Silicones And Solar Power Engineering Essay

AbstractionThis study aims to discourse the subject of solar power and silicones. In that it aims to discourse the development of solar energy extraction engineering over the clip period of fifteenth Century BC to show twenty-four hours. Besides included in this study are brief treatments of the types of solar aggregators presently in usage and the developing engineerings in this field. It further addresses the subject of silicones. First it will dissect the formation of silicones. The assorted procedures involved in the industry, and polish of Silicones. One of the purposes of this study is to discourse the multi-functionality of Silicones and their utilizations in industry, and specifically to turn to the issue of the usage of silicones in the solar Industry. The Final purpose of this study is to discourse the possible usage of silicones in PV faculties, in peculiar their usage as a coating for solar panels. Besides it aims to reason that the usage of silicones will lengthen the life of solar faculties by giving equal protection to the solar cells. The study is based on research carried out relevant to the subjects above mentioned. Research was carried out utilizing assorted web sites, a TCE article and books, subsequently referenced in the study. The consequence of this study is the research carried out on the subject. The chief decision of this study is the recommendation for the hereafter usage of silicones in the production of PV faculties.IntroductionThe topic of this study is to analyze the subject of solar power and potency for silicones in the country. The chief job being handled in this study is whether the usage of silicones is a executable method for bettering the life anticipation of solar faculties. Solar energy is a topic really much in current treatment as renewable energy Begins to be viewed with more favors, due to the frights of a possible deficit of fossil fuels, and an increased fright of the inauspicious effects of the combustion of these fuels. The intent of this papers is to foreground the possibility of solar energy as being a feasible beginning of energy in the hereafter and to foreground the betterments that can be made to solar cells, and thereby solar faculties by utilizing silicones as portion of their industry. The range of this papers extends to a brief treatment of the development of solar energy engineering over the clip period of fifteenth Century BC to show twenty-four hours. It besides briefly trades with the subject of the formation of silicones and their current usage. The research for this subject was carried out over a period of 10 hebdomads.Theory: Solar EnergyHistoryThere is a popular belief that solar power has merely been around for the past four or five decennaries. But in world it has been around for much longer. Let us get down with the earliest reference of the usage of the Sun for the benefits of adult male, in the fifteenth Century BC. Though it may be nil more than a myth, there is reference of the â€Å" Sounding Statues † of the Egyptian Pharaoh Amenkotep III. He claimed that his statues operated when the air in their base bases expanded after exposure to sunshine. Another possible myth sing the usage of solar power is 212 BC. In one of the most dramatic of early applications of solar energy it is said that the Grecian mastermind Archimedes. Harmonizing to legend he used a â€Å" Burning mirror † mirror to put the ships of the occupying Roman ships alight. He did this while they were still about 121.4 ft off. From Archimedes we move into the seventeenth Century AD The first application of solar energy after the autumn of the Roman Empire was in 1615. Salomon de Caux constructed the first device to be categorized as a â€Å" solar engine † . He constructed a device made of glass lenses, a supporting frame and an air-tight metal vas incorporating H2O and air. Its map was merely to bring forth a little H2O fountain when the air heated up during operation. It was considered more a plaything than a workhorse device. The physicist Athanasius Kircher ( 1601-1608 ) experimented during the mid 17th century with mirrors. He attempted to put fire to wood at a distance in an attempt to animate the so 1,800 twelvemonth old technique of Archimedes. Where Kircher worked with mirrors, a German mathematician, Ehrenfried Von Tschirnhaus ( 1651-1708 ) focused his work on lens type concentrators. He designed and constructed lenses up to about 30 inches in diameter. Using these he was capable of runing ceramic stuffs with concentrated sunshine. With this we take leave of the 17th century and switch our focal point to the eighteenth century. One of the most active figures in the eighteenth century with respects to solar energy was a Gallic scientist, George Louis Lecrec Buffon ( 1707-1788 ) . He was responsible for a series of multiple-mirror solar furnaces, the largest consisting of some 360 little planar mirrors, all separately focussed on a common point. In 1747, in the Gallic Royal Gardens, Buffon used 168 mirrors to light a heap of wood from a distance of about 195 ft. Buffon concluded that Archimedes could in fact have set fire to the Roman ships, but he estimated that he could non hold done so from a distance greater than 150ft. He based this decision about strictly on the premise that Archimedes was utilizing engineering far inferior to his ain, and hence could non hold equalled his ain device. Regardless of Buffon ‘s â€Å" decision † the inquiry sing Archimedes ‘ â€Å" Burning Mirror † still remains open. In 1977 D. L. Simms wrote in â€Å" Burning Question † Scientific Am. 236 ( 6 ) :64 ( 1977 ) 2, that â€Å" there are ample historical, scientific, and military evidences for reasoning that Archimedes did non utilize a combustion mirror as a arm of war â€Å" . Simms felt that Archimedes would hold been capable of ciphering the radiant flux necessary to make the occupation, and that Archimedes would non hold used a method of such low chance of success. Claude Poillet, a Gallic mathematician-scientist was one of the first people to concern himself with mensurating sunlight strength. He estimated that â€Å" the useable energy from the Sun per square pace of the Earth ‘s surface between the equator and about 43A ° N or S latitude was about 1/6 thermic unit per second, which corresponds to about one HP † 3. A Swiss naturalist, Nicholas de Saussure ( 1740-1799 ) , conducted the first recorded experiments in utilizing solar beams for cookery intents. His solar oven was called a â€Å" heat box † . Its composing consisted of multiple detached glass screens positioned over a blackened surface. The underside and sides of it were surrounded with insularity. It was recorded to hold achieved a temperature of 320A °F. The nineteenth century brought away a somewhat different solar oven. It was introduced by an English uranologist, John Fredrick Herschel. He built as little solar oven while on a trip to Africa ‘s Cape of Good Hope. It was constructed of mahogany painted black. He so buried it in the sand for intents of insularity. The lone portion of it left exposed was a dual glazed screen. This served to minimise heat loss from the top, while still allowing in sunshine. The oven is reported to hold reached a maximal temperature of 240A °F 1. In 1839 A. Edmund Becquerel, a Gallic physicist foremost discovered the photovoltaic consequence while experimenting with metal home bases. He discovered that some stuffs were photoconductive and could make little electrical charges when exposed to light4. However the first photovoltaic cell was non built until 1882, by an American discoverer Charles Fritts. He coated the semiconducting material Se with an highly thin bed of gold to organize the junctions5. One of the most fecund â€Å" solar energy innovators † was a Gallic Physics professor Augustin Mouchot ( 1825-1911 ) . Mouchot was responsible for originating 20 old ages of authorities funded experimentation with reflector type concentrators in 1860. His attempts in the field led to the construct, design and building of the first reflector devices based on the form of a abbreviated cone. These devices are now known as axicons. They were intended to concentrate sunlight along the cardinal axis of the cone instead than its predecessor devices which were designed to concentrate visible radiation to a individual point focal point. Mouchot built several solar powered steam engines between 1864 and 1882. Mouchot ‘s reflectors were built of â€Å" silver plated sheet metals, appropriately mounted so that the full device could be easy turned to follow the place of the Sun. The collection surfaces ( of a typical Mouchot assembly ) had an country of 40ft2 and was connected to a boiler which received about 87 % of the Sun ‘s heat † 3.Due to the available engineering of the clip the devices were connected to extremely inefficient steam engines, which yielded overall low public presentation. Though the eighteenth century brought the greatest organic structure of work on the solar energy forepart and the nineteenth century saw the superb Mouchot and his innovation of the abbreviated cone shaped reflector. It was the twentieth century that brought solar energy engineering to new degrees of variegation. In 1900 and 1911, patents were issued for sub-atmospheric-pressure solar engines, to E. H. McHenry. These engines used working fluids to bring forth power. Water was used to roll up heat and â€Å" a on the job fluid of lower boiling point than H2O ( was used ) to drive † 1.E. C. Ketcham received a patent for a similar system in 1905. The two- fluid system was introduced to avoid the low efficiency jobs which had been observed by Mouchot. The first experiments with level home base aggregators began in 1902. They were carried out by H. E. Willsie and John Boyle, Jr. The level home base device was a really shallow box with a black internal surface, a clear glass screen home base. The device was cooled by some signifier of transportation fluid flow normally H2O. This type of device does non concentrate sunshine as do lens-type and mirror type aggregators. However it is able to roll up and use diffuse sunshine every bit good as direct radiation, therefore their device was able to run over more widely changing conditions conditions. It was reported that though their device was built utilizing petroleum stuffs, its public presentation was such that â€Å" even in cold natural October conditions ( temperatures ) were high plenty to zap sulfur dioxide for the engine. â€Å" 1 In 1907 research began on level home base aggregators by Frank Schuman, of Philadelphia. Again, like Willsie and Boyle, H2O was used as the heat transportation fluid and a 2nd fluid was used to drive a steam engine. The fluid used was ether. His installing was located in Tacony, Pennsylvania, and included 1200ft2 of aggregation surface. The engine developed 3.5 horsepower, with a boiler temperature of 240A ° F. Encouraged by the public presentation of his units Shuman founded the Eastern Sun Power Company Limited in 1908.Types of Solar Collectors Presently in UseFlat Plate Collectorhypertext transfer protocol: //www.solarserver.com/uploads/pics/flachkollektor-e.gif A level home base aggregator consists of an absorber, a transparent screen, a frame, and insularity. 