Legalization of Cannabis Essay Example | Topics and Well Written Essays - 2250 words

Legalization of Cannabis - Essay Example Of course, all of that enormous market is illegal now; the government doesn't get a cent from this business. Those who use cannabis live under the threat of being caught and accused of drug abuse by the police, but it doesn't stop them from smoking. The doctors now say that cannabis makes less harm than the nicotine does. Thus, it's obvious that marijuana should be legalized, just for to let the government control its use, prevent its abuse, and get the taxes from those who run this business. Cannabis has been used in therapeutic purposes for several centuries already, but during the previous century its use have been strictly limited, as this substance became a subject of misuse and abuse. Since the use of cannabis as a medication was forbidden in the U.S in 1937 the continuous struggle has been led between the supporters and the opponents of using cannabis for treatment of certain conditions. Marijuana, which is another name for this drug, more widespread than the word cannabis is defined as a "preparation made from the dried flower clusters and leaves of the cannabis plant, usually smoked or eaten to induce euphoria." in an entry on the Free Dictionary Website. The authors of this document mention that the ad... as a "preparation made from the dried flower clusters and leaves of the cannabis plant, usually smoked or eaten to induce euphoria." in an entry on the Free Dictionary Website. The Marijuana Legalization Organization gives several reasons for which marijuana should be legalized on their website. Those are: People have a basic right to make choices for themselves as long as their actions do not harm others The government is wasting our time and money by prohibiting marijuana Prohibition is not an effective solution to the problems associated with marijuana use We have learned a lesson from history. Alcohol prohibition did not work, and there is no logical reason to believe that marijuana prohibition is a better idea. The authors of this document menti on that the adult responsible person should be given the right to choose for himself or herself whether to use cannabis or not. Marijuana is not so harmful for health as for to deprive people of the freedom of their choice towards it. It's obvious that lots of those who stand against the legalization of this substance are just misinformed about the effects marijuana has and the consequences of its use. The stereotype has been built during the last two-thirds of the past century that cannabis is something very dangerous and harmful to health, the same as cocaine or heroine is. If we'll recall the characteristic features of stereotyping, we'll find out that the information that supports the existing stereotype is believed willingly by its holders, but the information that overturns it is usually perceived worse and believed much less than the first type of info. The quantity of articles, TV shows and magazine publications that persuade people in the harmfulness of this substance is en ormous, thus this stereotype is  strongly supported.  

About Writing Informal Short Reports Essay Example for Free

About Writing Informal Short Reports Essay Short reports are usually informal reports. Generally, these reports serve current needs and tend to have a limited readership. They tend to be between one and five single-spaced pages (ten double-spaced). They also tend to express a first person point of view. They use a personal style — we and you and a familiar vocabulary that conveys informality. They are often formatted for internal and external use. Memo-Reports Most informal reports follow the memo or letter format and are referred to as memo-reports and letter-reports. Use the memo-report format when writing internal or external communications about routine operations and familiar subject matter. Use it to inform colleagues about recent experiences — field trips, meetings, and seminars, and to report on achievements. Write a memo-report when you want to file a record of a decision, a transaction, a meeting, or a proposal. Any subject that needs documentation can be developed as a memo-report: new procedures and policies, background information for sales staff, new marketing strategies, and so on. See more:  First Poem for You Essay Since the subject matter is either routine or familiar or your readers, the one-line reference in the memo heading serves as the introduction. Arrange points for impact The standard of the memo-report are shown below in a conventional arrangement. †¢ Memo heading: To, From, Date, Subject. †¢ Source of the assignment: identification of the department head or superior who suggested or authorized the report (normally the person to whom you address your memo-report). †¢ Statement of the problem: a discussion of the background or status of the subject, a summary of the consequences of not taking action, and a reference to the scope and purpose of the report. †¢ Main points: introduced by headings. †¢ Summary and conclusions. Letter-Reports Any informal report can be developed in the letter-report format: a report on estimates for repairs or services, proposals for supplying a service or product, and updates on achievements, and so on. Arrange points for impact The standard parts of letter-reports are shown below in a conventional arrangement. †¢ Inside address †¢ Salutation †¢ Source the assignment †¢ Statement of the problem †¢ Main points †¢ Recommendations †¢ Complimentary close

