Interview methods for children as eyewitnesses Essay

Interview methods for children as eyewitnesses - Essay Example The special circumstances under which children may be interviewed such that their testimony yields credible, admissible evidence requires special support in recent legal reforms. For this reason, advances in legislation in many countries have greatly improved the manner in which children are interviewed in court.1 This is because young children above the age of 5 are highly susceptible to suggestive influences that may affect the credibility of their testimony in court. Suggestibility of very young children Bruck, Ceci, Francoeur & Barr 2 studied the influence of postevent suggestion on children’s accounts of their visit to the doctor. After their DPT shots, children were given one of three types of feedback: (1) that the shot hurt (pain affirming); (2) that it did not hurt (pain denying); and (3) that the shot is over (neutral). One year after, the children were again visited, and were again given either pain denying or neutral feedback in three separate visits. They were als o given either misleading or non-misleading information about the actions of the nurse and doctor. Children given pain denying feedback reported that they did not cry or hardly at all, and said the shot did not hurt, or at least hurt less than the children who received neutral feedback. Also, children who were given misleading information about the actions of the nurse and doctor made more false allegations about their actions than children not given misleading information. ... The study showed that timing of the misinformation affected the memories of single and repeated events, depending on the combination of event-misinformation and misinformation-test delays rather than overall retention interval. In the study by Milne and Bull,4 and that of Holliday,5 the objective was to examine if the cognitive interview would enhance the recall of events when used with children, and whether the cognitive interview increased children’s resistance to suggestive questions. (The cognitive interview focuses on the cognitive processes respondents use to answer survey questions, and the interview is held in some private location such as a laboratory environment.6) In the experiment, eight to ten year old children were shown a video recording of a magic show. The following day they were interviewed individually, some using cognitive interview and some using structured interview. A pre-set list of leading or suggestive questions was given to the children either before or after the interview. The findings were that the children who were interviewed using the cognitive interview had a better and more accurate recall of significantly more details. They were also more resistant to suggestive questions subsequently asked. The study established that the cognitive interview was found to comprise a reliable interviewing technique that enhance recall and enables children to be more resistant to the influence of misleading and suggestive questions. There were implications in other studies. For instance, it was found that both true and false memories tended to increase with age, but did not differ for children who were maltreated as against those who were not.7 Also, suggestibility effects were

A research on how importance of good HRM for asia's leading cost Essay

A research on how importance of good HRM for asia's leading cost airline in Malaysia - Essay Example ....................... 2.1 Introduction.................................................................................................... 2.2 Cultural diversity............................................................................................. 2.3 Performance management and evaluation..................................................... 2.4 Participative leadership................................................................................... 2.5 Line management training............................................................................... 2.6 Conclusion....................................................................................................... The importance of good HRM for Asia’s leading low cost airline 1.1 Introduction Air Asia, headquartered in Kuala Lumpur, Malaysia, is considered a pioneer of low cost airline travel and is considered the world’s best low cost airway provider. The company operates in an oligopolistic market str ucture, one where there is only a small handful of air travel carriers. In this type of market, competitive rivalry dictates the majority of strategic business decision-making in which the organisation must be adaptable and flexible to changing market conditions and competitive behaviours. In 2011, Air Asia sustained revenues of US $1.62 billion (Air Asia 2012). The company operates as Air Asia and also under different subsidiary brands, including Air Asia X, Air Asia India, Air Asia Japan, Philippines Air Asia, Thai Air Asia, and Indonesia Air Asia. This makes the company a legitimately multi-national organisation, one which must work with distinct regional social cultures in a very diverse employment model. Cultural differences make training and development critical in order for Air Asia to maintain its positive brand reputation and ensure that the organisational structure operates much like a cohesive, family-oriented unit. The company’s mission is â€Å"to be the best co mpany to work for whereby employees are treated as part of a big family† (Air Asia 2013, p.2). In order to accomplish this mission, having good human resources practices, especially in areas of training and development, is absolutely essential. Gaining competitive advantage involves ensuring expatriates adjust to new cultures within subsidiaries, promoting career succession and emphasizing team ideology in all inter-dependent business units. 1.2 Research title, questions and objectives Research Title The importance of good HRM for Asia’s leading low cost airline Research Question How can the training and development programs impact on the performance of AirAsia Airlines known as a budget airline? Research Objectives 1. Provide an analysis of training and development programs. 2. Evaluate the effectiveness of training programs for employees 3. Discover how Air Asia utilises performance management in a budget carrier business model. 1.3 Research rationale Training program s are very important for companies today as it helps to bring the company a positive brand reputation by ensuring that employees understand all operational and service delivery roles. Training and development brings more benefits to the company in terms of talent management and also provides advantages against competition through building of competencies and service skills. To understand an oligopoly, one must understand how a business utilises its employees as valuable resources to achieve mission and vision, whilst also satisfying important revenue-building customer

