Th Scond Globl Shft s Rloctng Clustrs n th Fnncl Industry n Europ Term Paper

Th Scond Globl Shft s Rloctng Clustrs n th Fnncl Industry n Europ - Term Paper Example ent economically and politically reigning over the world, but the rapidly emerging economic power of China and Japan is also an undeniable fact; which is the precursor of the second global shift. An emergence of competitors in the shape of China and Japan is adversely affecting the economic power of the USA. The resurgence of Asia especially East Asia is undoubtedly, the most significant global shift in the geography of the world economy during the past 40 years. (Dicken, 2007, p. 43) Another very important fact is the complex geography of the product manufacturing process. â€Å"In other words, economic activity is becoming ‘deterritorialized’ or ‘disembedded’.† (Dicken, 2007, p. 18). For example, open boarders today allow some parts of the product being made in one country and it’s assembling being done in another. The purpose of this paper is to highlight the influence of the second global shift on the financial service industry, particularly the European financial services. Moreover, we will examine how this global shift will change the structure of financial groups in Europe. The first global shift is the period of time when economic and political power was shifted from Britain and some European countries to the United States. This shift started occurring after the Second World War when United States appeared as a supreme economic and political power. After 1945 the world was dominated by two blocks i.e. the United States with its allies and the Soviet Union with its allies. This division was not only confined to economic differences but to socio-political differences as well. This is when the silent strain between the capitalist and the communist world began. â€Å"Hence, the world economic system that emerged after 1945 was, in many ways, a new beginning. It reflected both the new political realities of the post-war period – particularly the sharp division between East and West _ and also the harsh economic and social experiences of the

Acting as if you are hypnotized, Spanos, N.P. (1982) Essay

Acting as if you are hypnotized, Spanos, N.P. (1982) - Essay Example He believes that under hypnosis, a person is highly susceptible to suggestion, performs behaviors involuntarily, exhibits heightened recall of memories, has more vivid imagination, has the ability to dissociate consciousness of certain events from others and a lowered sensitivity to pain. Hypnosis makes one produce thoughts, ideas and behaviors which would not be usually exhibited had the person not been under that hypnotic state. Such a view has been subscribed to by a lot of people who put much faith on the hypnosis phenomenon. Of course, although many can attest to the existence of its evidence in their lives, it is still subject to scientific research to prove it. Without intending to dampen the strong advocacies of hypnosis believers, Nicholas Spanos has disputed this widely accepted view. He claims that hypnotized people are exhibiting behavior which is just like any social behavior, and negates the view that it is involuntary. Rather, consciously or not, it is strategic and goal-oriented. Such behavior is dramatic enough to produce a desired effect. In essence, he says that instead of an altered state of consciousness, hypnosis is a state of increased motivation. People under hypnosis are under the expectation that their behaviors will soon be involuntary as they relinquish control of them and agree to go under the hypnotic trance. However, Spanos argues that the behavior suggested by the person conducting the hypnosis is voluntary at first, and is eventually made to sound more involuntary. Since the hypnotized person is in an increased state of motivation, the suggestion is easily taken and what he hears as a command will seem to him as involuntary. Spanos explains that it is because the person enters the hypnosis with the intention to be controlled by the hypnotist’s suggestions. He also expects that the hypnosis has more power than his own will to

Bio-ethanol Production by Using Oil Palm Frond Juice (OPFJ)

