Managing Stress among Employees in Out-patient Setting Research Paper - 1

Managing Stress among Employees in Out-patient Setting - Research Paper Example It is identified that the negligence of evaluation phases causes the breakdown of implemented changes. This paper will discuss various strategies and techniques that can be effectively employed in evaluating the impacts of the introduced changes among employees in out-patient settings. There are three evaluation phases that are scientifically designed for program evaluation; formative evaluation, summative evaluation, and impact evaluation. The formative evaluation phase continuously acquires information regarding the introduced program in order to amplify the performance. According to Lytras, Carroll, Damiani, Tennyson, Avison, Vossen, and Pablos (2008), in the summative evaluation phase, the outcomes of the project are assessed; and from those results, the project managers analyze the impact of the outcome on its actual beneficiaries; the shareholders (p.672). On the other hand, impact evaluation phase focuses on the larger group of beneficiaries over a long period of time. Here we can use formative evaluation and summative evaluation techniques for the determination of the effectiveness of the introduced organizational change in an out-patient setting. The organizational changes implemented to manage employees’ stress need to be analyzed from the perspective of both employees and organization; it involves the application of formative evaluation phase. In order to get the status of the introduced change, from the perspective of employees, it is necessary to collect their feedback using methods such as questionnaires, surveys, voting, and general meetings. Similarly, it is suggestible for the project management team to assess the effectiveness of the change by considering its impacts on those employees who were affected by stress. It can be achieved by comparing the individuals’ level of performance prior to and after the implementation of the program. Their new ways of working behavior both as individuals and as a team need to be  evaluated for knowing whether the change takes a positive effect on them or not.

Cross Cultural Communication Exam Essay Example | Topics and Well Written Essays - 1500 words

Cross Cultural Communication Exam - Essay Example These shared traits, values and practices have been passed on from one generation to the next. These have all been developed from influences from their history, ancestors, environment and even geographical location. Thus, it can also be said that culture is an unconscious learning of a certain group’s inherent practices, and behaviors, and it forms the group’s identity that sets them apart from other cultures. In the context of one’s culture, one develops a worldview, value system, attitudes and beliefs common to the cultural group he comes from.2 Each culture has identified heroes, rituals, values and practices that represent who they are as a people. Heroes are people who have shown extraordinary virtues or skills that people want to emulate. People appreciate the heroes more when their culture is highlighted when the hero is given public recognition. Rituals are customs and traditions distinct to the cultural group. These are practiced in specific times such as special occasions. For example certain cultures perform certain rituals during religious holidays to honor their faith. Values are deeper concepts preferred by a cultural group such as the provision of utmost hospitality to guests or ascribing deep respect for elders. Practices are actions that sum up the cultural make-up of a group of people. For Muslims, for example, getting down on their knees to pray five times a day is a custom that reflects the people’s religious heroes, rituals, values and practices. The Oxford English Dictionary defines ethnocentrism as "regarding ones own race or ethnic group as of supreme importance"4. Although this is basically good because it promotes cultural identity, it may also breed arrogance and racism when it becomes amplified when the ethnocentric group is among other cultural groups. It then becomes a barrier in

Clarice Lispector’s Women Characters Essay Example for Free

Clarice Lispector’s Women Characters Essay I sat before my glass one day, And conjured up a vision bare, Unlike the aspects glad and gay, That erst were found reflected there- The vision of a woman, wild With more than womanly despair.[1] The Italian feminist writer Elsa Morante stated that: â€Å"One woman’s agony in her room is something so insignificant that it casts no shadow across the great universe†[2]. However true this might be, Clarice Lispector manages to give voice to her female character’s feelings in a such overwhelming way that the reader’s own universe cannot remain indifferent. Reading Lispector’s works, especially her short stories, is like plunging into an apparently innocuous moment of a woman’s life but rapidly and unavoidably be dragged into the unreachable depths and the darkest recesses of her psychology. It never turns out to be a merely pleasure trip. Influenced by existentialist authors, Lispector’s over-riding concern revolves around woman condition in its entirety[3]. It is a definitely complex and multi-faceted matter, which encompasses all the issues of the human condition exasperated by the womanhood’s burdens. Alongside with the unbearable awareness towards the absurdity of life and its revealed lack of meaning, the writer has to deal with the role of the women in a male oriented society, their existential sufferings and failures, the sense of relationships and isolation, their unfulfilled aspirations given up to conform to an imposed social scheme, the ideas of family and alienation, their forlorn hopes and submissiveness. The reader is prompted to ask himself: ‘to what extent is the woman allowed to be herself before becoming the objectification of somebody else’s aspirations?’ The concept of identity is therefore the pivot of all this speculation: Clarice explores the dynamics of self-discovery, the different and always traumatic ways in which her characters find or are forced to face their true authentic self and the conflict these achievements generate in their life. In this essay, I will pay close attention to the object of the mirror, a recurrent image in Lispector’s fiction, where it occupies a key role in the process of â€Å"autoconhecimento e expressà £o, contemplaà §Ãƒ £o e aà §Ãƒ £o, conhecimento das coisas e relaà §Ãƒ µes inter-subjetivas†[4]. In the consideration of this point, I will draw on the psychological theories that explained the phenomenon of visual self-identification, highlighting the correspondences in the behaviour of the woman characters. I will also refer to the literary criticism that handled with the Lispectorian â€Å"potà ªncia mà ¡gica do olhar†[5]. Then, I will focus on the range of feminine figures portrayed in Laà §os de famà ­lia, pointing out how they underwent the experience of self-awareness, what they have in common and where they are different. Finally, I will take into account Clarice’s short article â€Å"Espelho mà ¡gico†, which I found to be a particularly valu able contribution to this analysis and a sort of locking ring to this paper. Let’s start by considering the leitmotif of the mirror and the importance of sight. To try to unfold the copious polysemic connotations that the mirror bears, it is worth briefly considering it under a psychoanalytic point of view. Several are the currents that acknowledged the mirror to be one the most powerful tool in the process of the analysis and identification of the self. Jaques Lacan theorised the famous concept of the â€Å"mirror stage†: the child starts to identify with the reflection of itself, discerning the â€Å"I† in the mirror and the â€Å"I† outside the mirror. Along with OLTRE!!! The identification, however, comes the sense of alienation, due to the perception of the mirror image as an Other self. Experiencing this splitting, the subject keeps searching a constant confirmation of its identity from/by/in the confrontation with other people and objects. By the visual contacts, as a sort of multiplicity of mirrors, the sense of selfhood ca n be reinforced by returned gazes of recognition[6]. The idea that the people interacting with the subject act as mirrors for itself has also been substantiated by Charles Horton Cooley. He went further and advanced the social psychological concept of the looking-glass self, according to which ‘identity is created out of the tension between natural impulses that the individual must actively develop and the social structures that the individual must actively appropriate’[7]. He points out that there are three stages through which a person goes: she/he imagines how she must appear to others, she/he imagines the judgment of that appearance, she/he develops her/him self through the judgments of others[8]. But what happens when the social structures develop a diffused and subjugating system of judgements and bias that deeply interfere with the expression of the individual impulses? The result is deep manipulation of somebody’s own self, where self-denial tendencies usually prevail as a compromise between the two tensions. This is actually what happen to Clarice’s women characters. When they look in the mirror, they see (or glimpse) themselves how they truly are, but also how they are not allowed, or do not dare, to be. This social conditioning is clearly summarised by John Berger: ‘To be born a woman has been to be born, within an allotted and confined space, into the keeping of men. The social presence of woman has developed as a result of their ingenuity in living under such tutelage within such limited space. But this has been at the cost of a woman’s self being split into two. A woman must continually watch herself [†¦] because how she appears to others, and ultimately how she appears to men, is of crucial importance for what is normally thought of as the success of her life’[9] Bearing in mind these concepts, let’s now delve into the feminine universe of Laà §os de famà ­lia. The first aspects to remark is that Lispector’s characters are never stereotypical women. They cannot be enclosed in any womanly clichà ©, even if they share the same experiences and they sometimes seem to be facets of the same person. Clarice introduces the reader to different women, or again different stages in life of only one: daughter, adolescent, wife, mistress, mother, grandmother. Emotional detachment is one of the thing they have in common. They all show unsolvable inability to connect with others in a deep and meaningful way. Although being present and even physically close to their families, they are not emotionally present in the relationships. They dissociate, both experiencing emotional numbing, both restraining their own true feeling. Moreover, they do not find a reliable interlocutor in their partners or friends, because the image that the latter project on them is distorted and limited to the role they unconsciously or not impose on them. As previously illustrated, the achievement of self-identity requires an interchanging dialogical recognition between one I and one other that acknowledge that I as a whole[10]. Clarice’s women are left alone. Nevertheless, even when they seem to live the identity they have been given (therefore being self-denial), their true inner self, their real subjectivity suddenly bursts out. There is a kind of fil rouge that pools all the short stories: the narrative nucleus is represented by a moment of conflictive tension, an interior crisis, a rupture. At times, it is sufficient