The Advantages of Studying Abroad Essay Example for Free

The Advantages of Studying Abroad Essay Studying abroad has been a hotly discussed topic. Various reasons have been analyzed. My writing will critically present the main ones. In the first place, study efficiency is what I put in my priority. It cannot be denied that students are greatly motivated when they study in another country. The national pride inside themselves encourages them to study harder in order to compete with foreign students. The desire to improve their country’s image is likely to boost their studious spirit. Therefore, their academic performances have a tendency to be remarkably improved. More interestingly, foreign education creates chances for students to study at colleges that have the best teaching quality and learning environment in a specific field of studies that they are in favor of. For example, German and Japan are the two most countries for their education in chemical industry. Students are able to learn from the best chemistry teachers and professors in the world. As a result, their learning is definitely developed. Without doubt, studying abroad enables students to haverst fantastic results. In the second place, skill development holds no less importance. It is widely known that there likelihood for students to promote their time-management skill when they learn in a different country. They live on their own then and have no family support on completing household tasks. They also have to take part in many extra-curricular activities. They are forced to create a well-organized time table in order to have enough time for learning. Hence, their abilities to manage time are undoubtedly enhanced. More notably, only by studying in a foreign country can students heighten their decision-making skill. It is attributed to the fact that their parents are not around to make decision for them. They must determine everything by themselves. Additionally, there are lots of dangerous seduction they are bound to face in their independent life. It requires them the ability to resist insidious pleasure and come to the best choice. Thus, they stand a golden chance to improve their ability to hand out good decisions. With no doubt, studying in a country far from home is a beneficial way for students to sharpen their skills considerably. Last but not least, personal enjoyment draws much of my attention. It is common knowledge that studying abroad brings students opportunity to approach a new culture. It is possible for them to get to know to different life style and customs, witness religious activities and taste special dishes of the local people near their schools or colleges. Consequently, their spiritual life is full of excitement and pleasure. More importantly, studying abroad involves helps students to have friends from around the world. International friendships are surely built when students from numerous countries gather in a particular place to study. Students definitely relish the enjoyment of having multinational relationships. Beyond sany doubt, foreign education brings students happiness. In a nutshell, not only study efficiency, skill development but also personal enjoyment are the convincing reasons for studying abroad. I highly recommend that students should take my writing into detailed consideration to make an effective decision on foreign education.

Analysis Of Rayleigh Step Bearings Biology Essay

Analysis Of Rayleigh Step Bearings Biology Essay According to importance and application of slider bearings in industries, investigation and analysis of this type of bearings are significant and inevitable issue. A widely used bearing type is the slider bearings with application in many cases such as different types of engines, compressors, turbines, electric motors and electric generators. To ensure that no contact occurs between the opposing surfaces, the dimensions of the bearing surface are chosen, such that a lubricant film of sufficient thickness is available under all operating conditions. The classical theory of hydrodynamic lubrication assumes that the inertia forces in the fluid film are negligible. For large bearings using low kinematic viscosity lubricant or for high speed, the inertia forces could be important. So the inertia terms should be entered in the calculations. This increases the accuracy of obtained responses and closes them to reliable results. Rayleigh bearing is designed in 1918 by Lord Rayleigh. He was first person who considered the concept of optimization design in lubrication applications and obtained an optimum design for an infinite-length stepped bearing by the use of a variation technique (Lord Rayleigh, 1918). Since then, there have been some studies on the characteristics of step bearings. Dowson (1962) introduced the generalized Reynolds equation, which allows for cross-film temperature variations. Then, this equation solved with realistic THD boundary conditions by Ezzat and Rohde (1973) using the finite difference method. Boncompain, et al. (1986) improved the numerical model by considering reverse flow, fluid-film rupture and elastic deformations (THD solution). Auloge et al. (1983) studied the optimum design of Rayleigh step bearing and determined the relationships between step location and height along with non-Newtonian lubricants. The same method was used by Fillon and Khonsari (1996) in tracing design c harts for tilting-pad journal bearings. Jianming and Gaobing (1989) have presented the optimum design of one-dimensional Rayleigh step bearing with non-Newtonian lubricants. Tello (2003) has theoretically studied the regularity of the solution to the Reynolds equation in Rayleigh step type bearings for both compressible and incompressible fluids by employing a rigorous mathematical approach. Besides, there are many research works in which the well known Reynolds equation was solved by different numerical schemes in predicting the lubricant pressure field in step bearings (Hideki, 2005; Dobrica and Fillon, 2005). Rahmani et al. (2009) comprehensively studied the Rayleigh step slider bearing including the effect of variations of pressure at the boundaries on the optimum parameters. The bearing is also optimized considering the lubricant flow rate, friction force and friction coefficient. In all of the above studies, the Reynolds equation was solve as the governing equation for calculation of lubricant pressure distribution in bearing lubricant flow. This equation is a simplified form of the momentum equation by neglection of fluid inertia terms. It is clear that under the condition of low lubricant viscosity and high runner surface velocity, this equation may lead to unreliable results. In the present study which a numeric one, the two-dimensional Navier-Stokes and energy equations are solved by CFD method with considering the variation of lubricant viscosity with temperature. By this technique the THD characteristics of Rayleigh slider bearings running under different steady conditions are explored. 