Education Is The Goal Of True Education Essay - 1001 Words

â€Å"Intelligence plus character - that is the goal of true education.† -Martin Luther King, Jr. Education is similar to poetry, in that no one person’s interpretation is quite the same. An author may have a meaning in mind, but it’s specific meaning is determined by the reader. Similarity, education’s meaning and purpose is determined by the individual, and is often different from person to person. For Martin Luther King Jr. education is not only about acquiring knowledge, but also about applying that knowledge to one s life and to help develop one’s values. Similarly Ulla Tervo-Desnick states that, â€Å"school should help students develop personally and socially, as well as academically.† Both agree that education is not only about the academics, but also about developing a person’s abilities to become a productive member of society. When thinking about schooling most students probably do not think that school is teaching them much more than the curriculum. With further analysis, whether a student is aware of it or not, students are learning much more than just the curriculum. Though academics and curriculum are important, developing personally and socially are vital components of education. Personal development is not something that happens overnight, it is a continuous process. From birth to early adulthood everything matters, and the environment a person is raised in has a large stake in how a person develops. The majority of a person’s early life is spent at school, andShow MoreRelatedThe Function Of Education Is The Goal Of True Education1423 Words   |  6 Pages Martin Luther King, Jr. said, â€Å"The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.† Education is teaching the whole person; not just the intellectual side, but also the social and emotional side. Social and Emotional Learnin g (SEL) is the process through which students gain the skills necessary to recognize and manage all their emotions, build relationships, solve interpersonal problems, and makeRead MoreWhat Do Our Schools Serve The Goals Of A True Education?1362 Words   |  6 PagesServe The Goals of a True Education? Many may believe that the United States school system is flawless; that no other countries school system or organization is as advanced as ours, â€Å"just like our government.† Those people need to come into the realization that our school system is broken, we need to be realists and not dreamers when it comes to something as serious as our education. Our school system has not been putting in the needed or required effort to reach the goals of true education or a goodRead MorePurpose of Education Essay669 Words   |  3 PagesThe Purpose of Education Everyday we go to school to receive our education, but what is the purpose of education? Dr. Martin Luther King Jr.’s speech, â€Å"The Purpose of Education† and Frank O’Connor’s short story, â€Å"Christmas Morning,† both discuss what is the purpose of education. The purpose of education is to acknowledge not only one’s intelligence, but also one’s character, provide one with the ability to make decisions and achieve their goals. One of the purposes of education is to acknowledgeRead MoreA True Education Should Be An Unforgettable Experience967 Words   |  4 Pages It is important for a person to have a strong spiritual life for life experiences to be beneficial and fruitful for his souls. A true education should be an unforgettable experience, which makes an impermeable impressions on a student s soul. It should stay with them for the rest of their lives so that they might live in the truth and beauty of God s creation. 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This method is more creative and explorativeRead MorePlato s View On Education1585 Words   |  7 PagesNietzche’s View on Education Education is important. Nelson Mandela once said â€Å"Education is the most powerful weapon which you can use to change the world.† In addition, education is the gate to access to knowledge. Without education, human beings have no difference from the animals. Therefore, receiving a good education is a shortcut to success. Knowing the importance of education, Plato and Nietzche, two of the most influential philosophers and thinkers in the past, comment on education more preciselyRead MoreMy Personal Philosophy Of Philosophy902 Words   |  4 PagesStatement of Philosophy My personal philosophy its important for me that I stay true to my personal, moral and ethical values that has followed me throughout my life. The American Nursing Association stats â€Å" The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety, to maintain competence and to continue personal and professional growth†. (American Nurse Association, 2011, p. 7) Jean Watson says that nursing should be â€Å"concerned with theRead MoreInequality In Education790 Words   |  4 PagesInequality is a huge problem in society today. Specifically, it is an issue in education. A fair education is not given to all students due to race, money, and location. Some families have to cross major hurdles just for their children to attend school, and it is likely that it is not even a notable school. Educators’ priorities are often out of sorts and fail to remember what the overall goal is: to (creatively) get their students to learn. Students today think school is a chore and will go to

The Effects Of Social Media On The Development Of Mobile...