Synopsys For Physical Design Of Asic Computer Science Essay

Synopsys For Physical Design Of Asic Computer Science Essay IC Compiler is the software package from Synopsys for Physical Design of ASIC. It provides necessary tools to complete the back end design of the very deep submicron designs. The inputs to the IC Compiler are: a gate-level netlist which can be from DC Compiler or third-party tools, a detailed floorplan which can be from previous Design Planning through IC Compiler or other third-party tools, timing constraints and other constraints, physical and timing libraries provided by manufacturer, and foundry-process data. IC Compiler generates a GDSII-format file as output ready for tape out of the chip. In addition, it is possible to export a Design Exchange Format (DEF) file of placed netlist data ready for a third-party router. IC Compiler uses a binary Synopsys Milkyway database, which can be used by other Synopsys tools based on Milkyway. [16] 4.2 User Interfaces IC Compiler can be used either with Shell interface (icc_shell) or with Graphical user interface (GUI). Shell interface is the command-line interface, which is used for batch mode, scripts, typing commands, and push-button type of operations. Graphical user interface (GUI) is an advanced graphical analysis and physical editing tool. Certain tasks, such as very accurately displaying the design and providing visual analysis tools, can only performed from the GUI. Also tool command language (Tcl), which is used in many applications in the EDA industry, is available to IC Compiler. Using Tcl, you can write reusable procedures and scripts. The IC Compiler design flow is an easy-to-use, single-pass flow that provides convergent timing closure. Figure 4.1 shows the basic IC Compiler design flow, which is centered around three core commands that perform placement and optimization (place_opt), clock tree synthesis and optimization (clock_opt), and routing and postroute optimization (route_opt). [16] icc1 Figure 4.1 IC Compiler Design Flow [21] For most designs, if the place_opt, clock_opt, and route_opt steps are followed, IC Compiler will provide optimal results. You can use IC Compiler to efficiently perform chip-level design planning, placement, clock tree synthesis and routing on designs with moderate timing and congestion challenges. To further improve the quality of results for your design you can use additional commands and switches for placement, clock tree synthesis, and routing steps that IC Compiler provides. IC Compiler design flow involves execution of following steps: 1. Set up and prepare the libraries and the design data. 2. Perform design planning and power planning. -Design planning is to perform necessary steps to create a floorplan, determine the size of the design, create the boundary and core area, create site rows for the placement of standard cells, set up the I/O pads. -Power planning, is to perform necessary steps to create a power plan to meet the power budget and the target leakage current. 3. Perform placement and optimization. IC Compiler placement and optimization uses enhanced placement and synthesis technologies to generate a legalized placement for leaf cells and an optimized design, which addresses and resolves timing closure issues for the provided design. You can supplement this functionality by optimizing for power, recovering area for placement, minimizing congestion, and minimizing timing and design rule violations. To perform placement and optimization, use the place_opt core command (or from GUI choose Placement menu and then Core Placement and Optimization sub-menu). 4. Perform clock tree synthesis and optimization. To perform the clock tree synthesis and optimization phase, use the command clock_opt (or choose Clock > Core Clock Tree Synthesis and Optimization in the GUI). IC Compiler clock tree synthesis and embedded optimization solve complicated clock tree synthesis problems, such as blockage avoidance and the correlation between preroute and postroute data. Clock tree optimization improves both clock skew and clock insertion delay by performing buffer sizing, buffer relocation, gate sizing, gate relocation, level adjustment, reconfiguration, delay insertion, dummy load insertion, and balancing of interclock delays. 5. Perform routing and postroute optimization. To perform routing and postroute optimization, use the route_opt core command (or choose Route > Core Routing and Optimization in the GUI). As part of routing and postroute optimization, IC Compiler performs global routing, track assignment, detail routing, search and repair, topological optimization, and engineering change order (ECO) routing. For most designs, the default routing and postroute optimization setup produces optimal results. If necessary, you can supplement this functionality by optimizing routing patterns and reducing crosstalk or by customizing the routing and postroute optimization functions for special needs. 6. Perform chip finishing and design for manufacturing tasks. IC Compiler provides chip finishing and design for manufacturing and yield capabilities that you can apply throughout the various stages of the design flow to address process design issues encountered during chip manufacturing. 7. Save the design. Save your design in the Milkyway format. This format is the internal database format used by IC Compiler to store all the logical and physical information about a design. [16] 4.3 How to Invoke the IC Compiler 1. Log in to the UNIX environment with the user id and password . 2. Start IC Compiler from the UNIX promt: UNIX$ icc_shell The xterm unix prompt turns into the IC Compiler shell command prompt. 3. Start the GUI. icc_shell> start_gui This window can display schematics and logical browsers, among other things, once a design is loaded. 4.4 Preparing the Design IC Compiler uses a Milkyway design library to store design and its associated library information. This section describes how to set up the libraries, create a Milkyway design library, read your design, and save the design in Milkyway format. These steps are explained in the following sections: à ¢Ã¢â€š ¬Ã‚ ¢ Setting Up the Libraries à ¢Ã¢â€š ¬Ã‚ ¢ Setting Up the Power and Ground Nets à ¢Ã¢â€š ¬Ã‚ ¢ Reading the Design à ¢Ã¢â€š ¬Ã‚ ¢ Annotating the Physical Data à ¢Ã¢â€š ¬Ã‚ ¢ Preparing for Timing Analysis and RC Calculation à ¢Ã¢â€š ¬Ã‚ ¢ Saving the Design 4.4.1 Setting Up the Libraries IC Compiler requires both logic libraries and physical libraries. The following sections describe how to set up and validate these libraries. à ¢Ã¢â€š ¬Ã‚ ¢ Setting Up the Logic Libraries: IC Compiler uses logic libraries to provide timing and functionality information for all standard cells. In addition, logic libraries can provide timing information for hard macros, such as RAMs. IC Compiler uses variables to define the logic library settings. In each session, you must define the values for the following variables (either interactively, in the .synopsys_dc.setup file, or by restoring the values saved in the Milkyway design library) so that IC Compiler can access the libraries: à ¢Ã¢â€š ¬Ã‚ ¢ search_path Lists the paths where IC Compiler can locate the logic libraries. à ¢Ã¢â€š ¬Ã‚ ¢ target_library Lists the logic libraries that IC Compiler can use to perform physical optimization. à ¢Ã¢â€š ¬Ã‚ ¢ link_library Lists the logic libraries that IC Compiler can search to resolve references. à ¢Ã¢â€š ¬Ã‚ ¢ Setting Up the Physical Libraries: IC Compiler uses Milkyway reference libraries and technology (.tf) files to provide physical library information. The Milkyway reference libraries contain physical information about the standard cells and macro cells in your technology library. In addition, these reference libraries define the placement unit tile. The technology files provide information such as the names and characteristics (physical and electrical) for each metal layer, which are technology-specific. The physical library information is stored in the Milkyway design library. For each cell, the Milkyway design library contains several views of the cell, which are used for different physical design tasks. If you have not already created a Milkyway library for your design (by using another tool that uses Milkyway), you need to create one by using the IC Compiler tool. If you already have a Milkyway design library, you must open it before working on your design. This section describes how to perform the following tasks: à ¢Ã¢â€š ¬Ã‚ ¢ Create a Milkyway design library To create a Milkyway design library, use the create_mw_lib command (or choose File > Create Library in the GUI). à ¢Ã¢â€š ¬Ã‚ ¢ Open a Milkyway design library To open an existing Milkyway design library, use the open_mw_lib command (or choose File > Open Library in the GUI). à ¢Ã¢â€š ¬Ã‚ ¢ Report on a Milkyway design library To report on the reference libraries attached to the design library, use the -mw_reference_library option. icc_shell>report_mw_lib-mw_reference_library design_library_name To report on the units used in the design library, use the report_units command. icc_shell> report_units à ¢Ã¢â€š ¬Ã‚ ¢ Change the physical library information To change the technology file, use the set_mw_technology_file command (or choose File > Set Technology File in the GUI) to specify the new technology file name and the name of the design library. à ¢Ã¢â€š ¬Ã‚ ¢ Save the physical library information To save the technology or reference control information in a file for later use, use the write_mw_lib_files command (or choose File > Export > Write Library File in the GUI). In a single invocation of the command, you can output only one type of file. To output both a technology file and a reference control file, you must run the command twice. à ¢Ã¢â€š ¬Ã‚ ¢ Verifying Library Consistency: Consistency between the logic library and the physical library is critical to achieving good results. Before you process your design, ensure that your libraries are consistent by running the check_library command. [16] icc_shell> check_library 4.4.2 Setting Up the Power and Ground Nets IC Compiler uses variables to define names for the power and ground nets. In each session, you must define the values for the following variables (either interactively or in the .synopsys_dc.setup file) so that IC Compiler can identify the power and ground nets: à ¢Ã¢â€š ¬Ã‚ ¢ mw_logic0_net By default, IC Compiler VSS as the ground net name. If you are using a different name, you must specify the name by setting the mw_logic0_net variable. à ¢Ã¢â€š ¬Ã‚ ¢ mw_logic1_net By default, IC Compiler uses VDD as the power net name. If you are using a different name, you must specify the name by setting the mw_logic1_net variable. 4.4.3 Reading the Design IC Compiler can read designs in either Milkyway or ASCII (Verilog, DEF, and SDC files) format. à ¢Ã¢â€š ¬Ã‚ ¢ Reading a Design in Milkyway Format à ¢Ã¢â€š ¬Ã‚ ¢ Reading a Design in ASCII Format 4.4.4 Annotating the Physical Data IC Compiler provides several methods of annotating physical data on the design: à ¢Ã¢â€š ¬Ã‚ ¢ Reading the physical data from a DEF file To read a DEF file, use the read_def command (or choose File > Import > Read DEF in the GUI). icc_shell> read_def -allow_physical design_name.def à ¢Ã¢â€š ¬Ã‚ ¢ Reading the physical data from a floorplan file A floorplan file is a file that you previously created by using the write_floorplan command (or by choosing Floorplan > Write Floorplan in the GUI). icc_shell> read_floorplan floorplan_file_name à ¢Ã¢â€š ¬Ã‚ ¢ Copying the physical data from another design To copy physical data from the layout (CEL) view of one design in the current Milkyway design library to another, use the copy_floorplan command (or choose Floorplan > Copy Floorplan in the GUI). [16] icc_shell> copy_floorplan -from design1 4.4.5 Preparing for Timing Analysis and RC Calculation IC Compiler provides RC calculation technology and timing analysis capabilities for both preroute and postroute data. Before you perform RC calculation and timing analysis, you must complete the following tasks: à ¢Ã¢â€š ¬Ã‚ ¢ Set up the TLUPlus files You specify these files by using the set_tlu_plus_files command (or by choosing File > Set TLU+ in the GUI). icc_shell> set_tlu_plus_files -tech2itf_map ./path/map_file_name.map -max_tluplus ./path/worst_settings.tlup -min_tluplus ./path/best_settings.tlup à ¢Ã¢â€š ¬Ã‚ ¢ (Optional) Back-annotate delay or parasitic data To back-annotate the design with delay information provided in a Standard Delay Format (SDF) file, use the read_sdf command (or choose File > Import > Read SDF in the GUI). To remove annotated data from design, use the remove_annotations command. à ¢Ã¢â€š ¬Ã‚ ¢ Set the timing constraints At a minimum, the timing constraints must contain a clock definition for each clock signal, as well as input and output arrival times for each I/O port. This requirement ensures that all signal paths are constrained for timing. To read a timing constraints file, use the read_sdc command (or choose File > Import > Read SDC in the GUI). icc_shell> read_sdc -version 1.7 design_name.sdc à ¢Ã¢â€š ¬Ã‚ ¢ Specify the analysis mode Semiconductor device parameters can vary with conditions such as fabrication process, operating temperature, and power supply voltage. The set_operating_conditions command specifies the operating conditions for analysis. à ¢Ã¢â€š ¬Ã‚ ¢ (Optional) Set the derating factors If your timing library does not include minimum and maximum timing data, you can perform simultaneous minimum and maximum timing analysis by specifying derating factors for your timing library. Use the set_timing_derate command to specify the derating factors. à ¢Ã¢â€š ¬Ã‚ ¢ Select the delay calculation algorithm By default, IC Compiler uses Elmore delay calculation for both preroute and postroute delay calculations. For postroute delay calculations, you can choose to use Arnoldi delay calculation either for clock nets only or for all nets. Elmore delay calculation is faster, but its results do not always correlate with the PrimeTime and PrimeTime SI results. The Arnoldi calculation is best used for designs with smaller geometries and high resistive nets, but it requires more runtime and memory. [16] 4.4.6 Saving the Design To save the design in Milkyway format, use the save_mw_cel command (or choose File > Save Design in the GUI). [16] CHAPTER 5: Design Planning 5.1 Introduction Design planning in IC Compiler provides basic floorplanning and prototyping capabilities such as dirty-netlist handling, automatic die size exploration, performing various operations with black box modules and cells, fast placement of macros and standard cells, packing macros into arrays, creating and shaping plan groups, in-place optimization, prototype global routing analysis, hierarchical clock planning, performing pin assignment on soft macros and plan groups, performing timing budgeting, converting the hierarchy, and refining the pin assignment. Power network synthesis and power network analysis functions, applied during the feasibility phase of design planning, provide automatic synthesis of local power structures within voltage areas. Power network analysis validates the power synthesis results by performing voltage-drop and electromigration analysis. [16] Figure 5.1 IC Compiler Design Planning [21] 5.2 Tasks to be performed during Design Planning à ¢Ã¢â€š ¬Ã‚ ¢ Initializing the Floorplan à ¢Ã¢â€š ¬Ã‚ ¢ Automating Die Size Exploration à ¢Ã¢â€š ¬Ã‚ ¢ Handling Black Boxes à ¢Ã¢â€š ¬Ã‚ ¢ Performing an Initial Virtual Flat Placement à ¢Ã¢â€š ¬Ã‚ ¢ Creating and Shaping Plan Groups à ¢Ã¢â€š ¬Ã‚ ¢ Performing Power Planning à ¢Ã¢â€š ¬Ã‚ ¢ Performing Prototype Global Routing à ¢Ã¢â€š ¬Ã‚ ¢ Performing Hierarchical Clock Planning à ¢Ã¢â€š ¬Ã‚ ¢ Performing In-Place Optimization à ¢Ã¢â€š ¬Ã‚ ¢ Performing Routing-Based Pin Assignment à ¢Ã¢â€š ¬Ã‚ ¢ Performing RC Extraction à ¢Ã¢â€š ¬Ã‚ ¢ Performing Timing Analysis à ¢Ã¢â€š ¬Ã‚ ¢ Performing Timing Budgeting à ¢Ã¢â€š ¬Ã‚ ¢ Committing the Physical Hierarchy à ¢Ã¢â€š ¬Ã‚ ¢ Refining the Pin Assignment 5.3 Initializing the Floorplan The steps in initializing the floorplan are described below. à ¢Ã¢â€š ¬Ã‚ ¢ Reading the I/O Constraints: To load the top-level I/O pad and pin constraints, use the read_io_constraints command. à ¢Ã¢â€š ¬Ã‚ ¢ Defining the Core and Placing the I/O Pads: To define the core and place the I/O pads and pins, use the initialize_floorplan command. à ¢Ã¢â€š ¬Ã‚ ¢ Creating Rectilinear-Shaped Blocks: Use the initialize_rectilinear_block command to create a floorplan for rectilinear blocks from a fixed set of L, T, U, or cross-shaped templates. These templates are used to determine the cell boundary and shape of the core. To do this, use initialize_rectilinear_block -shape L|T|U|X. à ¢Ã¢â€š ¬Ã‚ ¢ Writing I/O Constraint Information: To write top-level I/O pad or pin constraints, use the write_io_constraints command. Read the Synopsys Design Constraints (SDC) file (read_sdc command) to ensure that all signal paths are constrained for timing. à ¢Ã¢â€š ¬Ã‚ ¢ Adding Cell Rows: To add cell rows, use the add_row command. à ¢Ã¢â€š ¬Ã‚ ¢ Removing Cell Rows: To remove cell rows, use the cut_row command. à ¢Ã¢â€š ¬Ã‚ ¢ Saving the Floorplan Information: To save the floorplan information, use the write_floorplan command. à ¢Ã¢â€š ¬Ã‚ ¢Writing Floorplan Physical Constraints for Design Compiler Topographical Technology: IC Compiler can now write out the floorplan physical constraints for Design Compiler Topographical Technology (DC-T) in Tcl format. The reason for using floorplan physical constraints in the Design Compiler topographical technology mode is to accurately represent the placement area and to improve timing correlation with the post-place-and-route design. The command syntax is: write_physical_constraints -output output_file_name -port_side [16] Figure 5.2 Floor Plan After Initialization [21] 5.4 Automating Die Size Exploration This section describes how to use MinChip technology in IC Compiler to automate the processes exploring and identifying the valid die areas to determine smallest routable, die size for your design while maintaining the relative placement of hard macros, I/O cells, and a power structure that meets voltage drop requirements. The technology is integrated into the Design Planning tool through the estimate_fp_area command. The input is a physically flat Milkyway CEL view. 5.5 Handling Black Boxes Black boxes can be represented in the physical design as either soft or hard macros. A black box macro has a fixed height and width. A black box soft macro sized by area and utilization can be shaped to best fit the floorplan. To handle the black boxes run the following set of commands. set_fp_base_gate estimate_fp_black_boxes flatten_fp_black_boxes create_fp_placement place_fp_pins create_qtm_model qtm_bb set_qtm_technology -lib library_name create_qtm_port -type clock $port report_qtm_model write_qtm_model -format qtm_bb report_timing qtm_bb 5.6 Performing an Initial Virtual Flat Placement The initial virtual flat placement is very fast and is optimized for wire length, congestion, and timing. The way to perform an initial virtual flat placement is described below. à ¢Ã¢â€š ¬Ã‚ ¢ Evaluating Initial Hard Macro Placement: No straightforward criteria exist for evaluating the initial hard macro placement. Measuring the quality of results (QoR) of the hard macro placement can be very subjective and often depends on practical design experience. à ¢Ã¢â€š ¬Ã‚ ¢ Specifying Hard Macro Placement Constraints: Different methods can be use to control the preplacement of hard macros and improve the QoR of the hard macro placement. Creating a User-Defined Array of Hard Macros Setting Floorplan Placement Constraints On Macro Cells Placing a Macro Cell Relative to an Anchor Object Using a Virtual Flat Placement Strategy Enhancing the Behavior of Virtual Flat Placement With the macros_on_edge Switch Creating Macro Blockages for Hard Macros Padding the Hard Macros à ¢Ã¢â€š ¬Ã‚ ¢ Padding the Hard Macros: To avoid placing standard cells too close to macros, which can cause congestion or DRC violations, one can set a user-defined padding distance or keepout margin around the macros. One can set this padding distance on a selected macros cell instance master.During virtual flat placement no other cells will be placed within the specified distance from the macros edges. [16] To set a padding distance (keepout margin) on a selected macros cell instance master, use the set_keepout_margin command. à ¢Ã¢â€š ¬Ã‚ ¢ Placing Hard Macros and Standard Cells: To place the hard macros and standard cells simultaneously, use the create_fp_placement command. à ¢Ã¢â€š ¬Ã‚ ¢ Performing Floorplan Editing: IC Compiler performs the following floorplan editing operations. Creating objects Deleting objects Undoing and redoing edit changes Moving objects Changing the way objects snap to a grid Aligning movable objects 5.7 Creating and Shaping Plan Groups This section describes how to create plan groups for logic modules that need to be physically implemented. Plan groups restrict the placement of cells to a specific region of the core area. This section also describes how to automatically place and shape objects in a design core, add padding around plan group boundaries, and prevent signal leakage and maintain signal integrity by adding modular block shielding to plan groups and soft macros. The following steps are covered for Creating and Shaping Plan Groups. à ¢Ã¢â€š ¬Ã‚ ¢ Creating Plan Groups: To create a plan group, create_plan_groups command. To remove (delete) plan groups from the current design, use the remove_plan_groups command. à ¢Ã¢â€š ¬Ã‚ ¢ Automatically Placing and Shaping Objects In a Design Core: Plan groups are automatically shaped, sized, and placed inside the core area based on the distribution of cells resulting from the initial virtual flat placement. Blocks (plan groups, voltage areas, and soft macros) marked fix remain fixed; the other blocks, whether or not they are inside the core, are subject to being moved or reshaped. To automatically place and shape objects in the design core, shape_fp_blocks command. à ¢Ã¢â€š ¬Ã‚ ¢ Adding Padding to Plan Groups: To prevent congestion or DRC violations, one can add padding around plan group boundaries. Plan group padding sets placement blockages on the internal and external edges of the plan group boundary. Internal padding is equivalent to boundary spacing in the core area. External padding is equivalent to macro padding. To add padding to plan groups, create_fp_plan_group_padding command. To remove both external and internal padding for the plan groups, use the remove_fp_plan_group_padding command. à ¢Ã¢â€š ¬Ã‚ ¢ Adding Block Shielding to Plan Groups or Soft Macros: When two signals are routed parallel to each other, signal leakage can occur between the signals, leading to an unreliable design. One can protect signal integrity by adding modular block shielding to plan groups and soft macros. The shielding consists of metal rectangles that are created around the outside of the soft macro boundary in the top level of the design, and around the inside boundary of the soft macro. To add block shielding for plan groups or soft macros, use the create_fp_block_shielding command. To remove the signal shielding created by modular block shielding, use the remove_fp_block_shielding command. [16] 5.8 Performing Power Planning After completed the design planning process and have a complete floorplan, one can perform power planning, as explained below. à ¢Ã¢â€š ¬Ã‚ ¢ Creating Logical Power and Ground Connections: To define power and ground connections, use the connect_pg_nets command. à ¢Ã¢â€š ¬Ã‚ ¢ Adding Power and Ground Rings: It is necessary to add power and ground rings after doing floorplanning. To add power and ground rings, use the create_rectangular_rings command. à ¢Ã¢â€š ¬Ã‚ ¢ Adding Power and Ground Straps: To add power and ground straps, use the create_power_straps command. à ¢Ã¢â€š ¬Ã‚ ¢ Prerouting Standard Cells: To preroute standard cells, use the preroute_standard_cells command. à ¢Ã¢â€š ¬Ã‚ ¢ Performing Low-Power Planning for Multithreshold-CMOS Designs: One can perform floorplanning for low-power designs by employing power gating. Power gating has the potential to reduce overall power consumption substantially because it reduces leakage power as well as switching power. à ¢Ã¢â€š ¬Ã‚ ¢ Performing Power Network Synthesis: As the design process moves toward creating 65-nm transistors, issues related to power and signal integrity, such as power grid generation, voltage (IR) drop, and electromigration, have become more significant and complex. In addition, this complex technology lengthens the turnaround time needed to identify and fix power and signal integrity problems. By performing power network synthesis one can preview an early power plan that reduces the chances of encountering electromigration and voltage drop problems later in the detailed power routing. To perform the PNS, one can run the set of following commands. [16] synthesize_fp_rail set_fp_rail_constraints set_fp_rail_constraints -set_ring set_fp_block_ring_constraints set_fp_power_pad_constraints set_fp_rail_region_constraints set_fp_rail_voltage_area_constraints set_fp_rail_strategy à ¢Ã¢â€š ¬Ã‚ ¢ Committing the Power Plan: Once the IR drop map meets the IR drop constraints, one can run the commit_fp_rail command to transform the IR drop map into a power plan. à ¢Ã¢â€š ¬Ã‚ ¢ Handling TLUPlus Models in Power Network Synthesis: Power network synthesis supports TLUPlus models. set_fp_rail_strategy -use_tluplus true à ¢Ã¢â€š ¬Ã‚ ¢ Checking Power Network Synthesis Integrity: Initially, when power network synthesis first proposes a power mesh structure, it assumes that the power pins of the mesh are connected to the hard macros and standard cells in the design. It then displays a voltage drop map that one can view to determine if it meets the voltage (IR) drop constraints. After the power mesh is committed, one might discover problem areas in design as a result of automatic or manual cell placement. These areas are referred to as chimney areas and pin connect areas. To Check the PNS Integrity one can run the following set of commands. set_fp_rail_strategy -pns_commit_check_file set_fp_rail_strategy -pns_check_chimney_file set_fp_rail_strategy -pns_check_chimney_file pns_chimney_report set_fp_rail_strategy -pns_check_hor_chimney_layers set_fp_rail_strategy -pns_check_chimney_min_dist set_fp_rail_strategy -pns_check_pad_connection file_name set_fp_rail_strategy -pns_report_pad_connection_limit set_fp_rail_strategy -pns_report_min_pin_width set_fp_rail_strategy -pns_check_hard_macro_connection file_name set_fp_rail_strategy -pns_check_hard_macro_connection_limit set_fp_rail_strategy -pns_report_min_pin_width à ¢Ã¢â€š ¬Ã‚ ¢ Analyzing the Power Network: One perform power network analysis to predict IR drop at different floorplan stages on both complete and incomplete power nets in the design. To perform power network analysis, use the analyze_fp_rail command. To add virtual pads, use the create_fp_virtual_pad command. To ignore the hard macro blockages, use the set_fp_power_plan_constraints command. à ¢Ã¢â€š ¬Ã‚ ¢ Viewing the Analysis Results: When power and rail analysis are complete, one can check for the voltage drop and electromigration violations in the design by using the voltage drop map and the electromigration map. One can save the results of voltage drop and electromigration current density values to the database by saving the CEL view that has just been analyzed. à ¢Ã¢â€š ¬Ã‚ ¢ Reporting Settings for Power Network Synthesis and Power Network Analysis Strategies: To get a report of the current values of the strategies used by power network synthesis and power network analysis by using the report_fp_rail_strategy command. [16] 5.9 Performing Prototype Global Routing One can perform prototype global routing to get an estimate of the routability and congestion of the design. Global routing is done to detect possible congestion hot spots that might exist in the floorplan due to the placement of the hard macros or inadequate channel spacing. To perform global routing, use the route_fp_proto command. 5.10 Performing Hierarchical Clock Planning This section describes how to reduce timing closure iterations by performing hierarchical clock planning on a top-level design during the early stages of the virtual flat flow, after plan groups are created and before the hierarchy is committed. One can perform clock planning on a specified clock net or on all clock nets in the design. à ¢Ã¢â€š ¬Ã‚ ¢ Setting Clock Planning Options: To set clock planning options, use the set_fp_clock_plan_options command. à ¢Ã¢â€š ¬Ã‚ ¢ Performing Clock Planning Operations: To perform clock planning operations, use the compile_fp_clock_plan command. à ¢Ã¢â€š ¬Ã‚ ¢ Generating Clock Tree Reports: To generate clock tree reports, use the report_clock_tree command. à ¢Ã¢â€š ¬Ã‚ ¢ Using Multivoltage Designs in Clock Planning: Clock planning supports multivoltage designs. Designs in multivoltage domains operate at various voltages. Multivoltage domains are connected through level-shifter cells. A level-shifter cell is a special cell that can carry signals across different voltage areas. à ¢Ã¢â€š ¬Ã‚ ¢ Performing Plan Group-Aware Clock Tree Synthesis in Clock Planning: With this feature, clock tree synthesis can generate a clock tree that honors the plan groups while inserting buffers in the tree and prevent new clock buffers from being placed on top of a plan group unless they drive the entire subtree inside that particular plan group. This results in a minimum of clock feedthroughs, which makes the design easier to manage during partitioning and budgeting. [16] 5.11 Performing In-Place Optimization In-place optimization is an iterative process that is based on virtual routing. Three types of optimizations are performed: timing improvement, area recovery, and fixing DRC violations. T

