Thomas Nagel’s: The Absurdity of Life

In this term paper, I will discuss about life, death and the absurdity of life, by showing the different methods of this term paper which are the following the synthesis, analysis, critique and the last one is the conclusion. Personally, I admit that the book of Thomas Nagel entitled â€Å"The view from nowhere† as my one reference, is so difficult to comprehend and I think, this reference or book is not fit for the first timer who takes the philosophy course. But rather, I think it is intended only for those experts’s in philosophy course, who can easily understand the chapters in the book.However, in spite of that difficulty that I have been experienced, what I did was to go beyond my best with pressing mind just to give some insights of that book and of course, so that the readers will give some intention to read this works. However, when I did this term paper, I always kept on thinking that this difficulty, is part of my training, even though it gives my mind so pai nful but I never stop to work on it, just for that difficulties. Even though, the book implies a very analytic approach.Indeed, I’m happy to say that the book teaches my mind to think beyond this world and it gives me some techniques to expand my mind and more so to acknowledge my topic which is the absurdity of life. Honestly, I haven’t finished reading the book but I think if I’m going to continue reading the book, although every chapter have a connection and has difference interpretation, it would makes my mind more complex to dissect the different insights of every chapters. I read only the last chapter of the book which focuses more about life.Because I think, it would make me interesting to discuss about life, because some people or majority are now have this kind of fear to face life and to face death. So, in this term paper, I also dedicate my work to those people who are struggling about the different phobia in life. Thus, I heard some voices that would say that the book is an interesting book. But, I deny there words and I did not affirm yet. In the sense, that it’s very hard to understand the different connections in every chapter. In the other sense, I have also this feeling to affirm on what they said, in the sense that it gives us enlightenment and wider mind.Thomas Nagel as contemporary philosopher wanted to break the vicious circle regarding many possibilities that would happen in life and even in death. Yes, possibility would positively happen in our life but as my suggestion, we will minimize the fear in life in all that we experience because we know that â€Å"The one† guides us in every steps of our journey. I. Synthesis: Life is like the â€Å"analogy of the spider†1 where directly appeared in the urinal of the men’s room who have a unique attitude of existence.It keeps on moving until it finds a comfortable and secure place to continue feeding any tiny attractive insects. So, from this anal ogy I think the spider has two standpoints here by looking at life. These two standpoints here are the characteristics in life which are synthetic and analytic. It is somehow called as the passivity of life in looking to the physical world because it seems that it keeps on moving to find the infinite satisfaction but as human being can’t satisfy. Thomas Nagel presented life as instances, while explaining the metaphysical life.However, as I could see Nagel somehow used also the anthropological explanation about life. As what I understood the book of Nagel that life is the center in the universe. It simply means that if we negate to recognize life, the universe also affected and experience negation because universe is composed of bodily life, which every living organism seems to experience existence. As Blondel said, that we should recognized our responsibility or duty to live life. It means that life would undergo a certain process to go back to the origin.In other words, it h as certain path of reflexive to think what should life to be. There is a movement in life which seems to be the prime mover in controlling the condition of the world. Thus, dissatisfaction in life is unavoidable but as human being, we keep on desiring more and more and we think that all what we desire can achieve it. As Maurice Blondel would say â€Å"never stop† continue to seek what is in life. As Blondel said â€Å"it can be less perfect but it cannot be perfect as we seek life. This means that we can achieve what should life to be but not totally.As human being, we have life and we try rendering life by moving self to attain the very meaning of life. However, we should not forget to go beyond the contradiction of freedom is infinite reality as Blondel said. We should act life according to our norm, rendering ourselves into action in sacrifices that undergo a hectic process to attain the very meaning of life. Thomas Nagel, emphasis life in general. Including the life of t he animals, and as we can see the different animals, keeps also in finding the space in this world wherein they were capable to survive whatever challenge that would give to nature.Like for example the life of a turtle that is not incapable of living in the limited water, so the turtle would be transfer near in the abundant water areas such as in fishpond, near in the posits where the water keep on flowing towards the certain area where the turtle is capable to live. However, it doesn’t matter like this situation but there is a slight the same standpoints. Indeed, Thomas Nagel presented life as instances or in the word accidental and still a mystery. A mystery which is cannot be solved in a logical way. Thus, life for me has something to negate the objectivity and it is necessary in life, as Thomas Aquinas would say.If we try to looks at the case of life in our time, we possible know the flow of life; it has been a structure to make. However, we annunciated to someone by just comparing our existence to other self. LIFE: â€Å"The point of objectivity with respect to value runs the risk of having value behind altogether. We may reach a standpoint so removed from the perspective of human life that all we can do is to observe: nothing seems to have a value of the kind it appears to have from inside and all we can see is human desires, human striving – human valuing as an activity or condition†2As far as I understand from this footnote, it seems that it aims to negate the human life so that we could somehow focus only on the objectivity as basis to look at life giving distance to evaluate life beyond the value of life itself. It is just like to deny the essence of life and then transcend in objective way, so that we can evaluate life by observing the condition of the world. â€Å"The uneasy relation between inner and outer perspectives, neither of which we can escape, makes it hard to maintain a coherent attitude toward the fact that we exist , toward the meaning or point our lives†3 4Yes, since we exist in a mystery or accidental way by means of our parents. We cannot detached the coherent attitudes of life because of the fact that we are imperfect being that have the access to look at the physical world as full of dissatisfaction and as well as looking the content of the world objectively. In other hand, by doing such different functions in our existence, we can slowly know the identity of what should life to be. â€Å"The same person who is subjectively submitted without destroying it – leaving him divided.And objection self, noticing that it is personally identical with the object of its detachment, comes to feel trapped in this particular life – detached but unable to disengage and dragged along by a subjective seriousness it can’t even attempt to rid of† It means that Thomas Nagel from this passages life reduced from universal to particular which the individual life. We have indivi dual insights by looking at life. That there is something things that we not yet to know in each individual, that is why Nagel reduce the objective self.However, it is like this if we try to compare our self to other personally, it seems that there is something that makes us human being different and yet we cannot grasp at it easily, as if we are passive to grasp it. As if, it is known to us but we cannot hold it and that makes everyone unique. It is just like comparing the two people and then eliminates the thing makes different. â€Å"No doubt many who have experienced the discomfort of objective detachment from themselves simply forget about it and live inside the world as if there were no external view†5It means that sometimes as we continue to live in the world, we sometimes forget the basis in life to go back the objective detachment and we simply live our life miserable without seeing the external world, as if we are in blind fold to see the external world. Thomas Nage l emphases that we should not forget what govern life to find the very essence of it by looking the flow of life itself. â€Å"The wish to live so far as possible in full recognition that one’s position in the universe is not central has anelement of the religious impulse about it, or at least an on acknowledges and includes it can be fruitful, even if complete integration inevitably eludes us†6 We cannot deny the fact that most human being searched life through religious impulse or spiritual aspects. Because, some would think in the sense that it can somehow find the authentic answer of life, on what life should be. Even though, some people believe in different doctrines it is necessary to them to worship because they believe that by means of worshiping to something, it can trigger to answer stands of life.I believe that many did this way as contemplation to transcend there self to find the answer of life. â€Å"The external standpoint and the contemplation of death lead to loss of equilibrium in life. Most of us have felt a constant undertow of absurdity in the projects and ambitions that give our lives their forward drive†7 Life is like a substance it has the capacity to transcend in every moment, and it has mind that keeps on thinking in advance on what will happened about natural phenomenon of life basing to the objective reality.It is somehow like putting life into distance and fronting with the external standpoint in able to destroy the objective reality. However, it is always keep on contemplating to transcend life itself looking to others which also keep on wondering that is why the external would allow breaking life into death. If we look the very context of life, it seems that if we could look closely the phenomenon beyond life, there is something would appear that life is like cycle. If there is life, there is also the time of death, which is call as the natural phenomenon of life?So, we could not confiscate life because life i s only cooperating according to existence. I addition , if put life in the particular box and then life would able to get out from that certain box, the life would separate from the external reality and it would create a phenomenon which is in negative side which is death. â€Å"The real me is not merely part of my world. The person who I am is a contingent on me, I depend for my existence on TN, and TN depends on the world and is inessential to it.This is another of the discomforts of being someone in particular; my world depends for its existence on his birth, even though he also appears in it as a character. It is eerie to see oneself and one’s entire world in this way as a natural product†. 8 Thomas from this footnote refers his life according to TN which remind him the being ness of his self in particular. It means that without TN as body, the self which represent as I of Thomas Nagel cannot exist anymore in particular.In addition, there should be something body w hich can represent the whole life of Thomas Nagel which can recognize regarding his existence where he depend on it. In other words, If we elaborate the whole point, I which is TN represents as the one who is doing the action and it would combine the self so that we can see the being ness of Thomas Nagel. MEANING: â€Å"In seeing ourselves from outside we find it difficult to take our lives seriously. This loss of conviction, and attempt to regain it, is the problem of meaning of life†. 9So, Thomas Nagel stated that if we look at life outside vision, we could see the self has a genuine problem. Because, if we put self outside reality it has lots of possibility to be consider and it has potential to not attain the meaning of life. This problem is quite difficult to reconcile. In this problem, I will give this my answer, regarding this one by exposing my analysis at successive parts of the term paper. â€Å"The capacity for transcendence brings with it a liability to alienatio n, and the wish to escape this condition and to find a larger meaning can lead to even greater absurdity.Yet we can’t abandon the external standpoint because it is our own. †10 Transcendence is a factor to attain knowledge, but in this case it’s quite different. Thus, if we keep on transcending her, the life would become absurd it is. We can somehow arrived into absurdity and its very depressing point that the life would arrived into negation. Because if try to put life in the external reality we can somehow see the concrete issue of life to be absurd. Although, we have been sets the different aim in living our existence. In fact, in this footnotes, we could not say that life can attain the meaning of life.Moreover, if keep on transcending ourselves externally, we can not say in the first place that life has a reason to be exists because life in the first place it’s a mystery and aside from that it’s full of negation of permeated by neurotic obsessi on. â€Å"The real problem is with external point of view, which cannot remain a mere spectator once the self has expanded to accommodate it. It has to join in with the rest and lead this life from which it is disengaged. As a result the person becomes in significant part detached from what he is doing†. 