Social Media Media Broadcast Marketing The increase of social media and the development of mobile technology in the last decade has been significant, which has transformed the communication strategies and especially with sharing the experiences and how information should be marketed to the target audience. According to Hollensen (2014), the selection of newspapers, web sites, and TV to be used for advertising (series of actions to reach goals) needs to be done (at the same time) with the development of the message theme. The vital question in media selection is whether to use a target or mass approach. When a large percentage of the general public is a potential customer the mass media approach will be most effective. The media approach should be the outcome of a careful fit of local advertising goals, the characteristics of the target market and media attributes. Moreover, media variety can be based on the following criteria: †¢ Reach - the total number of potential customers in a target market exposed to at least one advertisement in a specific time period. †¢ Frequency – is the average total of times within a given period, a target market audience is exposed to the same promotion. †¢ Impact – dependant on compatibility between the message from the media approach and the medium used. When an organisation introduces a new product or enters a new market high reach is essential, in order for the new product or service to reach the widest possible audience the reach isShow MoreRelatedWhat Has Caused the Increased Use of Digital Technology over the Last 2 Decades and What Effects Has This Had on How Communication Occurs?912 Words   |  4 PagesOver the last two decades, digital technology has become an essential part of people’s daily life and has caused an enormous influence on how the communication occurs. 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The Great Gatsby Analysis free essay sample

Introduction â€Å"The Great Gatsby†Ã‚  is a  novel  by the  American  author  F. Scott Fitzgerald. First published in 1925, it is set on  Long Islands  North Shore  and in  New York City  from spring to autumn of 1922. The novel takes place following the  First World War. American society enjoyed prosperity during the â€Å"roaring†Ã‚  as the economy soared. At the same time,  prohibition, the ban on the sale and manufacture of alcohol as mandated by the  Eighteenth Amendment, made millionaires out of bootleggers. After its republishing in 1945 and 1953, it quickly found a wide readership and is today widely regarded as a paragon of the  Great American Novel, and a literary classic. The  Modern Library  named it the second best novel of the 20th Century. Author’s biography Francis Scott Key Fitzgerald was born on September 24, 1896, and named after his ancestor Francis Scott Key, the author of â€Å"The Star-Spangled Banner. † Fitzgerald was raised in St. We will write a custom essay sample on The Great Gatsby Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Paul, Minnesota. Though an intelligent child, he did poorly in school and was sent to a New Jersey boarding school in 1911. Despite being a mediocre student there, he managed to enroll at Princeton in 1913. Academic troubles and apathy plagued him throughout his time at college, and he never graduated, instead enlisting in the army in 1917, as World War I neared its end. Fitzgerald became a second lieutenant, and was stationed at Camp Sheridan, in Montgomery, Alabama. There he met and fell in love with a wild seventeen-year-old beauty named Zelda Sayre. Zelda finally agreed to marry him, but her overpowering desire for wealth, fun, and leisure led her to delay their wedding until he could prove a success. With the publication of  This Side of Paradise  in 1920, Fitzgerald became a literary sensation, earning enough money and fame to convince Zelda to marry him. Having become a celebrity, Fitzgerald fell into a wild, reckless life-style of parties and decadence, while desperately trying to please Zelda by writing to earn money. Similarly, Gatsby amasses a great deal of wealth at a relatively young age, and devotes himself to acquiring possessions and throwing parties that he believes will enable him to win Daisy’s love. As the giddiness of the Roaring Twenties dissolved into the bleakness of the Great Depression, owever, Zelda suffered a nervous breakdown and Fitzgerald battled alcoholism, which hampered his writing. He published  Tender Is the Night  in 1934, and sold short stories to  The Saturday Evening Post  to support his lavish lifestyle. In 1937, he left for Hollywood to write screenplays, and in 1940, while working on