Pride and Prejudice Adaptations in Modern Film Essay -- Jane Austen

Love in Relationships vs. Love for Oneself   Ã‚  Ã‚  Ã‚  In a day where loving yourself first is not only accepted but often expected, it is a stretch for the 20th (or 21st) century mind to see marriage as a necessity, as it was for Jane Austen and some of the greatest of her heroines. Marriage for money and convenience, as well as familial preservation, formally dominated matchmaking choices. Love and romance were but luxuries in the business-like fashion of marriage. Austen contested this reality and criticized it, but she also placed one thing above romance: the Self. Austen undoubtedly prizes respect for the Self above social expectation and relationships. Handler and Segal (45) noted that themes of â€Å"independence, dependence, and choice† are recurring throughout all of Austen’s works. Recent film adaptations to Austen have decided to downplay these themes, however, in exchange for playing up the romance. These films reveal the 20th century emphasis on romance at the cost of excluding the already estab lished importance of self-knowledge. Pride and Prejudice, Austen’s first written but later published novel, is a commentary on the importance in society of inheritance and achievement. Austen obviously valued one’s achieved virtues over inherited status, a revolutionary notion for a female of the day. Elizabeth Bennet, Austen’s own mouthpiece to criticize her times, bridges the gap between 19th century sensibility and 20th century self-exploration. Lizzy, though given the opportunity on more than one occasion (Mr. Darcy’s first and Mr. Collins’s only proposal) to save herself from her impending poverty as well as preserve her family’s estate, choose rather to be alone than to be in a situation that would compromise her principles. She is a woman of a strong-willed character who puts herself above her society’s expectations of her. If Elizabeth’s parents had known of her initial refusal of Darcy their disbelief would have probably outweighed her reasons for rejectin g him. Even Mr. Bennet, though a staunch supporter of Elizabeth, may not have felt that she had acted prudently considering the family’s situation. This was before her sister Jane was engaged to the wealthy Mr. Bingley, and concern over the future entailment of the estate to Mr. Collins was still great. She didn’t even consider Darcy until her began exhibiting signs that he respected her, such as his ... ...rement for well-rounded development, and as it has become more common, its importance has been taken for granted. How Austen would deal with this present reality is unsure but likely with some disdain. Austen did not preach revolution and women’s’ rights, she only presented her world as she saw how it was and how it should be. Now that the Self has now been placed on the back burner for romantic interests or has been ballooned to the point of excess is only a creation of the present, a true novelty in human history. That our mediums for entertainment reflect this is only as expected to fit our cultural ideas. Works Cited Austen, J. Pride and Prejudice. Penguin Putnum, Inc. New York: 1989. Fielding, H. Bridget Jones’s Diary. Penguin Putnum, Inc. New York: 1996. Handler, R., Segal, D. Jane Austen and the Fiction of Culture. Rowman & Littlefield, Inc. Maryland: 1999. Haskell, M. â€Å"The Innocent Ways of Renee Zellweger.† New York Times, April 8, 2001. Bridget Jones’s Diary 2001 directed by Sharon Maguire. Clueless 1995 directed by Amy Heckerling. Emma 1996 directed by Douglas McGrath. Pride and Prejudice miniseries 1995 BBC/A & E

