Ozymandius

Commanding poems that continue to be talked about and analyzed to this day. Each sonnet was published by Leigh Hunt early in 1818 in consecutive issues of his monthly Journal, The Examiner (Rumens, 2010). Even though the sonnet written by Smith has taken a back seat to Shelley in scholarly study, both poems explore the opulence of ancient history and the inevitable consequences of time. Inspired by recent discoveries in the Near East, Shelley and Smith were motivated by the words of historian Odorous Sculls who claimed the inscription on the statue of Renames II read, â€Å"King of Kings Commanding am l.If any want to know how great I am and where I lie, let him outdo me in my work† (Mimics, 2010). The motivation for these separatist poems was to create a piece of artwork that would withstand the inevitable passing of time. Unlike the crumbling boasting monuments of Ancient Egypt whose intent was to memorial their rule, their own literary words would be a piece of poetic art t hat would forever be remembered in European literature. While the differences outweigh the similarities between these woo poems, there is a uniting theme expressed by both Shelley and Smith.Each author uses the same subject, tells the same story and makes the same moral point of the arrogance of human authority and the inevitable decline of all leaders. Every great leader wants to be amortized and remembered. Time is the ceaseless enemy of this great wish of mortal men. It never stops, takes pause or shows tire as it breaks down the most triumphant of mortal monuments. Both poems use the expression of time to unite the idea that all power is fleeting as exampled by the only mains of the statue's leg.The variations in diction between Shelley and Smith allows for a vast difference of perspective. Smith, an author of historical novels and financial advisor to Shelley, lacked an overall flare that is seen in Shelley poem. However, his words reinforce the sense of loss and emptiness of t he desert and that forgotten Babylon' (Smith, 1818). Smith chooses a future perspective of someone stopping upon the ruins and wondering what greatness once resided in the Egyptian desert. His words are less imaginative and the tone of the poem comes across more loom than wrathful as compared to Shelley.There is no focus on the arrogance and harsh rule of Commanding. On the other hand, Shelley chooses to present the remains of Commanding from the narrator's perspective. The passage, â€Å"Tell that its sculptor well those passions read†, shows that the unrelenting style of rule, as depicted on the visage, was accurately portrayed to the traveler (Shelley, 1818). Shelley is able to strip focus away from Commanding' own aspiration of being amortized and draw attention to the truth of his unsympathetic reign as depicted wrought the hands of the artisan.Shelley literary style and viewpoint makes clear his disdain for ancient rule and monarchies (Solo Interactive Learning). Shelle y and Smith were both inspired by the political developments of their own day and opinions were heightened by the 1821 acquisition of a statue of Rammers II by the British Museum in London. In their own personal style, each poet conveyed the same paradox: â€Å"Commanding, the self-proclaimed King of Kings, commissioned a statue of himself to guarantee his immortality, but all that's left is a broken statue† (Durbin, 012).

The Glass Ceiling

This paper addresses two articles, Women and the Labyrinth of Leadership written by Alice H. Eagly and Linda L. Carli, and A Modest Manifesto for Shattering The Glass Ceiling, written by Debra E. Meyerson and Joyce K. Fletcher. The phrase glass ceiling is described in many articles as a barrier that prevents women from achieving success in their careers. Women are found at the top of middle management and are being denied of higher positions in the corporate ladder and are getting paid less than men for similar type of work. Both articles address the question whether is the glass ceiling the reason why women are not getting advancement in their careers or it is the sum of many obstacles that hold women back into the high level jobs. According to the authors of both articles, the answer to this question is that it is not the glass ceiling the barrier for women’s advancement. To understand and overcome these barriers, the authors of the articles have used terms such as labyrinth and small wins strategy. According to Meyerson and Fletcher, it is not the glass ceiling but the organizational structures and its hidden barriers to equity and effectiveness what are holding back women. This paper will explore the author’s recommendations for overcoming these barriers and for helping women prevail by changing workplace’s practices in organizations. Overview The two articles chosen to write this abstract have been selected from the Harvard Business Review. In the first article, Women and the Labyrinth of Leadership, the word labyrinth is described as a contemporary symbol that â€Å"conveys the idea of a complex journey toward a goal worth striving for† (Walls all around section, para. 1). If women are able to understand the barriers in this labyrinth, they will be able to overcome many obstacles they encounter. Throughout awareness and persistency during the process, women will have a much better chance to obtain their desirable goals in their careers. In the article A Modest Manifesto for Shattering The Glass Ceiling, the authors mentioned that is very rare to find women holding high evel positions in organizations. Women represent only 10% of senior manager positions in Fortune 500 companies. According to Meyerson and Fletcher, the best way to destroy this glass ceiling is throughout the use of the small wins approach. Main Issues In the article Women and the Labyrinth of Leadership, the term labyrinth is described as what wo men have to go through in the workplace to be able to occupy high level roles. Woman who desire top positions, will encounter barriers during the journey, and some of them will be able to find solutions to those obstacles to improve the situation. Some of the obstacles or barriers named in the article are (a) prejudice; (b) resistance to women’s leadership; (c) leadership style;(d) demands of family life; (e) underinvestment in social capital. Prejudice The beginning of the labyrinth starts here with prejudices that hurt women and help men. Women in this country, with full time positions, earn 81 cents for every dollar than men earned (Vestiges of prejudice section, para. 1). Research has been done by many professionals seeking an answer to explain the difference in pay between genders. One of the most comprehensive studies, from the Government Accountability office, showed that men worked more hours per year and also had more years of experience (Vestiges of prejudice, para. 3). Even though variables such as marriage, parenthood and years of education were adjusted for both genders, the study showed a gender gap that lead to wage discrimination (Vestiges of Prejudice section, para. 4). According to Eagly and Carli, men are promoted more quickly than women with equivalent qualifications even in female settings such as social work and education (para. 5). The authors add that â€Å"White men were more likely to attain managerial positions than white women, black men, and black women† (Vestiges of prejudice section, para. 5). Resistance to Women’s Leadership The author describes women as having communal associations and men with agentic ones. Women are compassionate, affectionate, friendly and sympathetic among other communal qualities. On the other hand, men are described with agentic qualities such as aggressive, ambitious, controlling, etc, which are associated with effective leadership (Resistance to women’s leadership section, para. 3). Eagly and Carli consider that women are at a tough place, which she describes as the â€Å"double bind†, because people perceive women as lacking the right traits to be effective leaders (Resistance to women leadership section, para. 4). Women who are described by the peers as effective managers possess the following traits: insincere, avaricious, and pushy amongst others ((Resistance to women’s leadership section, para. 11). Leadership Style Women are struggling with people’s perceptions about by being compassionate and caring. Qualities such as assertive and controlling are perceived by people on great leaders. According to Meyerson and Fletcher, women are considered as transformational leaders. They encourage employees, and mentor them to achieve desired goals. It is described as the type of leadership that leads to a more innovating, productive and efficient for organizations (Issues of leadership style section, para. 6). Transactional leaders are described as leaders that reward employees for meeting their goals. Men are considered to be more transactional leaders than women. According to the article, the most effective type of leadership is the transformational style. Demands of Family Life. Studies showed that women are working less hours a year than men and have fewer years of experience due to family responsibilities. Women are confronted with the challenge of balancing work and family responsibilities. Many of them end up leaving their professional careers due to work-family conflict. According to the authors, in 2005 women devoted 19 hours per week to household work, while men just helped 11 hours a week (Demands of family life section, para. 3). Meyerson and Fletcher explain that married mothers increased their hours per week from 10. 6 in 1965 to 12. in 2000, and married fathers increased theirs from 2. 6 to 6. 5 week (Demands of family life section, para. 4). Underinvestment in Social Capital Women are trying to balance their responsibilities at home and at work which leaves them little or no time to build the social capital needed to succeed in the workplace. Another obstacle encountered by women is the fact that these networking activiti es are mostly composed by men who concentrate their meetings in male activities. The C-suite is described by the author as those positions such as chairman, chief executive officer and chief operating office. These positions are held mostly by men and only 6% hold by women (para. 1). The authors mention the following organization actions to help women obtain positions in the C-suites (a) Increase people awareness of prejudices against women; (b) change hours spent at work; (c) be more objective in the evaluations; (d) use transparent recruitment within the organization; (e) place more women in executive positions; (f) help women build strong social capital; (g) give women opportunity to return back to work when circumstances change. The second article, A Modest Manifesto for Shattering The Glass Ceiling mentions the difficulties women confront in organizations to work effectively: (a) women bear more responsibility at home than men; (b) women who have a set schedule missed important company meeting set after hours; (c) missing meetings made them look less committed; (e) meetings put women in a double bind (The problem with no name section, para. 5). Meyerson and Fletcher mention three different approaches that have dealt with the solution to the symptoms of gender inequity (a) encourage women to assimilate to minimize the differences. In other words to act more like men; (b) accommodates women’s needs and situations such as extended maternity leave, flexible work arrangements, etc; (c) emphasize the differences that women bring to the workforce such as their collaborative style (Tall people in a short world, para. 5). The fourth approach mentioned by the authors, deal with sources of gender inequity. This approach consists on the belief that a change is needed in the organization due to a gender inequity problem. After recognizing the issue, this fourth approach should be linked with the small wins strategy (A fourth approach: Linking equity and effectiveness, para. 2). The article mentions the reason why the small wins process is so effective for organizations (a) tied to the fourth approach help organizations to understand erroneous practices and assumptions; (b) make a difference in the big picture in the road to change; (c) create sense that a small change is a huge and systematic change and have great impact throughout the organization; (d) have a snowballing effect. By adding small wins, one by one, it will create a whole new system of revised practices and efforts; (e) defeat discrimination by accepting that change is needed and that it will help the organization’s effectiveness. Factual Impact of the Main Issues in Organizations Labyrinths can be thought of as a symbolic form of pilgrimage. As paths, women walk among its turnings confronting difficult situations that need to be managed along the way. What it is important for women it is to know that the passage for the labyrinth is not simple journey. It requires for women to be aware on their progress and also to be persistent to navigate it. Organizations need to be proactive about taking measures to understand the labyrinth that leader women confront in the workplace. Building unique leadership traits with a supportive work environment will help them to overcome the barriers to obtain the desire goals. To be more effective, organizations need to support women by becoming advocates for female to advance as managers finding endless opportunities for promotion. Organizations need to understand that women had slowed their careers and earnings for taking the majority of family responsibilities. Thus, the implication for organizations is that women are choosing to work part time, work from home or take many days off from work. Another implication for organizations, it is the need to address the challenge for women to be perceived as capable leaders. The article describes this challenge as the double bind term where women at the workplace have to please both expectations in organizations, one as leaders and one as females. Meyerson and Fletcher explain that â€Å"Most organizations have been created by men and for men and are based on male experiences† (The roots of inequity section, para. 1). Women have been entered in the workplace confronting the fact that organizations still embrace traits associated with men such as though, aggressive, assertive, etc. Organizations must develop a culture of fairness by creating practices that benefit both men and women where the division of labor by gender does not exist and where women feel that they add an enormous value and feel as competent as men. Also, organizations should foster a work environment that values working parents. It is crucial to create structures and policies where work and family complement each other and where women have the opportunity to fulfill their careers without felling guilty of abandoning their families. In the second article the authors described how important is to shatter the glass ceiling using the small wins strategy. Since this strategy initiates change using diagnosis, dialogue, and experimentation, it promotes efficiency and efficiency within the organizations. The authors add, â€Å"The strategy benefits not just women but also men and the organization as a whole† (para. 4). The organization during this strategy go through the follow steps (a) the diagnosis of the problem in which managers dialogue to find out what is happening within the organization culture; (b) experimentation where correctives practices are replaced to obtain real wins. Text Comparison According to Greenhaus et al (2010), the glass ceiling is â€Å"an invisible but impenetrable barrier that prevents qualified women and people of color from advancing to senior management jobs† (p. 321). The text agrees with the authors of the two articles, about the fact that even though the number of women in managerial positions had risen dramatically, women are experiencing difficulties in getting jobs above lower and middle managerial positions. For the authors of the article, Women and The Labyrinth of Leadership, the glass ceiling is a barrier which limitations are fading. Women are facing are not only barriers, but what they describe as a labyrinth. It has obstacles and turns. For the authors of A Modest Manifesto for Shattering The Glass Ceiling, the glass ceiling is not the reason why women are holding back. The main reason, they affirm, are the organizations in which women work. The authors state that it is â€Å"the foundation, the beams, the walls, the very air† (The power of small wins section, para. 7). Greenhaus et al (2010) identified factors that organizations can seek to support women advance in their careers such as (a) giving more authority; (b) inclusion to formal networks; (c) establishment of mentor relationships; (d) mutual accommodation; (e) elimination of access and treatment discrimination; (f) minimal intergroup conflicts; and (f) responsiveness to work-Family issues (p. 33). Eagly and Carli mention some these actions such as (a) establishing mentoring programs; (b) using job performance assessments that are not biased against minority employees; (c) using open recruiting tools; (d) implement family-friendly policies for both male and female employees; (e) emphasize the visibility of women in high-level leadership positions. Debra Meyerson and Joyce Fletcher explain the need for organizations to address the power of small wins since â€Å"they unearth and upend systemic arriers to women’s progress (The power of small wins section, para. 1). According to Greenhaus et al (2010), it is the glass ceiling that limits opportunities to minorities to develop and reach top management positions in America (p. 323). They authors add that â€Å"The small portion of women at senior management level suggest that many women do not move beyond jobs in lower and middle levels of management† (p. 323). For the text authors the glass ceiling, in contrast with the authors of the articles, is about managing diversity since organizations are in need to understand why women and minorities experience restricted careers opportunities. According to Greenhaus et al (2010), organizations must develop a culture where employees understand multiculturalism that is the heart of the organization’s mission that must be communicated and enforced at all levels (p. 349).ReferencesEagly, A. H., Carli, L.L. (2007). Harvard business review. Women and the labyrinth of leadership. Retrieved from http://hbr.org/2007/09/women-and-the-labyrinth-of-leadership/ar/2 Greenhaus, J. H., Callanan, G.A., Godshalk, V.M. (2010). Career management. Los Angeles, CA: SAGE publications Inc. Meyerson, D. E., Fletcher, J.K. (2000). Harvard business review. A Modest manifesto for shattering the glass ceiling. Retrieved from http://hbr.org/2000/01/a-modest-manifesto-for-shattering-the-glass-ceiling/ar/1