the most trifling event to trigger an epiphany, an instant of dramatic awareness. Everything that has been kept suppressed explode in a flood of thoughts, reminiscences and revelations. The body abruptly paralyses and time stands still: life is revealed, meaning is lost, the measure of identity and freedom are found. But understanding is a responsibility, and Clarice pushes her characters to their limits. They hang on the balance between stepping back or going beyond: utterly disoriented, they face the danger of living. Regarding this point, Professor Earl E. Fitz explains that: ‘they come to grips with themselves, with who and what they really are and, finally, react to this unexpectedly experienced flash of insight by either rejecting the â€Å"new self† that would emerge or by actually undertaking the creation of a new self, a new and authentic identity. [†¦] But the price of real freedom is always high and appears in Lispector’s fiction as the discomforting and solipsistic realisation that we are all alone, isolated in our solitude, and tormented by the need to communicate’[11]. Epiphanies, alienation and incommunicability show close affinities with the literary world depicted by Sartre and Camus. The encounter of the conscience with the reality, more specifically with the experience of the Absurd and the sense of meaningless of life, always generate unease in the protagonists. Even if Lispector has asserted that her naà ºsea is not the nausà ©e of Sartre[12], the epiphanic moments are associated with upsetting feelings: nausea and daze in Amor, anger in Feliz Aniversà ¡rio, hatred in O bà ºfalo, fear in Preciosidade, nausea and sadness in Devaneio e embriaguez duma rapariga ,nausea and derangement in Imitaà §Ãƒ £o da rosa. Moreover, Lispector’s characters experience these unconscious outburst via their sense of sight, similarly to Sartrian protagonists. In Amor, Ana’s reality suddenly falls apart with the simple view of a blind man chewing a chewing gum on the tram. The sudden braking of the tram is like a tug to her subconscious, the detonator of her repressed unhappiness and her existential in-satisfaction. The woman feels an emotional collapse, she is overwhelmed by nausea and compassion. A moment later, she feels emptied and alienated as she wanders through the Jardim Bà ´tanico. When she manages to get home, her husband takes her by the hand, â€Å"sem olhar para trà ¡s, afastando-a do perigo de viver†[13]. So she comes back to her previous existence, but she has now become aware that she loves her world with repugnance, loathing. She represents the women who are conscious of the fact that something essential is missing in their life, that what they are surrounded by is not what they really wanted, is not enough to fulfil them. At the end of the day she look at herself in the mirror, â€Å"por um instante sem nenhum mundo no coraà §Ãƒ £o. Antes de se deitar, como se apagasse uma vela, soprou a pequena flama do dia.†[14] The process is alike in O bà ºfalo. The unnamed protagonist is destroyed by unreciprocated love. ‘Eu te odeio, disse a mulher, muito depressa, a um homem que nà £o a amava. Mas a mulher sà ³ sabia amar e perdoar, e se aquela mulher perdoasse mais uma vez, uma sà ³ vez que fosse, sua vida estaria perdida’. In order to bear the pain, she tries to learn how to hate by the wild nature of the animals. Wandering in a zoo, she encounters a buffalo (something close to the male sexual symbology). â€Å"Ela nà £o olhou a cara. [†¦] Olhou os seus olhos. E os olhos do bà ºfalo, os olhos olharam seus olhos†. The climax is achieved by the visual contact between their eyes. She feels so jarred that she faints. The condition of woman victim of love finds its catharsis in this epiphany closed to sexual ecstasy. Visual contact and self-perception take on another nuance in Preciosidade. The protagonist is an adolescent girl, who tries to avoid having anyone look at her. She feels she must protect an ambiguous preciousness she owns. Either it is referred to her virginity or simply to her being a girl, by eschewing male’s gazes she knows she will keep from becoming an objectification of their desire. More complex are the eye contacts in the short story Laà §os de famà ­lia. The title includes the emblematic essence of family relationships. The semantic ambivalence of laà §os can either be seen in a positive way, â€Å"love bonds†, or in a negative one, like â€Å"binding chains†. The protagonist Catarina and her mother epitomise this ambivalence, in living their strained relationship as a mother and as an adult daughter. Sentiments are no longer expressed, love mixes with hate, visual contact is unbearable. Waiting for the train to leave, the mother looks at herself in pocket mirror to fill the emptiness left by the lack of communication with Catarina. Once home, Catarina take a walk with her son, tying him to her in another noxious kind of love binding. Very important is the figure of the husband, left out, excluded. He need her, but awkwardly tries to exercise his apparent power to show off his role. Another strongly symbolic story is Imitaà §Ãƒ £o da rosa. The protagonist is Laura, a woman who experienced a rupture, both physical with a nervous breakdown, both social, not being able to adhere again at the role of wife she used to perform before her illness. The character is therefore divided between two attitudes: the â€Å"impersonal† woman, who tries to be obedient to the established pattern of being a wife, and the â€Å"personal† woman, that breaks the contract and the social expectation codes. Roberto Corrà ªa dos Santos[15] analyses the duplicity of Laura’s nature and the reflection it has on the relationship with her husband. Corrà ªa dos Santos divides her feelings and her behaviours in two moments: the â€Å"Tempo de obedià ªncia† and the â€Å"Tempo de ruptura†. During