2. PROBLEM DESCRIPTION The schematic and coordinate system of Rayleigh slider bearing is shown in Fig. 1. The bottom wall of the step bearing moves with constant velocity U (runner velocity). The sudden change in film thickness generates a hydrodynamic pressure field that supports an applied load W. At the inlet section, the oil film is entered at 40oC with combination of Poiseuille and Couette flows. The total length of the bearing is and the film thicknesses before and after the step location are and , respectively. D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTSgeometryasli.wmf Fig. 1: Sketch of problem geometry Two important geometrical factors in step bearings are (1) (2) In these explanations, and represents the bearing length ratio and the bearing height ratio, respectively, which are two important bearing geometrical factors. 3. THEORY 3.1. Governing equations For lubricant flow in bearings, the governing equations which are written for a two-dimensional, steady, incompressible, laminar and variable viscosity flow consist of the continuity, Navier-Stokes and energy equations. These equations in non-dimensional forms can be written as: (3) (4) (5) (6) Where and represent the dimensionless viscous source terms: (7) (8) And is the dimensionless viscous dissipation term: (9) Also the dimensionless oil viscosity based on Vogel equation can be calculated as follows: (10) In this expression, is the temperature-viscosity coefficient of the lubricant. The value of can is determined using two given viscosity values at and as follows (Khonsari and Booser, 2008): (11) In equations 3 to 9, the following non-dimensional groups are used: (12) In these definitions, is the thermal diffusivity of the lubricant and is the inlet lubricant viscosity. The main physical quantities of interest in lubrication study are the load capacity and friction force that can be computed using the lubricant velocity and temperature fields. The load capacity of the step bearing per unit width is obtained by further integration of lubricant pressure distribution on the runner surface as follows: (13) The friction force of the step bearing per unit width is calculated by the shear stress on the bottom wall as follows: (14) Where: (15) 3.2. Boundary conditions The entire domain is fully flooded, such that oil pressure at the inlet and outlet sections of the bearing is set to zero atmospheric gauge pressure. Also the no-slip condition is employed on all boundary solid walls. At the inlet section, oil enters into bearing with uniform temperature of and a specified velocity distribution which is a combination of the poiseulle and cuette flows whose pressure gradient is determined by numerical solution of the Reynolds equation. At the outlet section, zero axial gradients for all dependent variables are employed. Finally, the adiabatic condition is imposed on all of the bearing solid surfaces. 4. SOLUTION PROCEDURE Finite difference forms of the continuity, momentum and energy equations were obtained by integrating over an elemental cell volume with staggered control volumes for the x- and y- velocity components. Other variables of interest were computed at the grid nodes. The nondimensionalized governing equations were discretized by using the hybrid scheme and numerically solved by the SIMPLE algorithm of Patankar and Spalding (Patankar and Spalding, 1972). Numerical solutions were obtained iteratively by the line-by-line method progressing in axial direction. The iterations were terminated when the sum of the absolute residuals was less than for each equation. Numerical calculations were performed by writing a computer program in FORTRAN. mesh asli11 Fig. 2: A schematic of grid generation As shown in figure 2, the computational domain is divided into three blocks, each having Nx points in x-direction and Ny points in y-direction. The mesh is non-uniform in x- and y- directions, because the grid refinement around the step is necessary to capture the occurrence of the recirculation and other flow changes due to the sudden change in geometry. As the result of grid tests for obtaining the grid-independent solutions, an optimum grid is determined in grid study. Five different numbers of grid size inside the total rectangular computational domain including the blocked-off region with their related numerical results are listed in Table 1. According to this grid study, an optimum grid of 640120 is used in all of the subsequent test cases. Table 1: Grid independent study, Grid size Bearing friction force (KN/m) Bearing load capacity (KN/m) 45080 0.231 16.45 540110 0.217 17.17 590110 0.231 17.48 640120 0.239 17.51 680140 0.241 17.52 5. VALIDATION OF NUMERICAL RESULTS To test the validity of the present numerical results, computations were carried out for a test case and the computed results were compared with the theoretical findings by other investigators. The lubricant pressure distribution on the bottom wall and the temperature distribution on the top wall of the Hideki bearing (Hideki, 2005) are shown in Figs. 3 and 4, respectively. D:payanameThermohydrodynamic with subroutin.mesh moteghayervalidation with Ogata(temprature)Plot validation with OgataCJS.wmf Fig. 3: Lubricant pressure distribution on the bottom wall of the Hideki bearing (Hideki, 2005), The generated hydrodynamic pressure by the sudden contraction in flow domain is clearly seen in Fig. 3, such that at the entrance of narrow gap of the bearing, the maximum lubricant pressure occurs, and at the inlet and outlet sections, lubricant flow in at atmospheric pressure (zero gauge pressure). D:payanameThermohydrodynamic with subroutin.mesh moteghayervalidation with Ogata(temprature)Plot validation with OgataCJS temp.wmf Fig. 4: Temperature distribution on the top wall of the Hideki bearing (Hideki, 2005), Fig. 4 shows that the lubricant temperature increases along the flow direction because of the viscous dissipation in both domains upstream and downstream of the step. Such that, the rate of temperature increase in upstream region to the step is very greater than that is in downstream domain. It is due to this fact that the viscous dissipation in lubricant flow with small film thickness is high in comparison to lubricant flow with large film thickness. However, good consistencies are observed between the present numerical results with theoretical findings by Hideki (Hideki, 2005) about computations of both lubricant pressure and temperature distributions. 