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ideas †¢ thinkers †¢ practice david a. kolb on experiential learning David A. Kolb's model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. We set out the model, and examine its possibilities and problems. contents: †¢ introduction †¢ david a. olb †¢ david kolb on experiential learning †¢ david kolb on learning styles †¢ issues †¢ developments – jarvis on learning †¢ a guide to reading †¢ links †¢ how to cite this piece As Stephen Brookfield (1983: 16) has commented, writers in the field of experiential learning have tended to use the term in two contrasting senses. On the one hand the term is used to describe the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting.Experiential learning thus involves a, ‘direct encounter w ith the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it. ‘ (Borzak 1981: 9 quoted in Brookfield 1983). This sort of learning is sponsored by an institution and might be used on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses.The second type of experiential learning is ‘education that occurs as a direct participation in the events of life' (Houle 1980: 221). Here learning is not sponsored by some formal educational institution but by people themselves. It is learning that is achieved through reflection upon everyday experience and is the way that most of us do our learning. Much of the literature on experiential learning, as Peter Jarvis comments (1995: 75), ‘is actually about learning from primary experience, that is learning through sense experiences'.He continues, â €˜unfortunately it has tended to exclude the idea of secondary experience entirely'. Jarvis also draws attention to the different uses of the term, citing Weil and McGill's (1989: 3) categorization of experiential learning into four ‘villages': Village One is concerned particularly with assessing and accrediting learning from life and work experience†¦. Village Two focuses on experiential learning as a basis for bringing change in the structures†¦ of post-school education†¦. Village Three emphasizes experiential learning as a basis for group consciousness raising†¦.Village Four is concerned about personal growth and self-awareness. These ‘villages' of approaches retain a focus on primary experience (and do not really problematize the notion of experience itself). Jarvis (1995: 77-80) makes the case for a concern for secondary or indirect experience (occurring through linguistic communication). While there have been various additions to the literatu re, such as the above, it is the work of David A. Kolb (1976; 1981; 1984) and his associate Roger Fry (Kolb and Fry 1975) that still provides the central reference point for discussion.Following on from Kolb's work there has been a growing literature around experiential learning and this is indicative of greater attention to this area by practitioners – particularly in the area of higher education. David Kolb's interest lay in exploring the processes associated with making sense of concrete experiences – and the different styles of learning that may be involved. In this he makes explicit use of the work of Piaget, Dewey and Lewin. David A. Kolb David A. Kolb is Professor of Organizational Behavior in the Weatheread School of Management.He joined the School in 1976. Born in 1939, Kolb received his Batchelor of Arts from Knox College in 1961, his MA from Harvard in 1964 and his PhD from Harvard in 1967. Besides his work on experiential learning, David A. Kolb is also kno wn for his contribution to thinking around organizational behaviour (1995a; 1995b). He has an interest in the nature of individual and social change, experiential learning, career development and executive and professional education. David Kolb on experiential learning David A.Kolb (with Roger Fry) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. He represented these in the famous experiential learning circle that involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations (after Kurt Lewin). It is a model that appears time and again. Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points – and that it should really be approached as a continuous spiral.However, it is suggested that the learning process often begins with a person car rying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this pattern the third step would be understanding the general principle under which the particular instance falls.Generalizing may involve actions over a range of circumstances to gain experience beyond the particular instance and suggest the general principle. Understanding the general principle does not imply, in this sequence, an ability to express the principle in a symbolic medium, that is, the ability to put it into words. It implies only the ability to see a connection between the actions and effects over a range of circumstances. (Coleman 1976: 52). An educator who has learnt in this way may well have various rules of thumb or generalizations about what to do in d ifferent situations.They will be able to say what action to take when say, there is tension between two people in a group but they will not be able to verbalize their actions in psychodynamic or sociological terms. There may thus be difficulties about the transferability of their learning to other settings and situations. When the general principle is understood, the last step, according to David Kolb is its application through action in a new circumstance within the range of generalization. In some representations of experiential learning these steps, (or ones like them), are sometimes represented as a circular movement.In reality, if learning has taken place the process could be seen as a spiral. The action is taking place in a different set of circumstances and the learner is now able to anticipate the possible effects of the action. Two aspects can be seen as especially noteworthy: the use of concrete, ‘here-and-now' experience to test ideas; and use of feedback to change practices and theories (Kolb 1984: 21-22). Kolb joins these with Dewey to emphasize the developmental nature of the exercise, and with Piaget for an appreciation of cognitive development.He named his model so as to emphasize the link with Dewey, Lewin and Piaget, and to stress the role experience plays in learning. He wished to distinguish it from cognitive theories of the learning process (see Coleman 1976). David Kolb on learning styles David Kolb and Roger Fry (1975: 35-6) argue that effective learning entails the possession of four different abilities (as indicated on each pole of their model): concrete experience abilities, reflective observation abilities, abstract conceptualization abilities and active experimentation abilities.Few us can approach the ‘ideal' in this respect and tend, they suggest, to develop a strength in, or orientation to, in one of the poles of each dimension. As a result they developed a learning style inventory (Kolb 1976) which was designed to pl ace people on a line between concrete experience and abstract conceptualization; and active experimentation and reflective observation. Using this Kolb and Fry proceeded to identify four basic learning styles. Kolb and Fry on learning styles (Tennant 1996) Learning style Learning characteristicDescriptionConvergerAbstract conceptualization + active experimentation†¢ strong in practical application of ideas †¢ can focus on hypo-deductive reasoning on specific problems †¢ unemotional †¢ has narrow interests DivergerConcrete experience + reflective observation†¢ strong in imaginative ability †¢ good at generating ideas and seeing things from different perspectives †¢ interested in people †¢ broad cultural interests AssimilatorAbstract conceptualization + reflective observation†¢ strong ability to create theoretical models excels in inductive reasoning †¢ concerned with abstract concepts rather than peopleAccommodatorConcrete experience + active experimentation†¢ greatest strength is doing things †¢ more of a risk taker †¢ performs well when required to react to immediate circumstances †¢ solves problems intuitively In developing this model Kolb and Fry have helped, along with Witkin (1950), have helped to challenge those models of learning that seek to reduce potential to one dimension such as intelligence (Tennant 1997: 91). They also recognize that there are strengths and weaknesses associated with each style (and that being ‘locked into' one style can put a learner at a serious disadvantage).However, there are a number of problems with the model. Issues Here I want to note six key issues that arise out the Kolb model: It pays insufficient attention to the process of reflection (see Boud et al 1983). While David A. Kolb's scheme ‘has been useful in assisting us in planning learning activities and in helping us to check simply that learners can be effectively engaged', they comment , ‘it does not help†¦ to uncover the elements of reflection itself' (ibid. : 13), see reflection. The claims made for the four different learning styles are extravagant (Jarvis 1987; Tennant 1997).As Tennant (1997: 91) comments, even though the four learning styles neatly dovetail with the different dimensions of the experiential learning model, this doesn't necessarily validate them. David Kolb is putting forward a particular learning style. The problem here is that the experiential learning model does not apply to all situations. There are alternatives – such as information assimilation. There are also others such as memorization. Each of these may be appropriate to different situations (see Jarvis below). The model takes very little account of different cultural experiences/conditions (Anderson 1988).The Inventory has also been used within a fairly limited range of cultures (an important consideration if we approach learning as situated i. e. affected by environ ments). As Anderson (1988, cited in Tennant 1996) highlights, there is a need to take account of differences in cognitive and communication styles that are culturally-based. Here we need to attend to different models of selfhood – and the extent to which these may differ from the ‘western' assumptions that underpin the Kolb and Fry model. The idea of stages or steps does not sit well with the reality of thinking.There is a problem here – that of sequence. As Dewey (1933) has said in relation to reflection a number of processes can occur at once, stages can be jumped. This way of presenting things is rather too neat and is simplistic – see reflection. Empirical support for the model is weak (Jarvis 1987; Tennant 1997). The initial research base was small, and there have only been a limited number of studies that have sought to test or explore the model (such as Jarvis 1987). Furthermore, the learning style inventory ‘has no capacity to measure the deg ree of integration of learning styles' (Tennant 1997: 92).The relationship of learning processes to knowledge is problematic. As Jarvis (1987) again points out, David Kolb is able to show that learning and knowledge are intimately related. However, two problems arise here. David Kolb doesn't really explore the nature of knowledge in any depth. In chapter five of Experiential Learning he discusses the structure of knowledge from what is basically a social psychology perspective. He doesn't really connect with the rich and varied debates about the nature of knowledge that raged over the centuries within philosophy and social theory.This means that I do not think he really grasps different ways of knowing. For example, Kolb focuses on processes in the individual mind, rather than seeing learning as situated. Second, for David Kolb, learning is concerned with the production of knowledge. ‘Knowledge results from the combination of grasping experience and transforming it' (Kolb 1984 : 41). Here we might contrast this position with Paulo Freire. His focus is upon informed, committed action (praxis). Given these problems we have to take some care approaching David Kolb's vision of experiential learning.However, as Tennant (1997: 92) points out, ‘the model provides an excellent framework for planning teaching and learning activities and it can be usefully employed as a guide for understanding learning difficulties, vocational counselling, academic advising and so on'. Developments – Peter Jarvis on (experiential) learning Jarvis (1987, 1995) set out to show that there are a number of responses to the potential learning situation. He used Kolb's model with a number of different adult groups and asked them to explore it based on their own experience of learning.He was then able to develop a model of which allowed different routes. Some of these are non-learning, some non-reflective learning, and some reflective learning. To see these we need to trace ou t the trajectories on the diagram he produces. reproduced from Jarvis 1994 Non-learning: Presumption (boxes 1-4). This is where people interact through patterned behaviour. Saying hello etc. Non-consideration (1-4). Here the person does not respond to a potential learning situation. Rejection (boxes 1-3 to 7 to 9). Non-reflective: Pre-conscious (boxes 1-3 to 6 to either 4 or 9).This form occurs to every person as a result of having experiences in daily living that are not really thought about. Skimming across the surface. Practice (boxes 1-3 to 5 to 8 to 6 to either 4 or 9). Traditionally this has been restricted to things like training for a manual occupation or acquiring particular physical skills. It may also refer to the acquisition of language itself. Memorization (boxes 1-3 to 6 and possibly 8 to 6 and then either to 4 or 9) Reflective learning: Contemplation (boxes 1-3 to 7 to 8 to 6 to 9). Here the person considers it and makes an intellectual decision about it.Reflective pr actice (boxes 1-3 (to 5) to 7 to 5 to 6 to 9). This is close to what Schon describes as relfection on and in action. Experiential learning (boxes 1-3 to 7 to 5 to 7 to 8 to 6 to 9). The way in which pragmatic knowledge may be learned. While this represents a useful addition to our thinking about learning, a number of problems remain. There is still an issue around sequence – many things may be happening at once, but Jarvis' model falls into trap of stage thinking. As with Kolb's work there is a limited experimental base to support it.We can also ask questions as to whether these are different forms or routes – or can they grouped together in a different and more compact way. Further reading and references The literature around this area can be pretty dire. We have picked one or two of the better collections/explorations plus a couple ‘standards'. Boud, D. et al (eds. ) (1985) Reflection. Turning experience into learning, London: Kogan Page. 170 pages. Good collec tion of readings which examine the nature of reflection. The early chapters make particular use of Dewey and Kolb. Boud. D. and Miller, N. eds. ) (1997) Working with Experience: animating learning, London: Routledge. Useful collection of pieces exploring experiential learning. The editors focus on animation (not so much in the French and Italian senses as ‘breathing life into' – to activate, enliven, vivify. Includes introductory and closing pieces by the editors: Brookfield on breaking dependence on experts; Smyth on socially critical educators; Heron on helping whole people learn; Tisdell on life experience and feminist theory; Harris on animating learning in teams; and Mace on writing and power.Fraser, W. (1995) Learning From Experience. Empowerment or incorporation, Leicester: National Institute of Adult Continuing Education. Examines APL / APEL and asks what is lost and gained in the translation of private experience into the public sphere. Based on the experience of various courses. Jarvis, P. (1987) Adult Learning in the Social Context, London: Croom Helm. 220 pages. Peter Jarvis uses Kolb's model to explore the process of learning in context. The result is a better appreciation of context and the ability to approach memorization, contemplation, practice etc.However, he also inherits a number of problems e. g. around stages. The model is revisited and summarized in P. Jarvis (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Johnson, D. W. and Johnson, F. P. (1996) Joining Together: Group theory and group skills, 6e. , Boston, Mass. : Allyn and Bacon. 612 pages. Rightly popular practical groupwork guide with plenty of examples and exercises, plus some good foundational chapters. It was one of the first texts to pick up on Kolb and to link experiential learning with the work around groups by Lewin and others.Chapters on group dynamics; experiential learning; group goals and social independence; communications w ithin groups; leadership; decision making; controversy and creativity; conflicts of interest, the uses of power; dealing with diversity; leading learning and discussion groups; leading growth and counselling groups; and team development, team training. Keeton, M. T. (ed. ) (1976) Experiential Learning, San Francisco: Jossey-Bass. Ageing but still useful collection. See, in particular, Coleman's contrasting of information assimilation with experiential learning. Kolb, D.A. (1984) Experiential Learning, Englewood Cliffs, NJ. : Prentice Hall. 256 pages. Full statement and discussion of Kolb's ideas concerning experiential learning. Chapters deal with the foundation of contemporary approaches to experiential learning; the process of experiential learning; structural foundations of the learning process; individuality in learning and the concept of learning styles; the structure of knowledge; the experiential learning theory of development; learning and development in higher education; li felong learning and integrative development. Mezirow, J. 1991) Transformative Dimensions of Adult Learning, San Francisco: Jossey-Bass. 247 + xix pages. Develops a comprehensive theory of how adults learn by making meanings of their experiences. Particular focus on perspective transformation. Weil, S. Warner & McGill, I. (eds. ) (1989) Making Sense of Experiential Learning. Diversity in theory and practice, Milton Keynes: Open University Pres s. The texts on experiential learning tend to be rather atheoretical (and often precious). This text doesn't totally escape this – but has a number of useful contributions. ReferencesAnderson, J. A. (1988) ‘Cognitive styles and multicultural populations', Journal of Teacher Education, 39(1): 2-9. Brookfield, S. D. (1983) Adult Learning, Adult Education and the Community Milton Keynes Open University Press. Borzak, L. (ed. ) (1981) Field Study. A source book for experiential learning, Beverley Hills: Sage Publications. Dewey, J. (19 33) How We Think, New York: Heath. Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass. Jarvis, P. (1994) ‘Learning', ICE301 Lifelong Learning, Unit 1(1), London: YMCA George Williams College.Jarvis, P. (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Kolb, A. and Kolb D. A. (2001) Experiential Learning Theory Bibliography 1971-2001, Boston, Ma. : McBer and Co, http://trgmcber. haygroup. com/Products/learning/bibliography. htm Kolb, D. A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma. : McBer. Kolb, D. A. (1981) ‘Learning styles and disciplinary differences'. in A. W. Chickering (ed. ) The Modern American College, San Francisco: Jossey-Bass. Kolb, D. A. (with J. Osland and I.Rubin) (1995a) Organizational Behavior: An Experiential Approach to Human Behavior in Organizations 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb, D. A. (with J. Osland and I. Rubin) (1995b) The Organizational Behavi or Reader 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb. D. A. and Fry, R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed. ) Theories of Group Process, London: John Wiley. Schon, D. (1983) The Reflective Practitioner, New York: Basic Books Tennant, M. (1997) Psychology and Adult Learning 2e, London: Routledge. Witkin, H. and Goodenough, D. 1981) Cognitive Styles, Essences and Origins: Field dependence and field independence, New York: Links Experiential learning: helpful review of sites by Tim Pickles. Experiential Learning Theory Bibliography: Prepared by Alice Kolb and David Kolb, this is an extensive bibliography of on experiential learning theory from 1971-2001. Acknowledgement: The workshop picture representing experiential learning is from the EFEO Action Workshops in 2008. It was taken by devilarts and is copyrighted. It is reproduced here under a Creative Commons licence (Attribution-Non-Commercial-Share Alike 2. Generic) flickr: http://ww w. flickr. com/photos/devilarts/2458317215/. How to cite this article: Smith, M. K. (2001). ‘David A. Kolb on experiential learning', the encyclopedia of informal education. Retrieved [enter date] from http://www. infed. org/b-explrn. htm.  © Mark K. Smith 1996, 2001. infed is a not-for-profit site [about us] [disclaimer] provided by the YMCA George Williams College. Give us feedback; write for us. Check our privacy policy and, when copying, our copyright notice. Join us on Facebook and Twitter. 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Periodic Table Definition in Chemistry