My Educational Philosophy Statement Essay Example | Topics and Well Written Essays - 1250 words

My Educational Philosophy Statement - Essay Example In this essay, I would like to narrate my educational philosophy, which enabled me to develop my teaching career and explore myself to become the achiever of my long term cherished goal. Since my childhood I have been longing for becoming a good teacher not only for students but for the community as well. The phrase 'good teacher' can be interpreted in many perspectives depending upon the philosophy one follows. Personally, I believe that teacher has a prominent role to play in the lives of his students as he is one of the closest companions who knows students' pulses more than any other. As Beth Lewis remarks in a journal article that "I believe that a teacher is morally obligated to enter the classroom with only the highest of expectations for each and every one of her students. Thus, the teacher maximizes the positive benefits that naturally come along with any self-fulfilling prophecy; with dedication, perseverance, and hard work, her students will rise to the occasion" (Lewis Be th, n.d.). To become an endless source of inspiration to students, Beth points out that the teacher should be one who views- "I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe that I owe it to my students, as well as the community, to bring consistency, diligence, and warmth to my job in the hope that I can ultimately inspire and encourage such traits in the children as well (Lewis Beth, n.d.). Attributes of a Teacher Every teacher should have certain qualities which make them different from others. A teacher should always focus on the benefits of society as a whole. He/she must work for the common good rather than his/her individual interest. In fact, a teacher must be a role model for the whole populace in his/her region. Like any other area, success lies in attitude and approach. The successful teachers are everywhere alike. As Melissa Kelly pointed out, successful teachers share some common characteristics (Kelly, n.d.). I also believe that the following attributes are unavoidable for a teacher in his career. Sense of Humor The sense of humor helps to relieve you from tension and make the students happy. A class room with rigorous protocols is no longer produce students' creative skills. They might score good marks in the examination, but their creativity will not be satisfactory. They might be poor in soft skills such as negotiation skill. Furthermore, it allows a teacher to experience the joy of life as a teacher and forget the bitter experiences in his/her life and career. Positive Attitude As I mentioned earlier, a teacher is a role model for students. Students always prefer to catch the qualities of their teacher. One with a positive attitude never fails in life is well known to all. In the teaching profession one may come across many hurdles, but they cane be overcome successfully with positive attitude and enthusiasm. The positive attitude of a teacher is inculcated in his/her students through his/her classes and interactions. High Expectations One of the key factors for success is high expectations. If a teacher has high expectations on his/her students, the students will also try to achieve great things in life. But, that does not mean that a teacher should always be after high unrealistic expectations. Consistency A positive learning environment is characterized by consistency of a teacher and his approach. The consistency in

Project Schedule Assignment Example | Topics and Well Written Essays - 500 words

Project Schedule - Assignment Example Following are few types of dependencies that are used on Precedence Diagramming Method (Sanghera 2008):- Requirement Gathering Phase Task 1 and Task 2 must be finished before the Task 3 is started. Thus these tasks have a finish to start relationship. Similarly, Task 3 must be finished before Task 4 and Task 5, again indicating a finish to start relationship. Design Phase Task 4 and Task 5 must be finished before Task 6, indicating a finish to start relationship. Task 7 can start immediately after Task 5 has been finished. Thus it has a finish to start relationship with Task 5 and start to start relationship with Task 6. Development and Testing Phase Task 8 and Task 9 must be started after Task 7 is finished. Thus these have a finish to start relationship. Similarly, Task 10 can start when Task 7 has been finished. Also Task 10 precedes Task 12. All showing a finish to start relationship. Deployment and Testing Phase Task 14 must be started after completion of Task 18. Also Task 12 and Task 14 must be completed prior to starting the Task 15. Also Task 13 and Task 15 must be finished before Task 16 is started. Task 17 must start when Task 12 is finished and Task 8 must be finished before Task 18 is started. All the tasks indicate a finish to start relationship. Project Schedule is shown on the next page in form of Project Network Diagram. The red lines indicated the project critical path while blue lines show dependencies on non-critical paths. The total duration of the project is 192 days. Project Management Institute (2008) defines crashing in its PMBOK as a specific technique for project schedule compression performed, after analyzing and identifying the best compromise between project time and cost, to achieve schedule compression for greatest extent and least increment in cost. For example, if the project has a negative float i.e., estimated

A New Campaign for the Grape Growers Assignment Example | Topics and Well Written Essays - 250 words - 1

A New Campaign for the Grape Growers - Assignment Example Moreover, it is the case that there is an increasing obesity epidemic and fresh fruits (Especially grapes) are an important element of a healthy diet. The purpose of this campaign is to reinforce these principles to consumers. Without question, billboard advertisements need to be short and to the point as it is the case that most observers will be in passing vehicles. From this perspective, we need to utilize an eye-catching image and a short piece of text to reinforce the healthy qualities that grapes possess. For the purpose of the advertisement, the theme will be on a kind of eye-catching image. A cartoon image of a bundle of grapes, wearing a pair of glasses, a lab coat and a stethoscope (Effectively portraying an image of a doctor grape), with a large line of text that says â€Å"Ask me about how I can save your life.† Followed by a website link. The idea is for people to read the message and become intrigued with what health properties that grapes may possess. By observers seeing the website linked, they can find out all the relative information about the health properties.  As far as other advertisement mediums this campaign lends well to print, television and radio because of its simple properties.