11This is just a problem of self from external reality, when it is on the way to expand in leading life into disengaged which can detached from the I, which is the one doing such action. However, this is remaining a problem of self, in putting self into external reality. Once, it is reconcile already, it will give us such conclusion about what should the possibility of life to be. It is absurd or it is life a meaning. This is the clue of this paper, to dissect the essence of life. â€Å"The internal view resist to reduction to a subject interpretation of its contents which the external view tries to force on it.But this puts the objective standpoint in conflict with itself. Finding my objectively insignificant, I am nevertheless unable to extricate myself from an unqualified commitment to it – to my aspirations and ambitions, my wishes for fulfillment, recognition, and understanding, and so forth. The sense of absurd is the result of this juxtaposition†. 12 The fact that the self govern from external reality, the self would return into passivity which can test the objectivity to create a conflict and the internal reality would reduce to particular self.The standpoints of objectivity will calculate the particular object. â€Å"The loss of self in the individual sense is thought to require by the revelations of an impersonal view, which takes precedence over the view from here. And apparently it is possible for some individuals to achieve this withering away of the ego, so that personal life continues only as a vehicle for the transcendent self, not as an end itself†. 13 The particular individuals can achieve the ego of others, if the ego or the â€Å"I† will sensitive on counteracting the possibility of transcendence.Moreover, transcendence is the factor to recall all the past experience of the particular self. But, it will cause also the conflict in the part of transcendence, if the Ego will not aware of the external reality. So, that would that the self should be careful of transcending while looking the self to the external or outside reality because as Thomas Nagel said that it will the possible can that the life will absurd and he agreed about that thought. â€Å"I would rather lead absurd life engaged in the particular than a seamless transcendental life immersed in the universal†. 14As what I understood from this passage from the book, it seems that Thomas Nagel would rather like to project his vision of life in the particular subjective standpoints than to project life in the universal objective reality. Here, we can see the important of particular subjectivity and we can also find here th e deduction point of view about life, wherein life reduces from universal to particular subjectivity. I would rather to affirm the point of Thomas Nagel that life should be in the particular stands so that it will become easy to us to eliminate the habitual weakness in life which are the failures.â€Å"Objectivity is not content to remain a servant of the individual perspective and its values. It has a life of its own inspiration for transcendence that will not be quieted in response to the call to reassume our true identity. This shows itself not only in the permanent disaffection from individual life that is the sense of the absurd†. 15 The objectivity has a life, as what Thomas Nagel clarifies from this passage, in which can drives the whole rule of transcendence. So, objectivity is not the things subject can be independent itself. It is a matter of looking at the particular subjective reality.â€Å"The external standpoint plays an important positive role in human motivat ion as well as a negative one, and the two cannot separate. Both depend on the independence of the external view and the pressure it puts us under to bring it into our lives. The sense of the absurd is just a perception of the limits of this effort; reached when we ascend higher on the transcendental ladder than a mere human individuality can follow, even with the help of considerable readjustment†. 16 It means that if our life climb to objectivity and yet it will not successfully fulfill to complete, the will arrived to absurdity.In this passage, it seems that we can find two movements here of life. To go up to objectivity and to retreat from the objectivity to go down, return to particular subjective being and yet this would be the primary cause of absurd life. Thomas Nagel agreed with this kind of thought and he presented that the subject not the complete in objectivity, it would full to go down and then, he said that this is the origin of the absurdity in life. In addition , we transcend objectively and yet we fail to reach the completeness of our transcendence and the possible life to do is to go back into particular.This is the reason why our life will absurd and Thomas Nagel defended on this argument, in saying partially that life will absurd through this instances. We can copy this argument by citing again the analogy of certain spider which chain in the men’s urinal room. So, if we try to trace back the analogy of the spider, it seems we can find the same cases to what Thomas Nagel saying about the absurdity of life. So, in the case of the spider, since the spider is in chain for almost ten years and the only thing that the spider can do is to keep climbing the wall up and down in any moment.The same also about the reason why our life will be absurd according Thomas Nagel. This point will be included in the part of my critique. â€Å"Finally, there is an attitude which cuts through the opposition between transcendent universality and paro chial self – absorption and that is the attitude of nonegocentric respect for the particular†. 17 As what my analogy would explain this passage that there is something an impulse of cutting the universal and particular which can be the cause of life to be absurd.However, from this instance in times of cutting both universal and particular, it would try to say that the subject or the individual self can be the attitude of nonegocentric of the particular subjectivity. DEATH: â€Å"Particular things can have a noncompetitive completeness which is transparent to all aspects to all aspects of the self. This also helps explain why the experience of great beauty tends to unify the self: the object engages us immediately and totally in a way that makes distinctions among points of view of irrelevant†.18 It seems that particular can freely stand transparently to all aspects of self with no competitions to objective reality. The particular here also has its own unifying id entity which cultivate by any subject. Most of us can deal about personal self without consulting to the other self and it is an overview of the independent of particular to stand alone and looking only in future by using present individual self. This is formally called as unifying idea of the particular which is the principle of particular itself.However, this could not suppose that this is only the attitudes or characteristic of particular, which is to unify the principle itself, as a basis in looking to other reality. But rather, the particular has also consists of several transparent characteristics to set as guidelines to eliminate the completeness of the objectivity. â€Å"Our constitutional self – absorption together with our capacity to recognize its excessiveness make us irreducibly absurd even if we achieve a measure of subjective-objective integration by bringing the two standpoints closer together.The gap is too wide to be closed entirely, for anyone who is fully human†. 19 From this footnote, Thomas Nagel put self as having limitation to integrate other subject which irreducible to reach the point of absurdity of life in each subject-objective by bringing the two standpoints, in which the two points have a connection to limit the movement of self to other self which can possible, made the absurdity of human life. This is still the problem here, even if life will organized other subject which also had life.So, the capacity of self here is quite limited, in short self has limited territory to move. Unlike, the part objectivity, it us has universal movement which means the objectivity has the unlimited to move anytime. â€Å"We are so accustomed to the parallel progress of subjective and objective time that there is some that there is some shock in the realization that the world will go calmly on without me after I disappear. It is the ultimate form of abandonment†.20 It simply means that if the self will experienced in track of death, the objective time will not stop to function but it will spontaneously working to keep on transcending and transcending, even if all existence will in that track of death. The objective still continues to exist and do the function to the world. â€Å"In our objective conception of the world, particular things can come to an end because the possibility of their non- existence is allowed for.The possibility of both the existence and the nonexistence of a particular object, artifact, organism, or person is given by actualities which underlie either possibility and coexist with both of them. Thus the existence of certain elements and truth of the laws of chemistry underlie the possibility of synthesizing a particular chemical compound, or of decomposing it. Such possibilities rest on actualities†21. The issue here regarding this footnote, is that particular things was already have a place wherein it was being actualize and this actuality is no other than death.It is someho w the same with the act and potency. In such life continue moving towards the existence itself and yet as a result is the actuality to be actualize which is death. Death is actuality, because the possibility of nonexistence is allowed to enter in the particular things which the human being is involved which underlie for this stage to not again exist. â€Å"This is a very strong form of nothingness, the disappearance of an inner world that had not been thought of as a contingent manifestation at all and whose absence is therefore not the realization of a possibility already contained in the conception of it.It turns out that I am not the sort of a thing I was unconsciously tempted to think I was a set of ungrounded possibilities as opposed to a set of possibilities grounded in a contingent actuality†22 From these footnotes, refers to the definition of death and it is being referred also to the possibility of realization that had been set to be actualizing as ungrounded series to the possibility of life. This realization that I’m referring to is not â€Å"in the future events† but it is rather in the present events of life.It is just like that we can only think in the present but nothingness comes, nothing cans future to think of. â€Å"Another reason to regard death without too much concern is that everyone’s mortality is part of the general cycle of biological renewal which, like the fact that hawks eat mice, it makes no sense to deplore†. 23 Practical speaking death is a part of life which all of the living things including us are subject to dies. On other hand, life has a biological renewal, even if our life will absurd to exist.As Blondel said that life and death has no other way to escape, but to undergo a process to of life which is death is natural to be taken those who exist. Our life is not permanent here on earth. We only barrowed these lives in order for us exist. â€Å"My death was going to occur in consequence of the end of the world†. 24 It means that if human being experienced life to exist, human being also will have to experience death which is the consequences of our existence. Human life is not permanent even other living being it has the access to take death. In short, no one is excused to take life in death.Because, our life here on earth were pass by and because of the very fact that we are mortal being. In short, all things living organism is subject to destined in death. However, living organism even human being hasn’t known what specific time death will come to us, we just unaware of the time to take death. Conclusion: Well, based on the footnotes that I have been explained, the Skeptical mind of Thomas Nagel looking at life, he really believes that life will absurd by putting life in external reality and proving the common ground of human being which gives us a view that the life will absurd.Thus, I would like first to elaborate why our life will absurd by again us ing the analogy of the spider. So, as I look at the analogy of the spider, for almost ten years in chain in the men’s urinal room, so, the only thing that can spider did was to repeated and repeated climbed up in the wall finding the tiny attractive insects to feed as means survival and yet it goes down where the spider started to climb from that particular wall any moment of instances and that makes the absurdity of the life.However, if we try also to elaborate our life as human being, we can see the big deal here about the absurdity of life by just looking at our self to the objective reality, in which our life are restless, always keep on in desiring and struggling just to go beyond the objective reality and yet, we fail to go beyond objectively because we have only limited capacity to grasp that, then we stop to go beyond and go back the origin because we cannot hold the very beyond of life because we are limited to reached that beyond ness and we cannot force ourselves t o tap for something divine for us, that’s why our life will arrived at absurdity.I will negate the idea of Thomas Nagel because actually in the very nature of life there is no infinite movement to escape from this absurdity of life and this is the very nature of life because, in the first place, we were exist in mystery way with limited knowledge of the external reality. So, what we should to do is only to accept whatever the consequence of our existence.On the other hand, Thomas Nagel considered this absurdity as a consequence of our existence. However, as we know that life will have the access to be absurd, then we should not let our life do what is not good for us but to rather, continue nurture our life in right path. I therefore, conclude that life wills absurd because our life has a limitation to look at objectively and the limitation is hindrance to absurd life.