Periodic Table Definition in Chemistry The periodic table is a tabular arrangement of the chemical elements by increasing atomic number which displays the elements so that one may see trends in their properties. The Russian scientist Dmitri Mendeleev is most often credited with inventing the periodic table (1869) from which the modern table is derived. Although Mendeleevs table ordered the elements according to increasing atomic weight rather than atomic number, his table illustrated recurring trends or periodicity in the element properties. Also Known As: Periodic Chart, Periodic Table of the Elements, Periodic Table of the Chemical Elements Key Takeaways: Periodic Table Definition The periodic table is a tabular arrangement of chemical elements that is arranged by increasing atomic number and groups elements according to recurring properties.The seven rows of the periodic table are called periods. The rows are arranged so that metals are on the left side of the table and nonmetals are on the right side.The columns are called groups. Group contain elements with similar properties. Organization The structure of the periodic table makes it possible to see relationships between elements at a a glance and predict properties of unfamiliar, newly discovered, or undiscovered elements. Periods There are seven rows of the periodic table, which are called periods. Element atomic number increases moving from left to right across a period. Elements toward the left side of a period are metals, while those on the right side are nonmetals. Groups The columns of elements are called groups or families. Groups are numbered from 1 (the alkali metals) to 18 (the noble gases). Elements within a group display a pattern with respect atomic radius, electronegativity, and ionization energy. Atomic radius increases moving down a group, as successive elements gain an electron energy level. Electronegativity decreases moving down a group because adding an electron shell pushes the valence electrons further from the nucleus. Moving down a group, elements have successively lower ionization energies because it becomes easier to remove an electron from the outermost shell. Blocks Blocks are sections of the periodic table that indicate the outer electron subshell of the atom. The s-block includes the first two groups (the alkali metals and the alkaline earths), hydrogen, and helium. The p-block includes groups 13 to 18. The d-block includes groups 3 to 12, which are transition metals. The f-block consists of the two periods below the main body of the periodic table (the lanthanides and actinides). Metals, Metalloids, Nonmetals The three broad categories of elements are metals, metalloids or semimetals, and nonmetals. Metallic character is highest at the bottom lefthand corner of the periodic table, while the most nonmetallic elements are in the upper righthand corner. The majority of chemical elements are metals. Metals tend to be shiny (metallic luster), hard, conductive, and capable of forming alloys. Nonmetals tend to be soft, colored, insulators, and capable of forming compounds with metals. Metalloids display properties intermediate between those of metals and nonmetals. Toward the right side of the periodic table, the metals transition into nonmetals. There is a rough staircase pattern- starting at boron and going through silicon, germanium, arsenic, antimony, tellurium, and polonium- that identified the metalloids. However, chemists increasingly categorize other elements as metalloids, including carbon, phosphorus, gallium, and others. History Dmitri Mendeleev and Julius Lothar Meyer independently published periodic tables in 1869 and 1870, respectively. However, Meyer had already published an earlier version in 1864. Both Mendeleev and Meyer organized elements by increasing atomic weight and organized elements according to repeating characteristics. Several other earlier tables were produced. Antoine Lavoisier organized elements into metals, nonmetals, and gases in 1789. In 1862, Alexandre-Emile BÃ ©guyer de Chancourtois published a periodic table called the telluric helix or screw. This table was probably the first to organize elements by periodic properties. Sources Chang, R. (2002). Chemistry (7th ed.). New York: McGraw-Hill Higher Education. ISBN 978-0-19-284100-1.Emsley, J. (2011). Natures Building Blocks: An A-Z Guide to the Elements. New York, NY: Oxford University Press. ISBN 978-0-19-960563-7.Gray, T. (2009). The Elements: A Visual Exploration of Every Known Atom in the Universe. New York: Black Dog Leventhal Publishers. ISBN 978-1-57912-814-2.Greenwood, N. N.; Earnshaw, A. (1984). Chemistry of the Elements. Oxford: Pergamon Press. ISBN 978-0-08-022057-4.Meija, Juris; et al. (2016). Atomic weights of the elements 2013 (IUPAC Technical Report). Pure and Applied Chemistry. 88 (3): 265–91. doi:10.1515/pac-2015-0305

Free Essays on Chinese Culture

The Chinese Culture James Walker Mr.Johnson E3 December 20, 1996 This report is about the myths and beliefs of the Chinese culture. It's about the stories the Chinese created to explain the world around them, and generally how they perceived their surrounding environment. This report deals with ancient myths and the people who believed them, and what the current believes of these people are. The Southwest Creation Story The Southwest creation story is a myth which explains why people are different. The myth begins by saying that there were people on earth who were all alike, meaning there weren't people who were black, white, oriental, etc.. It states that the humans on earth all generally were the same. There were also gods who lived above the clouds in the heavens. And there was a huge heavenly ladder which started on a mountain and reached all the way up to heaven's door. It goes on to tell a story of a man who had two children. One was a girl and the other was a boy. They lived in a house which had a huge very thick roof. The man had built the roof so thick because it rained almost every day. He hated the rain. He knew it had its benefits but too much of it ruined his crops, destroyed his livestock and every time it rained the roof of the house was destroyed. And every time the man rebuilt it, he made it thicker and thicker. He blamed all his misfortune on the Duke of Thunder. The Duke of Thunder was one of the gods who lived in the heavens. He was the god of rain and thunder. The man dispised the Duke very much and had a pure hatred of him. Every time it rained the Duke would descend from the heavens and stand on a hilltop. There he would watch with pure delight as the rains and thunder came down harder and harder. Finally the man had had enough. One day he took his axe and waited on the hilltop for the Duke to arrive. When the rains came so did the Duke, and the man slashed him in the back. The Duke was hurt but not killed b... Free Essays on Chinese Culture Free Essays on Chinese Culture The Chinese Culture James Walker Mr.Johnson E3 December 20, 1996 This report is about the myths and beliefs of the Chinese culture. It's about the stories the Chinese created to explain the world around them, and generally how they perceived their surrounding environment. This report deals with ancient myths and the people who believed them, and what the current believes of these people are. The Southwest Creation Story The Southwest creation story is a myth which explains why people are different. The myth begins by saying that there were people on earth who were all alike, meaning there weren't people who were black, white, oriental, etc.. It states that the humans on earth all generally were the same. There were also gods who lived above the clouds in the heavens. And there was a huge heavenly ladder which started on a mountain and reached all the way up to heaven's door. It goes on to tell a story of a man who had two children. One was a girl and the other was a boy. They lived in a house which had a huge very thick roof. The man had built the roof so thick because it rained almost every day. He hated the rain. He knew it had its benefits but too much of it ruined his crops, destroyed his livestock and every time it rained the roof of the house was destroyed. And every time the man rebuilt it, he made it thicker and thicker. He blamed all his misfortune on the Duke of Thunder. The Duke of Thunder was one of the gods who lived in the heavens. He was the god of rain and thunder. The man dispised the Duke very much and had a pure hatred of him. Every time it rained the Duke would descend from the heavens and stand on a hilltop. There he would watch with pure delight as the rains and thunder came down harder and harder. Finally the man had had enough. One day he took his axe and waited on the hilltop for the Duke to arrive. When the rains came so did the Duke, and the man slashed him in the back. The Duke was hurt but not killed b...