Bio-ethanol Production by Using Oil Palm Frond Juice (OPFJ) OBJECTIVES To enhance bioethanol production using OPFJ as substrate To optimized biotehanol production using various fermentation mode INTRODUCTION AND RESEARCH BACKGROUND Brazil and USA is the first producers with the world ethyl alcohol production about 51000 mills liters with an average of 73% of produces ethanol worldwide corresponds to fuel ethanol, 17% to beverage ethanol and 10% to industrial ethanol (Eufrozina NIGA, 2009). Bio-ethanol can be a product from an edible source which known as first generation bio-ethanol such as sugarcane and corns. Second generation of bio-ethanol is from lignocelluloses biomass is from non-edible source such as palm oil biomass. This make second generation of bio-ethanol is a better choice to replace fossil fuel without disturbing food sources. By converting the waste into valuable product we can reduce the environmental problem. Lignocelluloses material contain about 50% 60% carbohydrate in the form of cellulose and hemicelluloses which may be fermented to ethanol and 20%-35% of lignin (Mats Galbe et al, 2007). Nowadays palm oil tree is one of the main source for the production of bio-ethanol but there are not m uch attention is been given to oil palm sap which are product that come from the tree component such as oil palm trunk and oil palm fronds. Malaysia is the world’s largest exporter of palm oil product. Malaysia produces a large amount of agro-industrial residue with oil palm industry itself produced about 33 million tons of residues annually in the form of empty fruit bunch, fiber and shell (MPOB, 2009; Mohamed and Lee, 2006). Malaysia has produced about 51 million tons of oil palm fronds with 53% of the total palm biomass in year 2008 (Goh et al, 2010; MPOB, 2009). Bio-fuel that produces from palm oil tree is an environmental friendly therefore many interest are being shown to this sources. Mostly, the major parts of the solid biomass from the oil palm tree are being leave behind on the plantation is to be found as oil palm fronds. It has been reported that about 46837K tons of oil palm fronds has been produced in Malaysia in the year 2007 as an agriculture wastes. Palm oil frond is one of the useful raw materials for the production of bio-ethanol which is environmental friendly way. Pre-treatment of the oil palm frond need to be done to achieve a good bio-ethanol production. However, ethanol production from lignocellulosic biomass is relatively expensive because of the latest technologies. The main contradict are low yield and cost of the hydrolysis process (Sun and Cheng, 2002). Thus, oil palm frond juice is being introduced as another source for the production of bio-ethanol. Previous study has been shown that oil palm juice is suitable to used as fermentation feedstock because there was no inhibition on microbial growth or product formation, there were no impurities, it was easy to be operated, and it had no risk on health and safety (Zahari et al, 2012). Oil palm frond sap has been proved by Zahari et al. (2012) contains high sugar content which is 76.09 Â ± 2.85 g/l. There has been reported by Eze and Ogan (1988) that sucrose is the dominant sugar in the oil palm frond sap that consist of 10% w/v, as for glucose and fructose consist of et al, 2010. However in Malaysia, a study shows that glucose is the dominant sugar in the oil palm sap (Kosugi et al., 2010). Since there are many studies show that oil palm juice contains higher sugar content, a high level of the production of bio-ethanol from oil palm sap is further study. A study by Nwachukwu (2008) shows that improving yeast resistance by protoplast fusion increased yields of ethanol by 16% v/v. Apart from that, types of fermentation also one of the factor that improve the production of bio-ethanol. Thus, this project aim is to increase the yield of the bio-ethanol production using oil palm frond juice by various type of fermentation process. PROBLEM STATEMENT Uses of natural sources like petroleum is been used over the decades and the demand of this sources are being increases from time to time. Over the century, there are an increasing of energy consumption with the increasing of world population, thus more growing countries become industrialized which there are possibility that the sources will be depleted one day. Apart from that, petroleum is harmful to human and environment and with the increasing of fossil fuel will lead to increasing of carbon dioxide that eventually leads to global warming issue. Thus, an alternative sources of the fuels is been quest to overcome the shortness of the fossil fuels. Bio-ethanol is one of the solutions to this problem. This is because bio-ethanol is a form of renewable energy source which are easy available, low cost and most efficient bio-fuel. Bio-ethanol offers a great advantages because it can be produced from various feedstock such as corn, sugarcane, red seaweed part sugar beet and many more (M ohd Dinie et al, 2013).Apart from that , bio-ethanol help in reducing air pollution and carbon dioxide accumulation. Nowadays, high demands of fuel are been constantly increase over the world. Brazil is been known as the largest producer of the sugarcane and a most competitive producer of the bio-ethanol in the world. The arises of bio-ethanol from sugarcane is a prove that energy sources are being run out and constant increasing of fuel cars around the world. Fossil energy gives an impact to the atmosphere because the burning of the petroleum result in increasing of carbon dioxide emission to the environment which is the main causes of greenhouse effect. Production of bio-ethanol is increase significantly because many countries are looking for reducing oil imports, increasing rural economies and for better air quality (Eufrozina NIGA, 2009). 