FDI Report: the Case of Nissan in the UK

Direct investment among the richest countries has been one of the eminent features of the world economy since the mid-1980s. Within this broad trend, Europe features prominently as both a home and host to multinational enterprises (MNEs). Not only did many Japanese and American firms invest massively, but even the most somnolent European firms appeared to awake to the need to look beyond their own national borders. (Thomsen and Woolcock, 1993) In narrow terms, FDI is simply all capital transferred between a firm and its new or established foreign affiliates. In its broadest sense, FDI represents competition: among workers, governments, firms, markets and even economic systems. (ibid) The main objective of this report is to illustrate the motives in relation to firm`s desire to locate some production or other activities in a foreign country. In order to do so, several theories that seek to explain why FDI takes place will be discussed, such as Dunning`s Eclectic Paradigm, Vernon`s Life Cycle model, the Knickerbocker Model and others. Moreover, to evaluate the rationale for FDI, references will be made to the case study of Nissan`s automotive investment in North-East England. Theoretical background The most commonly seen forms of FDI can be determined as: †¢ Merges and Acqusitions; †¢ Privatisation-related investment; †¢ New forms of investment (joint ventures, strategic alliances, licensing and other partnership agreements); †¢ Greenfield investment (a new operation); †¢ Brownfield investment (expansions or re-investment in existing foreign affiliates). (Hill, 2007) One of the first theories explaining multinational firms was created by Hymer (1959). He develops a specific – advantages theory which states that firms need to have internal – specific advantages over domestic rivals, in particular economies of scale and superior product technology, in order to invest in that country. Thereafter, Knickerbocker (1973) emphasise oligopolistic rivalry as an explanation for FDI, with firms investing in each other`s home markets to gain first mover advantages, leading to a follow-the-leader pattern of international investment to reduce risks in an uncertain oligopolistic environment. Furthermore, Vernon`s (1966; 1979) product life-cycle theory explains the shift from export to direct investment in developed and developing countries. Rivalistic firm behaviour drives firms in developed countries to locate lower value added or mature activities in low cost developing countries so that the firm can move up the product cycle and focuse on developing new products therefore sustaining the competibility. Thereafter, the internalisation theory was developed in order to understand why firms invest abroad instead of exporting or licensing to domestic firms. It argues that high transaction cost, such as enforcing contracts, maintaining quality, and keeping proprietary rights over technical and marketing knowledge, may justify direct ovnership (internalisation) of overseas activities. This theory has been expanded to include the transaction costs of political intervention and trade barriers. (Loewendahl, 2001) However, several theoretical studies have started to incorporate the insight from different perspectives into their own disciplines and are acknowledging the important contributions that different approaches can make to each other. (ibid) Dunning has brought together the main principles of there theories and developed Eclectic, also knows as Ownership-Location-Internalisation, paradigm, that clearly identifies these three areas of possible advantage for FDI to take place. (Dunning and Lundan, 2008) Although academically it is still under discussion, most countries seem convinced that inward FDI is benefical for their local economies. (Oxelheim and Ghauri, 2004) The study of Nissan`s automotive investment is a case in point, which will be explained in the following section. Nissan case study A company of Nissan`s automotive investment in North-East England is examined in more detail as: †¢ Nissan succeeded in its demands for a single union plant, which was highly controversial, unprecedented in the UK motor industry, and set the stage for the further investment of Honda and Toyota. †¢ It was the single lagrest investment in the UK at the time of severe industrial decline and the investment represented a turning point for the North-East region development. †¢ The investment signalled the revival of the UK car industry and the emergence of Japan as a major new investor in the UK. The success of Japanese auto manufacturers was compouned by the oil crises in the 1970s, which led to demand for small cars, of which Japan was the lowest cost and most efficient producer (Moore, 1994). Japan`s share of world car production increased from just 1% in 1960 to 27% in 1985. Furthermore, in 1996 Nissan`s share of the world passenger car production, at 5.8%, was the sixth highest in the world and exceeded that of Renault, Rover and Alfa Romeo combined. (Sadler, 1992) With rapid growth at home and abroad, Nissan began overseas production as early as 1962, setting-up in Thailand – the first overseas investment by a Japanese automobile company. By 1990, Nissan had 11 overseas production bases and Nissan UK was established in 1984. (Loewendahl, 2001) In spite of Nissan`s global consolidation in the automotive industry, its financial crisis lead to a strategic partnership between Nissan and Renault in March 1999. This partnership was beneficial for both parties due to the strategic fit between the two companies: †¢ Geogrphic fit: Nissan has a strong presence in Asia-Pacific and North America while Renault is strong in Europe and ahs plants in Latin America. †¢ Business strengths: Nissan is strong in manufacturing capability, product technology, and its supplier technology base, while Renault is strong in management, product planning and product design capabilities. †¢ Product range: Nissan is strong in light trucks and sport utility vehicles (although Nissan`s product portfolio covers nearly all segments), while Renault is strong in passenger cars. Nissan`s major FDI strategy for setting-up production in the European economic community (EEC) was market-seeking, and the UK was Nissan`s largest market in Europe, accounting for one third of Nissan`s sales in Europe in 1982. (Loewendahl, 2001) The economic conditions in several UK regions provided an environment suited to Nissan. While industrial relations in the UK in the early 1980s were not perfect (as far as Nissan was concerned), the Thatcher government promised radical changes. Nissan considered conditions in the North-East to be particulary favourable for establishing a single union and introducing new work practices, because Sunderland would provide an acquiescent workforce that has no tradition of automobile production, in region of high unemployment. (McRae, 1997) The domestic environment in the UK was considered less hostile than in the other major EEC countries and Nissan`s productivity advantage would be most apparent in the British market. In addition, the English language, competitive production cost and availability of government grants were also important. Also factors like Japanese financial services in London, similar commercial and legal systems, low taxes and cultural proximity (Morris, 1988), with a shared interest in gardens, rugby, golf and tea, playing a role in the decision-making of Nissan and other Japanese MNCs (Loewendahl, 2001). With reference to the terminology of Dunning`s eclectic paradigm, there was a high correspondence between the ownership advantages of Nissan and the location advantages of the UK. The UK was also able to meet the requriments of Nissan`s market seeking FDI strategy and project specific needs, as well as Nissan would satisfy the requirements of the UK`s inward investment-led industrial and regional policy. (ibid) Therefore, it can be said that Nissan and the follow-on investment of Honda and Toyota have prevented the collapse of the British car industry and Nissan is propping-up the North-East manufacturing economy. For instance, between 1986 and the end of 1999 the FDI coming from Nissan, Toyota and Honda reached  £4 billion in the UK. In other words, these three MNCs accounted for 80% of the increase in the UK car manufacturing output from 1991 to 1999. Nissan Motor Manufacturing UK is responsible for supplying the European market and managing its supply-chain, nevertheless, it does not have control over strategic activities including research and development, planning or co-ordinating the global network of operations. These activities remain in Japan, with Nissan`s European operations co-ordinated from Brussels. It can be outlined that Nissan (also mentioning Toyota and Honda) have made a positive contribution to the economy of the UK in terms of export, suppliers and job creation. It also applies to Japanese inward investment in other sectors of the economy. However, according to theoretical and empirical research, this particular picture of Japanese investment is shadowed when, for instance, the emphasis is put on the type of jobs being created. While Nissan has been at the centre of new training initiatives in the North-East, the jobs are not high skilled and are characterised by highly intensive work organisation. (Loewendahl, 2001) Conclusion To sum up, the most commonly seen motives for companies to become MNCs and invest in other countries are related to the business perspectives of merges and acquisitions, therefore accessing a foreign market, as well as the benefits of lower wages or more favourable government policies. In long term perspective of attracting FDI, especially from Japanese investors in the UK, a potential threat can be identified in relation to joining the Euro-zone. Japanese companies have invested in the UK in order to serve the European market, and what matters most are currency fluctuations within Europe, not with the dollar and the Yen. With Japanese companies like Nissan concentraiting production in one location and exporting to the rest of the European market, the importance of currency stability is increased. (Loewendahl, 2001) However, a pre-condition for further investment in the UK by Nissan and other Japanese companies may, therefore, be that the UK remains at the heart of economic and political integration in Europe.

Is the World Flat Essay Example | Topics and Well Written Essays - 500 words

Is the World Flat - Essay Example Friedman further enunciated that flattening of world took place just at the dawn of twenty first century. Globalization is an imperative feature of political and economic discourse as it has paved the way to spread thoughts as wild fire, leaping borders and now information is not confined to industrial world. According to Friedman (2005), globalization has its success and discontents and thus improvise one think that The World Is Flat! However, such views find little support from authors like Ghemawat (2007), Florida (2005, October) and Christopherson et al. (2008). The World Isn’t Flat! According to Ghemawat, one cannot consider the world to be flat, in fact, only 10-25 percent of all economic activities is international or global while remaining are regional, further he affirms the failure of globalization theories in terms of geographical and cultural factors, if there is 1 percent raise in geographic distance the trade between the two locations will diminish by 1 percent. Further, Ghemawat enunciated that countries with a common language share42 percent more trade compared to dissimilar culture while common currency potentially enhances the trade by 114 percent (Shermer, 2011; Ghemawat, 2007). Considering the views of Ghemawat, it is true in real sense if an analysis is carried out the globalization has actually created peaks and valleys in every aspect of life, not only globalization is confined to peaks as depicted by Florida (2005), but the work force, facilities, infrastructure, development, access to fast track of development it is all confined to peaks while the valleys are still deprived of all the latest avenues (Fox, 2014). Migration of mass is towards developed and better prospects which resulted in clustering of resources, progress, amenities and opportunities at particular provinces. Florida (2005) has categorized these peaks in terms of population (the talent or skill), light emission (the economic activity), patents (the innovations) and