the â€Å"Tempo de obedià ªncia†, the attitude of her husband towards Laura shows a man â€Å"esquecido de sua mulher, em paz, recostado com bandono† whereas Laura is â€Å"submissa, atende o marido de braà §o dado, fala sobre coisas de mulheres†. During the â€Å"tempo de ruptura†, the husband turns out to be â€Å"cansado e perplexo, mudo de preocupaà §Ãƒ £o, tà ­mido, com um hà ¡lito infeliz†, while she becomes â€Å"super-humana, tranqà ¼ila em seu isolamento brilhante, como un barco tranqà ¼ilo, de perfeià §Ãƒ £o acordata†[16]. Like the example of Carlota’s husband, Laura’s husband metaphorically shrinks the more and more his wife finds her dimension of self-confidence. Fitz, E. Earl sums up: â€Å"Consistent with Lispector’s view that each of us fight a battle for control of the chaos that envelops us, she shows poignantly how the woman in the story is growing in terms of consciousness and self-understanding (tangled as this itself is) while the man with whom she is living [†¦] is stupidly and dully trapped in his own uninteresting view of reality, [†¦] dominated by the spurious â€Å"clarity† of his conventional thought, his socially prescribed clichà ©s and unoriginal thinking†[17] In addition to these considerations, it is relevant to stress that the concept of the mirror as fundamental tool in the process of self-perception has also been taken up by Clarice outside her fictional work. Espelho mà ¡gico is short article she wrote when she contributed to Dià ¡rio da Noite. It was published in 1960, in a culumn entitled â€Å"Sà ³ para mulheres†, which suggests a hidden feminine complicity that strengthens the message the author wants to conveyed: Nà £o à © sà ³ o espelho da madrasta de Branca de Neve que à © mà ¡gico. A verdade à © que todo espelho tem a mesma magia. [†¦] Vocà ª nà £o hà ¡ de perguntar: â€Å"Quem à © mais bela do que eu†. O melhor à © perguntar ao espelho: â€Å"Como posso ficar mais bela do que eu?† Eis os ingredientes para um espelho mà ¡gico: 1) um espelho propriamente dito, de preferà ªncia daqueles de corpo inteiro; 2) vocà ª mesma diante do espelho; 3) coragem. [†¦] Coragem para se ver, em vez de se imaginar. Sà ³ depois de se enxergar realmente, à © que vocà ª poderà ¡ comeà §ar a se imaginar. [†¦]Mas lembre-se: a imaginaà §Ãƒ £o sà ³ nos serve quando baseada na realidade. Seu â€Å"material de trabalho† à © a realidade a respeito de vocà ª mesma. Nà £o vou lhe dizer o que vocà ª deve fazer para melhorar de aparà ªncia. Nà £o tenho a pretensà £o de ensinar peixe a nadar. E sà ³ uma coisa à © que vocà ª nà £o sabe: que vocà ª sabe nadar. Quero dizer, se vocà ª tiver confianà §a em vocà ª mesma, descobrirà ¡ que sabe muito mais do que pensa. Mas, de qualquer modo, estarei aqui para ajudar a vocà ª a nà £o esquecer que sabe. Here, Clarice recurs to the archetype of the magic mirror in the fairy tale, positioning the question of identity in an apparently simple layer of interpretation. The strength of this passage, though, resides in the shifting of the cultural pattern of the identification of the self: the answer is not any more given by the mirror, but acknowledged directly by the person who mirrors herself. Who is answering is indeed the same woman who asked, providing herself with the true measure of her renewed â€Å"I† descried alone, without the need of something (or somebody) else who sees her from the outside. This is the new espelho mà ¡gico Clarice hopes for, where the magic comes from the other side on the glass: the person. More than an article, it becomes a suggestion, an exhortation. It takes some efforts, some coragem para se ver, se enxergar, but this is necessary in order to build a new parameter for the individual existence, a new pattern of legitimisation of the self. It is the only way for women to ged rid of the old and tight social and cultural paradigms and to confront themselves with new references based on their quotidian choices and prerogatives. A new perspective is offered, where beauty stops being a primary attribute and leaves its place to self-confidence and fortitude. This new woman holds in her hands a â€Å"material de trabalho†, the realidade a respeito de si mesma. She could represent a new possible social feminine figure, who believes in her capability to promote a change and to be in charge of her own destiny. While in her stories she often left her characters helpless and powerless in front of their mirrors, in the real world Clarice let this mirror become a threshold towards a higher dimension, like an open portal in front of the woman. The article end is contract-like: women will try to operate this transformation and the author will watch over her, with her novels and stories. For the aforementioned reasons, there is no doubt that Lispector’s fictional universe is as wide and deep as the themes it deals with. To understand how her complex feminine characters perceive themselves, it is necessary to take into account the issue of the human condition in its entirety, applied to the point of view of women. Nonetheless, every story she wrote encompasses a multitude of smaller senses and significances, so that more than one reading is needed in order to disclose all of them. Every reader can easily agree with Hà ©là ¨ne Cixous, who stated that: â€Å"Clarice’s text, like Kafka’s, are not narratives. They contain a secret, a lesson. But this secret and this lesson are dispersed in the verbal space in such a way that the meaning cannot be apprehended at a first reading.