4.0Â  METHOD 4.1Â  Raw material preparation and Juice Clarification. (Potential Utilization of Sap from Oil Palm (Elaeis guineensis) for Lactic Acid Production by Lactobacillus casei by S. Chooklin et al, 2011) Oil palm frond (OPF) will be harvest from oil palm tree from a local oil palm plantation. The leaves from the frond will be cut off and discard. The harvest OPF will be press using sugar-cane machine press as soon as possible after the frond was harvested. OPF juice produced will be collect and filtered using coffee filter. The filtered OPF juice will be centrifuged at 10,000 rpm for 15 minutes. Supernatant will be stored at -20Â °C before use. 4.2 OPF Juice Sugar Composition (Ethanol Production Using Immobilized Saccharomyces cerevisiae in Lyophilized Cellulose Gel by Eleonora Winkelhausen et al, May 2010) HPLC type:HPLC (Shimadzu Japan ), equipped with refractive index Detector Type of column: APS-Hypersil column ( diameter of 250mm x 46mm) Mobile phase:70% Acetonitrile and 30% de-ionized water Column temperature:40Â °C with maximum operating temperature of 80Â °C Flow rate: 0.6 ml/min Sample volume: 20Â µl Pressure: 10MPa 4.3Â  Pure Culture Establishment (Study on Bioethanol Production from Oil Palm Trunk (Opt) Sap by Using Saccharomyces Cerevisiae Kyokai No.7 by Nina Farhana 2010) (Isolation of Microorganism from Oil Palm Sap by Nurul Nadia Ummira, 2011) 100mL of the Nutrient Broth Medium supplemented with g/L; Yeast Extract, 5; Peptone, 10 and 15% of glucose solution, 50 (Jamaludin, 2010) will be measured in a 250mL conical flask and will be autoclaved at 121 C in 15 minutes. Saccharomyces cerevisiae will be subculture into the Nutrient Broth. The mixture will be incubated for 24 hours at 150 rpm, 30oC. The suspension obtained will be subculture on the Nutrient Agar slant and will be incubated for another 2-3 days. The Nutrient Agar slants will be stored in refrigerator at 4oC. 4.4 Inoculums preparation (Study On Bio ethanol Production From Oil Palm Trunk (OPT) Sap by Using Saccharomyces Cerevisiae Kyokai No.7 by Nina Farhana 2010) (Optimization study of ethanol fermentation from oil palm trunk, rubber wood and mixed hardwood hydrolysates using Saccharomyces cerevisiae by K.L. Chin et al , 2010) About 3 4 loop of pure culture will be transferred from agar slant into 100 mL of sterile Nutrient Broth in 250 ml conical flask plug with sterile cotton. The flask will be incubated for 24 hours at 30Â °C and 150 rpm until reach standard initial concentration. The cell concentration will be standardized to 0.2 0.4 g/L (OD = 4.2) determined by turbidimetry at 600 nm. 4.5 Fermentation a) Batch fermentation will be performed for the optimization of bio-ethanol production. b) 20% (v/v) of inoculums size will be inoculated into the bioreactor with the condition of pH 4.5 and temperature of 30Â ºC , air flow rate of 1 vvm, agitation of 200 rpm with the initial 02 concentration of 30 %. c) The fermentation process will be carried out for 42 hour and sample will be taken out every 3 hour and analyze for bio-ethanol production, sugar and cell biomass. d) All experiment will be run in triplicate. 4.5.1Â  Batch fermentation. 4.5.1.1Â  Effect of sugar concentration (Effect of Cultural Conditions on Ethanol Production by Locally Isolated Saccharomyces Cerevisiae Bio-07 by Arifa Tahir et al, 2010) OPF juice volume use will be varied in the range of 30% to 50%. (30%, 40%, 50%) 4.5.1.2Â  Effect of agitation speed (Optimization of Fermentation Medium for the Production of Ethanol from Jaggery Using Box-Behnken Design by Mary Anupama.P et al 2010) The fermentation will be carried out at different agitation rate in the range of 125 rpm to 175 rpm. (125, 150, 175) 4.5.2Â  Fed Batch fermentation 4.5.2.1Â  Effect of feeding rate (Production of Ethanol by Fed- Batch Fermentation by Ngoh Gek Cheng et al, 2009) The fed batch fermentation will be run according to the best optimized condition from the batch fermentation condition. Substrate will be feed continuously into the bioreactor using peristaltic pump at glucose concentration (glucose concentration from OPFJ?) varying from 2 ml to 8 ml at feeding rate of 2 ml/h . (2 ml , 4 ml, 8 ml) 4.5.2.2Â  Effect of feed time (Production of Ethanol by Fed- Batch Fermentation by Ngoh Gek Cheng et al, 2009) a) Substrate will be feed from the interval of every one hour to three hour at feeding rate of 2 ml/h. ( 1 hour , 2 hour , 3 hour ) 4.6Â  Harvesting (Study on Bioethanol Production from Oil Palm Trunk (Opt) Sap by Using Saccharomyces Cerevisiae Kyokai No.7 by Nina Farhana, 2010) Each batch of fermentation will be terminated according to optimized time period. b) Sample (15 ml) will be taken out and the samples will be kept in refrigerator at 4oC before analyze for bio-ethanol production, sugar and cell biomass. 