Case study on Performance Management and Rewards Essay

Case study on Performance Management and Rewards - Essay Example There are certain key issues which need consideration, and in this case, the type of issues varies considerably with regards to the different type of organizations operating in the same sector. FSC faces an employee turnover rate of 16%, which is roughly equal to the general turnover rate in the industry, this portrays room for improvement, and if the human resource management is properly handled, this rate could be reduced, like BSFC. A major issue for FSC is employee recruitment procedure, it focuses more on external recruitment which has significant consequences attached to it, though new and fresh minds entering the organization would mean more ideas, it would also simultaneously have negative impact on the existing workforce, who have been in the business for long and shown their loyalty, while at the same time, an outsider would be recruited from outside to fill a higher vacant position. With regards to BSFC, employee turnover is not a major issue since it is relatively lower than the industry level, and hence depicts their competitive strength in attracting employees, in addition they recruit workers internally, which proposes greater promotional opportunities for ex isting employees, however they should focus on retaining employees who enter the business anew, and the reward system should also take into account their preferences to ensure that they remain loyal to the firm. The discrimination at the effect in BSFC would have a negative impact on the lower levels, where the women and foreign nationals mostly clustered, leaving no promotional room for them, it should hence develop a more cultural diversity conducive approach, instead of the white male dominance in the organization.

Soren Chemical Case Study Example | Topics and Well Written Essays - 1000 words

Soren Chemical - Case Study Example The sales results have been dwindling and disappointing owing to several strategic and tactical problems (Kasturi & Yong, 2011). The company failed to make the consumers aware of their products and their benefits and Poor communication strategy by the company to retailers and distributors with enquiries. There is an extremely low sale of coracle which was launched for residential pool water clarification In three years time, the company sales can be revived if solutions to curb low sales are properly adopted and implemented. If this is not the case then, it could lead to closure of the company as it has not made any significant sales to ensure its sustainability. If the recommended solutions are carefully implemented, the sales will go up and the company will make profits which could lead to expansion. 1. The pool service professionals and contractors are not aware of the actual value of Coracle. Most of the service professionals believe that Clearblue, a product by a competitor company is more effective and solely reduces the need for other chemicals. Soren chemicals should therefore focus on advertisement to make the professionals aware of the benefits of Coracle. 2. Consumers are unaware of the benefits of coracle. Majority of pool owners maintain their pools by themselves. Since they do not know of the benefits Coracle presents, they settle for what the distributor gives them and mostly cheaper products. Soren chemicals should let the customers in on the positives of using Coracle if they are to increase their sales. 3. Lack of support by the distributors. Using Coracle reduces the need for other pool treatment chemicals by over 20%. This is not a favorite of the distributors and retailers as they are set to sell chemicals and make profits. They fail to mention this to the customers and pass it on as just another pool product (Kasturi & Yong, 2011). 4. Poor communication strategy. There exists a communication gap

Football & Finance Essay Example | Topics and Well Written Essays - 3000 words

Football & Finance - Essay Example The spending on salaries and players was 43 percent up over the previous five years. European clubs assessment is a requirement of Uefa’s financial fair play policies, which focuses on reducing debt and stopping teams from spending above their capability. According to Uefa’s rule of financial fair play, teams that fail to meet the requirements of the union’s policies face sanctions or suspension from participating in the continent’s major competitions. According to 2009, 2010 and 2010 financial reports, many clubs participating at both clubs and European competition levels exhibited significant amount of losses in relation to the Uefa’s minimum low of â‚ ¬5 million. Many European football clubs including top flight clubs have recently shown numerous financial drawbacks adding to recent increase in the total loss experience in the European football industry. There have been public outcries from some clubs regarding financial fair play by some of t he continent’s top division clubs. A considerable number of clubs have undergone liquidation while many more face the threat of possible bans from taking part in Uefa Champions League and Europa League, which are the continent’s most prestigious football competitions. Liquidation is the worst experience any club would ever wish to undergo. Apparently, cost control has been one of the most challenging tasks for European football clubs. Many clubs, including the most famous clubs in the recent history of football, have failed maintain low and sustainable expenditure levels, which calls for robust research into the issue of finance and football. There Owing to the increasing margins of losses incurred by European football clubs and many reported cases of possible liquidations of clubs, there is clear need for information supply for football club managers and committees on sustainable cost management approaches, which this project intends to establish through review of lit erature on some of the main causes of financial dismay for many football clubs. Preliminary Review of Literature The strong economic growth that football industry exhibited during late periods of 1990s prompted academicians and researchers to shift their attention towards issues that relate to the administration of performance of football clubs

Harmonisation of Accounting Standards Essay Example | Topics and Well Written Essays - 1500 words

Harmonisation of Accounting Standards - Essay Example They include UK GAAP, IAS, US GAAP etc. More positive, however, has been the improvements in recent times in terms of global convergence; this has convinced various stakeholders that there is still hope that harmonization can be achieved sooner rather than later. Local and international standard setting agencies have initiated harmonization projects that have largely been successful; it will therefore not be too long before a common set of standards guides and controls the accounting world. This will give the accounting profession an identity of legal discipline in its truest sense. This paper examines the issue of harmonization and other aspects that relate to it, for example challenges and advantages. Key Words accounting standards, harmonization of accounting standards. Introduction The harmonization of accounting standards has developed into a hot topic among accounting professionals all over the world (Black 2007, pg.26). Accounting standards can be defined as authoritative stat ements issued by acclaimed accountancy agencies that relate to different aspects of treatments, disclosures and measurements of accounting events and transactions, and that signify best accounting practices. ... For example, in the United Kingdom (UK) electrical and electronic engineers abide by the Institute of Electronic and Electrical Engineers’ (IEEE) standards and principles that define and shape their professional practices (Samir 2003, pg.20). Why, then, is it so difficult for accountants to have a common set of codes that create some uniformity in their line of work and their practices? Over the years, it has been widely acknowledged that the differences in existing standards in various countries have so often been greatly underestimated. As a result of this, achieving uniformity has been a herculean task of sorts; the first step towards failure is usually underestimating the gravity of a problem (Srkant 2005, pg.64). As a consequence, attention has shifted towards understanding the various accounting standards in existence and trying to address how they can be merged. Although it has been met with huge obstacles, results have been better than in previous attempts. History of Harmonization The concept of harmonizing accounting standards dates back to the 19th century when the notion of â€Å"International Accounting Standards† was put forward in the 1st International Congress of Accountants which was held in St. Louis in 1904. In 1957, at the 7th International Congress of Accountants in Amsterdam, Mr. Jacobkraayenhof discussed the need for international accounting standardization and cooperation. In 1966, talks were held among various professional bodies like the Association of the Institute of Certified Public Accountants of America, the Canadian Institute of Chartered Accountants and the Institute of Chartered Accountants of England and Wales (Siegel & Shim 2006, pg.33). The talks were led by the then President of the Institute of