Range of semiconductor devices and circuits Coursework

Range of semiconductor devices and circuits - Coursework Example A good diode should posses forward to reverse resistance ratio of 10:1 with others with the ratio up to 100:1. If a diode is open, it will show infinite resistance in both directions. On the other hand, a shorted resistance will show low resistance in both directions. The procedure for testing the diode using an ohmmeter only is as illustrated in the following steps. 1. The Ohmmeter is configured to measure on the lowest range. If it’s a digital ohmmeter, a 2-kohm range or the nearest equivalent is used. 2. The ohmmeter leads are connected across the diode with the positive red probe on the P-material and the negative black probe on the N- material as shown in the diagram below. 3. The measured resistance of the diode is measured; Rf is recorded after which the setup is disconnected. 4. After the disconnection, the leads of the ohmmeter are reversed and connected in the reverse direction i.e. the positive red probe is connected to the N – material on the diode and the n egative black probe is connected to the P – material on the diode as indicated in the figure below. 5. The measured reverse resistance RR (reverse resistance is recorded) 6. The forward and the reverse resistance ratio is calculated as RR/RF 7. If the reverse resistance ratio is equal to one or very close to one, then the diode is faulty. In the same way the polarity of the diode can be identified. When the diode shows infinite resistance the material connecting to the positive red probe of the ohmmeter is the P – material of the diode. On the contrary, the part connected to the Negative black probe of the ohmmeter is the N – material of the Diode. Question3 VRMS = Vm*0.7071 = 100*0.7071 =70.71 Question 4 a) Ripple factor = Vrms/Vdc Capacitance = 50micro Farad 50*80*10-6 =4000*10-6 4*10-3 (4*10-3)*2500 10 10*2 = 20 20* v3 = 34.64 34.64*4 = 138.56 1/138.56 = 0.0072 Ripple factor = 0.0072*100% = 0.72% b) 50*100*10-6 5*10-3 (5*10-3)*12000 60,000*10-3 =60 60*2 = 120 120* v3= 207.84 207.84*4 = 831.38 1/831.38 = 0.0012 Ripple factor = 0.0012*100% = 0.12% Question 5 Block diagram of a complete power supply Analyze the operation of different types of amplifier Summing up amplifier This type of amplifier is used to add two voltages. The output voltage is equivalent to the sum of the input voltages. With summing up amplifiers, the output voltage cannot be greater than the power supply in case of exceeding the power supply, the amplifier is damaged. Summing up amplifiers are of twp types, Non – inverting and inverting amplifiers. Non – inverting amplifiers does not have an effect on the polarity of t

GM Turnover Challenge Analysis Essay Example | Topics and Well Written Essays - 1000 words

GM Turnover Challenge Analysis - Essay Example Mecca Cola is increasingly becoming a favorite soft drink for people living in the Asian and Arabic world. The Mecca Cola was initiated by a political activist turned entrepreneur who is widely known as Tawfik Mathlouthi. He started selling his Cola brand in the French market before exploring the Arabic world. Tawfik decided to name his Cola brand, Mecca, after the city in which Prophet Muhammad was born. The decision came amidst disputes from religious leaders who viewed the naming as an insult to their religion. The name Mecca is of probative value to the believers of Islam. However, Tawfik capitalized on the anti-American wave to sell his brand and further leverage the Islam followers into accepting his Cola brand over brands such as Pepsi and Coca Cola. He designed his brand to promote the ideals and beliefs of Arabs, The ideas were critiquing the America’s war in Iraq and invasion of jurisdictions by Europeans without consent from the indigenous people. Tawfik has been sponsoring rallies and events that promote and encourage opposition to America’s activities in Iraq. Notably, Tawfik has critically applied the required management principles in a notion of increasing the market and acceptability of his Cola brand. He has successfully noted his market and accorded them a reason as to why his brand should be consumed and no other brands. In management, one must desire to satisfy the needs of his/her employees and the market. The employees and the market determine the prosperity of an industry.

Operating System and Notepad Essay Example | Topics and Well Written Essays - 750 words

Operating System and Notepad - Essay Example There are many uses of an operating system but this paper will focus upon the use of operating system related to Word Pad. "WordPad is a simple proprietary word processor that is included with almost all versions of Microsoft Windows from Windows 95 upwards. It is more advanced than Notepad, which is a rather basic text editor, but much more simple than Microsoft Word. It originated in Windows 1.0x as Write." ( Wikipedia, 10 September 2008). Word Pad provides the user with numerous facilities like formatting and printing the foramtted text. A user is free to choose the text size, the font script which suits his/her requirements the best, if a user makes any mistake, it can instantly be rectified within no time. The margin facility is also at the disposal of an user, with the help of which an user can start any sentence away from the margin or can also perform various other functions. There are many other facilities provided by Word Pad, these facilities include, bold, italics, underl ine and a host of other facilities. The spell check facility is the most amazing facility where in the user can correct his/her mistake instantly. "Notepad is a common text-only (also referred to as plain text) editor. The resulting files - typically saved with the .txt extension - have no format tags or styles, making the program suitable for editing system files that are to be used in a DOS environment." ( Wikipedia, 10 September 2008). Notepad also provides the user with many facilities but its biggest drawback is that the user cannot format the text in notepad, notepad does not provide the facility of formatting the text but on the other hand the facility of copy/paste is the backbone of notepad, the copy/paste feature helps in more ways than one. Notepad allows the user to edit almost any format text file, which makes various tasks easier for any user. Notepad is also very helpful in website building, its capy/paste feature makes website building very easy.

Mangment Speech or Presentation Example | Topics and Well Written Essays - 500 words - 1

Mangment - Speech or Presentation Example Secondly, it is impossible to calculate the beginning work in progress since it obtained from a previous year’s end work in progress, which is not contained in the extract provided. Lastly, since the units for measuring the direct labor cost is not provided, it is impractical to calculate the cost using the information in the manufacturing account extract (Lal & Srivastava 404-423). The estimated overhead rate allocation rate on the basis of direct labor cost = (15,000/10,000) = $ 1.5 per direct labor cost. Therefore, overhead cost to be added to job Q at the year end = (1.5*8,000) = $ 12,000 (Lal & Srivastava 404-423). The overhead allocation rate = 120% of direct labor. From this, the overhead cost of job 413 = (120/100) *8, 000 = $ 9,600. Therefore, the total manufacturing cost assigned = overhead cost + direct materials cost + direct labor cost = (9,600 + 12,000 + 8,000) = $ 29,600. The unit product cost for job 413 = total manufacturing cost/ number of units = (29,600/200) = $ 148 (Lal & Srivastava

Assistive Technology Essay Example | Topics and Well Written Essays - 750 words

Assistive Technology - Essay Example Introduction Assistive technology refers to the technology used by disabled persons to enable them overcome the difficulties they experience. This technology includes devices such as wheelchairs and walkers, which aid in mobility (Pruski & Knops, 2005). Hardware and software used to access computers and information technologies by disabled people also form part of assistive technology. For instance, persons whose hands have limited function can use keyboards that have large keys or a specific mouse while operating computers. Blind people can use software that generates text in a computer screen from a voice generated by the computer. In addition, people who do not see properly can use software that will enlarge the content in the screen of the computer; while deaf persons may use a text telephone (Solarz, 1990). Research Methods, procedures, and instruments. Data in this research will be collected using the interview method, by asking the participants questions regarding the study to pic. Participants in the study will include beneficiaries of assistive technology; people faced with disabilities to the extent that they wholly depend on assistive technology. Data will also be collected from families of disabled persons, and teachers who use assistive technology while dealing with disabled students. ... Previously documented sources of data can also be reliable as they include empirical findings on research already conducted on the topic. The data collection tools, methods, and instruments will be pretested to determine their validity and reliability. Findings advantages Assistive technology enhances learning in people with disabilities, as it helps them to communicate with ease, and receive instructions in a manner they can easily comprehend. When disabled persons use this technology, they become independent because they can move and play without seeking assistance from other persons (Blackstone, 1990). Therefore, the adoption of assistive technology promotes learning in children with disabilities. Pruski & Knops (2005) assert that teachers and caregivers find the technology useful while dealing with the disabled children, as it speeds up learning in children and enables them to be at the same level with other children. The use of the technology makes people with disabilities to be more functional than they could be without the technology. As a result, the technology turns out to be useful in early interventions to model the disabled persons. Assistive technology enables the disabled persons to access recreation facilities and entertainment. Resulting from the technology, persons with disabilities become rehabilitated; they can be employed in organizations because computers enable them to have the ability to work (Jonge et. al, 2006). Teachers apply different styles of learning to instruct students while using assistive technology. Instructions based on the use of computers improve motivation of the students and gives immediate feedback. Once disabled

Movie comment Review Example | Topics and Well Written Essays - 500 words - 7

Comment - Movie Review Example Ethan is older, more aggressive, and ready to fix every problem by shooting everybody involved, including the poor victims who have been captured. Ethan is much younger, and while he is prepared to go looking for the native people involved in the raids, and use force against them if necessary, his main objective is to save the captives and restore them to their families. This difference is shown very clearly in the scene where Ethan finds Debbie, kills the man who captured her, and then aims his gun at her as well. Martin chases after Ethan, and it is clear that the struggle between the two men is unequal. Ethan is in a stronger position because he is on a horse, while Martin is on foot, like Debbie. When Martin places himself directly in front of the woman, protecting her from Ethan’s gun, even at the risk of his own life, he saves her. This heroic action highlights the extremism of Ethan’s position and makes the audience think about the cycle of violence that results when people are obsessed with the need for revenge. Martin’s concern for Debbie acts as a bridge between Ethan and Debbie, because Ethan recognises his own shameful attitudes and changes his position so that he eventually carries Debbie back to her family. Question 2: To a viewer seeing this film in 2011 The Searchers might come across under analysis as a contradiction.   It is a beautiful work of art, but reflects extreme racism towards Native peoples. Offer a critique expressing how these two elements were blended so that someone watching the film for the first time might understand and recognize the racism, fear of miscegenation, and justification for genocide without hating the film. It is very hard not to like The Searchers. One reason is the overwhelming talent of a mature John Wayne, playing his usual type of cranky hero. Another reason is the stunning cinematography of John Ford who recreates the white settlers’ folksy interiors against a stunning