4.7Â  Yeast strain and it improvement (High-level Production of Ethanol during Fed Batch Ethanol Fermentation with a Controlled Aeration Rate and Non-Sterile Glucose Powder Feeding of Saccharomyces cerevisiae by Hyen-beom-seo et al, 2009) a) Saccharomyces cerevisiae will be growth on Nutrient Broth (yeast extracts, 10g/l; peptone, 20g/l; glucose, 20g/l and agar, 20g/l) slant in a 30 ml universal bottle. b) The slant culture will be exposed with UV light (6 watt, 254nm) for 15 second interval at a distance of approximately 7 cm from the slant. c) A loopful of irradiated slant culture will be streak onto a Nutrient Broth agar plate and subsequently incubated for 3 days at 27Â ºC. d) After that the colonies will be incubated in Nutrient Broth medium containing 100 g/l of ethanol at 27Â ºC while shaking at 100 rpm for 5 days to select resistance colonies. 4.8 Analysis method 4.8.1 Sugar content by HPLC (Oil Palm Fronds Juice as Future Fermentation substrate: A Feasibility Study by Che Mohd Hakiman Che Maail et al, 2014) HPLC type:HPLC (Shimadzu Japan ), equipped with refractive index Detector Type of column: APS-Hypersil column ( diameter of 250mm x 46mm) Mobile phase:70% Acetonitrile and 30% de-ionized water Column temperature:40Â °C with maximum operating temperature of 80Â °C Flow rate: 0.6 ml/min Sample volume: 20Â µl Pressure: 10MPa 4.8.2Â  Cell dry determination (Study on Bioethanol Production from Oil Palm Trunk (Opt) Sap by Using Saccharomyces Cerevisiae Kyokai No.7 by Nina Farhana 2010) Cell suspension will be vaccum-filtered using 0.45Â µm filter paper Cell suspension for each samples will have to be rinsed 2x with distilled water. Each sample will be dried at 70Â °C more than 24 hours until constant weight achieved. Dried filter paper will be weighed on a analytical balance to measure the biomass. 4.8.3 Ethanol concentration using GC (Production of Ethanol by Fed –Batch Fermentation by Ngoh Gek Cheng et al, 2009) Column : RT-Q-BOND (inner diameter of 0.32 mm) Carrier gas: Helium gas Detector: Flame ionization detector (FID) Temperature : 200 C Flow rate : 21.9 mL/min Pressure : 71.1 kPa Holding time : 5 minutes % bioethanol yield is calculated using this formula: 5.9 OPTIMIZATION OF ETHANOL FERMENTATION RSM analysis will be conducted using Design Expert Software. The optimized parameters will be verified by running the new fermentation as suggested. 6.0 ANALYSIS The significance of difference between each test variable will be determined using one way ANOVA analysis and Least Significance Test, computed using SPSS version 21.0 software. All tests will be done with a confidence interval of 95%. 7.0Â  REFERENCES Ngoh Gek Cheng, M. H., Andri Chahyo Kumoro, Tham, C. F. L. A. M. 2009. Production of Ethanol by Fed-Batch Fermentation. Pertanika J. Sci. Technol., 17, 399 – 408. Hyeon-Beom Seo, Seung Seop Kim,Hyoen0Yong Lee and Kyung Hwan Jung (2009).High level Production of Ethanol during Fed-Batch Ethanol Fermentation with a controlled Aeration Rate and Non-Sterile Glucose Powder Feeding of Saccharomyces cerevisie .Biotechnology and Bioprocess Engineering,14, 591-598. Jamaludin, N. F. M. 2010. Study On Bioethanol Production From Oil Palm Trunk (Opt) Sap By Using Saccharomyces Cerevisiae Kyokai No.7(ATCC 26422). Bachelor of Chemical Engineering (Biotechnology), Universiti Malaysia Pahang. Zahari, M. A., Zakaria, M. R., Ariffin, H., Mokhtar, M. N., Salihon, J., Shirai, Y. Hassan, M. A. 2012. Renewable sugars from oil palm frond juice as an alternative novel fermentation feedstock for value-added products. Bioresour Technol, 110, 566-71. Che Mohd Hakiman Che Maail, Hidayah Ariffin,Mohd Ali Hassan,Umi Kalsom Shah and Yoshihito Shirai (2014).Oil Palm Frond Juice as Future Fermentation Substrate : A Feasibility Study.Bioresource Technology,110,566-71. Miller, G.L., Use of dinitrosalicylic acid reagent for determination of reducing sugar,Anal. Chem.,31,426, 1959. GANTT CHART AND MILESTONES

Dickinsons The Spider holds a Silver Ball Essay -- Dickinson analysis