6. RESULT AND DISCUSSION In this research work, the THD characteristics of Rayleigh step bearings are obtained by numerical solution of the Navier-Stocks and energy equations using the CFD technique. An attempt is made for obtaining the effects of important parameters including the runner surface velocity, bearing length ratio and bearing height ratio on thermal and hydrodynamic behaviors of Rayleigh step bearings. All of the subsequent figures are about a Rayleigh step bearing whose properties and geometrical parameters are given in Table 2. Table 2: Bearing parameters and lubricant properties Parameters Units Values in present work b m 0.08-0.12 h1  µm 480 U m/s 10-30 Tin 40 Ï  860 Cp 2000 Kf 0.13  µ at 40 C 0.03  µ at 100 C 0.0045 0.28-0.98 1.2-2.5 First the oil flow pattern inside the bearing is shown in figure 5 by plotting the fluid velocity vectors. The adverse pressure gradient in the upstream flow domain before the step location which leads to hydrodynamic pressure generation causes a concave shape for velocity distribution. Such that the velocity distribution changes to convex shape after the step where there is a favorable pressure gradient. Behind the step surface near to the stationary wall, a circulated flow domain happens which is due to the effects of both viscous friction and positive pressure gradient in this region. As another result that can be seen from Fig. 5, one can notice to almost stationary flow region in block 1 (see Fig. 2). Therefore, the lubricant average velocity across blocks 2 and 3 remains approximately constant. C:UserszahraDesktopUntitled.png Fig. 5: Velocity vectors in step bearing lubricant flow, In Fig. 6, the lubricant pressure distributions along the bottom wall at five different values for the runner surface velocity are shown. It is seen that the velocity of moving surface has considerable effect on the value of generate hydrodynamic lubricant pressure, such that oil pressure has an increase trend by increase in velocity under a unique pattern. D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTScompare of PKcompare of speed runner.pkspeed runner.wmf Fig. 6: Effect of runner surface velocity on lubricant pressure distribution along the bottom wall, A similar study is done for investigating the effect of runner velocity on thermal behaviour of step bearing in Fig. 7. It is seen in this figure that bearings with high runner surface velocity operate under high temperature condition. Besides, it is depicted in Fig. 7 that in both domains before and after the step, lubricant temperature increases along the flow direction because of the viscous dissipation. Also, it is seen that the oil temperature at the outlet section is affected strongly by the runner velocity, such that the bearings with high velocity have high temperature lubricant flow at their outlet sections. D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTScompare of TPcompare speed of runner.TpTshaftTshaft.wmf Fig. 7: Effect of runner surface velocity on lubricant temperature distribution along the bottom wall, D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTScompare of PKcompare of epsilonepsilon.wmf Fig. 8: Effect of bearing length ratio on lubricant pressure distribution along the runner surface, The lubricant pressure distributions along the runner surface at four different values of the bearing length ratios are illustrated in Fig. 8. It is evident that the location of maximum pressure moves toward the downstream side by increasing in bearing length ratio, because the step location moves toward this sense when increases. Besides, it can be found from Fig. 8 that there is an optimum value for bearing length ratio to obtain the most value for lubricant maximum hydrodynamic pressure. It is depicted in Fig. 8 that this value for bearing length ratio in this test case is. Therefore, is an important parameter in step bearings that has great effects on lubricant pressure and consequently in bearing load capacity. The effect of bearing length ratio of thermal behavior of step bearing is studied in Fig. 9 by plotting the lubricant temperature distributions on the runner surface for bearings with different length ratios. This figure shows that the effect of on temperature distribution is less than its effect of the hydrodynamic lubricant pressure. However, this figure depicts that bearings with length ratio greater that run cooler than the bearings with small less than. D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTScompare of TPcompare of epsilonCompare Tshaft of epsilonTshaft.wmf Fig. 9: Effect of bearing length ration on lubricant temperature distribution along the runner surface, The variations of lubricant maximum pressure and temperature with bearing length ratio are presented in Fig. 10. This figure reveals the same trends for THD characteristics of step bearing those have been shown in the previous figures. D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTSplot Epsilon moteghayer(W.F.eta.etam)compare of ep.P.T.wmf Fig. 10: Variations of lubricant maximum pressure and lubricant maximum temperature with bearing length ratio, In order to study more about the effect of bearing length ratio on THD characteristics of step bearings, the variations of bearing load capacity and friction force with are plotted in Fig. 11. This figure presents that there is a maximum value for load capacity that takes place at =0.718. Besides, it is revealed from Fig. 11 that in bearings with high length ratio, low friction force exists in comparison to bearings with small values for . D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTSplot Epsilon moteghayer(W.F.eta.etam)compare of ep.w.f.wmf Fig. 11: Variations of load capacity and friction force with bearing length ratio, Similar study is also done for investigating the effect of bearing height ratio on THD characteristics of step bearings by plotting the lubricant pressure and temperature distributions and also the variations of load capacity and friction force with various values of the parameter . According to Figs. 12 and 13, it is revealed that the values of lubricant pressure and temperature increase by increasing in bearing height ratio. D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTScompare of PKcompare of ksiksi.wmf Fig. 12: Effect of bearing height ratio on lubricant pressure distribution along the runner surface, D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTScompare of TPcompare of ksiCompare Tshaft of kesiTshaft.wmf Fig. 13: Effect of bearing height ration