Dim Lighting Co. Essays

Dim Lighting Co. Essays Dim Lighting Co. Essay Dim Lighting Co. Essay Case Solution: The Dim Lighting Co. I. Problems: A. Macro 1. Will Dim Lighting be reactive? 2. Will Dim Lighting be proactive? B. Micro 1. Will Jim West be influenced by thoughts of what a second year of un-obtained targets will do to his career in making this budget decision? 2. West feels threatened every time Spinks does not receive his demands or â€Å"wish list. † II. Causes: 1. Previous unprofitable year. 2. Spinks’ past history of leaving a company that â€Å"lacked creativity and innovation†. III. Systems affected: . Structural – the structure is a traditional functional structure. This may not encourage the development of new products and ideas. 2. Psychosocial – other departments feel threatened by Spinks. Also, Jim West feels he is under pressure to improve the profit margins immediately. 3. Technical – both the production manager and Spinks want money to upgrade technical aspects of the company. 4. Managerial – West feels c aught between being innovative and trying to improve the bottom line immediately. 5. Goals and values – corporate headquarters does not seem to value risk taking and moving into new projects. If their rejection of the lighting proposal is indicative of their decisions, the company as a whole may become entrenched in old technology. IV. Alternatives: 1. Before making a budget decision, West should contact corporate offices to see if additional funds are available for RD. Spinks’ project would have a long-term effect on entire industry and possibly the parent company would contribute to the RD project. . If additional funds are unavailable, the budget committee needs to make some compromises and come to a consensus-it should not be an all-or-nothing proposition. Funds should be allocated for both RD and for upgrading essential equipment. 3. West should also ask the accountant, Preston, to make a three-tiered analysis of the project: (1) best-case scenario, (2) worst-case scenario, and (3) probable scenario. 4. West also needs to resolve his mixed feelings about the possibility of Spinks leaving. West needs to approach Spinks, praising him for what he has accomplished in the RD department and asking him to help spread that high degree of morale across the company. West needs to make Spinks an ally rather than a potential deserter. V. Recommendations: 1. First try to obtain additional funds from parent company. 2. If additions are not available, obtain a consensus from the budget committee. Compromises will have to be made on length of time for RD projects, what equipment is needed, etc.

ACADEMIC ESSAY Example | Topics and Well Written Essays - 750 words

ACADEMIC - Essay Example One of the major drawbacks that has come as a result of climate change is lack of water. The increased dry spells have changed the rainfall patterns as well as the way people used to get the basic commodity in the cities. As indicated with most of the people living in the urban areas, a lot of water is needed to sustain them. Another major problem that is seen in the urban areas is increased cases of mutation. The changes in climate change have been attributed to the increased use of unsustainable methods by humans as they try to make it in life. In the urban areas, there are many industries that may release their gaseous effluent to the atmosphere. The increased number of vehicles also adds to the gaseous waste. These gases react with the Ozone layer exposing the people to UV radiation hence the increased reported cases of cancer such as skin cancer. One of the secrets behind having a robust and a well-established economy is having a large population. In the beginning of the past century, Australia was embarking on increasing its population to aide in the elevation of its economy. This was done by increasing life expectancy and reducing mortality (Hugo, p. 4). With the problem solved, people in the urban centers increased rapidly threatening the same environment that they have to thrive on. The climatic changes being seen are some of the long term effects of industrialization upheld by the government in the past century. Currently the changing climatic conditions have been manifested in the extreme events being witnessed with the projected temperature rise bound to hit the country by 2070. It is estimated that in about 55 years to come, the annual average number of days above thirty five degrees Celsius in Perth would rise from the current twenty eight to about sixty seven. The rise in temperature comes with other adverse effect s which range from

Assignment Example | Topics and Well Written Essays - 1250 words - 7

Assignment Example 4 Part D 5 Describe the single most important/useful thing about organizational behavior. 5 Part E 5 Assuming this is true, what would a culture look like for shaping high ethical standards? 5 What could top management do to strengthen that culture? 5 Do you think it’s possible for a manager with high ethical standards to uphold those standards in an organizational culture that tolerates, or even encourages, unethical practices? 5 Works Cited 6 Name of the Student Name of the Professor Name of the Course Date Part A Summarize article It is very important to bring about major changes within organizations. Otherwise, they tend to remain locked within the old patterns and lag behind their competitors. In some other cases, they end up in poor alignment with the business objectives or markets. In such cases, one of the best courses of action includes making big changes within organizations. The decision of bringing about a change within the organization is very risky. However, it i s better than lagging behind the competitors. Higher attention is required for the maintenance of team psychology during taking change initiatives or restructuring. Some of the necessary steps in this context include retaining talented employees, hiring new employees and building team cohesiveness. These are the important points to be considered as they might pose as big challenges to the organization and put restraints on the organizational changes. The article states that it is very important to consider how rewarding and motivation can be incorporated within organizations effectively. Motivational drivers are the reasons responsible for the performances of team members. Each and every team member has his/her own motivational driver. These drivers help in building elegant solutions with quality, creativity and skill. The motivational drivers for the managers include how to bring an effective change within an organization and leave their mark in it. Individuals within an organizati on require stability and knowledge regarding their specific functions along with their respective positions. The article states that organizational change is nothing but a race of stability. Part B What are the key signs of culture in your organization? Explain. Culture is a significant factor in an organization which helps in bringing together a group of different individuals (Hofstede 22). It is comprised of aspirations, beliefs and languages. In an organization, establishment of a unique prevalent culture is very important as cultural values are different for individuals belonging to different backgrounds. Organizational culture is of great significance in today’s world (Hofstede 48). In order to seek new opportunities, it is very important to respect the mission and values of the organization in which an employee is working. This is the first sign of positive working culture. It is essential to create a supportive environment for all employees, so that they can feel comfo rtable to work in it. It is vital to determine different ways to make the workplace comfortable and genial. These are the important signs of positive organizational culture. If much of the literature is accurate and ethical/moral values and behavior are shaped at an early age, how do you explain what has happened in recent business history? (Tyco, WorldCom, Enron, etc.) Ethics and moral values are very essential for shaping effective organizational behavior. However, the recent deceptive activities suggest that

War as Threat to Value of Life Essay Example | Topics and Well Written Essays - 1750 words

War as Threat to Value of Life - Essay Example There was a time when war had been the order of the day, and warriors used to be looked with great reverence and admiration. Somehow, the two Great Wars of 20th century have realized the people the fatal aftereffects of the bloodshed and aggression, where hundreds of thousands of people died and turned wounded and disabled, along with the reversal of financial and scientific achievements man had invented and devised after the hard efforts of many decades. Hence, wars brought ruination to progress, prosperity, unity and moral values, and crush all ethics and quality of human life under their chariot wheels. It is fact beyond suspicion that the history of war is as old as the history of human arrival on the very face of the earth. â€Å"Distinguished philosopher Immanuel Kant emphatically argues that the state of peace among the people living side by side and remaining in constant interaction with one another cannot be remained peaceful, as it is in the nature of man to contain differ ences with other fellow-beings. It is therefore it is war rather than peace which could be stated as the natural one.† (Porter, 2003: 310) One of the most imperative reasons behind the aggression and antagonism against others includes the innate avaricious nature of humans, which urges them to take the life of the rival out of the feelings of envy, jealousy, anger and fear. It is therefore the individuals and nations attack their opponents in order to deprive them of the privileges they have obtained. The Old Testament also narrates the tale of the Abel’s murder at the hands of his real brother Cain, who was killed because of God’s favor upon him in the form of the acceptance of Abel’s sacrifice. (Genesis 4: 1-17) Thus, the flow of first human blood on the earth paved the way towards the series of killings, assassinations, bloodshed and wars for the future generations to come. However, it was an individual enmity that resulted into fratricide; as the human s are still busy in killing their brethren for the last several centuries, yet their lust of dominating over other individuals has witnessed no satiety at all. History demonstrates the very reality that the wars are commenced, inflicted and fought in the sacred name of religion, justice, peace, solidarity, freedom and human rights, where war mongers destroy human societies, cultures and civilizations just to acquire pelf, power, prestige and possession. It is therefore the warfare inflicted upon humanity during ancient Greek, Hellenistic, Roman and Medieval eras just meant to subjugate the weak neighbors in order to snatch their wealth and resources by killing their men, enslaving their women and annexing their territories to their own countries. The European scramble for Asia and Africa during 17th century onward also reflected the brutality and butchery exercised by the big powers upon the weak and defenseless humans just to declare themselves as the world power. The recent war

Popol Vuh Creation Essay Example | Topics and Well Written Essays - 250 words

Popol Vuh Creation - Essay Example first lesson and which is too important is respecting and honoring the gods and creators ( Miller & Karl, 1997).Though, humans have been given the gift of animals, they are given warning not to mistreat them. Also from this story about creation humans are given trickery and cleverness as a virtue and the power of mind. Another lesson from this creation is that it is different to other mythologies in that; Maya has a strong believe that a world can be changed and redeemed if it is broken while the others warn of damnation and destruction for transgression (Sharer, 2006). The third lesson is that when cultures are faced with difficulty issues in modern era and fear of end life humans should only be strong. In Mayas creation story explains how founders of Quiche noble dynasties who praised the gods and they searched the gods in the world until they found them in bundles and they happily took them home (Garson & Golembe, 1995). Tedlock, D. (ed.). (1985). Popol Vuh: the Definitive Edition of the Mayan Book of the Dawn of Life and the Glories of Gods and Kings with commentary based on the ancient knowledge of the modern Quichà © Maya. Simon and Schuster. New

Human Resources Assignment Example | Topics and Well Written Essays - 2000 words - 1