Lady Macbeths language in Act 5 Scene1 and Act 5 Scene 1 Essay Example for Free

Lady Macbeths language in Act 5 Scene1 and Act 5 Scene 1 Essay Ambitious, enthusiastic and assertive are merely few of the words that describe Lady Macbeth, a woman so controlling she convince her husband to murder the king. She carefully plans it out, but her obsession leads to nightmares, and further on a brutal suicide. The Act 1 scene 5 opens with Lady Macbeth, reading out a letter sent to her from her husband, regarding the encounter he had with the three witches and what they had said about the prophecies, and that he would become king. She then begins her first soliloquy, this doesnt just echo the witches prediction but also suggests how certain she is that the prophecies will come true Glamis thou art, and Cawdor, and shalt be/ what thou art promised.'(Lines 14-15) She shows signs of her exceptional language from the start, and she speaks in blank verse, she emphasizes her confidence and sense of purpose in carrying out the murder by using iambic pentameters That I may pour my spirits in thine ear (line 25) she starts to build up her control and self-confidence, becoming so powerful she is more ambitious than her husband, the warrior of a great a army, but this is mainly because he is to soft-hearted, she uses the breast-feeding metaphor to describe this too full of the milk of human kindness,'(line 16) This in contrast to her wish that she be the man that Macbeth isnt, so that she could be in complete control, as the man is the one who is mainly in control, unsex me here,.(line 40) To emphasize her control of language and thought she uses balanced phrases between the lines May read strange matters to beguile.'(Line 26) She is also easily able to change her state of mind that is extremely compatible depending on the situation she is in. Her double sided nature can switch easily can switch easily, obviously this can be seen by the audience but isnt visible to the other characters. When the messenger enters the room, Lady Macbeth is still speaking of her plans on murdering King Duncan, and to avoid him understanding what she is saying she uses coded language and speaks in riddles, this also for fear that she is overheard and someone realizes what she is conjuring up for the future, to catch the nearest way,'(line 17) While the messenger remains in the room the change in her character and her language is yet again visible, she stops using ostentatious and sophisticated words, and instead returns to her ordinary self . Another incident which took place while the messenger was in the room, was when she got angry, this was mainly because she feared that she wouldnt have enough time to prepare and fully plan out the rest of the murder Thou art mad to say it (line 31) Once again proving her ability to switch focus especially at the right time, what is your tidings?'(Line 29) This also suggests how she is over powering the messenger and proving how authoritative she is. Her prevailing nature becomes so controlling that even tries dominating the evil spirits as she calls out for them come, you spirits that tend on mortal thoughts!'(Lines 39-40) And to dominating Macbeth she uses persuasive flattery Great Glamis! Worthy Cawdor!'(Line 53) And to demonstrate the control she has, not only over her husband but also over the entire situation, she uses imperatives, look like the innocent flower (line 64) she has become her own woman and fully responsible over her every action, no longer does she need anyone to control her, on the contrary, she will control them, and she has already done so over her husband. She can also vary the tone and pace of her language, the dark side that slowly started devouring her after she called for the evil spirits soon takes effect on Lady Macbeth, she uses fricatives to expose this, they are all words that begin with the hard C sound, and this is how she establishes her second soliloquy. She uses the fricatives mainly so that it would sound as if the raven himself was speaking, Creaks, Come, Crown, Cruelty, etc. Her role in the murder becomes so much more superior to that of her husband. Throughout the scene she enlightens us with her dominance and solid control, this is mainly conveyed through the way she speaks so much more than Macbeth, and he is hardly given a chance to speak, but this also shows how she is scheming the murder and you shall put/ This nights great business into my dispatch (line 67) Her highly elaborated and sophisticated language though out the scene is ended with a rhyming couplet, this emphasizes on the great reward which will soon belong to them. For them to become King and Queen which shall to all our nights and days to come, Give solely sovereign sway and masterdom (lines 68-69) Over all though out Act 1 scene 5 she shows great infatuation onto carrying out the massacre, the words that she applies into her language are imposing and dignified, to achieve utmost control, which was the basis for her success over persuading Macbeth into committing the murder. The built up to Act 5 Scene 1 is tense and the pressure starts to mount as Macbeth begins to face truth of what is going to happen, but he faces reality through fatality, and after contemplating what he must do, he tells his wife that he will not carry out the murder we will proceed no further in this business but to his displeasure, he is once again persuaded to perform the murder execution. The witches also tell Banquo of the fortune he is to achieve, and that his offspring are to become kings. He murdered Duncan in order to make the witches prophecy to come true, but now he plots to murder Banquo and Fleance so that witches promise to Banquo will not come true. Lady Macbeth suffers from a guilty conscience, despite being the main instigator of the murder. The scene begins with her walking in her sleep, and dreams that she and her husband are murdering King Duncan. The difference in her language, from Act 1 Scene 5 can be recognized instantly, you can tell this as she speaks in prose Yet heres a spot.'(Line 31) The sophisticated vocabulary and grammar are no longer a custom of Lady Macbeth, it is replaced by language which is almost of a childlike simplicity one, two, why, then its time to do it (line 34) This scene mainly conveys the manifestation of her guilt and how badly she feels about bringing the plan of the murder to this extent. This pushes her limits and certain actions question her sanity, she once again speaks in a child like manner The Thane of Fife had a wife'(line 41). Previously, she was in total control, but now the burden has become too much, she has become a broken woman, this mainly due to the fact that she had to play the role of the man, this can be proved as on several occasions she has had to play this role, for example, when she had to disguise the visions Macbeth was seeing after the death of Banquo. The disturbances in her mind have made her think without order hell is murky! Fie my Lord fie!'(Line 35) and remembrance of the past as she contemplates on what had happened heres the smell of blood still (line 48). As Macbeth and Duncan are two characters who have been the main subjects of Lady Macbeths mind, she relieves past conversations that took place (Macbeth talking to King Duncan), To bed, to bed: theres knocking at the gate (line 63). One of the things that she mentioned in her sleep was concerning the ghost of Banquo I tell you again, Banquos buried, he cannot come out ons grave (lines 60-61), this was the subject of a past conversation with her husband. The manifestation of her guilt soon becomes an obsession, still in her sleep and unaware of what she is saying and totally senseless. She is still able to speak about reality and what has been going on, she is also able to release her true emotions and express how blameworthy she feels would these hands never be clean?'(Line 42) As Lady Macbeth is in a deranged state of mind, the excuse that she was asleep is valid enough to cover up and hide what she had said throughout the entire period that she was sleep walking To bed, to bed, to bed (line 65). Lady Macbeths great ability to switch focus, use of impressive words, her controlling and convincing taunts and her authoritative state of mind, somehow fall to pieces, she turns into a broken woman. The tale of Lady Macbeth unfortunately ends tragically, her plans turn to dust, and her life ends in a brutal suicide. As for her husband Macbeth, despite becoming King his rein didnt last, and he was killed during a battle and Malcolm became king.