Sex Difference in Evolutionary Psychology Essay Example for Free

Sex Difference in Evolutionary Psychology Essay Disclosing human behaviour has initiated study and research from a capacious range of disciplines, effectuating varied perspectives on human behaviour. Essentialist or social constructionist perspective has been considered by psychologists to examine the origin of sex differences (Anselmi Law, 1998). Essentialism articulates that sex differences commence from inducements that are intrinsic in human beings, and present itself as an alternative meta-theory to conventional sociology. The discrepancy in sex differences across social contexts is considered by social constructionist view-point, understood by the interpretation of the sexes amidst specific contexts. Highly contrasting theories emanate when apprehending factors responsible for human sex-linked behaviour, thus making it strenuous to critic the factors that essentially manipulate and manage behaviour (Jureidini Poole 2000). Hence, the current essay provides a cogent explanatory framework for understanding the causation of sex differences, anchored primarily from evolutionary psychology, with criticisms reported against its concepts on sex differences. Sexuality is sexual behaviour, epitomized as the inherent behavioural predispositions, augmenting the probability of passing genes into future progeny (Buss, 1989). Human mate selection has generated a substantial degree of research, instilling a pronounce degree of sexual differentiation between the characteristics that men and women desire in potential mates (Buss, 1989; Buss Barnes, 1986). The division of labour (Durkheim, 1964) observed men inclined to be stereotyped and envisaged as bread winners, with the role of child carers and nurturers stereotyped as women, patriarchy acknowledged as the custom with aggressive nature expected from men, and nurturing and passive nature expected from women (Jureidini Poole, 2001). Males endeavoured to reproduce and desired the need to be paternal, and have evolved high risk high stakes game strategy to attract mates (Miller, 2000). Women are impulsively attracted to males with the ability to protect and provide for her and her children (Zajdow, 2002). Buss’s (Buss et al., 1990) remarkable cross- cultural study found that males are inclined to yield mates with physical attractiveness and youth, while women desire mates with more financial power. Evolutionary psychologists, however, have dedicated little attention to the synergy between the social and cultural environment quality. Social structural perspectives theorize the motive of mate selection mirror peoples effort to make the most of their utilities with respect to mating choices. Marriage is typified as functioning between utility-amplifying women and men to reach stability with economic exchanges (Becker, 1976), implying that differences in mate selection are accountable due to lucid economic arrangements than from the perspective of inherited predispositions (Tattersall, 1998). Eagly and Wood (1999), criticizing the evolutionary perspective, concluded that mate preferences are shaped by the society in which we live today, and conflicting assignment of role portrayed due to sexual division of labor. Potential accounts for these unlike views include the circumstance of each psychologist. Buss, a male evolutionary psychologist, grew up with an influential background in beliefs that behaviour is a result of how one adapts to their environment. Eagly and Wood elucidate the results contradictorily possibly because they are both females who credit strongly in equality for all, and therefore observe the differences in preferences as a consequence of the principles of today’s society; a key example being the preferred age of females at marriage, affected by a more career-oriented female than in earlier times. The concept that sexuality is learned is notably provided by sociologists. Studies amid animal primates exhibit abnormal sexual behaviour upon segregation of young apes from monitoring sexual behaviour. Subsequently, the affected ape will acquire sexual behaviour to relatively normal level upon remedial socialisation (the ability to inspect sexuality of other) (Jureidini Poole 2001). In cultures such as the ‘Mehinaku’ of Brazil, the men engage in limited sexual activity due to the conception of sexual activity as disgusting (Gregor, 1985). Sociologists have discovered that attractive features vary across cultures (Jureidini Poole 2002). Deviations from the Darwinian Theory have been observed in modern western culture, with the contemporary media depicting thin and lean body types of women body structures as appealing (Vida 1996). Gender differences in aggression are eminently variable. From an evolutionary  viewpoint, aggression can be suitable in a number of situations, for animals (Archer, 1988), and human beings (Buss Shackelford, 1997). The utility of aggression was to assign individuals over their accessible home range so as to secure the most advantageous utilization of a region and its nutrients (Lorenz, 1966). Such a functional perspective on aggression has been abdicated, with modern consensus that neither humans nor other animals are furnished with the aggressive instinct, and contemplated to be context-dependent (Buss Shackelford, 1997). With variations in society, the occurrence of aggression between males and females may alter. Increased use of direct and physical means of aggression among girls, have shown to occur in the last decade (Huesmann et al. 1998). One probable account is, perplexingly, the progress of the dignity of women in society. Human memory evolved because it enhanced fitness in specific environments of evolutionary adaptedness (Tooby Cosmides, 1992), receptive to subject relevant to evolutionary ï ¬ tness. Words reckoned for survival relevance in scenarios were subsequently retained at notably higher rates than words rated for relevance in a range of control scenario conditions (Nairne Pandeirada, 2008). Sex differences in spatial abilities may possibly have an evolutionary basis, with suggested that the division of labor consistently detected in hunter-gatherer societies may have led to remarkable foraging-related cognitive specializations of the sexes (Sherry et al, 1992; Silverman Eals, 1992). Men typically surpass women on tasks considered to be related to hunting skills (e.g., navigation), while women typically show a lead on tasks requiring memory for objects accumulated in fixed locales (Voyer et al., 2007). Males are inclined to excel in tests of mathematical reasoning than females (Kimura, 19 99). Although mathematical abilities may not have primary selective demands in the evolutionary past, that ability may be a by-product of spatial ability (Geary, 1996). The current essay explained certain concepts of sex differences chiefly from the perception of evolutionary psychology. Some limitations exposed in some arguments, for example the inference on aggressive behaviour in modern times cannot be satisfactory annotated by social constructionist views, while evolutionary views are more credible. As social beings, our surroundings and  cultures will play a crucial role when flourishing our identity, whether this affects us biologically when evolving. Hence it is vital to incur comprehensions from many perspectives and deem the supremacy of evolution, the quagmire of social constructions and the impact of environment when determining sex differences in human beings.