6 Traditionally an iron-poor solar safety glass is used as a transparent screen. This is because it transmits a great sum of the short-wave visible radiation spectrum. Simultaneously, merely really small of the heat emitted by the absorber escapes the screen due to the nursery consequence. Besides the transparent screen prevents wind and breezes from transporting the collected heat off, by convection. Together with the frame, the screen protects the absorber from inauspicious conditions conditions.6 Typical frame stuffs include aluminum and galvanized steel, and on occasion frames are made of fibreglass-reinforced plastic. The intent of the insularity at the dorsum of the absorber and on the side walls is to decrease the heat loss through conductivity. Usually insularity is polyurethane froth or mineral wool, sometimes mineral fiber insulating stuffs like glass wool, stone wool, and fiberglass is used. Heat loss can be reduced within the frame by convection air can be pumped out of the aggregator tubing. Such aggregators can so be called evacuated- tubing aggregators. These must be re-evacuated one time every one to three years.6 This brings us to the subject of evacuated tubing aggregators.Evacuated Tube Collectorshypertext transfer protocol: //www.solarserver.com/typo3temp/pics/5fb2adc895.gif In this type of vacuity aggregator, the absorber strip is located in an evacuated and force per unit area cogent evidence glass tubing. The heat transportation fluid flow through the absorber straight in a U-tube or in counter-current in a tubing in tubing system. The solar aggregator is composed of several serially interconnected, or tubes connected to each other via manifold. 6 A heat pipe aggregator incorporates a particular fluid which begins to zap even at low temperatures. The steam rises in the single heat pipes and warms up the carries fluid in the chief pipe by agencies of a heat money changer. The condensed liquid so flux back into the base of the heat pipe. The pipes must be angled at a specific angle above the horizontal to guarantee that optimum degrees of the procedure of evaporating and distilling maps. There are two types of aggregator connexion to the solar circulation system. Either the heat money changer extends straight into the manifold, and called a â€Å" wet connexion † , or it is connected to the manifold by a heat- conducting stuff, and called a â€Å" dry connexion † . A â€Å" dry connexion † allows the exchange of single tubings without necessitating the voidance of the full system of its fluid. Evacuated tubings offer the advantage that they work expeditiously. An advantage offered by evacuated tubings is that they work expeditiously with high absorber temperatures and with low radiation. Higher temperatures besides may be obtained for applications such as hot H2O warming, steam production, and air conditioning.6Solar panelhypertext transfer protocol: //upload.wikimedia.org/wikipedia/commons/thumb/e/ee/Photovoltaic_panel_at_the_National_Solar_Energy_Center_in_Israel.jpg/220px-Photovoltaic_panel_at_the_National_Solar_Energy_Center_in_Israel.jpg ( PV cellsA connected together in a solar panel. ) A solar panel is a aggregation of interrelated solar cells which are besides known as photovoltaic cells. Solar panels can besides be used as constituents of larger photovoltaic systems used to bring forth and provide electrical power for commercial and domestic applications. Due to the fact that a individual solar cell can merely bring forth a limited sum of power, many installings contain a several panels. A typical photovoltaic system contains an array of solar panels, an inverter, complecting wires and a battery. 11Photovoltaic CellsPhotovoltaicsA ( PV ) is a method of bring forthing electrical power by convertingA solar radiation intoA direct current electricityA utilizing semiconductorsA that exhibit the photovoltaic consequence. 12 On exposure to light electromotive force or a corresponding electric current is created in a stuff. The photovoltaic consequence is straight related to the photoelectric consequence. But the two procedures are different and should ever be distinguished. In the photoelectric consequence, negatrons are ejected from a stuff ‘s surface upon exposure to radiation of a sufficient energy. In the photovoltaic consequence nevertheless there is a difference. The negatrons generated are transferred between different sets within the stuff ( i.e. from the cornice to conduction sets ) , ensuing in the physique up of a electromotive force between two electrodes. In most photovoltaic applications the radiation, is sunlight and due to this ground the devices are known as solar cells. In the instance of a p-n junction solar cell, upon light the stuff creates an electric current as aroused negatrons and the staying holes are swept in different waies by constitutional electric field of the depletion part. Photovoltaic power coevals employsA solar panelsA composed of a figure of cells incorporating a photovoltaic stuff. Materials soon used for photovoltaics include monocrystaline Si, polycrystalline Si, formless Si, Cd telluride, and Cu In selenide/sulphide. P V Cell diagram Solar panels use light energy, i.e. photons, from the Sun to bring forth electricity utilizing the photovoltaic consequence. The burden transporting member of a faculty can either be the top bed or the back bed. 11 The modern photovoltaic cell was developed in 1954 atA Bell Laboratories.A This extremely efficient solar cell was foremost developed byA Daryl Chapin, A Calvin Souther FullerA and Gerald Pearson in 1954 utilizing a diffused Si p-n junction. The interrelated solar cells are normally embedded in crystalline ethene vinyl ethanoate, fitted with an aluminium or chromium steel steel frame and covered with crystalline glass on the front side to do a solar faculty. The bulk of solar faculties use wafer-based crystalline silicone cells or thin-film cells based on Cd telluride or Si. The cells must so be connected electrically to one another and to the remainder of the system. These electrical connexions can be made in two ways. They are made either in series to accomplish a coveted end product electromotive force and/ or in parallel to supply a coveted current beginning capableness. A Silicones can be used in two applications during the fabrication procedure. First they are used for sealing the cell into the frame and secondly as an alternate method to ethylene vinyl ethanoate for encapsulating the solar cell.Coevalss of Solar cellsIn the last few old ages several new photovoltaic engineerings have been researched, with an purpose to happening as effectual alternate to silicon-based solar cells. The research and development in this country by and large aims to supply higher efficiency and lower costs per W of electricity generated. Some in the solar cell industry place different â€Å" coevalss † of solar cell engineering. First coevals solar cells: Solar cells made o semiconducting p-n junctions. Second coevals: Solar cells: Solar cells based on first coevals cells bur focussed on cut downing the cost f the same by using thin movie engineerings. Third coevals: The 3rd coevals is slightly equivocal in the engineerings that it encompasses. Generally it tends to include among others, PV cell systems utilizing multi-layer ( tandem ) cells made of formless Si or Ga arsenide, non-semiconductor engineerings ( including polymer-based cells and biomimetics ) , while more theoretical developments are still in consideration. These include frequence transition, hot- bearer effects and other multiple-carrier expulsion, quantum point engineerings, dye-synthesized solar cells and upconversion engineerings. Presently the theoretical upper bound of the transition of sunshine to electricity is 33 % for a standard solar cell. But the Carnot bound for the same is about 95 % . This opens up a window of chance for heightening the efficiency of solar cells two or three times provided that assorted constructs can be put into usage for bettering efficiency without bearing high costs. These cell engineerings have the possible to get the better of the Shockley-Queisser bound of 31-41 % power efficiency for individual bandgap solar cells. This is what has been attempted by 3rd coevals solar cells, alternate stuffs to tackle the solar energy. 10 Innovalight is one of the Bay Area-based Startups that have pioneered the development of silicon nanoink-based solar cells. Beginnings claim, lab efficiencies are every bit high as 36 % .Current Use of Solar PowerPresently Solar energy is going progressively popular due to its sustainability, its little demand for care and its long term cost-effectiveness. 8 Presently the energy collected via the Sun is put to many utilizations. The chief beingWaterPart of the solar energy harnessed is used to pump H2O in distant countries. In peculiar it is used to power off-grid desalinization workss. Industry Solar energy has been used to power Television and wireless repeater Stationss, which are automated Stationss that transmit signals ) . It is besides used to power beacons, buoys and aircraft warning visible radiations on edifices and other constructions. Heat Solar energy can be used to heat residential places, whereby the energy is used to heat the H2O supply and, peculiarly in Florida, swimming pools are heated in this mode. â€Å" A photovoltaic cell is installed on the roof to roll up solar energy and is used to warm a heat transportation fluid that is used to heat the H2O itself. †Transportation systemâ€Å" Increasingly, solar energy is being used to power public transit vehicles such as coachs, streetcars and light-rails. Plans for solar-powered coach shelters are in the plants every bit good † .Consumer MerchandisesSmall appliance, such as reckoners and tickers, frequently use solar energy. Life Span Current solar cells have as effectual life span of approximately 20 to 25 old ages. Their value and electrical power end product lessenings steadily over clip. This occurs due to have on and rupture of usage. As the outer protective coating of glass wears off the internal constituents go more susceptible to damage.20Theory: SiliconesSiliconesDefinition: SiliconesA are inert, man-made compounds with a broad assortment of signifiers and utilizations. They are typically heat-resistant andA rubber-like. 13FormationSilicones are formed by the transition of chlorosilane monomers into polymer merchandises. This normally involves 2-4 procedures Hydrolysis plus killing Acid decrease of the hydrolysate In some instances Conversion of hydrolysate to cyclic oligomers Polymerization Equilibration Or Bodying of the hydrolysate to cyclic oligomers Depriving Devolatilization Or Solvent remotion Hydrolysis is a chemical reaction in the procedure of which molecules of H2O are split into hydrogen cat-ions ( H+ , referred to asA protons for convenience ) and hydroxide anions ( OHa?’ ) , in the procedure of the chemical mechanism.A This is a type of reaction used to interrupt down certain polymers, specifically those made by a step-growth polymerisation. Such a procedure is normally catalysed either acerb or base. A common acid used is sulfuric acid ( H2SO4 ) , and a common base used is sodium hydrated oxide ( NaOH ) . 14, 15Silicon ProductionSilicon does non be on its ain in nature. Generally it is bonded with O, organizing stuffs such as sand and vitreous silica and granite stone. The silicon- O bond in vitreous silica is reputably so stable it can merely be broken by white heat. 9Silicon manufacturers cut down top-quality vitreous silica sand to elemental Si via a carbo-thermic smelting procedure: Formula for cut downing sand to elemental Si This reaction occurs in an electric furnace at & lt ; 1,400A °C ( & lt ; 2,600A °F ) . In it the C monoxide gas ( g ) leaves the furnace so the Si can non respond with the C to organize Si dioxide. The liquefied elemental Si, which is about 99 per centum pure, is so cooled and broken into balls. When used in silicone production, the Si is ground into a all right pulverization to increase the surface country available for reactions.Methylchloride productionMethylchloride is produced by distilling methyl alcohol with hydrochloric acid: Formula for distilling methyl alcohol with hydrochloric acid to bring forth methylchloride Two methyl groups ( CH3 ) must attach to each Si atom to bring forth one molecule of dimethyldichlorosilane. Dimethyldichlorosilane is the basicA silicone edifice block. 