will be delivered within the scheme ‘s five twelvemonth timeframe. † Curates have admitted merely 3 per cent of the medical research budget is spent on analyzing Alzheimer ‘s and its related conditions, while funding for malignant neoplastic disease and bosom disease has risen. The Medical Research Council and the Department of Health revealed that in 2008/09, passing on dementedness research fell 7 per cent to ?29.9 million. At the same clip, funding for malignant neoplastic disease surveies rose to ?250 million and ?75 million for bosom disease. ( Martin, 2009 ) Despite warnings of increased agony, the deficiency of concern may be related to perceptual experiences of ageing. In decision, one of the stigmatism of dementedness is agism, and this agism is holding an consequence on research and support of dementedness.

Classroom Assessment Essay

Introduction Assessment is the process of obtaining information about a student academic status in school. According to Gronlund and Waugh (2009), assessment is a continueous process, and an integral part of the classroom instruction process. â€Å"It helps in determining learning readiness, in monitoring and improving learning, and in grading or clarifying students achievement † (p. V). The purpose of assessment is to obtain information about a student academic status in order to make decisions on how to help students, teachers and school improve. Proper interpretation of the assessment result is key component in deciding the implication for both the student and teacher. Interpretation of the results For the purpose of this assignment, the assessment results are based on a formative reading assessment used to measure the extent to which students have mastered a specific learning outcome for vocabulary unit in a hypothetical remedial reading class of struggling readers. According to Gronlund & Waugh (2009), formative assessment is used to monitor student progress during instruction and is designed to measure mastery of the learning outcomes of a limited segment of instruction. The test is a criterion- referenced because Assessment Development and Use According to Gronlund and Waugh (2009), careful consideration must be given in planning and preparing the assessment. Specific questions concerning the goals of the curriculum, instructional objectives, learning outcomes, and procedures for the assessment were major focus in developing the assessment (Gronlund and Waugh, 2009). The institution provided guidelines of what the students should know and able to do. As a result, reviewing the specific instructional objective outcomes and constructing relevant test items were keys in developing the assessment. In constructing each test item, addition, focus was given to the selection type and matching items to specific learning outcomes. Gronlund and Waugh (2009) stated, â€Å" Use the item type that provide the most direct measures of student performance specified by the intended learning outcome† (p. 76) Assessment Interpretation and Grading Gronlund and Waugh (2009), described two types of assessment interpretations. Norm-referenced interpretation compares an individual performance with others. Criterion- referenced interpretation compares the individual with himself and tells what and how each individual performs without comparison to others (Gronlund and Waugh, 2009). The assessment is criterion-referenced, and is one of many assessments throughout the course. The result from the assessment will be used to indicate the extent of which each student master the specific knowledge and skill taught in the unit. Grades assigned to the students work will represent the extent to which the instructional objectives have been achieved (Gronlund and Waugh, 2009). Students will be assigned a letter grade (A, B, C, or D) according to their performance on the assessment. Gronlund and Waugh (2009) stated, â€Å"letter grades are typically assigned by comparing a student’s performance to a prespecified standard of performance† (p. 192). The results will not be used to compare student performance against others, but will aid in planning instruction for future lessons. I chose criterion-referenced assessment as a means of helping students achieve mastery of the instruction, and improve learning by determining what they know and what they don’t know. Grading Rubric References Angelo, T. A. , & Cross, K. P. (1993). Classroom assessment techniques: a handbook for college teachers (2nd ed. ). San Francisco: Jossey-Bass. Gronlund, N. E. , & Waugh, C. K. (2009). Assessment of student achievement (9th ed. ). Upper Saddle River, NJ: Pearson Education.