Human Resources - Assignment Example rly interested in the jobs they are performing but are only performing those jobs for the sake of getting paid and meeting their basic needs, this often signals a lack of employee motivation and interest. This can be harmful for the company in the long run as human resources are the main asset of a company and substantiate the company’s brainpower. Thus, it is highly in the interest of organizations to keep their employees fully motivated in order to ensure that their main assets are strong (Kishie et al, 2012). Accordingly, there are various factors, which influence employee motivation. Intrinsic motivation and extrinsic motivation are both needed in order to encourage employees to do their best. However, some organizations mainly focus on extrinsic motivation and they are not as much focused upon intrinsically motivating employees. Several motivation theories focus on intrinsic motivating factors that develop interest and a desire to work hard within employees. It has also been seen that without intrinsic motivation, employees are not likely to be properly motivated (Kishie et al, 2012). This paper analyzes the human resource practices regarding employee motivation of a semiconductor intellectual property supplier by the name of ARM. While the company is highly successful in its business and conducts business worldwide, the company can attribute its success to the hard work and high motivation levels of its 2,050-employee workforce all over the world. ARM†s main human resource management strategy is directed towards global learning and development, talent management, and the provision of proper reward systems in order to enhance employee motivation and increase productivity. In order to do this, the company uses several intrinsic motivational tools, such as providing employees with proper training, opportunities to choose and manage their own challenges and assignments, rewarding them with shares and bonuses, and giving them the discretion to act as owners

Johnson & Johnson Essay Example | Topics and Well Written Essays - 1250 words

Johnson & Johnson - Essay Example The organization’s official website boasts of its major accomplishments, to wit: â€Å"The world’s sixth-largest consumer health company The world’s largest and most diverse medical devices and diagnostics company The world’s fifth-largest biologics company And the world’s eighth-largest pharmaceuticals company† (Johnson & Johnson, 2012). However, despite the accolades and marked successes, Johnson & Johnson’s history was likewise met with a crucial crisis that threatened their global existence through the Tylenol incident in 1982. The essay hereby aims to present how Johnson & Johnson handled business before anything was even suspected from the potential scare of deadly cyanide incorporated into Tylenol capsules. Corporate Profile The origin of Johnson & Johnson was traced from the enterprising talents of three brothers, Robert Wood Johnson, James Wood Johnson and Edward Mead Johnson, who founded the organization in the year 1886 at N ew Brunswick, New Jersey, U.S.A. (Johnson & Johnson, 2012). The organization has acknowledged operating under the governance of a value system, termed ‘Our Credo’ which was designed and developed by Robert Wood Johnson in 1943 (Johnson and Johnson, 2012). ... Since the organization indicated that they manage more than â€Å"250 operating companies in 60 countries employing approximately 118,000 people† (Johnson & Johnson, 2012), their management structure necessitates the application of a decentralized approach where business segments are classified into consumer health care, medical devices and diagnostics, as well as presciption products, parallel to the products produced and marketed. Historical Growth and Significant Developments prior to 1982 From information sourced from the Funding Universe (n.d.), the key developments for the organization prior to 1982 are as follows: â€Å"1886: Johnson brothers begin producing dressings in New Brunswick, New Jersey. 1887: Company is incorporated as Johnson & Johnson. 1893: Johnson's Baby Powder is introduced. 1921: Band-Aid brand adhesive bandages make their debut. 1924: Overseas expansion begins with the establishment of Johnson & Johnson Limited in the United Kingdom. 1932: Robert John son, known as 'the General,' takes over leadership as president. 1943: Johnson writes the company credo. 1944: Company goes public on the New York Stock Exchange. 1959: McNeil Laboratories, Inc. (McNeil Labs) is acquired. 1960: McNeil Labs introduces Tylenol as an over-the-counter (OTC) pain reliever. 1961: Janssen Pharmaceutica is acquired. 1975: Through a significant price decrease, Tylenol is transformed into a mass-marketed product† (Funding Universe, n.d., par. 5). From the information, it could be deduced that the organization operated in simpler structure with only the major products such as the baby powder, the band-aid, and Tylenol that were

A Problem In the Field of Finance Annotated Bibliography

A Problem In the Field of Finance - Annotated Bibliography Example This will provide important information and guidance about scholarly sources relating to earning management. This journal article examines the relationship between firm size and earnings management. To this end, the article is based on an empirical study into small and large organizations to identify which organizations are more prone to earnings management. The study indicates that both large and small organizations undertake earnings management to avoid presenting negative results. The study shows that most small firms undertake earnings management to avoid reporting losses. On the other hand, larger and medium sized organizations use aggressive earning management to avoid profit decreases than smaller firms. The journal involves a study of the relationship between earnings management and accounting standards. It identifies that earnings management are increasingly done in areas where organizations and business are allowed to pass judgments. These areas are increasingly being regulated by accounting standards. However firms continue to use methods of overriding accounting standards because most of these elements and aspects of earnings management causes firms to incur serious losses. Fundamentally, this journal examines the relationship between earnings management and corporate governance. It answers the question of which practices of earnings management affects earnings management and how. The study critically evaluates 100 S&P firms and their accounting practices and auditing trends between 1994 and 2003. The study identifies that in organizations where there is a strong presence of institutional investors, earnings management are minimal because there is control and care that is induced in the affairs of the firm. However, where there are many individual shareholders, earnings management is common. This study involved an examination of elements of managers’ manipulation of

Johnson & Johnson Essay Example | Topics and Well Written Essays - 1250 words

Johnson & Johnson - Essay Example The organization’s official website boasts of its major accomplishments, to wit: â€Å"The world’s sixth-largest consumer health company The world’s largest and most diverse medical devices and diagnostics company The world’s fifth-largest biologics company And the world’s eighth-largest pharmaceuticals company† (Johnson & Johnson, 2012). However, despite the accolades and marked successes, Johnson & Johnson’s history was likewise met with a crucial crisis that threatened their global existence through the Tylenol incident in 1982. The essay hereby aims to present how Johnson & Johnson handled business before anything was even suspected from the potential scare of deadly cyanide incorporated into Tylenol capsules. Corporate Profile The origin of Johnson & Johnson was traced from the enterprising talents of three brothers, Robert Wood Johnson, James Wood Johnson and Edward Mead Johnson, who founded the organization in the year 1886 at N ew Brunswick, New Jersey, U.S.A. (Johnson & Johnson, 2012). The organization has acknowledged operating under the governance of a value system, termed ‘Our Credo’ which was designed and developed by Robert Wood Johnson in 1943 (Johnson and Johnson, 2012). ... Since the organization indicated that they manage more than â€Å"250 operating companies in 60 countries employing approximately 118,000 people† (Johnson & Johnson, 2012), their management structure necessitates the application of a decentralized approach where business segments are classified into consumer health care, medical devices and diagnostics, as well as presciption products, parallel to the products produced and marketed. Historical Growth and Significant Developments prior to 1982 From information sourced from the Funding Universe (n.d.), the key developments for the organization prior to 1982 are as follows: â€Å"1886: Johnson brothers begin producing dressings in New Brunswick, New Jersey. 1887: Company is incorporated as Johnson & Johnson. 1893: Johnson's Baby Powder is introduced. 1921: Band-Aid brand adhesive bandages make their debut. 1924: Overseas expansion begins with the establishment of Johnson & Johnson Limited in the United Kingdom. 1932: Robert John son, known as 'the General,' takes over leadership as president. 1943: Johnson writes the company credo. 1944: Company goes public on the New York Stock Exchange. 1959: McNeil Laboratories, Inc. (McNeil Labs) is acquired. 1960: McNeil Labs introduces Tylenol as an over-the-counter (OTC) pain reliever. 1961: Janssen Pharmaceutica is acquired. 1975: Through a significant price decrease, Tylenol is transformed into a mass-marketed product† (Funding Universe, n.d., par. 5). From the information, it could be deduced that the organization operated in simpler structure with only the major products such as the baby powder, the band-aid, and Tylenol that were

Psychology And How It Affects The System Of Referencing Essay Example for Free

Psychology And How It Affects The System Of Referencing Essay Cataloging is an olden time procedure that is made to arrange the collection of books within libraries. Of course, since libraries are considered to have a large collection of reading materials, arranging them into categories helps in the process of researching for the students or plain readers alone. However, this procedure of arranging the files and taking notes of the information with regards a certain book takes much time and effort from the librarians that they are already incapable of doing the primary responsibility that they should be addressing in their profession, assisting the readers. Today, the development of technology aides in libraries have created a radical change within the systems of arranging the files as well as redefined the role of librarians in completing the tasks appointed for them to finish. Technological changes are indeed good. As for this matter, the changes of the procedures taken into consideration by libraries have indeed radically changed the ways by which the librarians tried to complete their duties to their profession,. The existence of computer-based programs also made several files in the local libraries available online making it more convenient for readers to utilize. More than that, it could be noted that the digital based Operating System that is used in public libraries have made it easier for readers to find the actual resources that they need for their researches becomes highly possible and efficient for the users. Yes, the impact of technology in library activities as well as within the procedures of referencing could indeed be considered one of the most successful applications that is made and presented by today’s modern technology. Of course, with the massive overflow of informations through the publication of several reading materials, filing them up in a way that readers would have them through easier access today is beneficial. This is also true in terms of psychological referencing. IT is undeniable that both traditional and modern technological approaches make the psychological references more utilized for studies and assessment procedures for present researches. Psychology too interacts with the different approaches used today in referencing systems. Most often than not, the systems carry the fact that there are certain measures that needs consideration in terms of the acceptance of the human behavior with the referencing systems that are concerned with systematically placing references for basis of studies. Because of the utilization of technology, it is undeniable that the major sources on derived from psychological readings had primarily been improved. Both the ideas and the authors are carefully jotted down in researches with ample accuracy that the studies passed about psychology are then considered to be highly authoritative and validated in terms of sourced references. References: VICTOR HERRERO-SOLANA. (March 2006). Graphical Table of Contents for Library Collections: The Application of Universal Decimal Classification Codes to Subject Maps. Information Technology and Libraries. JOHN D. BYRUM JR. AND DAVID W. WILLIAMSON. (March 2006). Enriching Traditional Cataloging for Improved Access to Information: Library of Congress Tables of Contents Projects. Information Technology and Libraries. Library Information and Technology Association. (February 2007). Futurespeak: A Preface to Top Technology Trends in Libraries.