Prefabricated Buildings: Advantages and Disadvantages

Prefabricated Buildings: Advantages and Disadvantages There are many different types of construction  buildings  such as residential, commercial or industrial.  Industrial  buildings  are mainly used for manufacture warehousing, offices, showrooms, sport, retailing, agricultural and horticultural  buildings, recreation leisure, swimming pool enclosures as well as many other aspects. If your business is in need of extra space; whether it is for storage or to conduct aspects of business, an  industrial  building, such as a warehouse may be the answer that your business is looking for. Industrial  buildings, such as the ones named above are available from many different building contractor teams and they are often available as both a permanent or temporary business solution. You may need the use of an  industrial  building as a way of housing certain equipment and supplies as well as providing you with a space that can be dedicated for you to undertake aspects of business. Depending on what you need the  industrial  building for depends on what type of building you have constructed. If you need the extra space as a place where people can do business then a more permanent structure may be in order. Also if you are planning on using your  industrial  building as an added work space then it is important that you ensure the building is insulated and that your employees are protected. Many of the  industrial  buildings  that are open to you to use for your business provide you with a comfortable working environment and in many cases reduce energy through the quality and reliability which can be achieved with high performance insulation solutions. Also by choosing a reliable building contractor team to install your  industrial  building you will be getting a workspace which creates a clean environment for all of your production, storage, material handling and infrastructure needs. Many building contractor teams will design your  industrial  buildings  using cladding and lining and will incorporate windows and doors that in some cases are double glazed as well as being tough when it comes to security. You will be able to decide what features are and arent included on your  industrial  building, meaning from the start you will know exactly what you are buying. When you are deciding on including an  industrial  building into your workplace you need to ensure that the execution of the project is successful. One way of making sure that this happens is by conducting effective planning as this is essential to ensure that you get what you want from your  industrial  building. During your planning for your  industrial  building you should consider aspects such as the environmental impact of the job, the success of the scheduling, budgeting and site safety as well as the availability of materials, logistics and the inconvenience to the public caused by construction delays, preparing tender documents, etc. If you are hoping to gain the extra help from the use of an  industrial  building then it is highly important that you gain the help of a professional building contractor team to construct your industrial  building. Identify the Differences of the Prefabricated and Pre Engineered Buildings. Prefabricated building is a type of building that consists that of several factory built components or units that are assembled on site to complete the unit. Its Prefabricated / Pre-engineered components away from the site and bringing them to site and assembling. These methods reduce construction time at the site, facilitate better quality control and reduce labour component which involves in the site. Prefabricated Buildings. The term prefabricated may refer to buildings built in components (e.g. panels), modules (modular homes) or transportable sections (manufactured homes), and may also be used to refer to mobile homes, i.e. houses on wheels. Although similar in nature, the methods and design of the three can vary wildly. There are two-level home plans, as well as custom home plans. There are also large differences in the construction types. Mobile and manufactured houses are constructed in accordance with the HUD building codes in the U.S. while modular houses are constructed in accordance with the IBC (International Building Code). Modular homes are homes that are created in sections, and then transported to the home site for construction and installation. These are typically installed and treated like a regular house, for financing, appraisal and construction purposes, and are usually the most expensive of the three. Although the sections of the house are prefabricated, the sections, or modules, are put together at the construction much like a typical home. Manufactured and mobile houses are rated as personal property and depreciate over time. Manufactured homes refer to homes that are built onto steel beams, and are transported in complete sections to the home site, where they are assembled. Mobile homes are homes built on wheels, which are able to be moved from place to place. Mobile homes and manufactured homes can be placed in mobile home parks, and manufactured homes can also be placed on private land, providing the land is appropriately zoned for manufactured homes. As far as getting set up, prefabricated buildings can be erected rather quickly some in as little as 45 days. Companies can start concentrating on making money rather than concerning themselves with when their building will be finished. Prefabricated buildings can be constructed at almost half the cost of a traditional building. For a basic structure such as a portable office or classroom, expect to pay about $35 per square foot. More complex prefabricated buildings medical clinics and retail facilities will cost you close to $200 per square foot. While not exactly a drop in the bucket, its still more affordable than traditional construction, particularly if the prefabricated buildings are only going to be used for a fixed period of time. For those companies who look beyond price and convenience, prefabricated buildings do have a few downsides. The most obvious is the look and feel. At their most basic, prefabricated buildings are meant to be quick, affordable solutions so they arent the prettiest structures in the world. Elevated entrances and shorter ceilings dont really add to the dà ©cor, but if you are willing to spend a bit more, you can upgrade your prefabricated buildings to have more stylish designs. The types of materials used for prefabricated buildings are usually aluminum,  wood, steel, fiberglass, and concrete. The steel used in these structures is specially treated to resist corrosion, rust, and fire. The use of plastics and other composite materials offer a less expensive option for surface materials without sacrificing durability or quality. The construction of the components of the prefabricated building is accomplished inside the factory where the plumbing and electrical systems are tested before they are exported to their destinations. The wall finishes and  countertops  are also installed inside the factory. Although customization is available, prefabrication businesses are able to buy much of their material in bulk and thus are able to pass on the savings to their buyers.   Pre-engineered Buildings In  structural engineering, a  pre-engineered building  (PEB) is designed by a manufacturer to be fabricated using a pre-determined inventory of raw materials and manufacturing methods that can efficiently satisfy a wide range of structural and aesthetic design requirements. Within some geographic industry sectors these buildings are also called Pre-Engineered Metal Buildings (PEMB) or, as is becoming increasingly common due to the reduced amount of pre-engineering involved in custom computer aided designs, simply, Engineered Metal Buildings (EMB). Historically, the primary framing structure of a pre-engineered building is an assembly of I shaped members, often referred as  I beams. In pre-engineered buildings, the I beams used are usually formed by welding together steel plates to form the I section. The I beams are then field-assembled (e.g. bolted connections) to form the entire frame of the pre-engineered building. Some manufacturers taper the framing members (varying in web depth) according to the local loading effects. Larger plate dimensions are used in areas of higher load effects. Other forms of primary framing can include trusses, mill sections rather than 3-plate welded, castellated beams, etc. The choice of economic form can vary depending on factors such as local capabilities (e.g. manufacturing, transportation, construction) and variations in material vs. labour costs. Typically, primary frames are 2D type frames (i.e. may be analyzed using 2-Dimensional techniques). Advances in computer aided design technology, materials and manufacturing capabilities have assisted a growth in alternate forms of Pre-engineered building such as the Tension fabric building  and more sophisticated analysis (e.g. 3-Dimensional) as is required by some building codes. Cold formed Z and C-shaped members may be used as secondary structural elements to fasten and support the external cladding. Roll-formed profiled steel sheet, wood, tensioned fabric, precast concrete, masonry block, glass curtain wall or other materials may be used for the external cladding of the building. In order to accurately design a pre-engineered building, engineers consider the clear span between bearing points, bay spacing, roof slope, live loads, dead loads, collateral loads, wind uplift, deflection criteria, internal crane system and maximum practical size and weight of fabricated members. Historically, pre-engineered building manufacturers have developed pre-calculated tables for different structural elements in order to allow designers to select the most efficient I beams size for their projects. However, the table selection procedures are becoming rare with the evolution in computer aided custom designs. While pre-engineered buildings can be adapted to suit a wide variety of structural applications, the greatest economy will be realized when utilizing standard details. An efficiently designed pre-engineered building can be lighter than the conventional steel buildings by up to 30%. Lighter weight equates to less steel and a potential price savings in structural framework. Applications of Pre Engineered Buildings (PEB) Warehouses Factories Workshops Offices Gas stations Vehicle parking sheds Showrooms Aircraft hangars Metro stations Schools Recreational Indoor stadium roofs Outdoor stadium canopies Bridges Railway platform shelters Advantages of Pre Engineered Buildings Reduced construction time: Buildings are typically delivered in just a few weeks after approval of drawings. Foundation and anchor bolts are cast parallel with finished, ready for the site bolting. Our study shows that in India the use of PEB will reduce total construction time of the project by at least 50%. This also allows faster occupancy and earlier realization of revenue. Lower cost: Due to the systems approach, there is a significant saving in design, manufacturing and on site erection cost. The secondary members and cladding nest together reducing transportation cost. Flexibility of expansion: Buildings can be easily expanded in length by adding additional bays. Also expansion in width and height is possible by pre designing for future expansion. Large clear spans: Buildings can be supplied to around 80M clear spans. Quality control: As buildings are manufactured completely in the factory under controlled conditions the quality is assured. Low maintenance: Buildings are supplied with high quality paint systems for cladding and steel to suit ambient conditions at the site, which results in long durability and low maintenance coats. Energy efficient roofing and wall systems:   Buildings can be supplied with polyurethane insulated panels or fiberglass blankets insulation to achieve required U values. Architectural versatility:   Building can be supplied with various types of fascias, canopies, and curved eaves and are designed to receive pre cast concrete wall panels, curtain walls, block walls and other wall systems. Single source responsibility: As the complete building package is supplied by a single vendor, compatibility of all the building components and accessories is assured. This is one of the major benefits of the pre engineered building systems. Investigate various types of materials, which can be used for the factory and residential Buildings in this project. Materials used for pre-fabricated buildings Prefabricated building materials are used for buildings that are manufactured off site and shipped later to assemble at the final location. Some of the commonly used prefabricated building materials are aluminum, steel, wood, fiberglass and concrete. Prefabricated metal buildings use galvanized steel and galvalume as the chief materials for building. Galvalume is a form of steel coated with aluminum-zinc. This is to protect the building against corrosion, rust and fire. It also provides a sturdy and protective covering to the prefabricated building. Almost all the components of a metal building such as beams, frames, columns, walls and roofs, are made of steel. Most prefabricated military buildings use steel or aluminum frames. Synthetic materials are used for the walls and roofs. To provide enhanced security, a combination of both metal and cloth materials are used. Plastic flooring materials can be quickly assembled and are very durable. Prefabricated building materials used for small prefabricated buildings are steel, wood, fiberglass, plastic or aluminum materials. These materials are cheaper than regular brick and concrete buildings. Materials like steel, fiberglass, wood and aluminum are used as prefabricated building materials for sports buildings. These materials provide flexibility and are preferred for making structures and accessories like stands and seats for stadium and gyms. For making low cost houses, prefabricated materials like straw bale, Ferro cement, Calcium silicate products, composites and other cheap wood based materials are currently being used. Calcium silicate bricks are strong and durable. Ferro cement consists of a cement matrix reinforced with a mesh of closely-spaced iron rods or wires. In this type of construction, the techniques used are simple and quick. Using prefabricated materials one can make durable, water and fire resistant and cheap prefabricated buildings. Most of the prefabricated building materials are eco-friendly and affordable. Steel Aluminum Wood Fiberglass Materials used for pre-engineered buildings Steel / Stainless steel Galvalume roof sheeting Stainless steel capped fasteners Silicon zed polyester baked-on enamel paint Various types of materials Steel For prefabricated buildings, steel and galvalume materials are used. Galvalume is a form of steel coated with aluminum-zinc. This is to protect the building against corrosion, rust and fire. It also provides a sturdy and protective covering to the prefabricated building. Most of components are built in steel in prefabrication buildings such as beams, frames, columns, walls and roofs, are made of steel. Aluminum Most prefabricated buildings use aluminum as a material for frames. It can be widow frames or door frames. Because of its light weight it is very useful for prefabrication building production. Wood These materials provide flexibility and are preferred for making structures and accessories like stands and seats for stadium and gyms. And wood use for prefabricated buildings for some of the components. It is not a most probably used material. This material is used for making of law cost prefabricated homes. Fiberglass The fiberglass material is used for the partition walls in the buildings. And its light weight is useful for constructing prefabricated buildings. And for doors and window frames, doors fiberglass is used. Advantages of Per Fabricated Buildings Prefabricated homes can be ordered and transported straight to your block.  You can organize the stumping and plumbing and electrical connections or have it pre ordered into the overall package. Prefabricated homes cause less damage to the environment than conventional brick homes.  They can be mass produced or fabricated to your design and are quick to build so it will save you rent as brick homes tend to be dragged out with different contractors being involved. They will cost a lot less, than a double brick home by far.  They can be insulated to reduce the cost of heating and cooling. Not only that they are environmentally friendly. The real  beauty  of one of these is if you have a real bad neighbor you can up and take your home and chattels to another town without any problems. As it saves time It saves money and labour Enables money and standardization. Enhances aesthetic appeal. It is lightweight and easy to transport. Easy to installing and maintaining: i.e. rust, fire, and pest retardant and insulated. It is re-locatable and eco-friendly. The disadvantages of prefabricated homes The cost of your prefabricated home will depend on the site your home will be put on.  Site costs will vary from block to block. If you are doing the stumping etc yourself then that is not a problem.  If they need to factor that into the price they will need to make varying changes to prices due to level and position of the block where the prefabricated home will be built. Your choice of prefabricated home will be affected by your particular budget.  Low cost designs may suit those on a tight budget.  