9Synthesization of chlorosilanesChlorosilanes are synthesized in a fluid bed reactor at temperatures runing from 250 to 300A °C ( 482 to 572A °F ) and at force per unit areas of 1 to 5 bars. The methyl chloride ( CH3Cl ) flows through a fluidized bed of Si metal powder.9 The reaction, is catalyzed by a copper-based accelerator, generates a complex mix of methyl chlorosilanes: Formula for the chlorosilanes synthesis reaction The methyl chlorosilane mix contains: A big sum of dimethyldichlorosilane ( Me2SiCl2 ) – the primaryA edifice block A moderate sum of methyltrichlorosilane ( MeSiCl3 ) Some trimethylchlorosilane ( Me3SiCl ) A little sum of methyldichlorosilane ( MeHSiCl2 ) Plus smaller sums of other silanes The chlorosilanes are so separated from one another through the procedure ofA distillment.Distillation of chlorosilanesDistillation is a procedure in which a liquid undergoes two stage alterations. One in which it transforms from a liquid to a gas and a 2nd where it reforms into a liquid. Each of the chlorosilanes produced during theA synthesisA phase has a alone boiling point. These boiling points are used to purify the chlorosilanes from one another based on the figure of Cl atoms attached to the molecule. Because the boiling points of the assorted chlorosilanes are so near together, really tall distillment columns are required to divide them. Once separated, the chlorosilanes are ready to be turned into utile siloxanes through the procedure ofA hydrolysis and condensation.9Hydrolysation and Condensation of ChlorosilanesFirst H2O is added to dimethyldichlorosilane ( the principal chlorosilane ) , as this done the two react to organize disilanol and hydrochloric acid. This occurs because O feels a greater attractive force for Si than Cl ; and chlorine feels a greater attractive force for H than O ( Me = CH3 ) . 9 demand elevations text The disilanols formed are unstable and strongly attracted to one another. These are so catalyzed by the hydrochloric acid, where they condense into polydimethylsiloxanes -which are molecules incorporating a anchor of Si atoms bonded to oxygen atoms. Hydrolysis and condensation occur spontaneously, at the same time, and really rapidly. These reactions are a regular â€Å" ageless chemical science machine, † ensuing in a mixture of: Cyclic ringsA ( with 3-6 reiterating SiO units ) Linear chainsA ( with 30-50 reiterating SiO units ) The cyclic and additive oligomers ( mini-polymers ) are separated from one another and distilled into cuts based on the figure of SiO units in the concatenation. Some are used as they are ( cyclosiloxane and low-molecular-weightA silicone fluids, for illustration ) . But the bulk are furtherA polymerized and finishedA to make a broad array of stuffs with an astonishing scope of public presentation capabilities.16Silicone PropertiesSilicones can be considered a molecular loanblend between glass and organic additive polymers. In which if as Si atom is bonded merely to oxygen atoms the construction formed is an inorganic glass called a Q-type Si. If one O atom is replaced with an R-group, such as a methyl, ethyl or phenyl, so a rosin or silesquioxane, or T-type Si, is formed. This type of stuff is more flexible than a Q-type stuff. Hereafter if two O atoms are replaced by organic groups, so the ensuing stuff formed is a really flexible additive polymer, known as D-type Si.19 This increased flexibleness found with diminishing cross-linking consequences in a low glass passage of the additive polymers. Due to this low glass passage silicones typically besides have a low modulus one time formulated and cured, specifically when compared to organic polymers. The modulus in additive silicones can be rather low by and large due to low crosslink denseness and in this signifier silicones frequently function to alleviate emphasis due a mismatch of coefficients of thermic enlargement, between two constituents in many applications. 19Derived MerchandisesLubricants: Silicones are used to deduce a dry-set lubricator is delivered with a dissolver bearer to perforate the mechanism. The solvent evaporates go forthing a clear movie that lubricates but does non pull soil and grit every bit much as traditional â€Å" moisture † lubricator. Assorted silicones are used as several types of lubricating oils. They are used for bike ironss, air-soft gun parts and a broad sc ope of other mechanisms. Poting: Potting is a procedure InA electronics in which a complete circuit assembly is filled with a solid compound for opposition to floor, and quiver, and for exclusion of wet and caustic agents.17 Silicone is frequently used as a potting agent. Encasing electronic equipment in this mode improves the stableness of the equipment against, mechanical daze, electrical daze, radiation, and quiver. Other utilizations of silicone include Rainproof coatings: Silicone movies can be applied to silica-based substrates like glass used as a signifier of insularity. Fabrics may be coated or impregnated with silicone to organize a strong, rainproof complex such asA silnylon. Besides silicone caulk can be used as a basic sealer against H2O and air penetration.http: //upload.wikimedia.org/wikipedia/commons/thumb/3/37/Caulking.jpg/160px-Caulking.jpgSilicones as Solar EncapsulantsLED, Photovoltaic and other light sensitive devices require UV stable non yellowing encapsulants for protection and improved light transmittal. Optically Clear Silicones are best suited to this type of operation. These can be found in different scopes of hardness, viscousness, mix ratio, room temperature remedy, and heat remedy. This allows them to be adaptable and to run efficaciously in different conditions.Protection offered by SiliconesSolar cells are presently being implemented in parts every bit diverse as Germany and the Sahara. In consequence this means that the silicones need to be able to offer protection against really diverse inauspicious climes. Silicones need to be able to protect against the effects of sustained rain showers such as those happening in Asia, during monsoon season, while besides being able to prolong continual harm caused by desert air currents. Following this Protection is besides required from the effects of continual alterations in the clime. One illustration of the gradual wear of stuff is due to Aeolian or wind eroding. This type of eroding occurs about chiefly in the desert, where many industrial graduated table solar workss are installed.18ConsequencesFrom my research I have gathered that: Current solar engineering relies to a great extent on p-n junction photovoltaic cells. The current coevals of solar engineering is being implemented across Europe, in the United States of America, and major plants are being carried out in the African comeuppances. Current solar cells use a glass window glass as a screen for the external screen of the solar cell. The mean life span for a solar cell is between 20 and 25 old ages. Silicones have the advantage of being really versatile in their formation. They can be formed to accommodate the environment in which they will be implemented. There is possible in the current solar cell market for silicones to be used as screens, or coatings for PV faculties.DecisionsWhy Silicones and the PV faculty assembly market are perfect for each other:Mechanical belongingss that stay about changeless over a broad scope of temperatures & A ; remain about changeless over a broad scope of temperatures. UV stableness Low Equilibrium wet content Electrical insularity Fire opposition Hi degree of adhesion Optical transparence Silicones are an ideal merchandise household to run into the demands in the PV faculty assembly market. Their citations include mechanical belongingss that remain about changeless over a broad scope of temperatures, and remain stable even after long periods of exposure at high temperatures. UV stableness, low equilibrium wet content, electrical insularity, and fire opposition are built-in in silicones due to their chemical nature. In add-on to this decently formulated silicone preparations can exhibit really fast remedy rates, high degree of adhesion to many hard- to stick-to substances, and optical transparence. All of these contribute to high lastingness in out-of-door exposure, and higher efficiency due to more effectual usage o the visible radiation from the solar spectrum. In the UV-visible wavelength part silicones are extremely crystalline, this makes them ideal campaigners for cell encapsulants. They can be formulated to hold low modulus and be stress alleviating piece besides holding first-class adhesion to the glass and cell substrates.RecommendationsFrom my research carried out in this country of survey it is my recommendation that silicones be used as the criterion method for encapsulating PV cells, and thereby PV faculties. The current PV cells comprise chiefly of p-n junction solar cells, the general layout and design of which was discussed earlier in the study. Silicones would do a really suited covering/ encapsulant for these types of solar faculties as they can be formed into extremely flexible stuff that can easy surface the outer bed of the faculty. Once on the stuff the silicone can so be hardened/ solidified to organize a lasting coating on the PV faculty. The silicone coating can so efficaciously protect the constituents of the PV faculty from external harm caused by corrosion. This efficaciously means protection from the effects o weather corrosion, such as wear and tear caused by the rain, Sun etc†¦ †¦ As silicones offer protection from all of the above they are ideally situated to be used as solar encapsulants. Meinel, A.B. , and M. P. Meinel. Applied solar Energy-An Introduction ( Reading, MA: Addison-Wesley Publishing Co. , 1976 ) . And Rau, H. Solar Energy and Everyone ( California: Straight Arrow Books, 1975 ) . â€Å" Burning Question † Scientific Am. 236 ( 6 ) :64 ( 1977 ) . Rau, H. Solar Energy and Everyone ( California: Straight Arrow Books, 1975 ) hypertext transfer protocol: //www.ehow.com/about_5098013_photovoltaic-effect.html hypertext transfer protocol: //www.thegeminigeek.com/who-invented-solar-panels/ hypertext transfer protocol: //www.solarserver.com/knowledge/basic-knowledge/solar-collectors.html hypertext transfer protocol: //en.wikipedia.org/wiki/Solar_cell hypertext transfer protocol: //www.ehow.com/facts_5185557_current-uses-solar-energy.html hypertext transfer protocol: //www.dowcorning.com/content/discover/discoverchem/chlorosilane-hydrolysis.aspx hypertext transfer protocol: //www.growthconsulting.frost.com/web/images.nsf/0/5C8C038AEE4690D96525744E001A9C9B/ $ File/TI.htm hypertext transfer protocol: //en.wikipedia.org/wiki/Solar_panel hypertext transfer protocol: //en.wikipedia.org/wiki/Photovoltaics hypertext transfer protocol: //en.wikipedia.org/wiki/Silicone ( A IUPAC, A Compendium of Chemical Terminology, 2nd erectile dysfunction. ( the â€Å" Gold Book † ) ( 1997 ) . Online corrected version: A ( 2006- ) â€Å" hydrolysis † . ^A IUPAC, A Compendium of Chemical Terminology, 2nd erectile dysfunction. ( the â€Å" Gold Book † ) ( 1997 ) . Online corrected version: A ( 2006- ) â€Å" solvolysis † . ) hypertext transfer protocol: //www.dowcorning.com/content/discover/discoverchem/chlorosilane-hydrolysis.aspx ) hypertext transfer protocol: //www.dmoz.org/Business/Electronics_and_Electrical/Contract_Manufacturing/Printed_Circuit_Boards/Assembly/ hypertext transfer protocol: //geography.about.com/od/physicalgeography/a/erosion.htm The Chemical Engineer, November, 2009 hypertext transfer protocol: //searchwarp.com/swa139552.htm