The Functions Of Discourse Particles English Language Essay

The Functions Of Discourse Particles English Language Essay According to Loraine K. Obler and Kris Gjerlow (Language and the Brain,1999, pp. 131-132), many bilinguals, in addition to speaking two or more languages fluently, have ability to employ elements of both languages when speaking with another bilingual and this is known as code-switching and it is governed by internalized rules. Code-switching is a very normal phenomenon in many parts of the world and one has always to take into account the distinction between, on the one hand, community (or national) and the other individual bilingualism and multilingualism and they are not necessary closely related. (Pride, The Social Meaning of Language, 1971, p. 26) There are many types of code-switching such as tag switching, intrasentential switching and intersentential switching. Kamisah Ariffin and Shameem Rafik Galea (Code Switching as a Communication Device in Conversation) found that their subjects employ code switching as a personal communication strategy. The strategies they employed are signalling social relationships and language preferences, obviating difficulties, framing discourse, contrasting personalisation and objectification, conveying cultural-expressive message, dramatising key words, lowering language barriers, maintaining appropriateness of context, showing membership and affiliation with others and reinterring messages. What is Malaysian English? Malaysian English or more commonly known as Manglish, is the colloquial version of English spoken in Malaysia and it is similar to Singlish, which is Singapore English. While Bahasa Malaysia is the national language, English is still widely used and is the second language in Malaysia. Many Malay words are being introduced into Manglish. The most common example is suffixing a sentence with the -lah particle which does not have any specific meaning on the sentence. Besides the influence of Bahasa Malaysia, there are also influence from other languages and dialects like Mandarin, Hokkien, Cantonese and Tamil in Malaysian English. Language as Social Semiotic Halliday (1973, 1985) proposed a systemic, functional view of language which sees it in the social function it serves. He believes that language is a systematic resource for expressing meaning in context, not the set of all possible grammatical sentences. (Jordan, Theory Construction in Second Language Acquisition, 2004, p.6) He believes that there are two main functions of language which are ideational function and the interpersonal function. Ideational function allows people to deal with their ideas, perspectives and feelings on a particular subject whereas interpersonal function allows people to deal with each other. He believes that the social function of the languages is more important than the grammatical aspects of the languages. For example, a person may not be able to construct a grammatically correct sentence but he/she is able to convey their idea effectively and is understandable by others. Communication Accommodation Theory According to Howard Giles and Peter F. Powesland, accommodation through speech can be regarded as an attempt on the part of a speaker to modify or disguise his persona in order to make it more acceptable to the person addressed. (Speech Style and Social Evaluation, 1975, p. 158) When we speak to people from different age, status, culture, etc, we tend to switch to a mode which the person we are speaking to is comfortable in. For example, when speaking to babies, we tend to use simpler words and shorter sentences and this is called baby talk. On the other hand, when speaking to a professor, we tend to switch to a formal language and use jargons in the field that we specialise in. Maya Khemlani David (Tolerance and Communication in Multi-ethnic Malaysia) found that the particles lah and meh are used in informal settings to signify emphasis on something or to soften a speech act like requests. The data collected from her research found that even though the Chinese students in that particular school are proficient in English, they tend to code switch for many reasons such as to emphasis, to quote someone else, for distancing or making a formal complaint and to signify solidarity with members of their group. Hence, she concluded that her findings show that people from other ethnic groups accommodate and switch to a language they are comfortable in when communicating with each other. It is very common for us to use the particles lah, ah, mah, etc in our daily life because we are so used to them and we often use them in our daily conversation. These particles only exist in Malaysian English and Singapore English. However, what are the functions of these particles? Hence, this paper is going to examine the functions of these particles in a conversation. Method A 15 minute conversation was recorded and transcribed. The conversation was among four ladies aged 24 and they are all university graduates. They are proficient in English and Bahasa Malaysia. Besides that, they are also proficient in their mother tongue. The reason this conversation is used is because it was a casual conversation among them. Casual conversation is chosen over formal interviews because we tend to switch to a formal language when we are in a formal setting. Hence, the result of the study will not be accurate because in standard English, we do not use the particles. These particles only exist in casual conversations because there is a need for the speakers to accommodate with each other. The transcription was analysed for the discourse particles used throughout the 15 minute conversation. Results and Discussion Particle Number of times Examples Ah 18 You apply where ah? Your father drive ah? Three or four ah. Aiyah 1 Aiyahà ¢Ã¢â€š ¬Ã‚ ¦ Haiya 1 Haiya, just now we talked about Patricias video, we should record mah. Haiyo 2 Yea lah, haiyo. Haiyo, that one another big story lah. Hor 3 Just now he came horà ¢Ã¢â€š ¬Ã‚ ¦ Then hor, he eat a lot you knowà ¢Ã¢â€š ¬Ã‚ ¦ Lah 37 Just say lah. I think is last minute work lah. Its always like that one lah. Leh 2 I dont know leh. The clutch is like, dont know lehà ¢Ã¢â€š ¬Ã‚ ¦ Lor 4 Two lor got subtitle. The second day one ok lor, senyap lor. Mah 6 Lagi syok mah. Orang Teluk Intan mah ok lah. They should mention mah they give one weekà ¢Ã¢â€š ¬Ã‚ ¦ Wei 1 What are you doing wei? Wor 4 Eh, so nice wor Pangkor. Cantik wor tempat tu. I forgotten already wor. From the transcription, 12 particles were identified, namely ah, aiyah, haiya, haiyo, hor, lah, leh, lor, mah, wei, and wor. Based on the result we can observe that the particle lah is the most frequently used particle followed by ah, mah, wor, loh, hor, leh, haiyo, aiyah, wei and haiya. Most of the particles derived from Chinese expressions like mah, wor, lor, hor, leh, haiyo, aiyah, wei and haiya. On the other hand, particle lah derived from Malay expression. The results show that the particles can be divided into five categories according to their functions which are; asking a question, affirming a statement, expressing disappointment, explaining something and expressing uncertainty. Function Particles Asking a question Ah, wei Affirming a statement Ah, lah, mah Expressing disappointment Aiyah, haiya, haiyo Explaining something Hor, wor Stress the obvious Lor Expressing uncertainty Leh Particle ah which is a common expression in Chinese, functions as filler or breaking points and it is used to bring out a question force like No point helping friends who are not interested, do you agree with that, ah? (Mohan K. Muniandy et al, 2010) The data collected shows that the subjects tend to attach the particle ah and wei in their questions like Your father drive ah? and What are you doing wei? Besides that, the data also shows that particle ah is used when the speaker affirms a statement like Three or four ah. Particle lah derived from colloquial Malay and they have various functions. For example, they are used in declarative sentences whose functions may be termed informational, which is to say the speakers purpose is to let the addressee know something like Aku ada appointment lah. (Goddard, 1994) This particle lah is now common feature of colloquial Malaysian or Singapore English and they are used widely in conversations. From the data collected, we can see that the speakers used the particle lah when they are affirming a statement like I think is last minute work lah. The speaker was trying to tell her addressee that she feels that the problem caused was due to last minute work. Particle mah derived from Chinese and it has similar function with lah that is to affirm a statement like They should mention mah they give one week which means that if the person addressed in the conversation is given one week to settle something, she should be informed earlier by the relevant authorities. Particles aiyah, haiya and haiyo have the same function, which is to express disappointment. For example, Haiya, just now we talked about Patricias video, we should record mah shows that the speaker is expressing disappointment because she did not record their conversation on her friends video clip. A browse into Urban Dictionary shows that the expression aiyah originates from the Cantonese expression of disappointment or displeasure when something bad or wrong happens. Wee (2002) noted that Cantonese has a particle lo which shows some similarities with Singapore English lor. Hence, particle lor might originate from Cantonese. There are numerous functions of particle lor but according to the examples from the transcription, particle lor was uttered when the speaker was trying to explaining something that is obvious to the other speakers. For example, Two lor got subtitle. Hence, lor in this example is to stress the obvious. (Wee, 2002) When explaining something, the subjects tend to use particles hor and wor like I forgotten already wor. The speaker is trying to explain that she has forgotten the important information when she was asked about something. Particle leh was used when the subjects was explaining uncertainty. It is also originate from Cantonese. For example, one of the subjects uttered I dont know leh when she was asked about something because she was uncertain on what is happening or how to answer the question asked. Conclusion We can observe that most of the sentences uttered by the subjects were not grammatically correct. However, according to Halliday, the meanings conveyed in the utterances were more important than the grammatical aspect of it. There are numerous reasons why the subjects code switch to the particles when conversing in an informal situation. The main reason lies in the Communication Accommodation Theory whereby the subjects accommodate with each other by using the particles in the sentences they utter and this is known as convergence accommodation. This is because, they are from different ethnicity and have different mother tongue, so they need a common language to communicate effectively and Malaysian English is chosen over Standard English because they are comfortable communicating in Malaysian English. From the data collected, we can observe that most of the particles derived from Chinese, specifically the Cantonese dialect and also from Bahasa Malaysia. Two of the subjects are Indians but they do not use any particles that originated from Tamil. One possible reason is that these particles are widely used in their community hence they picked up these particles and use them in their conversation to add a better feel towards the subject they are talking about. There are limited research studies regarding to the use of the particles in Malaysian English. Not much research has been done to identify the functions of the particles in our Malaysian context. There is a need to have research studies that can identify origins and functions of the particles correctly. There are also questions left unanswered in this topic like how does a person know what particle to use when conversing? As mentioned above, most of the particles originate from the Cantonese dialect, so, how does a person from a different ethnicity understand and know what particle to use when he/she communicates with other people?

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Abu Dhabi Police: Customer Relationship Management Abdullah Ali Mohamed K-91105597 Ahmed Abdullah Al Maysari K-81105597 â€Æ' Introduction about Abu Dhabi Police: Abu Dhabi Police is the major law enforcement agency in the Emirate of Abu Dhabi which was established on 1957. Abu Dhabi Police is mainly responsible for enforcing criminal law, enhancing public safety, maintaining order and keeping the peace throughout the Emirate. As a representative of the Ministry of Interior, and in its capacity as a global partner, the Abu Dhabi Police also works closely with local, national and international agencies to contribute to global peace and stability. Integrity, honesty and respect for human rights are the core values of the Abu Dhabi Police while the notion of public service is a central pillar in Abu Dhabi police thinking. Embraced as a legitimate partner by the community, the Abu Dhabi Police pursue efficiency and effectiveness through the use of the latest technological advancements and systems management practices. By incorporating the best of the old with the best of the new, Abu Dhabi Police has achieved the flexibility, adaptability and dur ability required to be widely regarded as one of the world's leading law enforcement agencies. Vision: To ensure continuity of Abu Dhabi emirate as community enjoys security and safety through the provision of high quality police services to citizens, residents of the emirate and its visitors. Mission: Working for a safe community, achievement of stability, reduction of crime rates. Contribution to implementation of justice in a manner that promotes the confidence of the public in police.â€Æ' The internal and external customers in Abu Dhabi police: Abu Dhabipolice externa... ...o customers are going in front of the other customers, in order to treat all the customers equally. Finally, availability of more seats in the waiting area will create a more satisfied customers, were they can be seated instead of standing in the crowded waiting area with a few seats available. Changes that can be implemented to improve the service provided by Abu Dhabi Police: Provide more smart services through the mobile, in order to complete all required services without the need to visit the service center. Continue providing training on communication skills to all the employees to maintain that the customers are satisfied while dealing with the customer’s service employees. Provide a suggestion and complains box to improve the service in Abu Dhabi police service centers in the future. References: http://www.adpolice.gov.ae/en/Portal/about.adp.aspx

Feminine Sexuality and Passion in Kate Chopins The Storm Essay

Feminine Sexuality and Passion in Kate Chopin's The Storm         Ã‚   In Kate Chopin's short story The Storm, the narrative surrounds the brief extramarital affair of two individuals, Calixta and Alcà ©e. Many critics do not see the story as a condemnation of infidelity, but rather as an affirmation of human sexuality. This essay argues that "The Storm" may be interpreted as an affirmation of feminine sexuality and passion as well as a condemnation of its repression by the constraints of society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If one is to attempt to interpret The Storm, it becomes necessary to examine the conditions surrounding the story's genesis. The story was written in 1898, very shortly after Chopin had completed "The Awakening", "the boldest treatment so far in American literature of the sensuous, independant woman" (Seyersted 1969, p164). "The Storm" was not published, however, until well after Chopin's death, doubtless because of the as-yet unparalleled sensuousness of the story and its characters. In his critical biography Kate Chopin, Per Seyersted argues that "The Storm" is objective in its portrayal of human sexuality and that Chopin is "not consciously speaking as a woman, but as an individual" (p169). One must question this assertion, however; it is doubtful that in writing "The Storm" so soon after completing her 'feminist' novel, Chopin had "the protest of "The Awakening" off her mind" (p169).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The title of "The Storm", with its obvious connotations of sexual energy and passion, is of course critical to any interpretation of the narrative. Chopin's title refers to nature, which is symbolically feminine; the storm can therefore be seen as symbolic of feminine sexuality and passion, and the image of the storm will ... ...l constraints; her unreserved portrayal of feminine sexuality would have been seen as a radical affront to the society of her time. The ending is therefore purposefully ambiguous: one may see the storm's passage as implying a happy ending, or one may see it as implying that the storm will eventually return, perhaps with the intent to destroy. Kate Chopin, however, sees feminine sexuality as something that is pure, natural, and very real in its existence; one cannot assume that a brief and limited awakening that passes like a storm will be enough to make one happy.    List of References Used * Chopin, Kate. "The Storm" in Fiction 100: An Anthology of Short Stories (6th edition), by James H. Pickering. Toronto: Maxwell Macmillan Canada, 1992. * Seyersted, Per. Kate Chopin: A Critical Biography. Baton Rouge: Louisiana State University Press, 1969.   