his novel  The Love of the Last Tycoon ,  died of a heart attack at the age of forty-four. Plot overview Nick Carraway, a young man from Minnesota, moves to New York in the summer of 1922 to learn about the bond business. He rents a house in the West Egg district of Long Island, a wealthy but unfashionable area populated by the new rich, a group who have made their fortunes too recently to have established social connections and who are prone to garish displays of wealth. Nick’s next-door neighbor in West Egg is a mysterious man named Jay Gatsby, who lives in a gigantic Gothic mansion and throws extravagant parties every Saturday night. Nick is unlike the other inhabitants of West Egg, he was educated at Yale and has social connections in East Egg, a fashionable area of Long Island home to the established upper class. Nick drives out to East Egg one evening for dinner with his cousin, Daisy Buchanan, and her husband, Tom, an erstwhile classmate of Nick’s at Yale. Daisy and Tom introduce Nick to Jordan Baker, a beautiful, cynical young woman with whom Nick begins a romantic relationship. Nick also learns a bit about Daisy and Tom’s marriage: Jordan tells him that Tom has a lover, Myrtle Wilson, who lives in the valley of ashes, a gray industrial dumping ground between West Egg and New York City. Not long after this revelation, Nick travels to New York City with Tom and Myrtle. At a vulgar, gaudy party in the apartment that Tom keeps for the affair, Myrtle begins to taunt Tom about Daisy, and Tom responds by breaking her nose. As the summer progresses, Nick eventually garners an invitation to one of Gatsby’s legendary parties. He encounters Jordan Baker at the party, and they meet Gatsby himself, a surprisingly young man who affects an English accent, has a remarkable smile, and calls everyone â€Å"old sport. † Gatsby asks to speak to Jordan alone, and, through Jordan, Nick later learns more about his mysterious neighbor. Gatsby tells Jordan that he knew Daisy in Louisville in 1917 and is deeply in love with her. He spends many nights staring at the green light at the end of her dock, across the bay from his mansion. Gatsby’s extravagant lifestyle and wild parties are simply an attempt to impress Daisy. Gatsby now wants Nick to arrange a reunion between himself and Daisy, but he is afraid that Daisy will refuse to see him if she knows that he still loves her. Nick invites Daisy to have tea at his house, without telling her that Gatsby will also be there. After an initially awkward reunion, Gatsby and Daisy reestablish their connection. Their love rekindled, they begin an affair. After a short time, Tom grows increasingly suspicious of his wife’s relationship with Gatsby. At a luncheon at the Buchanans’ house, Gatsby stares at Daisy with such undisguised passion that Tom realizes Gatsby is in love with her. Though Tom is himself involved in an extramarital affair, he is deeply outraged by the thought that his wife could be unfaithful to him. He forces the group to drive into New York City, where he confronts Gatsby in a suite at the Plaza Hotel. Tom asserts that he and Daisy have a history that Gatsby could never understand, and he announces to his wife that Gatsby is a criminal, his fortune comes from bootlegging alcohol and other illegal activities. Daisy realizes that her allegiance is to Tom, and Tom contemptuously sends her back to East Egg with Gatsby, attempting to prove that Gatsby cannot hurt him. When Nick, Jordan, and Tom drive through the valley of ashes, however, they discover that Gatsby’s car has struck and killed Myrtle, Tom’s lover. They rush back to Long Island, where Nick learns from Gatsby that Daisy was driving the car when it struck Myrtle, but that Gatsby intends to take the blame. The next day, Tom tells Myrtle’s husband, George, that Gatsby was the driver of the car. George, who has leapt to the conclusion that the driver of the car that killed Myrtle must have been her lover, finds Gatsby in the pool at his mansion and shoots him dead. He then fatally shoots himself. Nick stages a small funeral for Gatsby, ends his relationship with Jordan, and moves back to the Midwest to escape the disgust he feels for the people surrounding Gatsby’s life and for the emptiness and moral decay of life among the wealthy on the East Coast. Nick reflects that just as Gatsby’s dream of Daisy was corrupted by money and dishonesty, the American dream of happiness and individualism has disintegrated into the mere pursuit of wealth. Though Gatsby’s power to transform his dreams into reality is what makes him â€Å"great,† Nick reflects that the era of dreaming, both Gatsby’s