Organizational Behaviour Case Study

Hourly workers—people who are paid a set dollar amount for each hour they work—have long been the backbone of the U. S. economy. But times are changing, and with them so also is the lot of the hourly worker. As they can with most employment conditions, organizations are able to take a wider variety of approaches to managing compensation for hourly workers. And nowhere are these differences more apparent than in the contrasting conditions for hourly workers at General Motors and Wal-Mart. General Motors is an old, traditional industrial company that until recently was the nation’s largest employer. And for decades, its hourly workers have been protected by strong labor union like the United Auto Workers (UAW). These unions, in turn, have forged contracts and established working conditions that almost seem archaic in today’s economy. Consider, for example, the employment conditions of Tim Philbrick, a forty-two-year-old plant worker and union member at the firm’s Fairfax plant near Kansas City who has worked for GM for twenty-three years. Mr. Philbrick makes almost $20 an hour in base pay. With a little overtime, his annual earnings top $60,000. But even then, he is far from the highest-paid factory worker at GM. Skilled-trade workers like electricians and toolmakers make $2 to $2. 50 an hour more, and with greater overtime opportunities often make $100,000 or more per year. Mr. Philbrick also gets a no-deductible health insurance policy that allows him to see any doctor he wants. He gets four weeks of vacation per year, plus two week off at Christmas and at least another week off in July. Mr. Philbrick gets two paid twenty-three-minute breaks and a paid thirty-minute lunch break per day. He also has the option of retiring after thirty years with full benefits. GM estimates that, with benefits, its average worker makes more than $43 an hour. Perhaps not surprisingly, then, the firm is always looking for opportunities to reduce its workforce through attrition and cutbacks, with the goal of replacing production capacity with lower-cost labor abroad. The UAW, on the other hand, of course, is staunchly opposed to further workforce reductions and cutbacks. And long-standing work rules strictly dictate who gets overtime, who can be laid off and who can’t, and myriad other employment condition for Mr. Philbrick and his peers. But the situation at GM is quite different—in a lot of ways—from conditions at Wal-Mart. Along many different dimensions Wal-Mart is slowly but surely supplanting General Motors as the quintessential U. S. corporation. For example, it is growing rapidly, is becoming more and more ingrained in the American lifestyle, and now employs more people than GM did in its heyday. But the hourly worker at Wal-Mart has a much different experience than the hourly worker at GM. For example, consider Ms. Nancy Handley, a twenty-seven-year-old Wal-Mart employee who oversees the men department at a big store in St. Louis. Jobs like Ms. Handley’s pay between $9 and $11 an hour, or about $20,000 a year. About $100 a month is deducted from Ms. Handley’s paycheck to help cover the cost of benefits. Her health insurance has a $250 deductible; she then pays 20 percent of her health-care cots as long as she uses a set of approved physicians. During her typical workday, Ms. Handley gets tow fifteen-minute breaks and an hour for lunch, which are unpaid. Some feel that conditions are inadequate. Barbara Ehrenreich, author of Nickel and Dimed: On (Not) Getting By in America, worked at a Wal-Mart while researching her book and now says, â€Å"Why would anybody put up with the wages we were paid? † But Ms. Handley doesn’t feel mistreated by Wal-Mart. Far from it, she says she is appropriately compensated for what she does. She has received three merit raises in the last seven years and has ample job security. Moreover, if she decides to try for advancement, Wal-Mart seems to offer considerable potential, promoting thousands of hourly workers a year to the ranks of management. And Ms. Handley is clearly not unique in her views—Wal-Mart employees routinely reject any and all overtures from labor unions. In the twenty-first century, the gap between â€Å"Old Economy† and â€Å"New Economy† workers, between unionized manufacturing workers and nonunion or service workers, may be shrinking. Unions are losing their power in the auto industry, for example, as foreign-owned plants within the United States give makers such as Toyota and BMW, which are nonunion, a cost advantage over the Big Three U. S. automakers. U. S. irms are telling the UAW and other unions, â€Å"We’re becoming noncompetitive, and unless you organize the [foreign-owned firms], we’re going to have to modify the proposals we make you. † At the same time, Wal-Mart is facing lawsuits from employees who clam the retailer forced them to work unpaid overtime, among other charges. At Las Vegas store, the firm faces its first union election. In a world where Wa l-Mart employs three times as many workers as GM, it may be inevitable that the retailer’s labor will organize. On the other hand, will labor unions continue to lose their power to determine working conditions for America’s workforce? References: Joann Muller, â€Å"can The UAW Stay in the Game?† Business Week, June 10, 2002. HYPERLINK â€Å"http://www.businessweek.com† www.businessweek.com on June 3, 2002; Mark Gimein, â€Å"Sam Walton Made Us a Promise,† Fortune, March 18, 2002. HYPERLINK â€Å"http://www.fortune.com† www.fortune.com on June 3, 2002.