Racial Stereotypes in Disney Films

Racial Stereotypes in Disney Films Henry Giroux, in his essay Animating Youth: The Disnification Of Childrens Culture, refers to Disney films as one of the primary institutions constructing childhood culture in the United States. But by the nineties, even the urban Indian child had access to the aura of innocence and wholesome adventure that Disney animated features supposedly exhibited. Fairytale adaptations such as Sleeping Beauty and Snow White and The Seven Dwarfs(1937), became immensely popular and as the 22 Billion Dollar Disney enterprise furthered its ventures, Disney films became synonymous with well loved Childrens movies, both abroad and at home. The objective of Disney films was to transport its viewers to a magical realm of enchantment and endless possibility. Disney offered a supposed alternate paradigm in which there was the promise of a Happily Ever After. It aimed at appealing to audiences young and old and hoped to find a universal market. Walt Disney once stated that Of all of our inventions for mass communication, pictures still speak the most universally understood language. And although it did reach audiences far and wide, for a young Indian girl watching The 1937 Disney adaptation of Snow White and The Seven Dwarfs, it gave her very little to identify with or relate to. Snow White, the first on-screen Disney Princess was rendered With lips as red as rubies and skin as fair as snow. Blatantly epitomising Western ideas of femininity and beauty, films like Snow White alienated the Non-western viewer. It was a fantasy that was centred on fixed archetypes of beauty and desirability which catered to the white, western population and had no room for anybody else. Eventually, the industry was criticised for its focus on a singular ethos and racial presentation. Thus, the last decade of the 20th century saw Walt Disney Pictures release films that were now aimed at broadening its cultural spectrum. Alladin, debuted as Disneys first attempt to explore a different cultural terrain. Released in 1992, it was later followed by other culture specific films like Mulan and Pocahontas which opened in cinemas in 1998 and 1995 respectively. Although this new brand of films hoped to establish a sense of cultural inclusivity by venturing beyond the Western World, what became clearly evident in the process, was a heavy dependence on Despite an apparent interest in spreading the knowledge of distant cultures, these films drew excessively on racial stereotypes and produced a largely distorted idea of the cultures they depicted. Elena Di Giovanni, in her essay Disney Films: Reflections of the Other and the Self, notes that Disneys selection of certain cultures which it chose to portray, was not a choice that was arbitrary and unplanned. According to Di Giovanni, the reasons for selecting these cultures can be ascribed to precise cultural and ideological strategies. The cultures depicted in these films are either conventionally considered to be somehow inferior if juxtaposed with modern Western Civilisations and to the narrating American culture in particular, as suggested by the Saudi Arabian-born scholar Ziauddin Sardar. Otherwise,they refer to prior stages of social and cultural development in comparison to the contemporary American standards. These films rely almost exclusively on conventional cultural metonymies to build the representations of the Other. In historical terms, the tradition of representing otherness through a filtered Gaze finds its roots in Western colonialism. With consolidated efforts made by the colonizers to impose their own cultural, linguistic parameters on the subjugated populations of the so-called East, moulding the image of the Other according to their own needs was a means to reinforce their own identity and supremacy. The dissemination of biased representations of non-Western cultures flourished even beyond the decades of colonial expansion, manifesting itself in various different forms, ranging from pop culture to international relations. One of the first scholars to give a sharp account of these biased cultural encounters was Edward Said in Orientalisrn(1978). Even though primarily concerned with tracing the history of the Orientalist attitude by the West in literature, Said does not fail to consider the importance of new technologies and the media in the proliferation of this unjust tradition: One aspect of the electronic, post-modern world is that there has been a reinforcement of the stereotypes by which the Orient is viewed. Television, films, and all the medias resources have forced information into more and more standardized moulds. More recently, Ziauddin Sardar has echoed similar ideas in his 1999 publication of Orientalism, a book he writes, as assort of tribute to Saids work, therefore titling it the same. The main interest of Sardars book, whose approach is even harsher than Saids, lies in his detailed reflections upon the new, modern ways by which the Orientalist attitude manifests itself and is still spreading nowadays. By way of introduction to his work, Sardar declares that even though the project of Orientalism has way passed its sell by date, it is colonizing new territories, such new territories being related to the new geographies which are shaped and controlled by contemporary means of mass cornmunication like the cinema. A whole chapter of Sardars work is devoted to Orientalism in films, where the author sets out to explore the treatment and manipulation of other cultures within the discourse of cinema, across different genres, including cartoons, and where he makes ample reference to the Americ an hegemonic control of the cinematic medium. Sardar states that otherness is generally treated as a pattern book from which strands can be taken to draw up cultural representations which serve the purpose of entertaining audiences while reinforcing, by contrast, the superiority of the narrating culture. Thus, the the commodification of culture takes place whereby visual and verbal elements belonging to a distant world are taken and made suitable for smooth reception within more powerful socio-cultural settings. Aladdin, which was based on the Arab  folktale  of  Aladdin and the magic lamp  from One Thousand and One Nights, became the most successful film of 1992, grossing over $502 million worldwide. However, almost instantly, it was met with criticism from the American-Arab Anti-Discrimination Committee. The movie quite literally translated into an Orientalist fantasy. With glaringly derogatory depictions of Arab culture, and a few pointedly offensive remarks, the movie has gone down in history as one of the most controversial films. The film portrays all Arab men as street thugs, pickpockets, emasculated palace guards, beggars, sultans, or sorcerers. A male character early in the film even declares to his master upon stealing a jewel, I had to slit a few throats, but I got it. The men are short and stocky with thick lips, missing teeth, heavy, menacing brows, and hooked noses, while the hero Aladdin and heroine Jasmine look like suburban, white, U.S. teenagers.  Jasmine, though sporting dark flowing hair and with darker skin than her counterpart princesses in earlier films, still retains blue eyes. Though Jasmine must represent the Arabian heritage, the films producers seem to find it necessary to leave at least a vestige of tangibility that Western audiences can relate to. In the same vein, the character of Alladin, seems to disinherit his Arabian roots, as hes cleverly christened Al, and exhibits distinctly American mannerisms throughout the film. What one is left to ponder is whether these characters would have appealed to western audiences, had they not been endowed with these traits? And if so, why? Arabs are shown as gratuitously cruel, with characters making several references to beheading. One Arab merchant even tries to cut off Jasmines hand when she doesnt have money to pay for an apple she gave to a hungry boy.   Most noteworthy, however is the opening sequence of the film, which was later revised due to harsh criticism and protests. Aladdin  opens with the expository song Arabian Nights which includes the lyrics PEDDLER: Oh I come from a land From a faraway place Where the caravan camels roam Where they cut off your ear If they dont like your face Its barbaric, but hey, its home The blatantly offensive final line had to be eliminated from the home video version of the film as a consequence of the numerous protests the Disney Company received after international release. However, all the other subtle and indirect hints at the American cultures position of supremacy over the narrated Other, which is deliberately kept ambiguous and undefined in historical-geographical terms, remain untouched, and continue to carefully shape the viewers perception. One of these subtle instances in the movie can be seen in the same opening sequence. The first words which are uttered by the peddler contain an unmistakable, conventional reference to the culture portrayed: PEDDLER: Ah, Salaam and good evening to you worthy friends. The worldwide-known Arabic greeting is, however, immediately followed by good evening, as if to compensate even for the faintest sense of estrangement the viewer might feel upon hearing salaam. Orientalist preconceptions find their way into the Disney adaptation of the Chinese legend of Hua Mulan. Walt Disney Pictures released Mulan in June, 1998 and it was the thirty sixth animated feature in the Walt Disney Animated Classics. Mulan, which was once again infused with orientalist imagining of culture, uses a host of long-established, worldwide-known stereotypes on the visual as well as verbal levels. As Elina Di Giovanni points out, cultural metonymies are very often related to specific domains such as food, which provides universally identifiable socio-cultural references and ensures easy, if strongly stereotyped identification of different nations and peoples. In the case of verbal stereotypes, references to other cultures clichà ©d words and expressions tend to draw from common categories such as greetings, exclamations and titles. Greetings and exclamations, though not necessarily connected to the stereotyping of cultures, can nonetheless be frequently used to support cultural representations as they ensure simple and immediate identification. In the opening sequence of Mulan, the 1998 film which portrays the Chinese culture at the time of the invasions by the Huns, the visual and verbal cultural stereotypes employed do not contain any derogatory reference, but they are equally highly conventional. An instance of this can be seen in the portrayal and dialogue of the emperor of China who, incidentally, is always shown with the image of a golden dragon at his back to address his army generals in a situation of emergency. He is shown to exhibit a typical trait which is often associated with the Chinese culture, using words of wisdom to describe the fate of his country: EMPEROR: single grain of rice can tip the scale Moreover, one can note that the reference to the most popular element of the Chinese culinary tradition does not appear by coincidence in the emperors line. The shot which immediately follows features a large bowl of rice in the foreground with a pair of chopsticks lazily picking at the rice. This image is used in the film to introduce the protagonist herself, who will be very slowly revealed to the audience starting from her hand holding the chopsticks. But even more noteworthy, is that fact that the bowl of rice which alluded to in the beginning by the Emperor, and used in the introducing of the protagonist, Mulan is then later appropriated to serve American cultural interests by replacing the contents of the bowl(rice), with porridge and rashers of bacon and fried eggs, which make up Mulans breakfast. The bowl which contained rice in the opening scene has been deprived of its typical, if also highly conventional, Chinese content to be replaced by what looks more familiar to the American viewers, although totally remote from the eating habits of Chinese soldiers. Moving from visual to verbal examples, the use of language is an obvious vehicle for further consolidating the presence of American culture. It is worth pointing out that all the main characters in the films, although belonging to distant and exotic worlds, speak with perfect American accents. Moreover, they are very often characterized by the use of non-standard, colloquial or regional varieties of American English. This is the case of the dragon Mushu in Mulan, whose dialogue is generously punctuated with contemporary, informal American expressions. Similarly, in Aladdin, the most striking, informal and modem use of Ameriean English is to be found in the lines uttered by the genie of the lamp, appearing in different guises and often mimicking famous American personalities. His lines are filled with colloquial expressions as well as references to the contemporary American world. Pocahontas, which opened in cinemas in the year 1995, presented a thoroughly revised picture of a historical figure, appropriated suitably to appeal to western audiences. Modelled on the historical Native American figure ,Matoaka, who is more popularly known by the nickname Pocahontas, the film revamps and restructures the story of Pocahontas and showcases it as a tale where a culture under siege by British Colonialism, ends up being rescued by the White Messiah. The film clearly distorts historical facts and produces a tale that is made palatable to western audiences, with the White Settler rescuing the native tribe from a terrible fate, which, interestingly enough, would have been executed by his fellow men. The movie Pocahontas deviates from the true historical story in many ways. The most significant deviation is Pocahontas age and the nature of her relationship with John Smith. In the movie, Pocahontas is portrayed as a twenty year old woman who falls in love with John Smith, and he with her. From what we know of the historical record, she [Pocahontas] was a child when they met, probably between 12 and 14, and Smith was about 27, states Thomasina Jordan, the head of the Virginia Council on Indians, and herself a Wampanoag Native-American. However, it is not just her age that has been altered in the film version. Even her physical appearance is rendered far from factual. The on-screen Pocahontas is designed to be a tall, attractive figure, with dark, flowing hair and sharp features. This depiction in the film has been clearly designed to cater to the male fantasy of the young, exotic woman. Moulded from the Orientalist perspective, she is seen as the enigmatic princess, who captivates the young John Smith with her gentle spirit and exotic beauty. Moreover, the relationship between John Smith and Pocahontas, was that of a young girl and an older man. The relationship that the two share in the movie is entirely fictitious and completely inaccurate. Another deviation is John Smiths attitude towards the Native Americans. In the movie, Smith defends the Native-Americans, and dons the mantle of the White Messiah. Abandoning his fellow men, Smith advocates the legitimate right of the natives to possess their own land. He states that the British are the intruders and have no authority to colonise and usurp the land of the natives. This heroism, is however absent in factual accounts of the story. In reality, Smith believed that the English had a right to the land and he was not an advocate for the Native-Americans. Disney also distorts the facts about Governor James Ratcliffe. In the movie they portray him as a villainous character. At the end of the movie he tries to shoot Chief Powatan, but shoots John Smith instead. After he does this, his own men make him a prisoner and send him back to England. However, this is not confirmed in the historical account. Thus, it is evident, that even through Disneys attempt to create a more panoramic view of Society and the world, by retelling tales rooted in different socio-cultutal contexts, it is unable to rid itself of omniscient Western ideals which dictate the ways in which Non-western cultures are received. The non-western cultures can only be understood when either juxtaposed with western traditions or appropriated to appeal to a western audience. The appeal of a non-white prince must be countered with distinctly Americanised mannerisms. Tales from the East seem only to be tangible if they propagate long standing stereotypes and reinforce Orientalist preconceptions. While Disney paints portraits of cultural landscapes and attempts to traverse into the world of The Other, the question remains as to whether it is possible for the West to tell tales of a Non-White civilisation, without all the trappings of stereotypes and exoticism. Can a Media Giant like Disney truly showcase different cultures, without insinuating Western Supremacy over them all? Can they truly paint with all the colours of The Wind? Zoya Parvin Roll No. 19 III A