dream and the American dream, is over. Character list Nick Carraway: The novel’s narrator, Nick is a young man from Minnesota who, after being educated at Yale and fighting in World War I, goes to New York City to learn the bond business. Honest, tolerant, and inclined to reserve judgment, Nick often serves as a confidant for those with troubling secrets. After moving to West Egg, a fictional area of Long Island that is home to the newly rich, Nick quickly befriends his next-door neighbor, the mysterious Jay Gatsby. As Daisy Buchanan’s cousin, he facilitates the rekindling of the romance between her and Gatsby. The Great Gatsby  is told entirely through Nick’s eyes; his thoughts and perceptions shape and color the story. Jay Gatsby:   The title character and protagonist of the novel, Gatsby is a fabulously wealthy young man living in a Gothic mansion in West Egg. He is famous for the lavish parties he throws every Saturday night, but no one knows where he comes from, what he does, or how he made his fortune. As the novel progresses, Nick learns that Gatsby was born James Gatz on a farm in North Dakota; working for a millionaire made him dedicate his life to the achievement of wealth. When he met Daisy while training to be an officer in Louisville, he fell in love with her. Nick also learns that Gatsby made his fortune through criminal activity, as he was willing to do anything to gain the social position he thought necessary to win Daisy. Nick views Gatsby as a deeply flawed man, dishonest and vulgar, whose extraordinary optimism and power to transform his dreams into reality make him â€Å"great† nonetheless. Daisy Buchanan:   Nick’s cousin, and the woman Gatsby loves. As a young woman in Louisville before the war, Daisy was courted by a number of officers, including Gatsby. She fell in love with Gatsby and promised to wait for him. However, Daisy harbors a deep need to be loved, and when a wealthy, powerful young man named Tom Buchanan asked her to marry him, Daisy decided not to wait for Gatsby after all. Now a beautiful socialite, Daisy lives with Tom across from Gatsby in the fashionable East Egg district of Long Island. She is sardonic and somewhat cynical, and behaves superficially to mask her pain at her husband’s constant infidelity. Tom Buchanan:   Daisy’s immensely wealthy husband, once a member of Nick’s social club at Yale. Powerfully built and hailing from a socially solid old family, Tom is an arrogant, hypocritical bully. His social attitudes are laced with racism and sexism, and he never even considers trying to live up to the moral standard he demands from those around him. He has no moral qualms about his own extramarital affair with Myrtle, but when he begins to suspect Daisy and Gatsby of having an affair, he becomes outraged and forces a confrontation. Jordan Baker:   Daisy’s friend, a woman with whom Nick becomes romantically involved during the course of the novel. A competitive golfer, Jordan represents one of the â€Å"new women† of the 1920s, cynical, boyish, and self-centered. Jordan is beautiful, but also dishonest: she cheated in order to win her first golf tournament and continually bends the truth. Myrtle Wilson:   Tom’s lover, whose lifeless husband George, owns a run-down garage in the valley of ashes. Myrtle herself possesses a fierce vitality and desperately looks for a way to improve her situation. Unfortunately for her, she chooses Tom, who treats her as a mere object of his desire. George Wilson: Myrtle’s husband, the lifeless, exhausted owner of a run-down auto shop at the edge of the valley of ashes. George loves and idealizes Myrtle, and is devastated by her affair with Tom. George is consumed with grief when Myrtle is killed. George is comparable to Gatsby in that both are dreamers and both are ruined by their unrequited love for women who love Tom. Owl Eyes: The eccentric, bespectacled drunk whom Nick meets at the first party he attends at Gatsby’s mansion. Nick finds Owl Eyes looking through Gatsby’s library, astonished that the books are real. Klipspringer:   The shallow freeloader who seems almost to live at Gatsby’s mansion, taking advantage of his host’s money. As soon as Gatsby dies, Klipspringer disappears, he does not attend the funeral, but he does call Nick about a pair of tennis shoes that he left at Gatsby’s mansion. Meyer Wolfsheim:   Gatsby’s friend, a prominent figure in organized crime. Before the events of the novel take place, Wolfsheim helped Gatsby to make his fortune bootlegging illegal liquor. His continued acquaintance with Gatsby suggests that Gatsby is still involved in illegal business. Themes, motifs and