Dickinson's The Spider holds a Silver Ball Paradox baffles and inspires thinkers because it wipes out the greatest of conclusions, puts us intimately in touch with the very nature of inexplicable feeling, both simultaneously implodes and explodes the mind, and of course induces a certain sensation, as Dickinson puts it, â€Å"as if the top of my head were taken off.† It seems to me that in art this is the fix we desire, where sensation obliterates logic. Dickinson's poetry is one of the few places I have so far found the paradoxic tendency so profoundly expressed. Therefore, I will take up the notion of paradoxic tension created by Dickinson, her method of dealing with the inner and the outer, expansion and contraction, the creation and destruction of boundary, and the mysterious ways in which these things interact, especially through the symbol of the spider. In â€Å"The Spider holds a Silver Ball,† the spider, as creator, as weaver, contains â€Å"In unperceived Hands† (2) a glimmering medium of magic. From this silver ball, creation spins outward. The spider, viewed as poet, weaves outward from the center of inspiration. The hands are both somehow there and not there as they delicately â€Å"unwind† this intangeble yet â€Å"Silver† mass. The description of the invisible in physical terms characterizes one method by which Dickinson weaves paradox. The idea of the spider â€Å"dancing† portrays an outward movement, but Dickinson with a few words suddenly makes this action inward and private: â€Å"dancing softly to Himself† (3). The first stanza confirms the portrait of an â€Å"unperceived† artist performing her art outwardly and we find a sense of what art means to Dickinson—an outward gesture which originates in some unknown, private and inner pl... ...rtist accomplishes informing herself of the inexplicable nature of the mind through the â€Å"strategy† of â€Å"physiognomy† (8-9) or revealing the inner aspects outwardly. Dickinson reveals the intangible through physical means; her language uses hard images such as the spider and the silver ball to outwardly communicate the boundless capacity of inner emotion and feeling. In the process she must create boundary, it is the only way to explain the unexplainable feelings with which the mind occupies itself; however, her next move is to destroy the very boundaries that she creates, showing just where and how these feelings originate, bringing them back. Physiognomy is clearly the Dickinson strategy, and it is that last line of â€Å"A Spider sewed at Night† that Dickinson stands up and proclaims, I am the spider and the spider is me and we are both everything and nothing—so there. Dickinson's The Spider holds a Silver Ball Essay -- Dickinson analysis Dickinson's The Spider holds a Silver Ball Paradox baffles and inspires thinkers because it wipes out the greatest of conclusions, puts us intimately in touch with the very nature of inexplicable feeling, both simultaneously implodes and explodes the mind, and of course induces a certain sensation, as Dickinson puts it, â€Å"as if the top of my head were taken off.† It seems to me that in art this is the fix we desire, where sensation obliterates logic. Dickinson's poetry is one of the few places I have so far found the paradoxic tendency so profoundly expressed. Therefore, I will take up the notion of paradoxic tension created by Dickinson, her method of dealing with the inner and the outer, expansion and contraction, the creation and destruction of boundary, and the mysterious ways in which these things interact, especially through the symbol of the spider. In â€Å"The Spider holds a Silver Ball,† the spider, as creator, as weaver, contains â€Å"In unperceived Hands† (2) a glimmering medium of magic. From this silver ball, creation spins outward. The spider, viewed as poet, weaves outward from the center of inspiration. The hands are both somehow there and not there as they delicately â€Å"unwind† this intangeble yet â€Å"Silver† mass. The description of the invisible in physical terms characterizes one method by which Dickinson weaves paradox. The idea of the spider â€Å"dancing† portrays an outward movement, but Dickinson with a few words suddenly makes this action inward and private: â€Å"dancing softly to Himself† (3). The first stanza confirms the portrait of an â€Å"unperceived† artist performing her art outwardly and we find a sense of what art means to Dickinson—an outward gesture which originates in some unknown, private and inner pl... ...rtist accomplishes informing herself of the inexplicable nature of the mind through the â€Å"strategy† of â€Å"physiognomy† (8-9) or revealing the inner aspects outwardly. Dickinson reveals the intangible through physical means; her language uses hard images such as the spider and the silver ball to outwardly communicate the boundless capacity of inner emotion and feeling. In the process she must create boundary, it is the only way to explain the unexplainable feelings with which the mind occupies itself; however, her next move is to destroy the very boundaries that she creates, showing just where and how these feelings originate, bringing them back. Physiognomy is clearly the Dickinson strategy, and it is that last line of â€Å"A Spider sewed at Night† that Dickinson stands up and proclaims, I am the spider and the spider is me and we are both everything and nothing—so there.