†[18] Psychoanalytic perspective helps to explain her literary explorations of the question of identity, the importance of sight, and the self-perception her characters achieve in their reflection in the mirror or in someone else’s eyes. The in-depth analysis of the women in Laà §os de famà ­lia also provides a comprehensive picture of Clarice’s profound sensibility and complex psychology. The plot, the setting, the description of the characters and their relational dynamics epitomises Lispectorian imaginary. As far as the mirror is concerned, it undoubtedly hold an important position in Clarice’s symbolism and recurs also in her non-fictional works. The article Espelho mà ¡gico represents a significant contribution in the comprehension of her Weltanschauung, and creates a concrete link between her imaginative world and the tangible reality. [1] Mary Elizabeth Coleridge The Other Side of a Mirror, 1896 [2] Elsa Morante, Arturo’s Island, p. 187 [3] Lispector does not actually represent all women in her text, but she rather focuses on the ones she belongs to and presumably knows the most: the middle-class white urban women. With the expression â€Å"woman condition in its entirety† I mean the whole range of feminine experiences a given woman can go through during her life. [4] Nunes, Benedito, Clarice Lispector. Sà £o Paulo: Edià §Ãƒ µes Quà ­ron, 1973 p. 95 [5] Ibid, p. 95 [6] Lacan, Jaques, The Four Fundamental Concepts of Psychoanalysis. London: Penguin. 1994 p 70-72 [7] Cooley, Charles H. On Self and Social Organization. Chicago: University of Chicago Press, 1998 p 20 [8] Cooley, Charles H. Human Nature and the Social Order. New York: Scribners, 1902. pp. 183-184 [9] Berger, John, Ways of Seeing. London: Penguin, 1972 [10] See also: Psychology of Self. Kohut, Heinz The Analysis of the Self. New York: International Universities Press, 1971 [11] Fitz, E. Earl Clarice Lispector. Boston: Twayne Publishers, 1985, p. 48 [12] Lowe, Elizabeth. The Passion According to C.L.: Elizabeth Lowe interviews Clarice Lispector. Review, 24: p 36 [13] Lispector, Clarice, Laà §os de Famà ­lia. Rio de Janeiro: Livraria Josà © Olympio Editora S.A., 1976 p 24 [14] Ibid, p 26 [15] Corrà ªa dos Santos, Roberto Lendo Clarice Lispector. Sà £o Paulo: Atual Editora LTDA, 1986 p. 21 [16] Lispector, Clarice, Laà §os de Famà ­lia. Rio de Janeiro: Livraria Josà © Olympio Editora S.A., 1976 p 36-40 [17] Fitz, E. Earl Clarice Lispector. Boston: Twayne Publishers, 1985, p. 44 [18] Cixous, Hà ©là ¨ne, Reading with Clarice Lispector. Trans. By Verena Andermatt Conley. London: Harvester Wheatsheaf, 1990 p 98

Three Gorges Dam Construction Project

Three Gorges Dam Construction Project Section 1: Goal, Scope and Rationale The Three Gorges Dam is widely accepted as the largest Dam Construction project to ever take place. The main goal of the project was to design and build the biggest hydroelectric dam of the world on the Yangtze River in China, which would be over 180 meters in height and 2.3 km in width. The motivation behind constructing the Dam was in order to control the rivers water levels to limit flooding, and to produce hydroelectric power. (YangtzeRiver.org) (Power-Technology, 2010) The Dam was intended to raise the water level on one side of the river by 100 meters. This would lead to many small towns and buildings that were near the Three Gorges Dam to become flooded. In fact, over one million people were to be displaced in order to construct the Dam. In order to accommodate the people who were displaced, new towns had to be built in order to transfer the people living near the Dam to other safe areas. The project also involved installing some 28 generators in order to produce an estimated 18 MW of hydroelectric power. (LongPassages.org) An additional 6 power generators are planned to be installed in order to increase the Dams power production capacity (InternationalRivers.org) The Dam was also designed to facilitate ship locks, which would be extremely useful in order to a llow ships to travel across the dam without interfering with their travel route options. (LongPassages.org) The Project was given the green light for construction to begin in 1992 but official construction started in 1994. The Project cost was estimated at $9 billion. The project was to be funded by several different sources including international banks from Switzerland and Canada and various other companies. (InternationalRivers.org) Section 2: Strategy Alignment The Three Gorges Dam was a project undertaken by the Chinese government. As the Chinese government obviously did not have the resources available to construct the Dam, e.g. expertise, experience and equipment, the Chinese government outsourced to European and American companies. Western companies which were involved in the project were mainly involved with supplying the power equipment and restrictions were imposed on them. It was agreed upon that the manufacture of the power equipment such as generators and turbines had to take place in China, in partnership with local companies. (InternationalRivers.org) In the example of the Three Gorges Dam, which is a government led project, it can be clearly observed how the project aligns with the governments strategy. China is generally accepted as one of the largest Carbon Dioxide emitting countries in the world coming in second place behind the United States and suffers from increasing pollution levels in the air. In addition to this, China is considered to be a booming economy, with an ever increasing demand for energy. In order to be able to supply this increasing demand in energy, without increasing its carbon footprint, the Chinese government implemented a strategy of investing in clean sources of energy such as hydroelectric power. (DavorH, 2015) To some extent the Three Gorges Dam aligns with this strategy as it promised. The Dam would produce 18 MW of clean hydroelectric power which would in turn reduce Chinas dependency on coal for energy production and would reduce Chinas carbon footprint. Also the Dam would enable the controlling of water levels and hence flooding. (Hays, 2013) (YangtzeRiver.org) There were of course alternative ways to produce clean