symbols Themes Themes are the fundamental and often universal ideas explored in a literary work. The Decline of the American Dream in the 1920s On the surface,  The Great Gatsby  is a story of the thwarted love between a man and a woman. The main theme of the novel, however, encompasses a much larger, less romantic scope. Though all of its action takes place over a mere few months during the summer of 1922 and is set in a circumscribed geographical area in the vicinity of Long Island, New York,  The Great Gatsby is a highly symbolic meditation on 1920s America as a whole, in particular the disintegration of the American dream in an era of unprecedented prosperity and material excess. Fitzgerald portrays the 1920s as an era of decayed social and moral values, evidenced in its overarching cynicism, greed, and empty pursuit of pleasure. The reckless jubilance that led to decadent parties and wild jazz music—epitomized in  The Great Gatsby  by the opulent parties that Gatsby throws every Saturday night—resulted ultimately in the corruption of the American dream, as the unrestrained desire for money and pleasure surpassed more noble goals. When World War I ended in 1918, the generation of young Americans who had fought the war became intensely disillusioned, as the brutal carnage that they had just faced made the Victorian social morality of early-twentieth-century America seem like stuffy, empty hypocrisy. The dizzying rise of the stock market in the aftermath of the war led to a sudden, sustained increase in the national wealth and a newfound materialism, as people began to spend and consume at unprecedented levels. A person from any social background could, potentially, make a fortune, but the American aristocracy, families with old wealth, scorned the newly rich industrialists and speculators. Additionally, the passage of the Eighteenth Amendment in 1919, which banned the sale of alcohol, created a thriving underworld designed to satisfy the massive demand for bootleg liquor among rich and poor alike. Fitzgerald positions the characters of  The Great Gatsby  as emblems of these social trends. Nick and Gatsby, both of whom fought in World War I, exhibit the newfound cosmopolitanism and cynicism that resulted from the war. The various social climbers and ambitious speculators who attend Gatsby’s parties evidence the greedy scramble for wealth. The clash between â€Å"old money† and â€Å"new money† manifests itself in the novel’s symbolic geography: East Egg represents the established aristocracy, West Egg the self-made rich. Meyer Wolfshiem and Gatsby’s fortune symbolize the rise of organized crime and bootlegging. As Fitzgerald saw it (and as Nick explains in Chapter 9), the American dream was originally about discovery, individualism, and the pursuit of happiness. In the 1920s depicted in the novel, however, easy money and relaxed social values have corrupted this dream, especially on the East Coast. The main plotline of the novel reflects this assessment, as Gatsby’s dream of loving Daisy is ruined by the difference in their respective social statuses, his resorting to crime to make enough money to impress her, and the rampant materialism that characterizes her lifestyle. Additionally, places and objects in The Great Gatsby  have meaning only because characters instill them with meaning: the eyes of Doctor T. J. Eckleburg best exemplify this idea. In Nick’s mind, the ability to create meaningful symbols constitutes a central component of the American dream, as early Americans invested their new nation with their own ideals and values. Nick compares the green bulk of America rising from the ocean to the green light at the end of Daisy’s dock. Just as Americans have given America meaning through their dreams for their own lives, Gatsby instills Daisy with a kind of idealized perfection that she neither deserves nor possesses. Gatsby’s dream is ruined by the unworthiness of its object, just as the American dream in the 1920s is ruined by the unworthiness of its object, money and pleasure. Like 1920s Americans in general, fruitlessly seeking a bygone era in which their dreams had value, Gatsby longs to re-create a vanished past, his time in Louisville with Daisy, but is incapable of doing so. When his dream crumbles, all that is left for Gatsby to do is die; all Nick can do is move back to Minnesota, where American values have not decayed. The Hollowness of the Upper Class One of the major topics explored in  The Great Gatsby  is the sociology of wealth, specifically, how the newly minted millionaires of the 1920s differ from and relate to the old aristocracy of the country’s richest