Defining research problem and setting objectives Essay

1. Defining Research Problem and Setting Objectives The Research Problem. The problem identified might be too broad in coverage; therefore it has to be narrowed down to a specific research problem in a specific setting. Question relative to the problem may be raised: a. Are the problems on the youth’s undesirables values also felt in the local setting of the study? b. To what extent are these problems felt? c. What may be their causes? d. What recommendations can be proposed to minimize, if not solve the problems? Thus, from the problem statement, research questions are formulated. Sources of a Problem. Research problem may be derived from the following: a. Experiences and observations b. Vast amount of literature in your own field c. Courses that you have taken d. Journals, books, magazines, or abstracts e. Theses and dissertations (focused on recommendation) f. Professors and classmates g. Internet Formulating the Research Problem Reviewing what is already known about a problem situation through the search for related literature and studies is an essential part of the research process. A good review of information will suggest the social, economic, political, cultural and historical aspects of the problem. This wille help to narrow the focus of the proposed investigation. IT will indicate the major theoretical concepts and operational variables other researchers have considered important. It will suggest possible research hypotheses that need to be tested and it will help the researcher avoid the areas of study which have already been explored by other researchers many times over. a. Defining Research Problem (Non-developmental research) Title is used as â€Å"guide† in the search for literature and developing the outline of your paper. Example: â€Å"THE ACCEPTABILITY OF HUMAN RESOURCE INFORMATION SYSTEM (HRIS) USING BIOMETRICS AT QUEZON CITY POLYTECHNIC UNIVERSITY: BASIS FOR IMPLEMENTATION† Having chosen the specific topic for your thesis, it is definite that you have something in mind that is finding a solution. It must be something which can be a technological need or problem. The problem must be well-defined. It is important that you identify the Main Problem or the overall problem and the Specific Problems relating to your thesis proposal. In defining your research problem, it is necessary that you create interest in your reader. The introduction in your problem definition or statement of the problem should present why you choose a particular topic or subject. There are various ways on how you can present the introduction. Some do it by asking questions which would lead to the presentation of the identified problem. Others start with a narrative story on how the problem came about or how it was discovered. There are people who begin with current and relevant issues in their introduction. But although there are different approaches in writing the introduction, the objective remains the same –to show that the problem being considered for research really exists. Examples are: Main problem: How to determine the acceptability of the HRIS using biometrics for QCPU, if it will totally eliminate the inaccuracies and/or inconsistencies of the present attendance/time monitoring system of the faculty and staff? Specific Problems: 1) The time/attendance record of the faculty and staff which is the basis of salary computation is unreliable. 2) The available commercial computer software for attendance monitoring is very expensive. 3) The computation of salaries/honorarium is done manually which is a very slow process. b. Setting the Research Objectives (Developmental research) Title is used as â€Å"guide† in the search for literature and developing the outline of your paper. Example: â€Å"HUMAN RESOURCE INFORMATION SYSTEM USING BIOMETRICS FOR QUEZON CITY POLYTECHNIC UNIVERSITY† It is equally important that the objectives why you are pursuing this particular thesis proposal must be established. The objectives are identified as to General or Main Objectives and Specific Objectives. General Objective: The general objective of the study is to develop and evaluate accurate and reliable employees’ time/attendance capturing system for QCPU faculty and staff using Biometrics. Specific Objectives: The study has the following specific objectives: 1) To design a system that would capture the time/attendance of faculty and staff using biometrics. 2) To construct a computer-based system of attendance monitoring that is cost-effective and is capable of generating daily, weekly, monthly reports. 3) To design a centralized database using Vb.Net and MySQL 4) To evaluate the performance of the developed system. 2. The Research Title Characteristics of a research title: a. The title signifies a very timely and significant contribution to the needs of society in general and to the agency in particular. b. The title of a thesis should be a specific and concise statement of the topic c. It should refer to the major variables or theoretical issues investigated; d. Its principal function is to inform the reader about the study, therefore, it should be explanatory by itself; e. The title should focus on the topic investigated and the main variables studied. f. The recommended maximum length for the title is 10 to 20 substantive words. Formulate the Research Title Title is used as â€Å"guide† in the search for literature and developing the outline of your paper. Example: a. â€Å"ACCEPTABILITY OF HUMAN RESOURCE INFORMATION SYSTEM USING BIOMETRICS AT QUEZON CITY POLYTECHNIC UNIVERSITY: BASIS FOR IMPLEMENTATION† (non-developmental research) b. â€Å"HUMAN RESOURCE INFORMATION SYSTEM USING BIOMETRICS FOR QUEZON CITY POLYTECHNIC UNIVERSITY† (developmental research)

The Development of Multi-Faceted Literacy in American Culture

Though many theories have been formulated about literacy and how to apply proper education to it, few seem to grasp the fact that true literacy involves lots of different aspects. Though many educators have tried to put the term literacy into a strict definition, it is best understood as a complex educational aspect. Literacy combines elements of culture, both nation and international. It involves picking up essential skills that can be taught in the classroom, as well. In addition to all of that, it involves a person learning the advanced art of articulation. Speaking well, writing well, and understanding how to get a point across are three things that should be included in that discussion, as well. How a person understands literacy is dependent upon which of these theories that person accepts as being the standard. According to Dr. Robert Needlman, literacy needs to be understood in a broad sense, as it is very important to all other forms of learning. In a recent article on the matter, Needlman wrote, â€Å"Literacy is more than just being able to read and write. Literate children see reading as fun and exciting. They use reading to learn about a wide range of subjects, and they use writing to share their ideas† (Needlman). This means that teachers must learn to teach their students how to read and write at the most basic level, but