Then if you can afford the better styles, then price may not affect your decision. The better high quality designs are made for the higher income families and could be out of your price range. Prefabricated homes are improving like other forms of buildings and the main advantage of a prefabricated home is the potential to reduce the harmful impact on our environment.  This is one of the worlds biggest concerns these days. Materials used for pre-engineered buildings Steel / Stainless steel Galvalume roof sheeting Stainless steel capped fasteners Silicon zed polyester baked-on enamel paint The Advantages of pre-engineered buildings Fast erection Low cost if choosing manufacturers standard package/inventory and no add on Open clear span Can be easily expanded to grow with needs The disadvantages of pre-engineered buildings Marginal design, material and construction Not energy efficient Higher lifetime maintenance Not durable for long term use, generally last 10 to 15 years May not include all construction/fit-up needed for the building to serve the intended purpose. No secondary roof membrane Usually no internal finished walls Pre-engineered steel fabric buildings vs. Conventional steel buildings Steel Fabric Structures Conventional Steel Buildings Overall Price Price per square foot is about 30% lower than conventional steel More expensive than a pre-engineered steel fabric building Maintenance Costs The building and fabric cover is virtually maintenance free. The fabric will not attract or hold dirt contaminants and proves to be self-cleaning Shingling or painting may be necessary to maintain the outside of the building Interior Clear span throughout building does not interfere with any operations Columns or posts may need to be in place to maintain structural integrity of the building Corrosion Our buildings are made with hot dipped galvanized steel and are corrosion resistant Due to the exterior of the building being exposed in all weather conditions, corrosion may become an issue Temperature Control Our membrane fabric cover had non-conductive qualities keeping buildings cooler in the summer and warmer in the winter Steel buildings are conductive of heat, creating a virtual oven in hot weather conditions Operational Costs Lower costs for lighting, heat, and A/C due to non-conductive translucent cover Operational costs are higher for lighting, heat, and A/C Future Expansions Our buildings are easily expandable and reloadable. Can be used as a temporary and permanent structure. Steel buildings are permanent and cannot be relocated. Expansion will be timely and costly, if possible. Foundation Foundation can be as little as Footings at truss and end column base plate locations. Foundation requirements are typically a fraction of that of similar conventional buildings. Extensive, heavy foundation required Installation and delivery Depending on the size of the Structure installation takes an average of 7-10 days. Delivery after order takes about 6-12 weeks. Delivery of material averages From 20 to 26 weeks. Installation Time is more than double that of a steel fabric structure. Noise Sound absorbing covers keep building quiet even during adverse weather conditions Buildings are loud during rain and hail storms creating unpleasant working conditions Condensation Our membrane fabric design allows natural light to filter through the building while keeping out moisture and condensation Condensation is a known problem in steel buildings and can damage the building and its contents Structure weight Pre engineered buildings are on the average 30% lighter because of the efficient use of steel. Primary framing members are tapered built up section. With the large depths in areas of higher stress. Secondary members are light weight roll formed Z or C shaped members. Primary steel members are selected hot rolled T sections. Which are, in many segments of the members heavier than what is actually required by design? Members have constant cross section regardless of the varying magnitude of the local stresses  along the member length Secondary members are selected from standard hot rolled sections which are much heavier. Design Quick and efficient: since PEBs are mainly formed by standard sections and connections design, time is significantly reduced. Basic design based on international design codes are used over and over. Specialized computer analysis design programs optimize material required. Drafting is also computerized using standard detail that minimizes the use of project custom details. Design shop detail sketches and erection drawings are supplied free of cost by the manufacturer. Approval drawing is usually prepared within in 2 weeks. PEB designers design and detail PEB buildings almost every day of the year resulting in improving the quality of designs every time they work Each conventional steel structure is designed from scratch with fewer design aids available to the engineer. Substantial engineering and detailing work is required from the very basic is required by the consultant with fewer design aids. Extensive amount of consultant time is devoted to the alterations that have to be done. As each project is a new project engineers need more time to develop the designs and details of the unique structure. Erection simplicity Since the connection of compounds is standard the learning curve of erection for each subsequent project is faster. Periodic free of charge erection is provided at the site by the manufacturer. The connections are normally complicated and differ from project to project resulting tin increasing the time for erection of the buildings. There has to be separate allocation of labour for the purpose of erection. Erection cost and time Both costs and time of erection are accurately known based upon extensive experience with similar buildings. The erection process is faster and much easier with very less requirement for equipment. Typically, conventional steel buildings are 20% more expensive than PEB in most of the cases, the erection costs and time are not estimated accurately. Erection process is slow and extensive field labors required. Heavy equipment is also needed. Architecture Outstanding architectural design can be achieved at low cost using standard architectural details and interfaces. Special architectural design and features must be developed for each project which often requires research and thus resulting in higher cost. Sourcing and coordination Building is supplied complete with all accessories including erection for a single ONE STOP SOURCE. Many sources of supply are there so it becomes difficult to co ordinate and handle the things. Building accessories Designed to fit the system with standardized and inter changeable parts. Including pre designed flashing and trims. Building accessories are mass produced for economy and are available with the building. Every project requires different and special design for accessories and special sourcing for each item. Flashing and trims must be uniquely designed and fabricated. Future expansions All project records are safely and orderly kept in electronic format which makes it easy for the owner to obtain a copy of his building record at any time. Future expansion is very easy and simple. It would be difficult to obtain project records after a long period of time. It is required to contact more than one number of parties. Future expansion is most tedious and more costly. Safety and responsibility Single source of responsibility is there because the entire job is being done by one supplier. Multiple responsibilities can result in question of who is responsible when the components do not fit in properly, insufficient material is supplied or parts fail to perform particularly at the supplier/contractor interface. Performance All components have been specified and designed specially to act together as a system for maximum efficiency, precise fir and peak performance in the field. Experience with similar buildings, in actual field conditions worldwide, has resulted in design improvements over time, which allows dependable prediction of performance. Components are custom designed for a specific application on a specific job. Design and detailing errors are possible when assembling the diverse components into unique buildings. Each building design is unique, so predication, of how components will perform together is uncertain. Materials which have performed well in some climates may not do well in other conditions. Explain the appropriateness, advantages and disadvantages of using prefabricated buildings in the project The advantages of having prefabricated buildings in this project Prefabricated buildings can be ordered and transported straight to your block.  Client can organize the stumping and plumbing and electrical connections or have it pre ordered into the overall package. Prefabricated buildings cause less damage to the environment than conventional brick buildings.  They can be mass produced or fabricated to the design and are quick to build so it will save you rent as brick buildings tend to be dragged out with different contractors being involved. They will cost a lot less, than a double brick building by far.  They can be insulated to reduce the cost of heating and cooling. Not only that they are environmentally friendly. The disadvantages of having prefabricated buildings in this project The cost of your prefabricated building will depend on the site your home will be put on.  Site costs will vary from block to block. If you are doing the stumping etc yourself then that is not a problem.  If they need to factor that into the price they will need to make varying changes to prices due to level and position of the block where the prefabricated home will be built. The choice of prefabricated building will be affected by your particular budget.  Low cost designs may suit those on a tight budget.  Then if you can afford the better styles, then price may not affect your decision. Prefabricated homes are improving like other forms of buildings and the main advantage of a prefabricated home is the potential to reduce the harmful impact on our environment.  This is one of the worlds biggest concerns these days. The advantages of having a prefabricated steel building Steel is a remarkable material that has been steadily increasing in popularity for construction. It is 66% recyclable, which offers both environmental and financial benefits, and is especially strong and durable. There are a number of options available for building with steel, and one of the most innovative of those options are pre-engineered steel buildings. They are planned, designed and almost pre-built at the factory itself. They just have to be assembled after they reach the building site. They are pre-drilled, pre-cut and pre-welded and just need to be bolted together. This can often be done quickly and with a minimum of professional assistance, and sometimes with none at all. They are quicker, easier and almost 50% less expensive than conventional buildings. Besides, they can be designed as per exact specifications. Elements of the site, other buildings in the area, proposed purpose, and other elements can be taken into consideration. This is the reason for the increasing use of pre-engineered steel buildings for schools, offices, houses, stores, churches and recreational places. Pre-engineered steel buildings, which have no support columns, are known as clear-span buildings. Though they maximize floor space, they cannot be expanded in width. On the other hand, multi-span buildings have unlimited scope for expansion and are thus are often a popular choice for offices and residential buildings. Pre-engineered steel homes have also become very popular in recent years. They offer affordability and flexibility, among many other benefits. There are two kinds of pre-engineered steel buildings: modular and manufactured homes. The only difference is that manufactured homes need not be built as per the building codes, unlike modular homes. For this reason, modular homes are often considered to be more sturdy and reliable. Whether youre creating a manufactured home, modular home, or even a new office, pre-engineered steel buildings offer a vast array of affordable and durable options. Specification for a Pre-fabricated building Panels for a Pre-fabricated building < Curriculum | Definition and Analysis Curriculum | Definition and Analysis CURRICULUM Definition of Curriculum â€Å"A curriculum is more than a list of topics to be covered by an educational programme, for which the more commonly accepted word is a ‘syllabus. A curriculum is first of all a policy statement about a piece of education, and secondly an indication as to the ways in which that policy is to be realised through a programme of action. In practice, though, a curriculum is more than even this; it is useful to think of it as being much wider. As a working definition of a curriculum I would say that it is the sum of all the activities, experiences and learning opportunities for which an institution (such as the Society) or a teacher (such as a faculty member) takes responsibility either deliberately or by default. This includes in such a broad concept of curriculum the formal and the informal, the overt and the covert, the recognised and the overlooked, the intentional and the unintentional. A curriculum is determined as much by what is not offered, and what has been rejected, a s it is by positive actions. And very importantly the curriculum that actually happens that is what is realised in practice includes informal contact between teachers and learners as well as between the learners themselves, and this has been termed ‘the hidden curriculum which often has as much influence on what is learnt as the formal curriculum that is written down as a set of intentions. And it includes what you decide to do on the spur of the moment. So in fact it is useful to think of there being three faces to a curriculum: the curriculum on paper; the curriculum in action; and the curriculum that participants actually learn.† Coles C (2003) Product, Process or Praxis. That is the question. Which curriculum model relates to my own teaching? Firstly I should identify the main theories that are associated with the curriculum and the learning process, as I understand them. The main ones that come to mind are: n Curriculum as product n Curriculum as process n Curriculum as praxis n Curriculum as context There are other theories but the above seem to have the express the basics of the curriculum and how we learn, each has its own supporters. Curriculum as Product What is the dictionary definition of product? Product, (noun) thing that which is produced by effort or labour, or that produced as a result of an act or process, from the Latin prodoceo, to lead or bring forth. What is the relevance to the curriculum? The process of learning is likened to that of producing a product, or something tangible, Bobbitt wrote The central theory [of curriculum] is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. However numerous and diverse they may be for any social class they can be discovered. This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist. These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need. These will be the objectives of the curriculum. They will be numerous, definite and particularized. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives. F Bobbitt (1918) We start by knowing nothing; we learn and apply our learning to our actions. It is like a manufacturing process in the way that it progresses, starting with the idea and through a series of logical step and sequences we arrive at the product or outcome. Step 1: Diagnosis of need Step 2: Formulation of objectives Step 3: Selection of content Step 4: Organization of content Step 5: Selection of learning experiences Step 6: Organization of learning experiences Step 7: Determination of what to evaluate and of the ways and means of doing it.(Taba 1962) With the Product model it makes for more precise assessment, provides structure and content, makes teachers more aware of differing types and levels, avoids vague general statements, everything is clearly laid out, learners know what is required of them to achieve, and teachers to be able to direct the learners in the correct pathway. It is very much a teacher orientated model, where the learner is very much a secondary entity; it is about how the information is given. The product model is linked closely with behaviourism also called learning perspectives, where the physical action is behaviour. Studies in this area have been undertaken by Skinner and Gestalt, following upon the work undertaken by Pavlov. Curriculum as a Process The focus of this model is on the teaching activities and the teachers role, with the learners activities having the biggest impact. The focus is on interactions. This can mean that attention shifts from teaching to learning. This is where learning takes place. The emphasis in this model is â€Å"the means† rather than â€Å"the end†. In the process model the curriculum is not a physical thing but rather the interaction between the teacher, the learner and the knowledge. The curriculum is what actually happens in the classroom, and what we do to prepare and evaluate. Each element is constantly interacting. It is an active process, and links back to Aristotle. The focus is on learning and the fact that the learner has a voice in the way the lesson proceeds and the nature of the learning activities. There is an emphasis on the active roles of the teachers and the learners, with the emphasis being on learning rather than teaching. There is a more rounded approach in this model as it looks at learning for life rather than specific functions. L Stenhouse (1975) likened it to: A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. Curriculum as Praxis â€Å"Curriculum as praxis is, in many respects, a development of the process model. While the process model is driven by general principles and places an emphasis on judgment and meaning making, it does not make explicit statements about the interests it serves. It may, for example, be used in such a way that does not make continual reference to collective human well-being and to the emancipation of the human spirit. The praxis model of curriculum theory and practice brings these to the centre of the process and makes an explicit commitment to emancipation. Thus action is not simply informed, it is also committed. It is praxis.