energy and to reduce Chinas carbon footprint, rather than building the Three Gorges Dam. Some alternatives include nuclear power, solar energy, Wind energy or even investing in making energy production from coal power stations more efficient. All these methods could also have reduced Chinas carbon footprint. Section 3: Management of Risk When it comes to risks, the Three Gorges Dam can be considered to pose many. From risks to the environment, to financial risks, to physical risks, the Three Gorges Dam has them all. I believe that in my opinion the largest risk is the physical risk of a major earthquake. Geologists have confirmed that the Dam lies on the intersection of two fault lines. This is usually the area most prone to earthquakes as tectonic plates slide across each other. It is believed that even though the Dam lies in a high risk area already, the massive weight of the water exerts extremely high pressure on the ground below the Dam which can eventually assist in the formation of an earthquake. Several tremors have been recorded near the Dam since its construction which has raised concern over this phenomenon. (Watson, 2008) It is possible that in the event of a large earthquake, the Dam could possibly collapse. In the event that the Dam would collapse, massive amounts of water would be suddenly released and allowed to travel downstream, as well as massive pieces from the Dam wall. This could result in large scale destruction of property downstream, destruction of the environment and even mass scale death since millions of people live downstream of the river. The Chinese government has been addressed with these concerns from its citizens. The Chinese government has made a statement ensuring the public that the largest scale earthquake that is possible in that region is not large enough to destroy the Dam. (Adams, 2011) I believe the risk of an earthquake destroying the Dam is the most significant risk to the Three Gorges Dam as it poses a risk that occurs suddenly and there is no warning given prior to the event which would enable engineers to assess the situation. Section 4: Conclusions: Evaluation of Project Success When taking into consideration what the main goal of the project was, which was to build the worlds largest Dam and hydroelectric power station, the project has succeeded. The Three Gorges Dam is now the largest Dam in the world and the largest hydroelectric power plant in the world. On the other hand, there were other aspects in which the project can be considered to have failed. The project was aimed to cost $9 billion before construction begun, but by 2012 the expected cost had climbed up to $37.2 billion. The actual cost was more than 4 times the estimated cost before the project had begun and this is a major problem for the projects success. With regards to time, the project begun construction in 1994 and construction was completed in 2006. (InternationalRivers.org) At the end of the Dams completion, an estimated 1.4 million paper were calculated to have been forced to relocated somewhere else, a total of 16 cities, 140 towns and 1350 villages were submerged in water. (BBC, 2012) On the other hand, the reason the Dam was constructed was to produce hydroelectric power in order to reduce the Chinese Governments dependency on coal, and to control flooding. With regards to power production, in 2012, the Dams power production capacity was 22.5 Gigawatts, which is equal to an outstanding 11% of Chinas hydroelectric power production capacity. The fact that a single Dam amounts to 11% of the countries hydroelectric power production capacity can definitely be considered as a success in that manner. With regards to flooding control, Chinese officials have stated that the Dam is a solution to the problem of flooding. (BBC, 2012) In my opinion, I consider the whole project to have been a success, as it has increased Chinas hydroelectric power production capacity by a large amount as well as allow for the controlling of life taking floods. Even though the project cost far more than estimated, and has created problems for some people I believe that the ultimate goal of inc reasing Chinas hydroelectric power production capacity as well as allowing for the controlling of flooding was achieved and therefore the project can be considered a success. References   Adams, P. (2011) Chinese study reveals Three gorges dam triggered 3, 000 earthquakes, numerous landslides. Available at: https://journal.probeinternational.org/2011/06/01/chinese-study-reveals-three-gorges-dam-triggered-3000-earthquakes-numerous-landslides/ (Accessed: 5 December 2016). BBC (2012) Chinas Three gorges dam reaches operating peak. Available at: http://www.bbc.co.uk/news/world-asia-china-18718406 (Accessed: 5 December 2016). DavorH (2015) China hydropower as the right solution? Available at: http://www.our-energy.com/china_hydropower_as_the_right_solution.html (Accessed: 5 December 2016). Hays, J. (2013) THREE GORGES DAM: BENIFITS, PROBLEMS AND COSTS. Available at: http://factsanddetails.com/china/cat13/sub85/item1046.html (Accessed: 5 December 2016). InternationalRivers.org Available at: https://www.internationalrivers.org/sites/default/files/attached-files/3gorgesfactsheet_feb2012_web.pdf (Accessed: 5 December 2016). LongPassages.org Available at: http://www.longpassages.org/3_gorges_dam.htm (Accessed: 5 December 2016). Power-Technology (2010) Available at: http://www.power-technology.com/projects/gorges/ (Accessed: 5 December 2016). Watson, S. (2008) Why could chinas Three gorges dam cause an environmental disaster?Available at: http://science.howstuffworks.com/environmental/green-science/three-gorges-dam-disaster1.htm (Accessed: 5 December 2016). YangtzeRiver.org Available at: http://www.yangtzeriver.org/threegorges_dam/why-built-three-gorges-dam.htm (Accessed: 5 December 2016).