Dickens’ and Bronte’s Definition of Class Essay

People of the lower classes in Charles Dickens’ Oliver Twist and Charlotte Bronte’s Jane Eyre have no way of achieving higher status unless they come across a miracle, such as receiving a previously unknown inheritance. This is shown in both the novels of Jane Eyre and Oliver Twist. Both of the main characters grow up in similar situations; they are both orphans and because of that fact they are treated like they were criminals from birth. Although Jane is better off than Oliver in the places that she lives, they both go through some of the same emotions throughout the novels. Both Dickens and Bronte lived in the same time period and their novels were published within ten years of each other. In their novels they show the England they perceived as one that is overly obsessed with class. Neither of the authors agreed with this obsession and criticized it in their own ways. Dickens showed this by using sarcastic remarks when describing the rich, and (as well as Bronte) characterized almost all of the upper class as being immoral in one way or another. They put the point across that just because a person is born poor doesn’t make them any less intelligent, polite, or morally inapt. In the novel of Oliver Twist, Dickens describes that poor people are just as intelligent and good as the rich, it’s the way the rich treat them that forces the poor to steal. Through out the novel he sets examples of how intelligent and good Oliver Twist is treated like an animal just because he is an orphan. One of many examples of this is Mrs. Sowerberry’s reaction when her husband gets Oliver to come over to help with the undertaking business and to live with them. She talks about Oliver as though he is an animal, â€Å"I see no saving in parish children, not I; for they always cost more to keep than they are worth.† (p30) This theme is similar in Jane Eyre. Bronte shows that orphans, unless they have money, are viewed as the lowest class of a house hold. Jane encounters this throughout her childhood, it was first brought to her attention by Mrs. Reed who says, â€Å"†¦you are less than a servant, for you do nothing for your keep.† (p69) Like Oliver, Jane does nothing to deserve such a harsh classification, except for being born. They both try their best to follow the rules and to be good people. Poor people basically have two choices to live in 19th century England as shown in Oliver Twist they could live on the streets by begging and/or stealing, eventually being put into jail or to death because of the anti begging laws and harsh penalties for stealing. The other choice the poor have is to work in the workhouses for no money, scarce food, and poor treatment. Upper class England created these workhouses to better the lower class by teaching them to be humble, have discipline and good morals. Ironically the workhouses created just the same thing they intended to get rid of, criminals. The food was so scarce that it forced them to steal and fight, and the treatment of the children were so bad it made them alienated from normal society. Bronte describes the same attitude of the upper class while Jane is at Lowood, though it is not as extreme as the workhouses Dickens talks of. The girls of Lowood were all orphans and because of that they obviously had to be corrected for they were naturally going to turn into bad people. So Mr. Brockelhurst thought that good morals come from no food, plainness, lack of necessities and constant humiliation. This produced an â€Å"every man for themselves† society among the girls when the faculty was gone. The older girls got to be the closest to the fire when it was cold, and when ever they had a chance they would take food from the younger, weaker girls. â€Å"From this deficiency of nourishment resulted an abuse, which pressed hardly on the younger pupils: when ever the famished great girls had an opportunity, they would coax or menace the little ones out of their portion.† (JE BV p122) If things had not changed for the better in that school Jane may have become a very different person than she turned out to be. Though both Jane and Oliver are supposed to be immoral and no good orphans in 19th century England’s eyes, they have the highest set of morals than any other person in their stories. Oliver never wants to steal from anybody and never starts a fight unless his family is concerned. Even though all of the people he hung out with were thieves he just couldn’t do it, stealing horrified him and he wanted no part in it. Jane refuses to marry Rochester because she believes it to be wrong to stoop herself down to a mistress. She also thinks it is wrong to marry for money and not love. Jane displays this  by turning down St James although he has a high standing in society, she feels he is a wicked man and would not be happy if she were to marry such a man. The immoral people in both novels, are the upper class who believe themselves to be better than the main characters. Mr. Bumble, for example, marries Mrs. Corney because of her wealth and nothing to do with her as a person. When he came to flirt with her he checked around her apartment for expensive things that would distinguish her as wealthy. â€Å"He opened the closet, counted the tea-spoons, weighed the sugar-tongs, closely inspected a silver milk-pot to ascertain that it was of the genuine metal†¦and spreading himself before the fire with his back towards it, seemed to be mentally engaged in taking an exact inventory of the furniture† (p185) To make the situation even more ironic, Mrs. Corney is only wealthy because she stole the money for the poor people’s food and clothing and kept it for herself. She jokes about how the cats have a better life than those of the people she looks after. By the end of the story the couple is described as miserable. In the novel of Jane Eyre, Mr. Brockelhurst is supposed to be a religious and moral man, but he deprives the children of food and clothing to benefit his own pocket. He is a hypocrite also for example, he tells a girl with curly hair to get it cut off, when his own daughter has the same kind of curly hair. His attitude and the attitudes of other middle upper class people are all the same of that time. They think that they deserve to have the curly hair and the extra money at the expense of the poor, because they are physically and divinely better than them. Though all of this injustice is happening to the poor, they have no way to fight back. They don’t even have rights in court houses. When Oliver is brought to trial for pick pocketing, the judge, Mr. Fang, sentences Oliver even though there is no hard evidence and a testimony saying he is innocent. Oliver can not even talk in his own defense, partly because he is so tired and hungry and party because the magistrate wouldn’t give him the chance to. If the book keeper had not demanded to speak in Oliver’s defense, Oliver would have surely died. When Jane was living with her aunt she had no say at all in what was done with her. She could be beat by John Reed and tormented  by her aunt Reed and she would had to take it. Marriage and class is a subject that both Bronte and Dickens speak of. They both believe that the English tradition of marrying for money and status were absurd and that marrying for love was the true way to happieness. This is exhibited in many examples in Oliver Twist. For one, Oliver is born out of true love and he turns out to be a good boy and always makes moral decisions. Oliver’s half brother, Monks was born of a fixed, loveless, financial marriage, and he turned out to be evil and mischievous his whole life. Dickens also describes the love between Rose and Harry. The people of England were so critical on who one married, that Rose didn’t want to marry Harry because she felt that people would think that she slept with him before marriage just to get his money and that Harry would be shunned by his peers for marrying her. When they finally did marry, they were very happy with each other. As opposed to Bumble’s marriage which turned out to be miserable for him and his wife. Jane ends up marrying Rochester out of love rather than St James for money and status. But she was more comfortable in marrying him when that she got her money because she felt like an equal to him, rather than a servant. Dickens and Bronte touch on the same subjects through out their novels and have a lot of the same view points. The time that they wrote was one of extreme pettiness and cruelty. It would be safe to say that both authors wrote for different reasons than just to entertain. Points were made about the absurdity of marriage, of being â€Å"born† into divine upper or lower class, and of horrible ways humans treated each other just because they thought they were better. Both novels had the few good people that helped out Oliver and Jane so that they could get by in life long enough to receive their long lost inheritance. These books show that poor people are equal to the rich ones in intelligence, moral values, and politeness. They also made evident that the way society was running in those days was hurting way too many good people of England.