† (Wikipedia) Not very clear to the layperson. What do we/I understand by the term â€Å"Praxis†. The dictionary definition reads: 1. Practical application or exercise of a branch of learning. 2. Habitual or established practice; custom. (The Free Dictionary) Going one step further:  · translating an idea into action; a hard theory to put into practice; differences between theory and praxis of communism (The Free Dictionary) In short, thinking about what I do, and the way that I do it, not because I am told to do it, because I have my own values about the way it should be done, this influences the way that I do things. This model takes into account the experiences of both the learner and the teacher, and through discussion and negotiations, recognises there may be problems. There may be common ground but this will only come about through mutual self-respect. That is, the curriculum is not simply a set of plans to be implemented, but rather is constituted through an active process in which planning, acting and evaluating are all reciprocally related and integrated into the process (Grundy 1987: 115) Curriculum as Content Broadly speaking the curriculum is the same as the syllabus, and the topics that are to be taught. This is the content in which the curriculum is set. It is the examinations that shape the curriculum, the setting within society, the demands and aspirations of industry. The relationship between learner and teacher, the organisation of classes the tracking of progress. Back to the opening question, which model influences the curriculum in my own teaching? It would have to be the Product model, with occasional use of the Process model. I am taking learners who have little or no knowledge. I am teaching them the application, and they are in turn applying this knowledge to meet required assessment criteria. There are clear aims and objectives. Learning is structured, by me to meet the specified outcomes. There are no general statements of intent. The learners know from the outset what is required of them to achieve the goal at the end; I am there to facilitate their learning. Is this model too rigid? Would I change it? The curriculum lends itself to this model. The final assessment is a formal examination to assess the learners ability to perform specific tasks. These tasks are those that would be required to be undertaken within the work-place. The learner, upon completion of the course and having successfully completed the summative assessment, will be competent to take their place within the workplace, able to meet the demands of industry. They started with nothing and have achieved their goal. What is a meant by or understood by the term curriculum? The dictionary definition reads as follows: 1. All the courses of study offered by an educational institution. 2. A group of related courses, often in a special field of study: e.g. the engineering curriculum. (Wikipedia) If that is so what is a syllabus? * An outline or a summary of the main points of a text, lecture, or course of study. (Wikipedia) It is not very clear, to either a professional or a layperson. We have the educational curricula, simplified, that which is taught in educational establishments, in short the syllabus. Then we have the total curriculum including the informal curriculum, this could be regarded as the sum total of the subjects that the learner is learning. We then have the hidden curriculum, â€Å"the hidden curriculum is taught by the school, not by any teachersomething is coming across to the pupils which may never be spoken in the English lesson or prayed about in assembly. They are picking-up an approach to living and an attitude to learning.† Meighan (1981). And so it goes on, the planned curriculum, the received curriculum, the formal curriculum, the informal curriculum, Kelly A V, (2004) According to Alan Rogers (2002), methods and content together make up the curriculum. There is relatively very little material related to curriculum in adult or lifelong education; most of the work on curriculum has been done in schools, Griffins (1983) concentrates on philosophical concepts of the adult curriculum and tends to neglect more practical aspects of the curriculum. Curriculum is seen as a body of knowledge, the content of education to which the students need to be exposed. It is not what you say, but how you say it! The Lifelong Learning Sector My Curriculum area I am employed within the adult/lifelong learning sector, supporting learners in ICT. This is over a variety of disciplines and software applications, Secretarial disciplines using Microsoft applications, text and word processing, using MS Word, presentations using MS PowerPoint, data management using MS Access and financial and mathematical work using MS Excel. There are a number of qualifications and routes for the learner to follow. I am also supporting learners through computerised accountancy and payroll applications, using Sage to progress within this sector of industry. The majority of learners that I come into contact with are in the process of up-skilling, looking at new career opportunities and openings, looking at updating their own personal skills, and adding to their CV. The use of IT within the workplace has doubled to 77%, with an estimated 22m4 using technology at work. ICT is now a part of everyday life, and no matter what position you are employed in there will be the need to have some knowledge of what a computer can do, how they are used. However there has been a 50% reduction in the number of adults taking up funded ICT provision since 2004/5, largely as a result of shorter courses being displaced by longer qualification-bearing provision. The complexity of the current system of different learning providers, funding routes and qualification outcomes make it harder to access the skills that adults need to get on line.1 Government does not make it easy for adults to access the training that they need, as detailed above. The number who lack basic skills has reduced, there is still a significant percentage who lack the basic skills to access ICT, not only skills but financial support. Digital Life Skills are essential to all adults as they will benefit from: Social Inclusion Equality to access Information and Services Employability Business Productivity Learning and Skills This is a need identified by Government as an area that needs addressing: n an estimated 22m people use technology at work 77% of the working population. (ICT User Skills Report) n a lack of basic ICT skills will be a disadvantage in both finding and securing a new job?(ICT User Skills Report) Are there other factors that affect adult learners? Industry has an impact on what the learners need to study, what is required as a benchmark for employability. It is our job to ensure that we meet the criteria that is laid down to meet the needs of industry, whilst ensuring that we meet the syllabus required by the Examining Board, occasionally the two do not agree. The Learning and Skills Council (LSC) is responsible for funding all adult skills provision. Since 2004/05, although the overall budget has increased, there has been a 23% decline in enrolments on LSC funded programmes as funding has been focused on longer, qualification-bearing courses. (ICT User Skills Report) A large proportion of this decline has been in ICT programmes. Data provided by the LSC Data Service suggests that over the same period there has been a 54% reduction in enrolments on ICT courses to just under 700,000 in 2007/08, and a 50% reduction in learners to 485,000 learners in 2007/08. (ICT User Skills report) There is the legacy of what adults did not learn in their formative years in the education system. Their lack of basic skills can affect all future learning, they may be turned off by the thought of learning in adulthood, having fears of the classroom, as they remember it. Not a pleasant experience and one not to be repeated. The prioritisation of courses leading to literacy, numeracy and full Level 2 appears to have displaced ICT provision of less than 50 hours at Entry and Level 1 in FE. The majority of this provision (75%) was accredited. Another area that affects adult learners undertaking training is that of a financial nature. Is training to expensive? Who will pay? Equipment is expensive? Is help available? Will my benefits be affected? To some, the benefits of training are outweighed by the problems of everyday living, and until these concerns are addressed they continue as they are. What is Evaluation? Evaluation is systematic determination of merit, worth, and significance of something or someone using criteria against a set of standards. Evaluation often is used to characterise and appraise subjects of interest in a wide range of human enterprises. (Wikipedia) What is Assessment? Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole. (Wikipedia) In my role as a teacher do I assess or do I evaluate? As a reflective practitioner do I assess or evaluate? In my role in the classroom it is important that I spend my time with the learner. The learner should be the main focus of my attention. I should ensure that they are engaged in the learning process. I start out with a plan of what we will be doing (lesson plan) throughout the session, they as learners or the group, me as the teacher, what they will be doing and what I will be doing to support them. I will be engaging with learners throughout the session, advising, supporting, encouraging, and providing feedback. All the learners that I come into contact with receive formative feedback through the use of QA, tutorials, one to ones, practice examination papers and general support. They finally have summative feedback through a formal examination process. These forms of summative assessment are laid down by the qualification bodies, as they do with the syllabus that is to be studied. It is my responsibility, along with my colleagues and peers adapt the curriculum to ensure that we meet all of the criteria required. I would therefore consider that in the classroom I undertake the role of an assessor. It would be wrong to say that I am not evaluating, I consider the evaluation process to be an ongoing process. The assessment process is â€Å"here and now†, I am assessing a learners ability to undertake specific tasks, to achieve a specific goal, which is measureable, and meets the required standards as determined by outside bodies. Evaluation is undertaken as an ongoing process from the time I am advised that a class or programme of learning is to be undertaken. This process has two differing facets to it, that of QI (Quality Improvement) and QA (Quality Assurance). Do we undertake one or both of these roles? Immediate reaction is to say â€Å"yes†, but after consideration the truthful answer may be â€Å"no†. We may aspire to the former but that is all. We as teachers are more concerned with the learners and statistics, retention and achievement, s by which we are measured, and which our employers rely upon. Poor achievement and retention leads to reduced funding, a course which is not viable, and therefore it will not run! Quality assurance is the bigger picture, that which we as front line staff strive to achieve but attain infrequently, and which we rely on our managers, employers and senior staff members to take on board on our behalf. The external agencies that monitor our teaching and all aspects of all that we undertake the examining bodies, LSC, Ofsted and all Government regulatory bodies, together with our internal monitoring and recording strategies, observations, SARs, internal verifiers. Do we have the time to participate? Do we have the time to look at the bigger picture? It would be nice to be able to look at the curriculum from a number of differing prospectives, management, teacher and learners. Look at the syllabus, how does it fit into the curriculum. Are there sufficient resources available to meet the needs of learners, are they the right resources? Does the course meet the needs of industry? So many questions, we may aspire to do many things but realistically there are so many outside influences that affect the curriculum that our teaching takes priority, we think others will pick up the QI that we are not able to address. My curriculum, is there room for improvement? Is there need for change? Evidence used in the completing of this document has been taken from end of course reviews submitted by learners, past and present. Hard data in the form of registers and external examination board summative feedback, together with verbal feedback from learners past and present. Teaching ICT in the Lifelong Learning sector brings me into contact with adult learners, looking to raise their skills base through ICT, studying for pleasure, greater use of ICT within the home environment using the Internet and Email, retraining to enter or re-enter the job market. Funding issues have seen a decline within this area and the number of adult learners has dropped. Employers are aware of the need to up skill their staff, and are know taking the necessary steps to enable their staff to review their training needs. The courses that I support are fairly well subscribed to, those that run for a longer period tend to have significantly lower retention and achievement rates, even when fees are being paid. Is this due to the structure of the course and qualification, the times that the sessions are scheduled, the resources that the learners are supplied with? We offer a range of sessions to accommodate learners at different times. Location can be viewed as an issue, being out of town restricts access to a degree. Learners who are unemployed are offered assistance with transport costs. Equipment could be highlighted as a possible issue; if learners had computers/laptops in their own environment would they study there, if we were able to support them? Adults are more likely to be self motivated to complete a course of study. If they drop out what are the reasons for doing so, should we check and compile meaningful data to promote a better culture of learning. Should we look at differing learning styles, and have different approaches to make the learning process more user friendly and less regimented? The majority of the classes that I support are held in the evening, and the majority of learners work during the day time. This is the time that suits them best. However, such long hours are not conducive to the learning process. Learners become tired and make mistakes. This is not born out in the latest set of results and achievement. Are learners building themselves up for the final summative assessment, the exam? Would they be better working at home if the had access to the specialist applications? They are not able to practice in the work-place. In an ideal world all learners would have access to the necessary equipment and applications. Learners would be accommodated in the classroom or in their own location, with support at specified times. There would be a range of resources to accommodate individual learners. Formative assessment would be undertaken on a regular basis, both on a face to face basis, and using email following marked work. Summative assessments would only be undertaken in the classroom. Nothing is perfect, these are suggestions, and everything ultimately revolves around finance. Conclusion The curriculum is a constantly changing and evolving entity or process. It can be affected by many outside influences. Social, governmental and financial, to name but a few, all have an impact of the way the curriculum is evolving. We, as reflective practitioners, have a responsibility to reflect these changes in our teaching, to ensure that our learners have a rounded knowledge and well-being of the changes within our society. References AV Kelly (1999) The Curriculum, Theory and Practice, 5th Edition (Sage) Coles, C., (2003) Second Spine Course of the Spine Society of Europe Barcelona 16th 19th September 2003 Bobbitt, F. (1928) How to Make a Curriculum, Boston: (Houghton) Taba, H. (1962) Curriculum Development: Theory and practice, New York: (Harcourt Brace and World). Bloom B. S. (1956).Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Stenhouse, L (1975) An introduction to Curriculum Research and Development, London http://en.wikipedia.org/wiki/Curriculum_and_instruction#Curriculum_as_praxis [Accessed 09 December2009] http://www.thefreedictionary.com/praxis [Accessed 12 December 2009] Grundy, S. (1987) Curriculum: Product or Praxis, Lewes: Falmer Alan Rogers (2002) Teaching Adults 2nd Edition OUP HM Government (2009) Independent Review of ICT User Skills Report Baroness Estelle Morris 230-09-SK-b