on lubricant temperature distribution along the runner surface, This behavior is also presented by Fig. 14 in which the variations of maximum lubricant pressure and temperature are plotted with bearing height ratio. It is seen that both and have increasing trends with increase in the value of , such that the rate of increase in maximum temperature is greater than that is in maximum pressure. D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTSplot Kesi moteghayer(W.F.eta.etam)compare of ksi.P.T.wmf Fig. 14: Variations of lubricant maximum pressure and lubricant maximum temperature with bearing height ratio, Fig. 15 shows a similar trend for bearing load capacity and friction force with the variation of height ratio. Such that it is seen in this figure that both load capacity and friction force increase with increasing in bearing height ratio. D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTSplot Kesi moteghayer(W.F.eta.etam)compare of ksi.W.F.wmf Fig. 15: Variations of load capacity and friction force with bearing height ratio, In the following figures, an attempt is made to verify the influences of bearing length, b, on the THD characteristics of step bearings. D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTScompare of PKcompare of length bearingcpmpare b.wmf Fig. 16: Effect of bearing length on lubricant pressure distribution along the bottom wall, D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTSplot Lenght moteghayer(W.F.eta.etam)TshaftTshaft.wmf Fig. 17: Effect of bearing length on lubricant temperature distribution along the bottom wall, It is seen from Figs. 16 to 19 that in long bearings, the values of lubricant pressure and temperature and consequently the amounts of maximum pressure and temperature are high that leads to have high bearing load capacity and bearing friction force. D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTSplot Lenght moteghayer(W.F.eta.etam)compare of length.p,T.without point.wmf Fig. 18: Variations of lubricant maximum pressure and lubricant maximum temperature with bearing length, D:payanameThermohydrodynamic with subroutin.mesh moteghayerPLOTSplot Lenght moteghayer(W.F.eta.etam)compare of length.w,f.without point.wmf Fig. 19: Variations of load capacity and friction force with bearing length, 7. CONCLUSION This paper deals a numerical study for investigating the THD characteristics of Rayleigh step bearings running under different steady conditions. The set of governing equations consisting of the Navier-Stokes and energy equations is solved by the CFD technique and the variation of lubricant viscosity with temperature is also considered into account. This mathematical model and numerical method lead to more accurate numerical results in comparison to those obtained before by other investigation with numerical solution of the Reynolds equation that neglects the fluid inertia terms. It is found that the thermal and hydrodynamic behaviors of step bearing are affected considerably by the runner surface velocity and the bearing geometrical factors. Nomenclature B bearing length dimensionless velocity components upstream bearing length load capacity of bearing downstream bearing length horizontal and vertical coordinates Cp heat capacity dimensionless coordinates friction force of bearing upstream film thickness Greek symbols downstream film thickness friction coefficient step height modified friction coefficient Kf thermal conductivity dynamic viscosity width of bearing dimensionless dynamic viscosity origin of coordinate  µ1 dynamic viscosity at pressure  µ2 dynamic viscosity at pressure at the inlet kinematic viscosity pressure at the outlet density dimensionless pressure shear stress Pr Prandtl number Pe Peclet number Subscripts Re Reynolds number fluid Temperature inlet Tin inlet temperature maximum dimensionless temperature surface runner velocity velocity components

Synergy in Project Management :: Project Management

Project management synergy beyond traditional processes Abstract Project Management - The term that dictates the future of a project. A successful project owes all its credits to the Project Management and the evidence is obvious when the service (result of the project) meets all its expectations. Yet we have witnessed several projects failing even after having a plan in place, following the plan and meeting all the requirements. Why have these projects failed and what more is critical to the success of the project? All projects are conceived with a vision to satisfy certain needs of the business. Hence the beneficiary of these needs become key stakeholders. Appropriate participation of this key stakeholder in steering the project insures the success of the project. Also businesses are impacted by competition and changing market place resulting in skewed expectation management. Managing expectations enhances the success of the project immensely. Now, goal of the project plays a pivotal role and hence respecting it, is an important task, in project management. Governance in projects plays this role in guaranteeing the projects success. This is what I call Project Management Synergy beyond traditional processes. Introduction The connotation that has always been associated with Project Management is more like "€˜an inward focused activity". An assignment given by the customer has to be delivered in time and within cost constraints by working out permutations and combinations of resources across the phases of the project lifecycle. The execution has almost become a mechanical process of following and adhering to a set of predefined rules. What is missed out in the process is the main objective for which the project was conceived, the need, the business requirement. Business Improvement Architect's annual research of project managers at ProjectWorld 2005 in Toronto, Canada indicated that à ¢Ã‚€Â˜Training of Project Sponsors' fifty-eight percent (58%) as something that would benefit them most to improve their ability to manage a project. As well they said they would benefit from 'Communication Skills' (42%) and à ¢Ã‚€Â˜Leadership Skills' (36%). These knowledge areas have increased in importance over previous years. (Figure 1) Migrating from Crisis to Controlled environment is the need of this Era and it can be achieved by Synergistic Project Management. Several research studies indicate that organizations are in a crisis with respect to how projects are managed. The key factors contributing to this crisis that need to be managed is discussed in this paper. Figure 1 * Source  © Business Improvement Architects Stakeholders Participation Right from the initiation stage, a legal contract dominates the relationship between the customer and the vendor based on the terms and conditions.