Gender Essay Example | Topics and Well Written Essays - 2000 words - 1

Gender - Essay Example Feminist theory embraced in totality the concept of the distinction between the concept of biological sex and the socio-cultural construct of gender. In the current conservative societal systems, the gender-biological sex distinction is strictly followed in specific contexts, especially the documents written by the World Health Organization (WHO) and the social sciences. Put differently in other contexts, including social science areas, gender is the basic inclusion of sexuality, or it replaces sexuality. Although the change in gender meaning is overly traced in the 1980s, a meager acceleration of gender context in the scientific field was liberally observed in 1993 in the United States. This is the period in which USA’s Food and Drug Administration (FDA) began using the terminology gender instead of sex. Therefore, gender was reversely used during this period as a sexual view of individuals or as a person’s self-assessment and self-representation as male or female. Thi s paper, therefore, describes how individual social role players construct gender in a culture other than the ordinarily known cultures. Natural languages often make up all the gender distinctions. Gender relation and language may be of various kinds. Gender and language distinctions socially are more or less loosely associated with analogies of either perceived or actual differences between men and women. Some grammatical gender issues go far much beyond or totally ignore the masculine-feminine distinctions. In the explanation of gender and languages, the following are the key and elementary attributes of gender as a cultural construction concept. Firstly, languages include the terminologies used unequally while referring to men and women (Jowett, 2005). The conservative societal concern that the current language structures may be biased in favor of only