Cage in Heaven Essay -- Personal Narrative Descriptive Essays

Cage in Heaven Process writing: This was me when I was growing up in my little world. This was my feeling of pain, sorrow, and joy during my childhood. I felt all these emotions and more growing up in the busy Hong Kong City. Looking back at my childhood, I realized why I came to the United States. I adore my father and siblings for all the hard work they have done for me to come over. I realized the warmest and only love is that of a family. Hong Kong is six million hearts beating in rhythm. This pellet of land bustles with boiling commotion. Sirens scream like tea kettles. It is modern and prosperous, just like a little New York City of the Orient. The majority of people in Hong Kong hanker to live in loft houses of 3,000 square feet facing the fascinating skyline and immense harbor. Dreams of dreamhouses push the people deeper and deeper into their hard work, including my father. But beneath the city’s captivating surface, the noise of automobiles and prosperity overpowers thousands of sorrowful stories. Since poor people cannot afford the high rent prices, they have to jostle in bed-size apartments and partitioned rooms in the cocklofts of aged buildings. As I lived in Hong Kong, I should have been satisfied to have a 500 square foot big home. But, after my father left home, I found neither the eye-catching harbor view nor a vast house to be heavenly. Instead, a bed-size apartment on top of a dilapidate d building was my firmament. I gazed at my father, sister and brother from the corner. My eyes followed their weighty pace until their laden shadows disappeared at the end of the indistinct hallway. I was still very small at that time. I could not even reach the doorknob, so how could I under... ... my father. I didn’t long for life in a big house anymore. The world under the aged building was blossomy for those materialistic people who chased modernization. That world didn’t belong to me. Another world was waiting for me. That world was the cage in heaven where I could have family warmth. Steven made a reckless move for his family. For the same reason, my father went to New York to make a better living for his family. There was no abhorrence in my heart anymore. I felt so sorry for my father, and had to apologize because I had misunderstood him for the past 15 years. I stood near the cage in heaven again, appreciating the melody made by the factories, and I forgot the hullabaloo of the city below. I took out my cell phone and called. When I heard the voice that I wished was more familiar, I shouted out, â€Å"Papa, meet you in New York City soon!†

Who Is God? Essay -- essays research papers

Who is God? Worshipping is a way to communicate beliefs and feelings of individuals and religious communities. Every society I have every studied from the American Indians to the Ancient Greek have all believed in some form of worship or religion. Altars have been and are in existence in several if not all forms of region. Robert Farris Thompson depicts this for the African population in " Overture: The Concept 'Altar,' " and " With the Assurance of Infinity: Yoruba Atlantic Altars," Face of the Gods: Art and Altars of Africa and the African Americas, through pictures he and others have taken, has well as evidence from assorted books, articles, poems and songs, Thompson shows the meaningful role the Altar had in self expression of the Africans. "The aim is to view black Atlantic art, especially in the New World, in terms of thoughtfully selected [altar] objects belonging to specific philosophic constellations which help to define the face of divinity." Through the oppression of the salve trade, the Yoruba Africans worked to keep there own conception of region intact. "Even under slavery, and under post slavery persecution in the late nineteenth century, the Yoruba of Cuba and Brazil managed to maintain sporadic but precious contact with Africa through networks of friends and traders. They sought the sacred cowries, seeds, and beads of Africa for their religion." This example...

Data Collection Activities in Algebra 1

Algebra has long been taught in the same way. This usually means teachers rely heavily on the textbook. Though some textbooks have changed in recent years, the central focus is till on paper and pencil, memorization of rules, and use of algorithms. The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) asks mathematics teachers to seek activities that â€Å"model real-world phenomena with a variety of function† and â€Å"represent and analyze relationships using tables, verbal rules, equations, and graphs†.The standards also urge teachers to give students the opportunity to be actively involved in math through data analysis and statistics that are integrated into the curriculum. My hope is to show that these types of activities can be incorporated into an algebra I course as a way of teaching slope, y-intercept, and linear equations. I plan to teach a unit on linear equations during the third nine weeks of an eighth grade algebra I course next semest er.The project will begin with one class learning the material typically covered in most algebra textbooks. I do not plan to pretest the students because this is new material for them. This class will also go to the computer lab and complete a lesson on the computer covering linear equations. In addition, they will work in pairs using T1-82 graphing calculator to explore slope and y-intercept. All of these methods are what I have typically taught over the past 5 years.Another eighth grade class will be given several data collection activities as a unit of study for linear equations. The primary resource for this class will be Algebra Experiments I by Mary Jean Winter and Ronald J. Carlson. My focus will begin with a whole class participation data collection activity. The class will perform â€Å"the wave† in small sections at a time until the entire class has completed it. As a group will record the number of seconds it takes (for example) 3, 5, 8, 13, 15, 20, etc. to complet e the wave.Students will then use a prepared activity sheet that requires them to draw a diagram of the experiment, describe the procedure, identify the independent and dependent variables, create a table of data, graph data, choose two representative points to connect and create a â€Å"line of best fit†, find the slope and y-intercept of this line and describe it algebraically and verbally, then interpret the data through certain questions designed to create understanding of the purpose of the data and using the data to make predictions. This same format will be used for all subsequent activities uring the unit of study. The authors of the book say â€Å"Algebra Experiments I reflects the basic philosophy of the NCTM standards for learning, teaching, and assessment. Students have an opportunity to work collaboratively, to interact, and to develop communication skill. † The whole idea is to â€Å"bring the real world into your algebra classroom. † I plan to req uire the class that does the experiments to keep a daily journal. It will include hot they felt about the daily activities, a description of any specific new topic or topics they learned and a list of questions they still have.Each day the class will address any concerns from the previous day's activity. After several activities have