Gender Equity Issues in Antigone Essay

In our present day, many believe they should be treated fairly regardless of their race, religious beliefs, or gender. When gender equity is put on the table as the main discussion we may find women to have more aggressive opinions and views rather than men. Some will suggest this is due to the thousands of years women have been limited to certain rights that men are so freely able to obtain. Greek men are born and viewed as the superior being while women face limits on their freedom and justice. They are, however, given restrictive rules and laws that do not apply equally to their counterpart. According to one analysis of Antigone, â€Å"women individuality were violated and hidden while they were subjugated by a man’s desire†(Karim, 2012). In Antigone, Sophocles changes the script of many before him, as he displays his main character, Antigone, a courageous and respectful woman, who has great beliefs in the Gods. Antigone is quick to put her family before the law as she goes against the king’s order. Antigone can be looked upon as a great leader of society except there’s one problem; she is a woman which has great effects on the actions she wishes to take. Even though Ismene, Antigone’s sister, understands her decision she goes along with the king’s order to keep from disobeying the law. Antigone feels that the king, Creon, is being unjust when he doesn’t allow her to give her brother, Polynices, a proper burial. Creon becomes devastated when he finds out that it’s a woman who has publicly defied him. â€Å"There are factors, such as, catastrophes, wars, and events that have effects on the culture, history, and politics of one society. However, sometimes domestic issues can also cause great debate and reflect large concerns governing society and culture† (Rokem, 2006). Antigone’s rebellious act upset gender roles and threaten the Greek culture. Women in the Greek Society In Ancient Greece it was very common for men to have a dominant role. Men were highly involved in politics and it was very rare to see women engage in jobs that were thought to be more suited for men. Women stayed in the home and if they worked they normally held jobs as maids or servants. Men looked for wives who didn’t speak much but instead kept to their cleaning, weaving, and caring for the children. Women were forbidden to go against the beliefs of men and if they spoke out against a man then harsh consequences would follow. The Consequences Antigone Will Bare In Sophocles’, Antigone, Creon sees Antigone as a threat to his society. He hates that a woman is going against his first order as king. He makes it clear that Polynices is not to be buried but will remain on the field of battle to rot. When Antigone, a woman, buries her brother, Polynices, Creon is devastated. Creon feels Antigone is trying to rule over him. She is thought of as disobeying Creon and the law he has set forth. He wants to make an example of her and punish her for going against his law and his gender role. Creon: The Male Role Throughout the play, Antigone, Creon displays his feeling of women time after time. He doesn’t hold back his beliefs that men are dominant and should never be over powered by any woman. Creon states to Antigone, â€Å"while I live, no woman shall rule me† (Sophocles, Jebb trans). Creon feels that Antigone is out of order by defying him. He hates that Antigone is breaking the law but he also hates the fact that as a woman she is going against him. Creon Creon: The Male Role doesn’t care that his son, Haemon, has asked Antigone to marry him. Once Antigone breaks the law and confesses her beliefs to him, Creon will not approve of her as a wife for his son. He has to terminate her womanly courage and sentence her to death. Many women in the kingdom probably felt the same as Antigone but they dare not express them to a man. Ismene even felt that Antigone was being treated unjustly but she remained in her woman role and would not stand with Antigone. At one point she couldn’t understand why Antigone was reacting in such an unlawful way. Ismene Beliefs as a Woman Many readers may feel that Ismene was nothing more than a coward. Some may ask how she could stand by and allow someone to disrespect her dead brother. Unfortunately, Ismene beliefs and actions were those of many women in their society. It was expected of Ismene, as a woman, to follow the word of man and his law. Ismene is willing to defy the Gods in order to respect the laws of man. She is afraid of Creon and she allows herself to be governed by him. She is like all other women in her society who know their boundaries. Ismene kept her inner thoughts to herself. She was upset that no one else in the town would not stand and support Antigone’s decision. Ismene displays her feelings of being a woman to Antigone as she says, â€Å"Nay we must remember, first, that we are born women, as who should not strive with men; next, that we are ruled of the stronger, so that we must obey in these things† (Sophocles, Jebb trans). Ismene beliefs are common in comparison to other women in her society but Antigone was not going to stand by and allow men to defy the Gods, even if it meant death for her. A Courageous Woman The character, Antigone, was an interesting and dynamic role due to her personal traits. Antigone held her personal convictions tightly and her beliefs in the Gods tighter. She held her allegiance first to the gods rather than to the mortal institutions of man. Antigone was not just a rebellious role but was much different than other docile women of her day. Despite being a woman, Antigone is not afraid of disobeying Creon’s law nor is she afraid to tell Creon how she has no respect for him. Antigone was being punished for following the Gods which were of higher statue than Creon’s law. She stated, â€Å"I have longer to please the dead than please the living her: in the kingdom down below, I’ll lie forever. Do as you please and dishonor the laws the gods hold in honor† (Sophocles, Jebb trans). She will not defy the Gods to please Creon and takes her death sentence lightly. Creon hates that Antigone won’t go against her beliefs. She knows she is being used as an example to show other women how to not act. It takes the Gods to interrupt Creon’s death sentence to Antigone. Unfortunately, it comes too late and before Creon can release Antigone she has already taken her own life. Thoughts of Antigone Antigone is a reminder of how women were mistreated in previous societies. Even though the play ends tragically, Antigone will never be forgotten as a woman who stood up close to her beliefs regardless if she was cast away by an authoritive male figure. She didn’t care if she had to stand alone but she was willing to die rather than obey man’s law and dishonor the Gods. Karim (2012) suggests, â€Å"routine fundamental subject of burial of the dead created conflict relative to law, religion, and culture. It also generated critical debate on a woman’s status. † Thoughts of Antigone Antigone was a role model to other women because she remained true to her religion by going against the culture and law of her society.