Fahrenheit 451 by Ray Bradbury :: Ray Bradburys Fahrenheit 451

Fahrenheit 451   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ray Bradbury Guy Montag is a fireman in the future in charge of burning books. On his way home from work one evening, he meets his new neighbor, an inquisitive 17-year-old girl named Clarisse McClellan. She asks him about his job and tells him she comes from a strange family that does such peculiar things as talk to each other and walk places (being a pedestrian is, like reading, against the law). She asks him if he is happy and then disappears into her house. The meeting disturbs Montag, who is not used to talking with people. He goes home and realizes he is not happy, that his appearance of happiness up to this point has been just a mask. He finds his wife, Mildred, in bed listening to earplug radios, just as he has found her every night for the past two years. He finds an empty bottle of sleeping pills by her bed and calls the emergency hospital just as a sonic boom from a squadron of jet bombers shakes the house. The hospital sends out two workers with machines that pump Mildred's stomach and replace all her blood with fresh blood. Montag goes outside and listens to the laughter and the voices coming from the McClellan house. Montag goes in again and considers all that has happened to him that night and feels terribly disoriented as he takes a sleep lozenge and dozes off. The next day, Mildred remembers nothing about her attempted suicide and denies it when Montag tries to tell her about it. He leaves for work and finds Clarisse outside walking in the rain, catching it in her mouth. She rubs a dandelion under her chin and says it means she's in love when the pollen rubs off on her. She rubs it under his chin, but no pollen rubs off. She asks him why he chose to be a fireman and says he is unlike the others she has met, who will not talk to her or listen to what she says to them. He tells her to get along to her appointment with her psychiatrist. After she is gone, he tilts his head back and catches the rain in his mouth for a few moments. Montag reaches down to touch the Mechanical Hound in the fire station, and it growls at him and threatens him. Montag tells Captain Beatty what happened and suggests that someone may have

Literacies for Learning Essay

The necessity for educational institutions to equip students with the skills to cope in a rapidly changing, culturally diverse and globalised 21st century society, has led academics, such as the New London Group, to encourage educators to acknowledge the various literacy forms utilised in the new millennium (The New London Group, 1996) and to adopt a pedagogy of multiliteracies. This essay will explore the components of a pedagogy of multiliteracies and identify the transformations needed for the successful implementation of multiliteracies into educational practice. Likewise, the notion of language as a social practice which influences teaching content and assessment practices in secondary education will be examined, as will the use of multiliteracies in the teaching of the Mathematics curriculum. To understand the role of multiliteracies in pedagogy theory development, it is important to define the term literacy. Literacy is an evolving term that refers to an individualâ₠¬â„¢s ability to construct and comprehend meaning via the accepted symbol systems of one’s country or language group (Winch, Johnston, March, Ljungdahl, Holliday, 2010). These symbol systems include written and spoken language and visual information such as icons and other graphical information. While literacy was traditionally viewed as a cognitive process with a focus on reading, writing and numeracy identification, in recent years its definition has become broadened to encompass the burgeoning text types being generated via multimedia and information technology (Winch et al., 2010). These electronic text types have quickly established themselves as integral components of a diverse range of 21st century vocations and social interactions (Tan, 2006).  A pedagogy of multiliteracies encompasses multimedia and digital text forms as well as traditional written and spoken texts. Likewise, the central role of literacy in a diverse range of knowledge domains and vocations has resulted in educators being encouraged to view literacy as a vital skill underpinning successful teaching and learning in all curriculum areas. The New London Group (1996) viewed the role of design as an ever changing paradigm of three stage teaching and learning processes. The first step, ‘Available Designs’ is determining what resources are available. These resources include texts, symbols, audio and visual resources. The second step is ‘Designing’ which takes these ‘Available Designs’ and places them within a social context, such as the classroom or learning environment, and is facilitated by an individual such as a teacher. This step creates an output with new meaning for both the learning environment and facilitator. This knowledge or new meaning is known as ‘Redesign’ (The New London Group, 1996). Literacy is a social practice that is not just taught in secondary schools, it is something which is part of each individual’s everyday life. According to Anstey & Bull (2000), the way in which an individual may read the world will be strongly linked to the contexts of their own life. The NSW Department of Education and Training (2006) maintains that literacy is a skill that continues to grow and develop and is fundamental to students’ success at school as well as for the rest of their life. For literacy to be successful in schools, it is planned in collaboration with parents and teachers. This collaborative approach reinforces that literacy is inherently a social practice. This approach must include a range of social influences and practices, in order to increase student’s knowledge and skill in the real world for real purposes (NSW Department of Education and Training, 2006). As literacy development is undoubtedly a whole school and community approach, it is essential that a multiliteracies pedagogy, be utilised in the teaching of all curriculum areas. The impact of societal and cultural change is clearly reflected in the mathematics curriculum through the use of digital technologies such as graphical programs and spreadsheets. This use of technology provides numerous opportunities for the teaching of multiliteracies. Through explicit teaching and learning  experiences of digital