that is rarely enough. True literacy can not be gained without a wide application of many different principles. One position that has become very popular among educators in recent years is one that employs a strategy of teaching students to communicate. Learning how to frame words in sentences and paragraphs is not enough in order to truly teach someone to be literate. In order to be literate, a person has to be able to take those words and put them into coherent thoughts. This position is probably the one that most closely represents what today’s educators should be aiming for when they frame curriculums for students. Skills based literacy is the building block from which all other things have to come. This is generally accepted by most educators out there. The problem is that some of these educators are not going beyond that. Though literacy starts with the basic skills, it certainly cannot stop there. It can only be effective if it is combined with a literacy program that teaches students cultural literacy and communications skills, as well. Teaching one without taking the time to teach the other is like teaching a person how to fish, giving them all of the equipment, and then forgetting to tell them where the pond is located. Though learning the actual skill of reading and writing is obviously an important part of the process, the cultural aspects are even more important. Especially in the United States, cultural literacy has not been nearly as much of a concern as other aspects of education. This is partly because teachers have been teaching with their eye on standardized tests and partly because no real value has been placed on cultural literacy. Now, the value and importance of both understanding how to read and write and understand how to put those things into context is being stressed more and more in schools and to America’s youth. Certain school districts have taken the initiative of instilling this sort of program within their curriculum for students. According to literature put out by the Poway Unified School District, cultural literacy is important to the development of students. Their website states, â€Å"The best lessons for cultural literacy come from the many students who sit in front of us each day in our classrooms. Their cultures, heritage, and stories formulate the most powerful cultural literacy curriculum† (Poway Unified School District). Elementary schools are not the only ones taking notice in this. College writing programs have implemented strategies as well to give their students a chance to become fully literate. Reed College, for example, has an entire writing program that is dedicated to teaching students the proper rules for communicating in their writing. This program not only focuses on writing, but it also teaches the value of things like drama and other liberal arts. Hampden-Sydney College is another college in the United States that has put an emphasis on this type of education. Their rhetoric program must be completed by all students who come through the school, whether those students are business majors or history majors. In the full context of a college liberal arts program, writing takes on a huge level of importance. Universities that offer these programs need to instill a writing intensive program across the board. This does not mean that just journalism or English students should have to concentrate on refining their skills. It means that in history courses, religion courses, philosophy courses, and other sorts of classes, a bunch of writing should be required. By incorporating writing into the curriculum of these other subjects, students will further learn how to communicate with their writing and they will become better at the other subjects, as well. Without an emphasis on writing, a liberal arts program is doomed to failure. Successful communication is a necessary aspect of these programs, as well. That cannot be gained without learning how to write critically, though. As E.D Hirsch is quick to point out, the English language lends itself to much interesting diction for writers. In his book, Hirsch wrote, â€Å"Literature in English excels in every kind of writing. Its particular glory is its poetry. For historical reasons, the English language acquired a vocabulary that is unusually rich and nuanced, combining words of Germanic root (such as see and glimpse) with words of Latin root (such as perceive and envision)† (Hirsch). There are quite a few different approaches to organizing a program such as this. Some colleges have started specific writing courses that teach students how to put their ideas into writing. More times than not, these classes are put into freshman year experience programs. These are the programs that teach students how to learn and how to be good college students. More times than not, these classes are taught alongside a study skills course. After all, most students are going to have to write multiple essays when they enter college and writing will be an essential part of their life. It only makes sense to preach the importance of writing from the very beginning of the college experience. This is not enough, though. In today’s world, being able to write and communicate is essentially important. Just about everything revolves around it, including the business world. According to the Educational Testing Service, which handles much of the student testing in the United States, the situation is extremely dire. They state, â€Å"As society becomes more technologically advanced, the quantity and types of written materials are growing. Adults are expected to use information from these materials in new and more complex ways and to maintain and enhance their literacy skills through lifelong learning activities. Literacy skills are critical not only for the personal achievement of individuals, but also for the social and economic development of each nation. These skills are no longer linked to a single threshold that separates the literate from the nonliterate† (Educational Testing Service). This quotation does much to state the overall importance of literacy in society and it also hammers home the point that literacy is becoming more important and more relevant, despite what some might think. In fact, it is dire, according to C.H. Knoblauch. In his Literacy and the Politics of Education, Knoblauch writes, â€Å"However, if literacy today is perceived as a compelling value, the reason lies not in such self-interested justifications but in its continuing association with forms of social reality that depend on its primacy† (Knoblauch). In addition to that, there is sentiment from other literary sources about the American situation. The Formation of National Cultures states, â€Å"In America, the reality is that we have not yet properly achieved monoliteracy, much less multiliteracy† (Foundation of National Cultures). This means that the United States still has to work on both the simple parts of literacy, as well as the more advanced aspects. One of the staples of any liberal arts program is a good history department. History courses are interesting because of the fact that they incorporate many different aspects of