Learning Styles Inventory

LEARNING STYLES INVENTORY The report is the outcome of the project titled â€Å"Learning Styles Inventory† . This project report aims to determine the learning Styles of the employees and also to develop a learning styles Inventory. The management can better understand their faculty and environment, conduct effective and productive meetings, refine conflict resolution skills and assemble more effective teams. India, one of the strongest contenders for the leadership in the Global IT industry, is fast emerging as the â€Å"New† leader, especially in the â€Å"New Economy† services such as Software Development, IT Services and Business Process Outsourcing services. KGFSL, an acclaimed Information Technology (IT) consulting company catering to clients globally has always focused on leveraging new technologies in a proven, cost-effective fashion by the way of developing quality employees. Everybody has a preferred learning style. Knowing and understanding the learning style helps one to learn more effectively. Through identifying the learning style, one will be able to capitalize on his strengths and improve the self-advocacy skills. Howard Gardner's Multiple Intelligence Theory which teaches many aspects of human intelligence, learning style, personality and behaviour – in education and industry forms the major input for the study. The study was conducted with a sample of 80 employees of the company,who were actually involved in developing the financial business solution softwares . The sample represented the entire population . The researcher collected primary data from the respondents by means of questionnaire. The Questionnaire is divided into three parts namely, ‘Personal variables’, ‘Training programs’, and ‘Learning Styles’. Multiple Intelligence questionnaire was completed by the respondents and their scores as Visual, Aural, Linguistic, Kinesthetic, Logical, Solitary and Social learners were recorded. The topic Learning Styles Inventory is relevant for modern era. People have preferences about how they like to learn (learning style). This learning preferences sometimes account for problems in learning. The problem may not be entirely due to their learning style but also due to their previous experience. From the cohort of employees of KGFSL it was found that Visual, Aural and Logical Intelligences were dominant with them. Also a high degree of correlation is found to exist between the Visual and Social intelligences. Hence it is suggested that the training materials emphasis on interaction coupled with pictorial and diagrammatic representations, multimedia applications utilising sounds and music and procedural flow of concepts need to be incorporated while designing the training materials to exploit the available human talent. LEARNING STYLES INVENTORY A learning style is the method of learning, particular to an individual that is presumed to allow that individual to learn best or Learning styles are simply different approaches or ways of learning. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Based on this concept, the idea of individualized â€Å"learning styles† originated in the 1970s, and has gained popularity in recent years. Learning style Inventory(LSI) will provide details of different learning preferences and to determine a student’s learning style. The LSI diagnoses an individual’s preferences and needs regarding the learning process. It does the following: 1) Allows students to designate how they like to learn and indicates how consistent their responses are 2) Provides a foundation upon which teachers can build in interacting with students 3) Provides possible strategies for accommodating learning styles 4) Provides for student involvement in the learning process 5) Provides a class summary so students with similar learning styles can be grouped together. Everyone has a mix of learning styles. We each learn and process information in different ways. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are the styles fixed. The learning style of one may have more influence than he may realize. Using multiple learning styles and â€Å"multiple intelligences† for learning is a relatively new approach. Multiple Intelligences Theory posits that there are seven ways people understand in the world, described by Dr. Howard Earl Gardner in 1983 as seven core intelligences. It suggests that the traditional notion of intelligence, based on I. Q. testing, is far too limited. Instead, Dr. Gardner proposes seven different intelligences to account for a broader range of human potential in children and adults. Types Of Multiple Intelligence : Visual (spatial) intelligence – prefers using pictures, images, and spatial understanding. Aural (auditory-musical) intelligence – prefers using sound and music. Verbal (linguistic) intelligence – prefers using words, both in speech and writing. Physical (kinesthetic) intelligence – prefers using your body, hands and sense of touch. Logical (mathematical) intelligence – prefers using logic, reasoning and systems. Social (interpersonal) intelligence – prefers to learn in groups or with other people. Solitary (intrapersonal) intelligence – prefers to work alone and use self-study. According to Gardner, intelligence is much more than IQ because a high IQ in the absence of productivity does not equate to intelligence. In his definition, â€Å"Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture†. The visual (spatial) learning style – Picture Smart The visual style learners, prefer using images, pictures, colors, and maps to organize information and communicate with others to retain information. They can easily visualize objects, plans and outcomes in their mind’s eye. They also has a good spatial sense, which gives them a good sense of direction. They can easily find their way around using maps, and rarely get lost. When they walk out of an elevator, they instinctively know which way to turn. Learning strengths : =; Remembers what they read and write. ; Enjoys visual projects and presentations. =; Can remember diagrams, charts, maps well. =; Understands information best when they SEE it. Traits : =; Prefers to see words written down =; When something is being described, the visual learner also prefers to have a picture to view. =; Prefers a time-line or some other similar diagram to remember historical events. =; Prefers written instructions rather than verbal i nstructions. =; Observes all the physical elements in a classroom. =; Carefully organizes their learning materials. ; Enjoys decorating their learning areas. =; Prefers photographs and illustrations with printed content. =; Remembers and understands through the use of diagrams, charts and maps. =; Appreciates presentations using OHP transparencies or handouts. =; Studies materials by reading notes and organizing it in outline form =; Enjoys visual art activities The aural (auditory-musical-rhythmic) learning style – Music smart These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. They have a good sense of pitch and rhythm. They typically can sing, play a musical instrument, or identify the sounds of different instruments. Certain music invokes strong emotions. They notice the music playing in the background of movies, TV shows and other media. They often find themselves humming or tapping a song or jingle, or a theme or jingle pops into their head without prompting. Learning strengths: =; Remembers what they hear and say. =; Enjoys classroom and small-group discussion. =; Can remember oral instructions well. =; Understands information best when they HEAR it. Traits: =; Remembers what they say and what others say very well. =; Remembers best through verbal repetition and by saying things aloud. =; Prefers to discuss ideas they do not immediately understand. =; Remembers verbal instructions well. =; Enjoys the opportunities to present dramatically, including the use of music. =; Finds it difficult to work quietly for long periods of time. =; Easily distracted by noise, but also easily distracted by silence. =; Verbally expresses interest and enthusiasm. =; Enjoys class and group discussions. The physical (bodily-kinesthetic) learning style – Body smart Kinesthetic learners learn through , moving, doing and touching. If the physical style is more like them, it’s likely that they use their body and sense of touch to learn about the world around them. They would prefer to pull an engine apart and put it back together, rather than reading or looking at diagrams about how it works. They have the ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e. . ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information. Learning strengths: =; Remembers what they DO, what they experience with their hands or bodies (movement and touch). =; Enjoys using tools or lessons which involve active/practical participation. =; Can remember how to do things after they've done them once (motor memory). => Have good motor coordination. Traits => Remembers what they DO very well. => Remembers best through getting physically involved in whatever is being learnt. > Enjoys acting out a situation relevant to the study topic. => Enjoys making and creating. => Enjoys the opportunities to build and physically handle learning materials. => Will take notes to keep busy but will not often use them. => Enjoys using computers. => Physically expresses interest and enthusiasm by getting active and excited. => Has trouble staying still or in one place for a long time. => Enjoys hands-on activities. => Tends to want to fiddle with small objects while listening or working. => Tends to want to eat snacks while studying. The verbal (linguistic) learning style – Word Smart Linguistic learners find it easy to express themselves, both in writing and verbally. They love reading and writing. They like playing on the meaning or sound of words, such as in tongue twisters, rhymes, limericks and the like. They know the meaning of many words, and regularly make an effort to find the meaning of new words. They use the words, as well as phrases that the other person have picked up recently, when talking to others. The logical (mathematical) learning style – Logic Smart Logical learners like using their brain for logical and mathematical reasoning. They can recognize patterns easily, as well as connections between seemingly meaningless content. They can classify and group information to help so that they can learn or understand it. The logical learners work well with numbers and can perform complex calculations. They remember the basics of trigonometry and algebra, and can do moderately complex calculations in their head. They typically work through problems and issues in a systematic way, and like to create procedures for future use. They are happy setting numerical targets and budgets, and track their progress towards these. They like creating agendas, itineraries, and to-do lists, and typically number and rank them before putting them into action. These learners ask lots of questions and like to do experiments. The social (interpersonal) learning style – People smart If one has a strong social style, he communicates well with people, both verbally and non-verbally. People listen to these learners or come to them for advice, and they are sensitive to their motivations, feelings or moods. They listen well and understand other’s views and may enjoy mentoring or counseling others. The social learners typically prefer learning in groups or classes, or like to spend much one-on-one time with a teacher or an instructor. They heighten their learning by bouncing their thoughts off other people and listening to how they respond. They prefer to work through issues, ideas and problems with a group. They thoroughly enjoy working with a â€Å"clicking† or synergistic group of people. The people smart prefer to stay around after class and talk with others. They prefer social activities, rather than doing their own thing. They typically like games that involve other people, such as card games and board games. The same applies to team sports such as football or soccer, basketball, baseball, volleyball, baseball and hockey. These social learners are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation. They use both verbal (e. g. speaking) and non-verbal language (e. g. eye contact, body language) to open communication channels with others. The solitary (intrapersonal) learning style – Self Smart Solitary learners are more private, introspective and independent. They can concentrate well, focusing their thoughts and feelings on their current topic. They are aware of their own thinking, and may analyze the different ways they think and feel. They spend time on self-analysis, and often reflect on past events and the way they approached them. They take time to ponder and assess their own accomplishments or challenges. They keep a journal, diary or personal log to record their personal thoughts and events. The self smart like to spend time alone and have a personal hobby. They prefer traveling or holidaying in remote or places, away from crowds. They feel that they know themself and think independently. They may have attended self-development workshops, read self-help books or used other methods to develop a deeper understanding of themself. These solitary learners prefer to work on problems by retreating to somewhere quiet and working through possible solutions. They may sometimes spend too much time trying to solve a problem that they could more easily solve by talking to someone. They feel a deep sense of dissatisfaction if they don’t know their current direction in life. Inshort the self smart have the ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. As per the multiple intelligence theory these learning styles provide absolutely pivotal and inescapable indication as to people's preferred learning styles, as well as their behavioural and working styles, and their atural strengths. The types of intelligence that a person possesses (Gardner suggests most of us are strong in three types) indicates not only a persons capabilities, but also the manner or method in which they prefer to learn and develop their strengths – and also to develop their weaknesses. The pressure of possible failure and being forced to act and think unnaturally, have a significant negative influence on learning effectiveness. Happy relaxed people learn more readily than unhappy stressful people. Develop people through their strengths and we not only stimulate their development – we also make them happy (because everyone enjoys working in their strength areas) – and we also grow their confidence and lift their belief (because they see they are doing well, and they get told they are doing well too). Developing a person's strengths will increase their response to the learning experience, which helps them to develop their weaknesses as well as their strengths The different intelligences – in Gardner's context are not a measure or reflection of emotion type. Intelligences are emotionally neutral. No type of intelligence is in itself an expression of happiness or sadness; nor an expression of feeling good or bad. In the same way, the multiple intelligences are morally neutral too. No type of intelligence is intrinsically right or wrong. In other words intelligences are amoral, that is, neither moral nor immoral – irrespective of a person's blend of intelligences Intelligences are separate to the good or bad purposes to which people apply whatever intelligences they possess and use. Intelligences are not in themselves good or bad. People possess a set of intelligences – not just one type and level of intelligence. The primary driver of Gardner's thinking is the fact, or assertion, that intelligence is not a single scalable aspect of a person's style and capability. Historically, and amazingly a perception that still persists among many people and institutions and systems today, intelligence was/is thought to be measurable on a single scale: a person could be judged – supposedly – to have a high or low or average intelligence; or a person would be considered ‘intelligent or ‘unintelligent'. Gardener has demonstrated that this notion is ridiculous. Intelligence is a mixture of several abilities (Gardner explains seven intelligences, and alludes to others) that are all of great value in life. But nobody's good at them all. In life we need people who collectively are good at different things. A well-balanced world, and well-balanced organisations and teams, are necessarily comprised of people who possess different mixtures of intelligences. This gives the group a fuller collective capability than a group of identically able specialists. By the same token a person who struggles with language and numbers might easily be an excellent sportsman, or musician, or artist. Many very successful business-people were judged to be failures at school. They were of course judged according to a very narrow definition of what constitutes intelligence. Each one of us has a unique and different mix of intelligence types, and commonly the people with the least ‘conventional' intelligence actually possess enormous talent – often under-valued, unknown and under-developed. Gardner pointed out that managing people and organising a unique mixture of intelligence types is a hugely challenging affair. Gardner said that one should not judge and develop people (especially children, young people, and people at the beginnings of their careers) according to an arbitrary and narrow definition of intelligence. We must instead rediscover and promote the vast range of capabilities that have a value in life and organisations, and then set about valuing people for who they are, what they can be, and helping them to grow and fulfill their potential. The seven intelligences are a bloody good first step towards valuing and developing people in a more compassionate and constructive way. One of the most remarkable features of the theory of multiple intelligences is how it provides seven different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. The theory of multiple intelligences has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the pportunity to develop through courses, hobbies, or other programs of self-development. The seven intelligences are measurable, we know what they are, what they mean, and we can evidence or illustrate them. However the potential additional human capabilities, perceptions and attunements, are highly subjective and complex, and arguably contain many overlapping aspects. Criticisms: The theory has been widely criticized in the psycho logy and educational theory communities. The most common criticisms are, ? Gardner's theory is based on his own intuition rather than empirical data and that the intelligences are just other names for talents or personality types. ?Intellectual relativism: People have differing abilities within these types of intelligences. Albert Einstein and a person who is good at mathematics both display logical-mathematical intelligence, but at no point does the theory say that all people with the logical-mathematical intelligence are equally intelligent. Despite these criticisms, the theory has enjoyed a great deal of popularity amongst educators over the past twenty years. Multiple Intelligence theory served as a base for the development of the questionnaire on learning syles. The Questionnaire is divided into three parts namely, ‘Personal variables’, ‘Training programs’, and ‘Learning Styles’. Based on the details elicited an Inventory of learning styles is made. Deciding on the learning styles will provide for the proper development of the training content. This content when matched with the learning preference of the target it will contribute to the success of the training program. Furthermore tips for Trainers is also given. Learning styles are simply different approaches or ways of learning. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Through identifying the learning style, one will be able to capitalize on his strengths and improve the self-advocacy skills. The need to retrain during the career has increased over the past 20 years. As economies and job roles change faster and faster, the ability to learn well, adapt to change and stay mentally healthy has an increasing importance n the future employment & livelihood. Most employees have elements of more than one learning style. It may be useful for the employees to think about their strongest style and weakest style to identify how they learn. By thinking about their preferred style, they can try and apply this to learning new things. If they are able to use their natural style, they may find learning much easier and quicker. Knowing the learning style may help the employees to develop coping strategies to compensate for the weaknesses and capitalise on strengths. It can no longer be assumed that all employees will achieve by being taught the same way, and consequently new teaching practices are required. The interchange between tutee and tutor plays a vital role in the dynamics of a session. Because of this, it is very important that the tutor uses appropriate and varied tutoring techniques. BIBLIOGRAPHY BOOKS ?A. K. Sah, Systems Approach to Training and Development,Sultan Chand And Sons , Reprint 1992, pp 135-145. ?Ahwathappa. K. , Human Resource Management and personnel Management,Edition 2002,pp 408-421. Anthony Landale, Training and Development-A complete handbook, John Wiley & Sons Ltd, First edition-2004, pp 47,48,67-72. ?C. R. Kothari, Research Methodology ,New age International Publishers, Reprint edition 2006, pp 2 -3, 258-270. ?E. D. Setty, A Practical handbook on Training, Himalaya Publishing House,First edition-2003, pp 42-56,171-180. ?John Braton,Gold Human Resource Management, MacMillan, Edition 1994,pp 666-678. ?Martyn Soloman, A Handbook for Training Strategy, Mohit Publications, First edition-2001, pp 32-38. ?P. L. Rao, HRD Through in-house Training, TATA Mc. GrawHill, First edition-1995,pp 163-174. ?Sumathi Reddy, Training and Development Trends and experience, Himalaya publishing House, First edition-2003, pp 123-138. ?T. V. Rao, Readings in HRD, Mohit Publications, Fourth edition-2003, pp 142-149. ?Udai Pareek, Training Instrument in HRD and OD, New Age International Publishers, Second edition-2003,pp 351-354. ?Vijaya Kumari kaushik, S. R. Sharma, Education and Human Resource development, Sultan Chand and Sons, Reprint-2004,pp 284-297. ?Wendell L. French, Human resource development, Houghton Mittlin Company Boston, New Jersey, 1990, pp 326-331. JOURNALS Colleen Aalsburg Wiessner, Tim Hatcher, Diane Chapman, Julia Storberg-Walker,† Creating new learning at professional conferences: an innovative approach to conference learning, knowledge construction and programme evaluation†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 367 – 383. ?David McGuire, Thomas N. Garavan, David O'Donne ll,Sudhir K. Saha, Maria Cseh,â€Å"Managers' personal values as predictors of importance attached to training and development: a cross-country exploratory study†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 335 – 350 Steven Eric Krauss, Khaw Ai Guat , † An exploration of factors influencing workplace learning†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 417 – 426 ? Yahn-Shir Chen, Bao-Guang Chang, Chia-Chi Lee ,†The association between continuing professional education and financial performance of firms†, The International Journal of Human Resource Management, Volume 19, Issue 9 September 2008 , pages 1720 – 1737. WEBSITES ?MargaretC. Lohman,http://books. google. co. n/books? id=FueGlAOAM9IC&pg=PA118&lpg=PA118&dq=factors+affecting+learning+styles&source=bl&ots=FJHLBiCAdd&sig=PAggcKGlja0C1NN3YYZSo1sB_o8&hl=en&sa=X&oi=book_result&resnum=7&ct=result#PPA1 19,M1 ? Bethany R. Hartshorn, Dante R. Hill, and Dominique F. Keaton , http://www. learning -styles-online. com/inventory/ ? Colin P West and Tait D Shanafelt, http://www. dominican. edu/query/ncur /display_ncur . php? id=3159 ? French W. L , http://www3. interscience. wiley. com/journal/119534767 ? Paulet &