Cheating and Plagiarism - The Plague of Plagiarism Essay -- Argumenta

The Plague of Plagiarism      Ã‚  Ã‚   Simply defined, the word plagiarism means "the unauthorized use of the language and thoughts of another author and the representation of them as one's own" ("Plagiarism").   While many students understand and comprehend the first clause of this definition, many encounter problems with the second part - the thoughts part.   Many students in today's educational system are frequently unable to develop their own thoughts, opinions, and ideas relating to the subject matter that they are studying.   However, when people at a university are educated according to the ways set forth by John Henry Newman in "The Idea of a University," their ability to create original concepts would be cultivated to the point, where they do not feel the need to plagiarize and cheat.   Newman also states that in the end, the university will produce citizens that can give back to society (48).   Jeffrey Hart makes a similar point in "How to Get a College Education."   Therefo re, according to both Newman and Hart, an honest person will be fashioned by the university.   Since honesty does not breed cheating, should not cheating then be minimized?   Plagiarism and its sister cheating are plagues on society that only serve to corrupt it.   Nevertheless, the education given by a university can diminish and, perhaps, even eradicate the disease by instilling in students,   a sense of honor, and implementing harsh penalties on those caught cheating or plagiarizing.      Ã‚  Ã‚  Ã‚  Ã‚   The fostering of independent thought is sometimes forgone in today's educational system. At times, students are encouraged to just complete their assignment instead of thinking about what they are doing so that they may fully understand their... ... single disease.   So, if universities devote even part of their programs seriously to curing society of this plague, it is quite possible that cheating and plagiarism can be eradicated once and for all.    Works Cited    Clayton, Mark. "A Whole Lot of Cheatin'Going On." The Presence of Others. 3rd ed. Ed. Andrea A. Lunsford and John J. Ruszkiewicz. New York: Bedford/St. Martin's, 2000. 185 - 190. Hart, Jeffrey. "How to Get a College Education."   The Presence of Others. 3rd ed. Ed. Andrea A. Lunsford and John J. Ruszkiewicz. New York: Bedford/St. Martin's, 2000. 126 - 131. Newman, John Henry. "The Idea of a University." The Presence of Others. 3rd ed. Ed. Andrea A. Lunsford and John J. Ruszkiewicz. New York: Bedford/St. Martin's, 2000. 126 - 131. "Plagiarism." Random House Webster's College Dictionary. 2nd ed. 2001. Cedrone 4   

What Are Visual Defects And How Common Are They ? :: essays research papers fc

What Are Visual Defects and How Common Are They ? by Nate Schackow 2nd Period December 17, 1996   Ã‚  Ã‚  Ã‚  Ã‚  The human eye does alot more than allowing you to see. It is very complex and has many parts and features which can have defects. However, to understand defects you must first know how the eye works.   Ã‚  Ã‚  Ã‚  Ã‚  First light passes through the cornea, which is the transparent part of the sclera, or white of the eye, which is composed of tough fiberous tissue. Behind the sclera is a watery fluid called the aqueous humor. This fluid fills a cresent-shaped space which with the cornea helps bend the light toward the center of the eye.   Ã‚  Ã‚  Ã‚  Ã‚  Under the aqueous humor is the iris which gives the eye color. The color of the iris has no effect on how you see and is inherited through genes. The iris contols how much light is allowed to enter your by opening up further when it is dark and closing up more to block out some light when it is bright. Everything that passes through the pupil, which looks like a black dot, is what you see.   Ã‚  Ã‚  Ã‚  Ã‚  Next the light passes through the lens. The lens focuses the light rays onto the retina forming an image in reverse and upside-down. Finally light- sensitive cells in the retina transmit the image via the optic nerve to the brain by electrical signals. Then the brain flips the image so it looks right- side-up to you. You can find a diagram of the above on page 3.   Ã‚  Ã‚  Ã‚  Ã‚  The most common visual defects are nearsightedness and farsightedness. In nearsightedness, also known as myopia, the eye is longer than usual. This is corrected by using a concave lens to spread the light rays just enough to