Who is watching us on the web? :: China Censorship Internet Papers

Who is watching us on the web? I. Background P.R.China is a communist country with rather strict control over its citizens' political activities. The decentralized Internet - which is growing extremely quickly in mainland China - puts a new challenge to our Chinese government, who was used to have fully control over newspapers, television, and any other media. In 2001, approximately 52.38 million Chinese visited world famous searching websites google and AltaVista according to CNN. In Jun 2002, China blocked Google and AltaVista along with other famous Chinese websites hosted in the United States like Wenxuecity, Chinesenewsnet, and Dajiyuan. Chinese officials announced that Google logs all search terms together with the IP number, a time stamp, an unique cookie ID, and browser information. Current U.S. laws require Google to provide the information to the feds. If the information is available to the National Security Agency from Google, especially when the Internet user is a non-U.S. citizen in a country that is of national security interest to the U.S, China has to block the use of U.S. engines to protect their own national security. Was that true? The privacy policies of search engines generally do not cover items such as IP number and storage of search terms. In the case of portals that use Google results, it is important to know the portal do NOT forward the IP number to Google along with the search terms. Interestingly, China unblocked the U.S. searching websites a few months after. Like many people, I may never know the true story behind China's blocking and unblocking U.S. searching websites. However, we can learn the truth from Xiao Qiang, the executive director of New York-based Human Rights in China. He said, "Our Chinese government was deluged with outcries from the nation's 46 million Internet users when access to Google was cut off. Internet users in China are an apolictcal crowd. They tend to be people who are doing well, and they do not usually voice strong views. But this stepped into their digital freedom." Well, what is the workaround then? The quick workaround is that Chinese authorities tweaked the national firewall, making the new Google China different from the site that was turned off. Today, Chinese who use Google to search on terms like "falun gong" or "human rights in China" receive a standard-looking results page.