Gatsby Illustrates the 7 deadly sins Essay Example | Topics and Well Written Essays - 1750 words

Gatsby Illustrates the 7 deadly sins - Essay Example Old fears about the war were wearing off, and a materialistic new modernism was emerging, where money and social success were the key components of the so-called â€Å"American Dream†. The book’s narrator, Nick Carraway, who is perhaps the most virtuous of all the characters in the book, reveals his fascination with money at the start of the book when he thinks to himself: â€Å"I bought a dozen volumes on banking and credit and investment securities, and they stood on my shelf in red and gold like new money from the mint, promising to unfold shining secrets† (Fitzgerald, 1990, p. 10) At this point money is presented as something shining and good, full of promise for those who work to obtain it. The character Gatsby is presented also at first as a person to be admired, somewhat mysterious, but nevertheless an example that country boy Nick is keen to follow. In fact, however, Gatsby and his world lead Nick into contact with all seven of the deadly sins, and this p aper traces the journey down that slippery slope in the narrative of the novel. The seven deadly sins in the Christian tradition are named as pride, envy, wrath, sloth, avarice, gluttony and lust. In The Great Gatsby there is evidence of a great deal of pride in the way that Nick and his friends behave on a daily basis. In the character of Tom Buchanan the reader can see what this does to a person’s character: Tom is larger than life, very loud and overbearing, and lacking in any true kindness or concern for others. He is utterly selfish, and treats his wife Daisy with arrogance and insensitivity. Nick is not as bad as this but his whole circle of friends clearly move around the upper levels of New York Society, thinking themselves far superior to ordinary people. Gatsby himself is so proud of his wealth and position that he hides the fact that he was born of a poor family in North Dakota, and even changes his name from â€Å"Gatz† to â€Å"Gatsby.† They all dri ve expensive cars, and wear fashionable clothing to all the social events that they attend. Appearance is everything, and this is what attracts Nick at first to the glamorous Jay Gatsby. Nick is himself a wealthy man, and he thinks he has better taste than Gatsby, who is a very showy person, even to the point of being rather vulgar in terms of the way he dresses and the way his house is decorated. Nick envies Gatsby, however, because Gatsby possesses a certain allure and social cachet that Nick cannot hope to share. This persona that Gatsby presents is, however, entirely false. It comes from the young James Gatz’s envy of the rich and beautiful elites that he imagined himself destined to belong to: â€Å"The truth was that Jay Gatsby of West Egg, Long Island, sprang from his Platonic conception of himself. He was a son of God†¦Ã¢â‚¬  (Fitzgerald, 1990, p. 63). This inflated opinion of himself leads Gatsby to envy those who have been born into wealth. So it is that Nick envies Gatsby, and at the same time Gatsby envies Nick and his friends. Instead of being content with what and who they are, each wants what the other has. Wrath is an old fashioned word for anger, and it is seen in the novel particularly in the character of Tom Buchanan. When Gatsby puts on his Oxford airs and graces, Tom is angry and mocks Gatsby: â€Å"Oxford, New Mexico†

Heritage tourism - The city Bath Essay Example | Topics and Well Written Essays - 3250 words

Heritage tourism - The city Bath - Essay Example The increasing heritage tourism of the city of Bath is directly providing huge revenues to the UK tourism industry. However, the attention was given to the city of Bath after its recognition as a World Heritage Site. In the last few years, a major portion of budget has been allocated to the promotion of Bath City tourism industry, which has positively contributed to its tourism industry. This is also supported by the previous studies. The year 2009 is going to be an important year in the history of tourism industry of the UK because Government has brought various changes in its tourism policy. Although because of financial global crisis, the tourism industry of the UK has faced a decline however, it is expected that with new tourism strategy the situation would get better. Hence, the heritage tourism of the city of Bath and urban tourism of the other cities of the UK provide great opportunities to boost profits of UK tourism industry.

Hot L Baltimore - Who is your favourite character and why Essay

Hot L Baltimore - Who is your favourite character and why - Essay Example Immediately the audience can understand the occupation, age and character of the young minx. She has no name, only an age: nineteen. Wilson gives her a tender age and makes her a prostitute at the same time. Maybe this is to reveal to the audience the cruelty of our age. Yet, nameless she presides over the entire three-act play, helping in any way possible. The most predominant emotions in her, makes the play embrace her as she wins over the audience with her charm and care. One of the most individualistic qualities about the Girl is her inability to reach a conclusion on anything she states. She is confused and regularly keeps changing her name and personality. This can also be one of the most alluring aspects about her because with her nothing stays definite. She changes like a chameleon making those around her incapable of deciphering her personality. It is evident that despite being in a profession that should harden one against the world, Girl is still as emotional and positive as possible. She feels this constant obligation to assist wherever and whenever possible. Sometimes enough so that sometimes she causes irritation such as the moment when in her attempts to help Bill she frustrates him into moving out of the way and distributing the mail. This is not the only instant her care shows because as soon as she discovers the mail contains eviction notices she immediately refuses to distribute it, claiming her disassociation with anything so negative. The Girl is not just caring, she is also very curious. This factor might be because of her age but this does not explain her desire to know anything that catches her attention. She wants to know about the ghosts in hotels in great detail and insists on asking a continuous series of questions regarding ghosts, their habitat and activities. This attracts the audience towards her because it

DEEP Blue Essay Example | Topics and Well Written Essays - 750 words

DEEP Blue - Essay Example Until the 1870s numerous African-American immigrant workers as well as wanderers, who were mostly male, crossed the South. The unidentified bluesman that Handy portrayed most probably travelled from one plantation to the next across the Delta, with a guitar in search of work. This allegation of mobility widened the American scenery and extended the African-American practice; consequently, â€Å"setting the arena for the development of the country blues.† A lot can be learnt concerning the association between migration and formation of identity by evaluating the purpose of the blues, particularly Muddy Waters’ recordings. It took place in the turbulent period of changeover in the history of African-American. For the bluesman, Waters assembled the society, invoked up secure spaces between the strange urban landscapes, and helped those who accompanied him from the Delta in reorganizing their home, their past, and their personality (Palmer 72). His lyrics brightly dealt with the matters that tackled both the pre-migrant as well as post-migrant mind. According to Houston A. Baker, the blues â€Å"comprise a mixture that seems forever to have been in movement in America- for all time becoming, transforming, shaping, and dislocating the strange incidents of Africans in the fresh World.† Baker’s exclusive explanation entails then, that the blues tune that enclosed the Delta in the twentieth century indicated the African-American country experience even as the blues that cheered up Chicago’s South area after the migration indicated the African-American city experience. Jones backs this thought, asserting, â€Å"The most significant Negro music of any period will be a precise manifestation of who the Negro is. It will be a portrayal of the American Negro at that a given time.† A number of historians query the legality of the blues that drifted to the urban North.

Strategy Intent Essay Example | Topics and Well Written Essays - 1500 words

Strategy Intent - Essay Example The concept of â€Å"strategic intent† was propounded by Hamel and Prahalad in 1989, which produced rippled effect in the galleries of corporate and strategic management. The over ambition of companies to succeed in all departments of business made them obsessed with the concept of global leadership irrespective of their capabilities; Hamel and Prahalad had given a different name to this desire of corporations to lead worldwide as â€Å"strategic intent†. Different conglomerates phrased their strategic intent like Komatsu gave the title â€Å"Encircle Caterpillar†, Canon initiated â€Å"Beat Xerox†. All these titles show the strategic intent of the companies. Interesting thing perceived in the description of the term by Hamel and Prahalad is elaborating the concept through examples of such companies having a strategic intent. Another important element of the concept is that it is a continuous active management process by corporations with the intention and focus straight on the winning spirit by inspiring employees for attaining targets by communicating with them; it is creating the stimulus for emotional and intellectual exercise to prepare for the future. A comparison between the strategic architecture that Prahalad and Hamel (1990) have discussed in ‘The Core Competence of the Corporation’ with the strategic intent by Hamel and Prahalad (1989) becomes natural. The strategic architecture on the one hand adds new functionalities, new competencies, transformation in current competencies and restructuring of communication with customers while strategic intent is symbolic of the heart of the components of strategic management of corporations. It enlarges to meet the challenges within limited available resources and capabilities. For getting competitive advantage managers are trying different strategies and go to the extent of partnering with

Public Relation Campaigns as Key Constituent of Contingency Plan In Essay

Public Relation Campaigns as Key Constituent of Contingency Plan In Crisis Situation - Essay Example This essay stresses that Tylenol murder case was exemplary example of public relation that was used as tool for effectively managing crisis situation. The extensive media campaign in the post crisis phase enabled the company to recover its falling stock as well as the market credibility which had witnessed considerable damage in early crisis phase. The PR exercises in post crisis phase helped to promote tamperproof tablets and regain public trust. This paper makes a conclusion that crisis management and corporate communication have become increasingly important issues to cope with unexpected situations and respond timely to thwart long-term harm of any kind. Acknowledgement of the crisis per se becomes the key enabling element of crisis management that helps to develop appropriate strategy for minimizing the damage and expedite recovery. In the case of Tylenol tragedy, leadership initiative of the chairman of Johnson & Johnson and strategic PR exercises hugely contributed in overcoming the negative publicity and maintaining public trust. The crisis issues have cascading influence and can lead to considerable damage if not addressed early. Therefore they need to be addressed urgently; using effective communication that can convey firm’s stance and the measures that are taken to address the crisis. Johnson & Johnson’s crisis management was distinct in its creative public relation that had redefined corporate commun ication and its wider implications.