been done by hand, I will instruct the class on how to analyze the data on the T1-82 graphing calculator. They will then be given the opportunity to use the calculator on another experiment. This class will also do the same graphing calculator activity on slope and y-intercept that the other class will do. I will give each class the same test and compare scores. I will also give each class a survey to compare attitudes, interest and understanding of the use of the material in a real-world application.My hope is that the students in the experiment class will have grasped the basic concepts of linear equations as well if not better than the other class an d be able to relate this knowledge in a very real way. My search for articles about my proposed topic was lengthy and I have chosen to comment on a few. My goal next semester is to read and use each of these articles in my actual action paper. I have only read one article in its entirety. What I gathered from the abstracts was the importance of using real-world applications and incorporating the use of the graphing calculator.Since my goal is to show that data collection activities can provide a way to teach the basic concepts of linear equations in a real-world setting, I tried to find articles that would bear this out. Mercer (1995) presents lessons that teach slope-intercept concepts of linear equations through the use of the graphing calculator. Held (1995) uses Computer-Intensive Algebra (CIA) to focus on the use of technology and real-world settings to develop a richer understanding of algebraic concepts. Dugdale (1995) has written about technology and algebra curriculum refor m. She focuses on â€Å"current issues, potential directions, and research question†.Assessment issues are addressed. Algebra is â€Å"a way of reasoning involving variables/functional relationships, generalizations/modes of representation and mathematical investigation/argument. Harvey (1995) was the keynote speaker at the Algebra Working Group of the Seventh International Conference on Mathematical Education in Quebec City, Canada. He spoke of how important technology was in new algebra curriculum reform based on the NCTM standards. Bell (1995) was also a speaker at the Quebec conference. He suggest curriculum modifications and reviews research on students' performance.Menghini (1994) â€Å"claims that, to be meaningful, algebra must be linked to real-work problems. † Wallace (1993) offers a data collection activity similar to one I have used in the past. I would like to include this one in my lesson plans. It â€Å"compares the trends of women's and men's world re cords for the 800-meter run using the linear and power Regression capabilities of a graphing calculator. A very promising article by Magidson (1992) â€Å"addresses the challenges, risks, and rewards of teaching about linear functions in a technology-rich environment from a constructivist perspective.Describes an algebra class designed for junior high school students that focuses on the representations and real-world applications of linear functions. † I hope this will help me next semester as I begin to encounter problems. References Bell, A. , (1995). Purpose in school algebra. Journal of Mathematical Behavior, 14 (1), 41-73. Dugdale, S. and others, (1995). Technology and algebra curriculum reform: current issues, potential directions, and research questions. Journal of Computers in Mathematics and Science Teaching, 14 (3), 325-57. Harvey, J. nd others. (1995). The influence of technology on the teaching and learning of algebra. Journal of Mathematical Behavior, 14 (1), 75- 109. Heid, K. (1995). A technology-intensive approach to algebra. Mathematics Teacher, 88 (8), 650-56. Magidson, S. (1992). From the laboratory to the classroom: a technology-intensive curriculum for functions and graphs. Journal of Mathematical Behavior, 11 (4), 361-37. Menghini, M. (1994). Form in algebra: reflecting, with Peacock, on upper secondary school teaching. For the Learning of Mathematics, 14 (3), 9-14.Mercer, J. (1995). Teaching graphing concepts with graphing calculators. Mathematics Teacher, 88 (4), 268-73. Wallace, E. (1993). Exploring regression with a graphing calculator. Mathematics Teacher, 86, (9), 741-43. Example 2 Use of Algebra Tiles to Enhance the Concept Development of Operations on Polynomials and Factoring in Ninth Grade Algebra Students The purpose of this action research project is to find out if the use of Algebra Tiles will enhance the concept development of operations on polynomials and factoring in ninth grade algebra students.Mathematics teachers a re guided by the Arkansas State mathematics Framework. The following three student learning expectations are covered by this research project. 2. 1. 5 Describe, visualize, draw and construct geometric figures in one, two, and three dimensions. 2. 3. 7 Represent problem situations with geometric models and apply properties of figures in meaningful context to solve mathematical and real-world problems. 2. 3. 8 Represent one, two and three-dimensional geometric figures algebraically. Algebra Tiles allow students â€Å"hands-on† experience with polynomials.The tiles give students the opportunity to model, to create a mental image, to draw, and to then symbolically manipulate polynomials. They are based on area and multiplication concepts that students are familiar with. Howden (1985) states â€Å"It is generally recognized that understanding the meaning of a mathematics concept, as opposed to merely performing the associated computation, is an essential element of true learning and achievement† and â€Å"research shows that modeling and visualization promotes such understanding†.Two units on polynomials will be taught in ninth grade algebra. One focusing on operations on polynomials and the other focusing on factoring. Two teachers will teach the same material using the same methods and tests. No pre-test will be given because ninth grade students have had no previous experience with these concepts. Both teachers will teach two of their own classes each of these two polynomial units. One class will receive traditional instruction by symbolic manipulation only. The other class will use the Algebra Tiles along with the traditional method.The student's scores for each unit using Algebra Tiles will be compared to the scores based on the traditional method only. Differences will be compared and noted. In addition, students receiving instruction with the tiles will keep a journal each day describing how they feel about using the tiles. According to Sharp (1995), students using algebra tiles â€Å"found it easy to think about algebraic manipulations when they visualized the tiles† and â€Å"the majority of students stated that the tiles added a mental imagery that made learning `easier. † Another possible comparison will be to see if there is any difference in scores or perception between boys and girls using the tiles. The goal of this research project is to see if Algebra Tiles or â€Å"modeling† will enhance the understanding of polynomials and make the process of factoring â€Å"easier†. References Howden, Hilde. Algebra Tiles for the Overhead Projector. New Rochelle, NY: Cuisenaire Company of America, 1985. Sharp, Janet M. Results of Using Algebra Tiles as Meaningful Representations of Algebra Concepts, ERIC search, 1995. Related article: â€Å"Study Guide Algebra†