Literature Review of 14-19 Education Essay

Abstract This literature review compares research conducted and articles written about the development of 14-19 education and the changes it has gone through since 2002. It briefly outlines the initial implementation of 14-19 education during the Thatcher government before going on to concentrate on how the Labour government introduced Diplomas and what the Coalition government are doing to push this agenda forward. It asks whether academic and vocational education can ever be valued equally and whether the introduction of 14 year olds in further education establishments is successful or not. The majority of the literature was commissioned either by the government or conducted in 14-19 educational establishments. Similarities and comparisons between the research are identified and questions are asked as to how successful it might be in the future. . History of 14-19 Education The idea of 14-19 education was introduced in 1983 by the Conservative government under its leader Margaret Thatcher. The first development was called the Technical and Vocational Education Initiative (TVEI), and was a pilot scheme was rolled out into schools and colleges in1988. The scheme was run by the Manpower Services Commission (MSC,) which came under the Department of Employment not the Department of Education and Science. Jeremy Higham and David Yeomans point out in the London Review of Education (2011) that, from 1988 to 2002 14-19 vocational education was on simmer and it was not until 2002 under the New Labour government that we saw renewed enthusiasm to for this area of education. The initiative came from the Curriculum 2000 Reform of Advance Qualifications. Between 2002 and 2010 the focus was back on the progression of our young people and, essentially, the future of our work force. The Labour government commissioned an independent enquiry by Mike Tomlinson in 2004 who proposed a new vision for 14-19 education, recommending the introduction of Diplomas. These would build on the strengths of the education system already in place. However the government rejected this and decided to keep GCSE and A levels but to offer diplomas as an alternative the initiative gained respect from schools, colleges and local authorities. Diplomas were introduced in 2008 but have not been successful in gaining credit in industry or education; this has brought forward many issues relating to 14-19 education from teaching and learning, funding, employer contributions and the integration of school age pupils in FE colleges. The current Coalition government commissioned Alison Wolf to review 14-19 education in 2011. Academic/Vocational Education and Funding A major divide in 14-19 education is attitudes towards academic and vocational training. To give equality and value to both sides of what is still an educational ‘divide’ we need to alter society’s thinking and social attitudes. The review of the 14-19 Green Paper by the Department for Education (2002) states that, ‘Pushing for parity of esteem in the current educational climate leads to ‘academicising’ vocational subjects. It was felt by some that the vocational was being forced into the traditional classroom-dominated achievement environment, rather than realistically accepting the different teaching and assessment demands of vocational courses. ’ (DfES, 2002) Even though there are differences between the academic and vocational routes, teaching and assessment methods have to be different, can the value of learning and the qualification be equal? The DfES review does state that to make attitudinal changes requires substantial investment as well as long term consultation and marketing campaigns which they compare to the commitment to improving the long term plan of the National Health Service (NHS). Connexions consulted with learners in 2001 to gain their view on government papers entitled: Green paper-Schools: Building on Success, 2001 and white paper-Schools: Achieving Success, 2001. The focus group of learners conducted by Connexions produced a positive response. Learners were enthusiastic about being asked to participate in the consultation and formulating opinions on education, they concluded that, ‘†¦the choice of core subjects was generally right. They wanted to maintain the entitlement to study a modern foreign language, design and technology, the arts and the humanities. The subjects, deemed essential for personal development for example citizenship (which is to be introduced as a statutory subject within the National Curriculum from September 2002), religious education, sex and health education, physical education, work related learning and careers education should all be compulsory although not necessarily studied to GCSE level if the young person does not want to. ’ (Connexions, 2002) Regarding the discussion on the equality of academic and vocational training young people were of the opinion that, ‘vocational pathways needed to be heavily publicised to young people themselves, employers and higher education institutions so that the pathways became quickly established to form part of the traditional pathways for entry to higher education. ’ (Connexions, 2002) Comparing the two opinions, the DfES review of the 14-19 Green Paper by the Department for Education and the consultations conducted by Connexions both from 2002. The DfES wanted to take their time to ensure development of 14-19 education was more successful, but the learners wanted action to be quick, as they could see the benefit of changing views and progression. This showed that they want to progress and do have aspirations of Higher Education (HE). Tomlinson’s (2004) VE proposal was not taken on board fully, only in part with Diplomas being introduced as an alternative to GCSE and A Levels. Do we need a radical reform of 14-19 education as he suggested? To change deep rooted attitudes and opinions in society about academic and vocational education, maybe it is necessary. An article in the guardian stated prior to launch of the diplomas, ‘We have never seen big new public qualifications arrive with so little input from people who have experience in qualifications and teaching. ’( Meikle 2007) It would seem that the implementation of diplomas has been rushed; therefore they have not achieved the status needed to change opinions. In response to Tomlinson’s (2004) proposals for diplomas the Nuffield Review (2009) asks the question, who is responsible for the Vocational Training Education system? In the UK it is not clear, but does include a long list of people: parents, students, the government, education and training providers and employers. Vocational courses have been seen to have less value than traditional educational routes with fewer opportunities to progress to HE and advanced qualifications but, as Alison Wolf (2011) points out, other countries have reformed their systems and increased numbers of students taking two and three year learning programmes. She states, ‘Bringing vocational pathways into a single framework would give formal equality of standing between, academic, vocational, and mixed pathways, recognise areas of overlap between them; provide opportunities to combine, transfer, and progress between them; and ensure greater educational content within vocational programmes. It would make them easier for learners to identify progression routed to advanced level and beyond. ’ (Wolf, 2011) Wolfe (2011) agrees with the views of Tomlinson (2004) over the integration of academic and vocational education. With this in mind, as well as the research from the DfES and Connexions I quoted earlier, I believe it is the roles and responsibilities that need definition, from the education and political establishments to all people involved as well as those undertaking the training. However, a structured achievement and progression route in VE is necessary to engage employers and bring value to FE training and qualifications if we are to see equality between academic and vocational training. Wolf has recommended that the government extends funding up to the age of 24, as not all students will have achieved a Level 2/3 by the age of 19. To ensure students achieve their potential in Maths and English, extending funding was also proposed. Wolf criticised the funding structure at present, saying that it gave colleges the incentive to create programmes for profit but not for the benefit of the students. She agreed with Foster‘s opinion in 2005, and The Nuffield Review 2009, that funding should follow the learner encouraging institutions to collaborate which would integrate education and provide the best educational programme for each individual student: ‘Policy levers, i.e. funding and performance measures, should focus on collective action rather than promote institutional competition’ (Nuffield, 2009) Funding used as a ‘policy lever’ could achieve more integration of academic skills into vocational areas. Teaching and Learning and Inspection VE has been taught in FE colleges because they are equipped for vocational subjects. Schools have primarily chosen classroom based vocational subjects as they do not have the facilities to offer practical vocational learning, which defeats the object of VE. The opening of new educational establishments currently planned to open between now and 2014 University Technical Colleges (2012) (UTC) will give VE an identity of its own as well as integrate it with the national curriculum. Compulsory education to the age of 18 will be introduced from 2013 with more opportunity and choice being given to students to access VE making it more important than ever to progress 14-19 education. Issues were raised during research by the Learning and Skills Research Network (LSRN) who researched ‘the capacity of the teachers and their institutions to meet the needs of younger learners’ (Harkin, 2006). For example, the college environment could be overwhelming and frightening, especially at lunchtimes. The research questioned who was responsible for the students, were they mature enough to be treated in an adult way? This identified conflicting views: some teachers thought they needed supervision all the time at college but others commented that colleges were not ‘in loco parentis’, but still had a duty of care. They did, however say that college support in the classroom was essential to maintain the safety of the student as well as managing behaviour. In conclusion, it was identified that getting feedback from 14-16 year old students about teaching and learning was difficult due to their unpredictability and poor literacy skills. For example, discussion was often an alien concept for formulating and articulating their opinions and views, it is a more andragogical approach, one not used enough in a school environment for them to feel confident in expressing themselves. FE tutors need to have a clearer understanding of how teaching is carried out in schools, as it probably follows a more pedagogical approach. To ensure that college tutors adapt their teaching to the needs of younger student the TLRC said that, ‘There is a particular need for pedagogical training, rather than training in behaviour management, and for staff to understand the prior attainment of the students’ (Harkin, 2006, p. 36) I feel that there is a need for behaviour management training during professional development as it complement teaching and learning in the classroom. The Nuffield Review (2009) highlighted the importance of teachers being central to the planning of the curriculum for 14-19 year olds, ‘Teaching quality and the relationship between teachers and learners is central to successful education. This requires a respect for the profession of teaching – for the role of teachers as the custodians of what we value and as the experts in communicating that to the learners. Teachers should be central to curriculum development, not the ‘deliverers’ of someone else’s curriculum. (Nuffield, 2009) Tomlinson (2004) said that the quality of learning depends ‘heavily on the quality of the teaching’ and that teachers would need time to develop their own skills in their subject area to keep up to date and inspired, especially in vocational teaching. Foster (2005) also said that, more emphasis was needed on updating professional knowledge and industry development and even suggested sabbatical and secondment opportunities between education and industry. This I feel is idealistic in today’s economic climate but I have in recent years seen increased opportunities to update professional skills within my own teaching establishment. He also asked that FE colleges improve employability and skills in their local area to contribute to economic growth and social inclusion and offer a range of courses that have solid foundations. With these extra roles are FE colleges spreading themselves too thinly? FE colleges are like the ‘middle child’ aiming to please both compulsory education and higher education as well as employers. How can they do this most effectively and gain respectability for the diversity they offer both in courses, abilities, social backgrounds and disabilities of their students? Foster 2005 compared the situation in this country to the one in America where they have no formal inspection process and colleges have a strong self-regulation policy. Giving responsibility and trust to our colleges would see the higher levels of achievement already evident in America. Assessment of institutions is an added pressure. Working in English education we have come to accept it, but is the English system’s controlling, heavy- handed approach necessary? Foster compared Britain with its European neighbours and concluded that they had a much lighter touch. Such development here would give FE tutors more self-esteem, less pressure and more time to teach. Employer contribution FE has always had to promote and build strong relationships with industry and employers, including, supporting apprenticeships and work experience, and forming partnerships with employers to develop qualifications and make them relevant to industry. The TLRP in 2006 concluded that, ‘We need a sector-by sector analysis of the distinctive role apprenticeship can play in providing the knowledge and skills required in the contemporary economic and occupational context. Further and higher education, as well as employer bodies and trade unions, need to be involved in a forward-looking partnership that lifts the work-based route out if its social inclusion ghetto’ (The Teaching and Learning Research Programme 2006, p.40) In 2004, Foster commented that the LSC National Skill Survey of 2004, found that only 15%, of employers had made use of FE colleges when enquiring about training and skills needed in industry. Whilst Tomlinson ( 2004) wanted to reform 14-19 education and merge VE and academic learning, he had no view on how industry and employers would be an imperative and central part of the development in VE. College qualifications and skills teaching will not stand up to industry standards if employers are not consulted thoroughly. They need to be consulted initially to develop qualifications that are relevant as well as periodically to integrate changes, updates and progression within industry. Links with employers have traditionally been through apprenticeships, mainly for 16-18 year olds. The introduction of adult apprenticeships has had an impact on apprenticeships available to young people as older apprentices can offer life skills and additional qualifications to an employer, The Wolf Report confirms this, stating that 19+ students with A levels took the majority of Advanced Apprenticeships. In 2008/9 there was a 7% fall in the number of 16-18 year olds starting on apprenticeships. This was due to the promotion of adult apprenticeships as well as the economic downturn of the country. With the age of compulsory education rising and a lack of apprenticeships being offered by employers, it will be important to strengthen the links with employers to help young people stay in education, learn valuable skills and contribute to society for our future work force. The Wolf Report (2011) highlighted the need for employer engagement, saying that employers have gradually been ‘frozen out’ of the way VE operates. Strengthening links between employers and VE is one of Wolf’s major recommendations, as well as prioritising the development of apprenticeships and work experience and increasing the involvement of employers in FE colleges to improve employability. Her report recommendations summed up below, state; ‘Implementing its recommendations should raise the quality of provision, increase the time spent teaching and thinking about students, reduce the time spent on pointless bureaucracy, increase young people’s skills in critically important areas and make a real difference to young people’s ability to obtain employment’ (Wolf, 2011, p.144). From the TLRP report 2006 and the Wolf Report 2011, 5 years apart, has much changed or been implemented? Working with employers, I have seen the effect of the economic decline in employment opportunities and feel that some of the changes necessary are beyond the power of education specialists and need to come from alternative government policies to increase employment opportunities. The future The future involves change and evolution of what we have in place at present to ensure FE tutors keep up to date with knowledge and skills. The government have introduced 13 University Technical Colleges (UTC) which will start to open in September 2012, with a government commitment to another 24 and plans for 100 in the next 5 years. UTCs are linked to a university and will be open all year round with a timetabled day between 8. 30am and 5. 30pm and cater for between 600-800 students. They will cover academic subjects in Maths, English, Sciences, Humanities and Languages as well as transferable employment skills. UTC students will have two specialist vocational subjects i. e. Engineering and Advanced Manufacturing. The lengthened day will ensure that all homework, enrichment and work experience is covered in the timetable. FE colleges will have the opportunity to become co-sponsors but they will be led primarily by a university. Does this reduce the role of FE colleges? more seems designed to strengthen the progression forward to HE and not FE, whereas Foster (2005) described FE as essential to widening participation in HE and removing barriers. Another emerging education route is Studio Schools which will be state-funded and accommodate 300 students, time tabled between 9am and 5pm. Six are already open with another 6 planned by the end of 2012. They will teach through community projects, enterprise and work experience. By focussing on how subjects are delivered they may be able to contribute to closing the divide in vocational and academic education. These 2 different types of establishments are similar in the way they are designed to transform of 14-19 education, such as opening times and their work and the community experiences approaches to learning. The biggest difference is the number of students enrolled. It seems that large academies have been growing over the last couple of years with numbers in excess of 1000 students. Throughout the research I have read there has been no mention of class sizes. It has been proved in the past that some students do not flourish in a large class environment but yet no one has thought to research this. I think on occasions students become a number and I hope that in the future we can still personalise education for the individual as they are all unique. Conclusion During this literature review I found a diverse range of opinions articles written about VE and academic education and how they can be both valued in society . In January 2012 Alison Wolf backed the action to remove the equivalency of GCSE’s from most vocational subjects. I feel this widens the gap of value between the two education routes but, UTC’s and Studio Schools offer alternatives and it may be an advantage to separate academic and VE entirely. Through this research I have looked at many areas, concerns and government policies and one of the areas that I think is more important and has a direct relationship to teaching is how 14-16 years old learners integrate into FE colleges and whether learning is appropriate and meets their needs this is an important consideration that requires more research. Word Count-3100 Bibliography Connexions. (2002). Results of the Connexions Service consultations held with young people on the green paper. 14-19: extending opportunities, raising standards. Connexions. DfES. (2002). 14-19 green Paper Consultation Workshops Review. DfES. Foster, A. (2005). Realising the Potential, A review of the future of further education colleges. Nottinghamshire: DfES Publications. Nuffield Foundation. (2009). Educational for All The Future of Education and Training for 14-16 Year Olds. The Future of Education and Training for 14-16 Year Olds. Fuller, A. and Unwin, L. (2011). London Review of Education, Vocational education and training in the spotlight:back to the future for the UK’s Coalition Government. London: Routledge. Harkin, J. (2006). Behaving like adults:meeting the needs of younger learners in further education. London: Leaning and Skills Council. Higham, J and Yeomans, D. (2011). Thirty years of 14-19 education and training in England: Reflections on policy, curriculum and organisation. London Review of Education, 217-230. Hodgson, A. and Spours, K. (2010). Journal of Education and Work, Vocational qualifications and progression to higher education: the case of the 14-19 Diplomas in the English system. London: Routledge. Hodgson, A. and Spours, K. (2011). London Review of Education, Educating 14-19 year olds in England: a UK lens on possible futures. London: Routledge. Hodgson, A. , Spours, K. , and Waring, M. (2005). Higher Education, Curriculum 2000 and the future reform of 14-19 qualifications in England. London: Routledge. Huddleston, P, Keep, W, Unwin, L,. (2005). Nuffield Review of 14-19 Education and Training Discussion Paper 33, What might the Tomlinson and white paper proposals mean for vocational education and work based learning? Teaching and learning Research Programme (2006). 14-19 Education and Training. London: Teaching and Learning Research Programme. Teaching and Learning Research Programme. (2006). 14-19 Education and Training:A Commentary by the Teaching and Learning Research Programme. London: Teaching and Learning Research Programme. Tomlinson, M. (2004). 14-19 Curriculum and Qualifications Reform, Final Report on the Working Group on 14-19 Reform. Wolf, A. (2011). Review of Vocational Education-The Wolf Report. Websites Studio Schools Trust. n. d. [online] Available at: www. studioschooldtrust. org [Accessed 30 January 2012] University Technical Colleges. n. d. [online] Available at:. www. utcolleges. org [Accessed 30 January 2012] Newspaper Articles Baker, L. (2011). ‘Wolf’s backing of vocational training is great, but she ducks the question of how much it will cost ‘The Times Educational Supplement. 25 March 2011, p. 31. Meikle, J. (2007) ‘Diplomas being introduced too fast, warns MP’s’, The Guardian. 17 May 2007. [online] Vasager, J. (2012). ‘Thousands of vocational qualifications to be stripped out of GCSE league tables’. The Guardian. 31 January 2012. [online] Wolf, A. (2012) ‘An end to qualifications that have no real value’ The Guardian. 31 January 2012. [online].