Describe the relationship between treaties and customary international Essay

Describe the relationship between treaties and customary international law - Essay Example On the other hand, treaties are deliberate agreements that create clear rights and/or obligations for the parties. Treaties are also referred to as convention, charter, protocol, covenant, pact, statute and concordat2. As far as customary international laws are concerned, peremptory norm (jus cogens) originate from principles of international/natural Law and surpasses all laws. Examples include those that govern international crimes such as slavery, mass evictions, torture, mass murders, aggression wars and criminal activities against humans. Peremptory norms and international customary laws cannot be interchanged. All peremptory norms become international customary laws after states adopt them. However, not all international customary laws are considered as class of jus cogens. States can move away from international customary law by creating treaties and laws, but peremptory norms are not derogable3. There are two elements that are crucial for formation of the CIL. These are the ge neral state practice behavior patterns and opinion juris, which is simply a legal expectation that certain point is appropriate. It is always a requirement that both elements coincide, as much as element two is the one that matters in practice. Opinio juris is gathered from the general legal expectations that are shared by humankind, and not some groups. It is worth noting that none of the two elements are subject to universal acceptance, yet CIL has a universal obligation for people and nations. Additional, no consents from nations is necessary but it seeks to align the international community. These features are reflected in various cases. In UK V. Norway Fishing case, UK suit Norway over its claims over exclusive fishing rights and control over expansive waters. The ICJ ruled that the claims by Norway were never in line with the international laws regarding water resources. In the Colombia v. Peru Assylum Case, ICJ made recognition of the Article 38 of the international court of justice statute comprising of general customs and local customs. Further stipulating that for customs to be proven they ought to have been uniformly and continuously executed. Countries that have an objection to international customary law may not submit to the laws unless deemed by peremptory norms. The ICJ statute recognizes the existence of international customary law enshrined in article 38(1)(b), which was incorporated by Article 92 of the UN charter4. Treaty and customary international law combine together for the benefit of general international law. Customary international law directly reflects state behavior and so it evolves naturally to meet the needs of the global society. Customary international law is flexible and it can be dynamic in nature. Customary international law rules may be unclear and they cannot be developed quickly. Treaties can clarify Customary International Law; for instance, the provisions of the VCLT codified CIL in this are of law. Treaties can develo p Customary International Law, for example, the provisions of the United Nation Convention on the Law of the Sea (1982) developed CIL rules relating to the Exclusive Economic Zone. Lastly, treaties can inspire new Customary International Law5. Although treaty and international customary law are regarded as different law sources, separating these two entities is not

Sarans Essays Essay Example for Free

Sarans Essays Essay The ancient ideal the Greeks in ancient times and education the tendency today job oriented education the drawbacks of specialization education for livelihood. The ancient ideal of education was that education should be for life and not for livelihood. Knowledge was regarded as an end in itself and not a means to an end. The ancient ideal of education was a liberal one. Students were required to make a study of a variety of subjects, so that they could make a comparative study and develop their judgement and critical faculty. Knowledge was looked upon as a valuable possession which one had to try to acquire with much trouble and difficulty. Ancient scholars thought nothing of travelling to distant, lands to drink at the fountain head of knowledge. They would seek learned teachers and become their willing disciples. The ancient Greeks held the view that education had to help a man to have a balanced and well-integrated personality. It had to help him to achieve harmony within his own being by attaining a balance of body, mind and spirit. It had also to help him to achieve harmony with his environment and his fellow human beings. Education for life is meant to make a man liberal, tolerant and broad minded in his outlook. The tendency today, however, is towards providing for a Business Education or an Education for Livelihood. Todays education is a job oriented education. As a result of this, many Business Colleges have sprung up which are supposed to train people for particular jobs. The knowledge imparted in these colleges is rather limited in scope. It is restricted to whatever is connected with a special profession or trade. Though specialization is supposed to lean to thoroughness and efficiency, it has its own drawback. The students who go in for a Business Education become narrow minded. They lack tolerance and the ability to understand anothers point of view. They study everything from the view point of usefulness and not for aesthetic pleasure. They may not be able to relax and enjoy a book for its own sake if it has no connection with their trade or profession. They may never be able to enter and enjoy the magic regions of art and literature. Education for livelihood does not encourage a student to think for himself and to develop his creative and critical faculties. As his field of study is very narrow, he does not have a chance to make a comparative study, to judge the merits and demerits of other subjects.

Mtvs 16 & Pregnant Glorifies Teen Pregnancy Essay Example for Free

Mtvs 16 Pregnant Glorifies Teen Pregnancy Essay According to the National Center for Health Statistics, 86 percent of mothers who give birth out-of-wedlock are teenagers. MTV’s show â€Å"16 Pregnant,† which has only been on air since June 2009, is already reflecting the rapid boom in teenage pregnancy across various cities in America. Since the early eighties MTV has been considered somewhat of a cultural phenomenon for American adolescents and its depiction of gender has a strong impact that continues to this day (Holtzman 2000). Created by Morgan J.  Freeman (director of teen shows Dawson’s Creek and Laguna Beach), the show â€Å"16 Pregnant† has been said to be guilty of exacerbating, normalizing and even glorifying teen pregnancy. Perhaps, it’s just reflecting a current social dilemma occurring amongst female youth. Each week a new episode revolves around a different girl struggling with the challenges of teenage pregnancy. The network presents these characters as â€Å"real†, plucked from the grips of reality, validated and â€Å"chosen† to represent some sort of normalized or otherwise glamorized middle-class identity of teenage motherhood. The show depicts women’s roles that are often typified to include traditional gendered norms of heterosexual relationships, marriage, motherhood and femininity. â€Å"16 Pregnant† serves as a platform to broadcast what is seen as a stereotypical American culture that is now engulfing teen girls everywhere. The social identities MTV presents reinforces those of traditional female roles and gender norms and attempts to establish a new model for pregnant teens in a modern age. Just by airing the show, MTV is assimilating new ideas of teen pregnancy into American society. Historically, there has always been some sort of unspoken Christian tradition that has governed American women’s birth rights; that one should not get pregnant out-of-wedlock. Today, however, teenage pregnancy is so rampant that families are forced to deal with the situation in a positive manner, often honoring the decision the child has made in regards to keeping and raising the newborn child (Gallagher 2009). In a 2004 survey, the Parents Television Council reported that MTV is the most watched program for those between the ages of 12 and 19. Studies showed watching MTV created a more liberal attitude toward pre-martial sex. Teenagers who watch MTV receive messages about sex that are likely to sway their own behavior. MTV is shaping the identity of the â€Å"teenage mom,† a pregnant 16 year old high school student whose uncertainty about motherhood is due to the fact that she views her pregnancy as the consequence of a selfish action that was ultimately unavoidable. 16 Pregnant† normalizes sexual behavior that eventually forces teenage girls into the traditional gender role of the â€Å"grieving mother†, one who is forced to take care of a baby while struggling to support herself (Schmidt 2009). The first episode of â€Å"16 Pregnant† takes place in Chattanooga, Tennessee and documents the life of Maci who gets pregnant by her first boyfriend, Ryan. For Maci, adoption and abortion were never an option, she figured she made the decision to have unprotected sex so now she must deal with the consequences. At one point during an argument in the show, Ryan yells out, â€Å"If we didn‘t have a kid, we wouldn’t be together,† and it’s clear from watching the that the two are still just teens. Maci struggles to take care of her newborn child, who, once born, requires constant attention and deals with the turmoil of trying to get Ryan involved in the relationship of fatherhood. The â€Å"teen mom† is now a stable identity offered up on the MTV network to heterosexual female youth; a child who is forced to mature and deal with adult realities as an accepted way of life. The show is sending a message that it is normal for teenage girls to deal with such serious issues as: birth control, adoption, abortion, marriage, and finances, further cementing these issues into the female identity at a young age. Maci symbolizes that it is now acceptable for a sixteen year old girl to be a dedicated mother in America. Episode two introduces Farrah, a cheerleader from Council Bluffs, Iowa who juggles school, work and cheer practice. Her life becomes a lot more complicated when she finds out she is pregnant. Farrah’s best friend turns on her spreading nasty rumors, forcing Farrah to finish school online. Farrahs ex-boyfriend, also the babys father, begins to harass her after he finds out she is pregnant which leads her to change her number. â€Å"I would have never lost my virginity to someone I believed would treat me like this,† Farrah exclaims about her ex-boyfriend. Farrah struggles with single motherhood and has to deal with a judgmental parent who looks down upon her decisions. Episode two again reinforces traditional American cultural eliefs of female gender roles by portraying the woman as the single mother, ultimately responsible for the child, showing the girl dealing with emotional problems while trying to hold the family together, tasks and situations often associated with femininity. These images become engrained on a young viewers minds and being sixteen and pregnant becomes just another fad for young girls to consider. â€Å"MTV has a long history of reflecting the lives of our viewers with compelling reality stories, says Tony DiSanto, MTVs president of programming. The program’s featured girls come from rural Mid-Western or Southern states, usually from small, working-class towns, in attempt to appeal to teenage girls of the same background. The implicit message at the center of the series’ class prejudice implies that working-class girls from middle America, should opt to have a child because it’s as good a road to character development as working on the high school yearbook (Bellafante 2009). The show reinforces the stereotype that a woman is at least a good mother, if not anything else and displaces the identity of â€Å"teen mom† onto middle American teenage girls. 16 and Pregnant† seems to, above all, incite viewers to working-class voyeurism, given how many cliches of lower-income American life are exploited. It could be possible that other MTV shows, are themselves, responsible for increases in teenage pregnancy. Shows such as â€Å"The Hills† and â€Å"The Real World† both portray the loose sexual morals of a younger generation, which eventually leads to an adoption of those ideals from the show’s younger viewers. Researchers at the Rand Corp. say they have documented for the first time how such exposure to sexual content on TV can influence teen pregnancy rates. They found that teens exposed to the most sexual content on TV are twice as likely as teens watching less of this material to become pregnant before they reach age twenty. This means that if teenagers think having sex is the â€Å"norm† they will continue to engage in it. â€Å"The relationship between exposure of this kind of content on TV and the risk of later pregnancy is fairly strong, says Anita Chandra, a behavioral scientist. â€Å"Even if it were diminished by other contributing factors, the association still holds† (Bellafante 2009). So, is it in fact MTV who is esponsible for the abundance of pregnant teens it is helping to exploit? One thing for sure is that such a program like â€Å"16 Pregnant† is endorsing and sanctioning teenage girls as hyper-sexed individuals. So, why does a television show have such an immense impact on the female identity? Sociologist Chris Barker’s study of British Asian girls’ television viewing practices in the U. K. suggest that soap operas provide young women with resources to discuss issues that may not be sanctioned within some of the religious and cultural spaces they inhabit (NK 2008). Nayak and Kehily, authors of Gender Youth Culture (2008), would argue that this theory could be applied to teenage girls and reality television shows in the U. S. By watching these shows the conceptualization of â€Å"appropriate femininities† are derived. These shows allow young girls to make moral and ethical judgments about what they see and refashion gender values to suit their own identities (NK 2008). The girls in â€Å"16 Pregnant† largely conform to the values of normative femininity in their search for romance, marriage, and long term happiness with a male partner In the end, MTV is glamorizing the life of a teen mother and cementing its identity in a society where sex at a younger and younger age is already becoming the norm. â€Å"16 Pregnant† is perpetuating the normalization of traditional gender roles by portraying young girls who have already been forced to take on such general notions of femininity and female identity. The young, unwed mom has now become a new identity for young girls to aspire to. Popular culture and the ways in which it is consumed forms a key site for the learning of gender identities, and MTV is the designated teacher.