texts, students are provided with the skills to successfully navigate and comprehend information communicated digitally. These skills can be acquired through students being provided with opportunities to access information via Internet websites. Likewise, students can use information technology to construct their own texts, thus allowing them to communicate their understanding of concepts to others. This may be achieved by encouraging students to construct texts through the use of software programs such as Microsoft Excel and Microsoft Visio, both of which allow students to communicate information graphically. These digital mediums allow students to acquire skills which will assist them in acquiring real world skills which they can utilise to gain and construct meaning, both in and out of the classroom. (Winch et al., 2010). Technology is an essential part of the transformations taking place in the social, political, cultural and economic spheres of contemporary society (Groundwater- Smith, Brennan, McFadden, Mitchell and Munns, 2009). Secondary school teachers need to prepare students with the skills necessary for life in a rapidly changing, technological world. In order to equip students with these skills, teachers must possess deep knowledge of relevant technologies (Treadwell, 2008). The Mathematics curriculum includes teaching of: statistics, probability, algebra, financial concepts, economics, technology, measurement and trigonometry. These strands include skills applicable to an individual’s school/work life, social life and personal life. Mathematics content areas, focus on aspects of society, reform, technology and life skills. It is important for teachers to link the social practice of literacy with the factors of a pedagogy of multiliteracies to create the best teaching environment they can (The New London Group, 1996). Walsh (2006) cites an example of successfully teaching his students literacy practices, through social relationships. Students worked in groups and were able to demonstrate specific social language structures. They were able to â€Å"enact, recognise and negotiate† in a social environment (The New London Group, 1996, p. 3) by design and re-design of Internet web pages. The created web pages were diverse, with each student using their own discourse to create what they believed the web page should contain. Prior to using multi-modal and digital literacy mediums in their teaching, it is essential that teachers be aware of cognitive and language factors in learning. The  ability to use multimodal learning, digital literacies and genres specific to each curriculum area must be carefully planned by the teacher. According to Winch et al., (2010) a multiliteracy pedagogy involves developing the ability to use language purposefully and skillfully in a range of social settings, rather than learning isolated segments of knowledge such as grammar conventions and spelling. Multiliteracy includes the use and creation of multimodal and multimedia texts (Winch et al., 2010). Multiliteracy seeks to address the rapid changes in literacy brought about by globalisation, cultural and social diversity and information technology (Winch et al., 2010). In response to these societal changes, The New London Group (1996), questioned the role of schools and outlined a need for change in literacy teaching due to key changes in three areas of life: working life, public life and personal life (life worlds). Central to these changes, was the need for schools to integrate learning with life experiences that students have both in and out of the classroom. â€Å"As these three major realms of social activity have shifted, so the roles and responsibilities of schools must shift† (The New London Group, 1996, p.18). The New London Group advocated for a change in the way, education was delivered, by enhancing the existing structures and overlaying with a new â€Å"what† and â€Å"how† of literacy teaching (The New London Group, 1996). The ‘how’ of pedagogy comes from a view of how learning is acquired, embedded and utilised. The New London Group (1996) proposed that a pedagogy of multiliteracies is a complex blend of four methods of design. The first is Situated Practice which involves learning by creating meaningful learning experiences that allow students be in an environment where the learning replicates the social use of what is being learnt. It is an environment where risks can be taken and ‘trial and error’ is used to gain mastery of skills or knowledge. It should be used â€Å"†¦developmentally, to guide learners to the experiences and the assistance they need to develop further as members of the community, capable of drawing on, and ultimately contributing to, the full range of it’s resources.† (The New London Group, 1996, p. 33). Situated Practice should be designed to motivate students to want to know, and engage students in their learning in a safe envi ronment. Assessment or evaluation is not considered part of Situated Practice. Overt Instruction is the second method of how a pedagogy of mulitliteracies is  implemented.  This involves teachers guiding and using effective teaching techniques such as scaffolding or explicit instruction to build student’s knowledge and confidence. Examination of the current secondary school’s Mathematics curriculum, (NSW department of Education and Training, 2010) reveals many opportunities for teachers and students to collaborate and engage in dialogue related to mathematical concepts which will guide and provide a scaffold for student learning. For example, the teacher makes links with prior learning, through asking open questions to the group, and uses multi-modal methods such as mathematical symbols, diagrams, charts and pictures to add to the learning. With each progression of new learning in the lesson, the teacher labels a new part of the diagram. Overt Instruction â€Å"†¦.includes centrally the sorts of collaborative efforts between teacher and student wherein the student is both allowed to accomplish a task more complex than they can a ccomplish on their own and they are conscious of the teacher’s representation and interpretation of that task†¦.