reading, writing, critical thinking, and lots of other skills. Students are not only forced to write and read critically, but they are often forced to do these things in a cultural sense. History courses not only teach what happened and when it happened, but they study cultural trends. Writing and reading have to be a huge part of any history course. Framing a history course with an eye on literacy is easy. In fact, it would be very difficult to even consider teaching any sort of history class without the inclusion of these things. As far as the actual setup of a course is concerned, it would not be all that difficult to integrate. The course would need a strong textbook, which must be read each and every night. In addition to that, the instructor of the course would teach the class in a lecture/discussion format, where students have to get used to both critical listening and critical communication. During each class period, students would have to listen to an instructor and take notes on what that professor is saying. This is one way to not only teach students the art of writing, but it also teaches students to think about the most important things that they are hearing. From that, they will react to that knowledge. The course would not be taught with only lectures, though. There would obviously be some grading that would be required. Writing would be integrated into the course in both essays and in tests. For the essays, students would be required to submit a number of them, depending upon length. This would give students a chance to not only explore the liberal arts staple of history, but it would also make them learn how to express themselves in a logical way. Essays would require proper writing skills, as well as good organization and good understanding of the material at hand. This would be an appropriate test of the knowledge and a good way to further integrate literary skills into the course. When it came time to give the test, writing would be on that, as well. Some part of the test would include an essay, where students would have to prepare a concise thought without too much time to research the issue. By doing these things, writing, reading, and critical communication could take their rightful place of importance in the liberal arts field. Without them, the courses would be naked and barren. By including writing and reading in liberal arts programs, a university would not be precluded from also offering advanced writing courses. Traditional definitions of literacy have come up with the conclusion that it is actually a skill that must be learned and mastered. Though the cultural literacy idea has become much more popular in recent years, the idea of literacy being a skill has still not been lost. With the right amount of instruction, students can learn how to both read and write at a very high level. Like with other subjects in a curriculum, writing programs must take the opportunity to teach both the basics and the advanced aspects of writing and reading. Colleges would be well advised to offer a literacy major or minor within their course catalog. With this program, the university could offer tens of classes on writing and reading. Everything from critical writing to business writing could be offered within this major. With that knowledge, a student would be able to go on to many different careers, since it has been established that writing and reading is such a large part of the business culture today. As long as literacy is a skill, it is something that must be harnessed and taught in universities and in lower levels of schools, as well. Elementary, middle, and high schools would be smart to adopt similar programs, which would further prepare students for the rigors of college literacy programs. In short, this would take a concerted effort at every level of academia if it is going to be successful. This is something that Allan Bloom takes very seriously in his book, The Closing of the American Mind. In there, Bloom writes, â€Å"I used to think that young Americans began whatever education they were to get at the age of eighteen, that their early lives were spiritually empty and they arrived at the university clean slate unaware of their deeper selves and the world beyond their superficial experience† (Bloom). The need for education at early levels is of the utmost importance to people like Bloom. No matter what definition of literacy a person subscribes to, the fact remains that it is a very important part of education that must be addressed. At current standing, schools are not doing nearly enough to teach the skills and to instill the type of cultural knowledge that is essential in order to truly communicate. Literacy is far more complicated than many educators have been willing to give it credit for. The first step to truly teaching literacy in a correct way is to understand that it is a changing thing. According to the folks at the Perkins School for the Blind, literacy includes many different aspects that must be accounted for. Their website reads, â€Å"The development of literacy is founded upon our experiences – beginning with birth – and our interactions with the world and those around us. Over time, these experiences enable us to develop the ability to connect meaning to words and letters. First, though, the path to literacy requires establishing communication and connecting meaning to objects, events and people in our world† (Perkins School for the Blind). This means that literacy is constantly being learned by everyone, each and every day. With this sort of knowledge in hand, it is easy to conclude that literacy must be included in every aspect of education. When talking about a classic liberal arts education, this is especially true. No matter if the skills-based literacy interpretation is correct or the other interpretations are correct, one must concede that all aspects of the idea should be considered. When shaping the plan for literacy training within a liberal arts program, lots of things must be considered. Luckily for those people who frame curriculums,   many liberal arts classes already require many pieces of literacy to be included to begin with. From critical writing to reading to other forms of communication, literacy will always be a part of history, philosophy, English, and the other subjects within liberal arts. With that in mind, the key is to highlight those skills and make sure that students are given an opportunity to enhance them. Works Cited Bloom, Allan. Closing of the American Mind. Educational Training Service. What is Literacy? http://www.nocheating.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/?vgnextoid=2a8eaf5e44df4010VgnVCM10000022f95190RCRD&vgnextchannel=6773e3b5f64f4010VgnVCM10000022f95190RCRD Hirsch, E.D. Cultural Literacy. Knoblauch, C.H. Literacy and the Politics of Education. Perkins School for the Blind. Perkins Panda Early Literacy Kit. http://www.perkins.org/literacy/panda/ Poway Unified School District. Cultural Literacy. http://www.powayusd.com/projects/edtechcentralnew/culturallit.htm â€Å"Formation of National Cultures† Needlman, Robert. What is Literacy? http://www.drspock.com/article/0,1510,5133,00.html