Gender Issues in the Workplace

Gender Issues in the Workplace Introduction This paper seeks to define what is meant by gender issues in the workplace in relation to underlying tensions, indirect prejudice and unfair practices which often are perceived but continue without full recognition or sufficient direct management of the problem. It proposes to question pre conceived notions of success based on qualities such as ability and skill and rather seeks to uncover the more tacit business environment; known but never fully appreciated in relation to career advancement and company progression. A number of conflicting theories proposed by both feminist scholars and male business analysts exist on this subject which makes it both a complicated and contentious discussion. It is also one that can justify the way in which workplace failings and successes can be interpreted from a number of angles where gender bias is concerned; politically, psychologically, socially and academically. Typically gender inequality is a much deeper perception involving social hierarchys and preconceived notions of what men and women are capable of in terms of leadership and management. It is important to distinguish what is traditionally meant by advantage and disadvantage in an organizational setting and in the context of gender. Some examples might include; an employer may not hire, promote or wrongfully terminate an employee based on his or her gender, or that an employers pay is unequally based on gender, some employers show discrimination towards pregnant female workers, female employees are passed over for promotion in favour of more junior, less-qualified male co-workers. (Sahu, 2009) However looking at discrimination in its broader sense there is a widely held argument that as white and male it is easy to become invisible in society; to go unacknowledged and unrecognized, but once visible as a consequence of being labeled as say black, homosexual, a woman†¦individuals ca n adopt a greater empowerment just by being different (Robinson, 2000, Phelan, 2008, Haraway, 1999) In 1994 a popular American journal, Business Week published an article which stipulated; White, male and worried: White men still dominate corporate America. But in companies with aggressive diversity programs they are beginning to feel angry and resentful. What should companies do? (Burke and Black, 1997: 933-942) From such theorizing it is possible to engage with the notion that perhaps by being ‘invisible this can perpetuate both political and social exclusion. World Modern History since the 1960s has witnessed the rise of Civil Rights, womens liberation, gay liberation and a more growing acceptance of diversity has resulted in the decentralization of the white male (Robinson,2000 :2) and a culmination of all these things could be attributed to a crisis in masculinity of sorts. In contrast Virginia Schein et al propose that men and women do not lead or manage any differently in the work environment, but that they are perceived in different ways and that effectiveness as a male in a leadership role is something which is automatically attributed to them. Whereas women who exhibit the same behaviours as men are not judged as being as authoritative or having the same skills, because this is what we traditionally perceive inherently about men and women. (Sinclair, 2005:25) And just as peopl e can make themselves invisible in the work environment, so too can they make themselves visible. Being ‘visible represents a tangible ‘surface state, one in which someone can be seen to be visibly being excluded or different. At a deeper more conceptual level then there is a power to become ‘invisible, often as a consequence of trying to attain the male norm. (Simpson and Lewis, 2005:1253-1275) Caution however must be exacted when considering these theories which could also be used as a means to essentially make excuses for racist or prejudice practices in the workplace. (Pierce, 2003:53-70) Other theorists of invisibility consider this to be a covert way of preventing either women or black co-workers to progress. That the ‘backlash felt by white male men is actually a means to subjugate ‘minorities in the work place even further. Scholars such as Nicholson conform to theories such as the Patriarchal culture which is instilled in men and women through a process of socialization from a very early age. For example that men are better than women in sport, or that men make better surgeons etc. (Nicolson, 1996:108) There is a definite counter-argument where some previous traditional theories of invisibility have evolved. For example some research determines that men have become to think of themselves as being without gender, largely because they are oblivious to, or choose to ignore that invisibility generates inequality. Thus the invisibility of gender experienced by men generates the inequalities that are constrained by gender. That essentially many men are in possession; for whatever reason, of a number of structural privileges and power within the organizations that they work in and that by confronting their participation in maintaining inequality between themselves and women, that they should take responsibility for liberating themselves rather than blaming their problems on women. (McKay, 1997:11) Many men continue to disregard the notion of male privilege creating an invisibility of the problem itself. The more this invisibility is encouraged the more gender problems will continue to esc alate. (Johnson, 2005:157) Basically there is a strong argument to suggest the very fact that men in the workplace are perpetuating patriarchy and gender inequality, is because they are in denial of it and therefore the problem itself becomes invisible. Issues remain across all ‘minority workplace discriminations. Barriers continue to exist despite western laws on equal opportunities and fair working practices. Essentially there should be no barriers to succeeding. And yet for black, disabled, gay, women or other traditionally marginalized workers there continues to be a significant problem where acquiring progressive job positions exists, indicating that there are a number of unseen issues and opinions being made below the surface and continue to remain invisible. (Hesse-Biber and Carter, 2005:75-78) A recent research study of female engineers in the work environment was conducted in an attempt to illuminate this complex ‘in/visibility paradox. The women engineers could be seen to be at once both ‘visible as women but ‘invisible as engineers. This contradiction then adds yet another element to the discussion, but also helps to explain why it is difficult to retain women in engineering roles. Their ‘invisibility as engineers can be attributed to the fact that they require considerable effort to be taken seriously in this particular job, thus undermining their overall confidence. As ‘visible women they face enormous contradictory pressures to ‘become one of the lads, whilst maintaining their femininity and these in/visibility dynamics get taken for granted at the same time as building a cumulative and problematic outcome, not least because they are subtle and taken for granted. (Faulkner, 2009:169-189) Similarly another recent relevant journal article relays the findings of a small-scale project which involved a study of men who moved over into what has traditionally been considered ‘womens work. One immediate outcome apparent in all ten men was experiencing the challenges of feeling emasculated and having their masculinity queried in a number of ways and in a variety of situations. The way in which the men managed these challenges is particularly interesting as they all attempted to maintain their masculinity and their traditional persona associated with masculinity by distancing themselves from their female co-workers. (Cross and Bagilhole, 2002:204-226) Thus potentially making themselves ‘invisible to the situation. This provides some further interesting light on the notion of visibility and invisibility in organizational structures. That men resolutely continue to re-enforce their gender and identity regardless of whether it is challenged or not, but in such a way that they make themselves invisible in the process. Might this then suggest that men will go to any lengths to maintain their dominant gender, even when they are performing those roles traditionally considered ‘womens work? Whilst it may also represent juxtaposition for the behaviour of women, often criticized in the work place for their defensiveness or ruthless behaviour. Perhaps women in turn are masking their femininity in a bid to be taken seriously or remain ‘invisible as they feel threatened by the challenges men pose. Conclusion What can be concluded from this complicated analysis is that it still remains difficult to determine whether invisibility exists, or whether it is a means of simply not seeing or acknowledging gender differentiation. Are male workers unaware of the fact that they are inherently patriarchal, or is it women who continue to see them in this way as they traditionally remain challenged and psychologically subjugated by their male co-workers? This might then suggest that there is no real suppression of gender taking place in organizations, but rather most women and men are defensive about their jobs and careers. This is a highly problematic area that continues to demand further research and a ‘rethinking of gender stereotypes for both management and workers generally. (Mavin et al, 2004:293-303) What is apparent from this study is the degree with which both men and women ‘play out their insecurities whilst both hiding and exposing elements of visibility and invisibility depending on the circumstances. Invisibility, as has also been outlined in this document poses a much wider conceptual problem. The problem of barriers that exist not just with individuals but with whole organizations, those that choose to promote the types of people they consider suitable to the organization itself and therefore creating their own invisible discriminatory practices. A complex system of psychological interactions can impact on the way in which people generally make themselves visible or invisible within an organization. There are many contributing factors, some of which have been explored throughout this document and many of which require considerable future research. It is clear that gender based priviledge exists. This is a reality in terms of the statistics which reflect the number of men in positions of power in contrast with the often lower salaried lesser roles adopted by women. But as to whether who is putting who at a disadvantage may be dependent on a whole series of contributory factors such as the culture and size of the organization itself, the way in which the individuals working in that organisation have been socialized and what values and expectations they have been encouraged to appreciate from birth. Bibliography Burke, R, J, Black, S (1997) Save the Males: Backlash in Organisations, Journal of Business Ethics, Volume 16 Cross, S. and Bagilhole, B. (2002) Girls Jobs for the Boys? Men, Masculinity and Non-Traditional Occupations, Gender Work and Organization, Volume 9, Issue 2 Faulkner (2009) Doing gender in engineering workplace cultures. II. Gender in/authority and the in/visibility paradox, Engineering Studies, Volume 1, Issue 3 Haraway, D (1999) Gender, Race and nature in the World of Modern science: Routledge and Kegan Paul Hesse-Biber, S, N, Carter, G, L (2005) Working Women in America: Oxford University Press. Johnson, A, G (2005) The Gender Knot: unraveling our patriarchal legacy: Temple University Press Lewis and Simpson, (2010) Revealing and Concealing Gender: Visibility in Gender and Organization Research: Palgrave Macmillan Mavin, S, Bryans, P, Waring, T (2004) Gender on the agenda 2: unlearning gender blindness in management education, Women in management Review, Volume 19, Issue 6 McKay (1997) Managing gender: affirmative action and organizational power in Australian, Canadian and New Zealand Sport: SUNY Press Nicolson, (1996) Gender, power and organization: a psychological perspective: Routledge Phelan, P (1993) Unmarked: The Politics of Performance: Routledge Pierce, J.L. (2003) Racing for Innocence: Whiteness, Corporate Culture and the Backlash Against Affirmative Action, Qualitative Sociology, Volume 26, Issue 1 Robinson, S. (2000) Introduction: Visibility, Crisis and the Wounded White Male Body in Marked Men: White Masculinity in Crisis: Columbia University Press Sahu, R, K (2009) Gender Discrimination in the Work Place, Internet article available from: http://www.scribd.com/doc/22571816/Gender-Discrimination-in-Work-Place, date accessed, 13/01/10 Simpson, R. and Lewis, P. (2005) An investigation of silence and a scrutiny of transparency: Re-examining gender in organization literature through the Concepts of Voice and Visibility, Human Relations, Volume 58, Issue 10 Sinclair, A (2005) Doing leadership differently; gender, power and sexuality in a changing business culture: Melbourne University Press