† (The New London Group (1996, p. 20). Thirdly, Critical Framing focuses on the â€Å"how† of a pedagogy of multiliteracies, through the use and application of real world knowledge. This method is where assessment and evaluation of one’s self understanding can begin in relation to cultural, social, political and historical influences on what has been learned (New London Group, 1996). Teachers are able to encourage students to apply their learning in a practical sense and assess the transfer of student’s knowledge or skill. This knowledge is based on what they have previously learned, and requires students to â€Å"constructively critique it, account for its cultural location; creatively extend and apply it and eventually innovate own† and strengthen their ability to demonstrate what they have learned (The New London Group, 1996, p. 37). A mathematical example of this process is the conversion of degrees to radians. Its real life use is the calculation of the speed of a piece of machin ery. This calculation includes the formula in terms of radians rather than degrees. Finally, Transformed Practice is â€Å"where we try and re-enact a discourse by engaging in it for our real purposes† (The New London Group, 1996, p. 36).  Students need to think and learn outside their own discourse and think about how they can re-create their meaning, linking their own discourses to understand what they have learned. An example of this practice was where students were asked to plan and present a lesson including a Wiki activity and a Prezi (presentation tool) that teaches the concepts from a previous mathematics lesson. In groups, students collaboratively utilised the Internet to research topics, and create: work sheets for others to complete, interactive wiki activities, team tasks, and their own YouTube clips. The lesson included the use and creation of multimodal texts and scaffolding of existing knowledge. Students developed new knowledge through authentic multimodal texts such as image, sound, video and written text (Tan, 2006). Gunning (2002) explores the impact of reading and writing difficulties in a social stance, and highlights that poor instructions given by teachers can contribute to a student’s difficulties. Gunning’s (2002) observations and research serve as a reminder that teachers must be sure to provide the ‘what’ and ‘how’ of multiliteracies, to ensure each student has the opportunity to progress. Teachers need to evaluate their current practice and identify the text types typically used in the Mathematics content areas and consider the social needs and teaching strategies that will develop student’s literacy skills (Goos, Stillman., & Vale, 2007). In a mathematics lesson, students were introduced to the ‘Simpson’s rule’ formula. The lesson’s aim was for students to measure the area beneath a real life object, gain an understanding of what is needed to complete the formula and how the variables are calculated. Students were required to work collaboratively in pairs, discussing various ways in which measurements were taken in order to obtain an accurate result in working out the area of the object. Likewise, students were required to engage in higher order thinking, in order to formulate possible solutions to the dilemma. These experiences provided students with the opportunity to be inclusive in their learning, and consolidate their understanding of key concepts that are relevant to the lesson goals (Prain & Hand, 1999). Teacher observations and questioning during group work, guided the student’s discussions, with the teacher embracing a teaching style where multiliteracies were used. The New London Group (1996) have profoundly impacted on teaching practices, literacy research, policy curriculum and pedagogy (Mills, 2006). Gee (1991) explores  social literacy and the impact of a student’s discourse that are established outside the classroom, from their social group, f amily and cultural ties. Their view of literacy as social practice and their emphasis on incorporating the rapidly increasing number of electronic and multimodal text types in 21st century society into teaching practice represents a clear break away from the single dimensional teaching of literacy. However, for multiliteracies such as digital literacies, multimodal resources and ICT to provide best learning for students, teachers must be prepared to embrace the view that literacy is a social practice and and an essential skill underpinning all curriculum areas. Teachers also need to recognise that each lesson they teach to students provides the opportunity to develop the student’s literacy skills. In order to facilitate this change in pedagogical ideology, teachers must be prepared to evaluate their current teaching practice and adopt a more holistic approach to developing literacy skills in their students. As a consequence, students should be exposed to participative learning experiences with re al life learning outcomes. References Anstey, M., & Bull, G. (2000). Developing multiple and critical readings of text. Reading the visual: Written and illustrated children’s literature (pp. 201-214). Sydney: Harcourt. Gee, J. (1991) What is literacy? In C.Mitchell & K. Weiler (Eds.), Rewriting literacy. New York: Bergin & Garvey Goos, M. Stillman, G. & Vale,C. (2007). Teaching secondary mathematics. Crows Nest, NSW: Allen & Unwin. Gunning, T. (2002). Factors involved in reading and writing difficulties. Assessing and correcting reading and writing difficulties (2nd ed., pp. 26-62). Sydney: Allyn & Bacon. Mills, K. (2006). Discovering design possibilities through a pedagogy of multiliteracies. Journal of Leading Design, 1(3), 61-72 NSW Department of Education and Training. (2010). NSW Department of Education and Training. (2007). Literacy K-12 Policy Retrieved from https://www.det.nsw.edu.au/policies/curriculum/schools/literacy/PD20050288.shtml?query=literacy+policy New South Wales Department of Education and Training. (2006). State literacy plan 2006-2008: Equitable literacy achievements for all students. Retrieved from http://www.curriculumsupprt.education.nsw.gov.au/policies/literacy/guidelinies/plan/index.htm Prain & Hand (1999) Tan, L. (2006). Literacy for the 21st Century. Retrieved from http://iresearch.osprey.url3.net/iresearch/slot/u110/litreviews/literacy4_21st_century.pdf The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. In B.Cope & M. Klantzis (Eds.), Multiliteracies, literacy learning and the design of social futures (pp. 9-37). London: Macmillan. Walsh, C. (2006). Beyond the workshop. Doing multiliteracies with adolescents. English in Australia, 41(3), 49-58 Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). Melbourne: Oxford University Press Cope, Bill and Mary Kalantzis (eds), Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge, London, 2000, 350pp. | link