families. In the novel, West Egg and its denizens represent the newly rich, while East Egg and its denizens, especially Daisy and Tom, represent the old aristocracy. Fitzgerald portrays the newly rich as being vulgar, gaudy, ostentatious, and lacking in social graces and taste. Gatsby, for example, lives in a monstrously ornate mansion, wears a pink suit, drives a Rolls-Royce, and does not pick up on subtle social signals, such as the insincerity of the Sloanes’ invitation to lunch. In contrast, the old aristocracy possesses grace, taste, subtlety, and elegance, epitomized by the Buchanans’ tasteful home and the flowing white dresses of Daisy and Jordan Baker. What the old aristocracy possesses in taste, however, it seems to lack in heart, as the East Eggers prove themselves careless, inconsiderate bullies who are so used to money’s ability to ease their minds that they never worry about hurting others. The Buchanans exemplify this stereotype when, at the end of the novel, they simply move to a new house far away rather than condescend to attend Gatsby’s funeral. Gatsby, on the other hand, whose recent wealth derives from criminal activity, has a sincere and loyal heart, remaining outside Daisy’s window until four in the morning in Chapter 7 simply to make sure that Tom does not hurt her. Ironically, Gatsby’s good qualities (loyalty and love) lead to his death, as he takes the blame for killing Myrtle rather than letting Daisy be punished, and the Buchanans’ bad qualities (fickleness and selfishness) allow them to remove themselves from the tragedy not only physically but psychologically. Honesty Honesty is does not seem to determine which characters are sympathetic and which are not in this novel in quite the same way that it does in others. Nick is able to admire Gatsby despite his knowledge of the mans illegal dealings and bootlegging. Ironically, it is the corrupt Daisy who takes pause at Gatsbys sordid past. Her indignation at his dishonesty, however, is less moral than class-based. Her sense of why Gatsby should not behave in an immoral manner is based on what she expects from members of her milieu, rather than what she believes to be intrinsically right. The standards for honesty and morality seem to be dependent on class and gender in this novel. Tom finds his wifes infidelity intolerable; however, he does not hesitate to lie to her about his own affair. Decay Decay is a word that constantly comes up in The Great Gatsby, which is appropriate in a novel which centers on the death of the American Dream. Decay is most evident in the so-called valley of ashes. With great virtuosity, Fitzgerald describes a barren wasteland which probably has little to do with the New York landscape and instead serves to comment on the downfall of American society. It seems that the American dream has been perverted, reversed. Gatsby lives in West Egg and Daisy in East Egg; therefore, Gatsby looks East with yearning, rather than West, the traditional direction of American frontier ambitions. Fitzgerald portrays the chauvinistic and racist Tom in a very negative light, clearly scoffing at his apocalyptic vision of the races intermarrying. Fitzgeralds implication seems to be that society has already decayed enough and requires no new twist. Gender Roles In some respects, Fitzgerald writes about gender roles in a quite conservative manner. In his novel, men work to earn money for the maintenance of the women. Men are dominant over women, especially in the case of Tom, who asserts his physical strength to subdue them. The only hint of a role reversal is in the pair of Nick and Jordan. Jordans androgynous name and cool, collected style masculinize her more than any other female character. However, in the end, Nick does exert his dominance over her by ending the relationship. The women in the novel are an interesting group, because they do not divide into the traditional groups of Mary Magdalene and Madonna figures, instead, none of them are pure. Myrtle is the most obviously sensual, but the fact that Jordan and Daisy wear white dresses only highlights their corruption. Violence Violence is a key theme in The Great Gatsby, and is most embodied by the character of Tom. An ex-football player, he uses his immense physical strength to intimidate those around him. When Myrtle taunts him with his wifes name, he strikes her across the face. The other source of violence in the novel besides Tom are cars. A new commodity at the time that The Great Gatsby was published, Fitzgerald uses cars to symbolize the dangers of modernity and the dangers of wealth. The climax of the novel, the accident hat kills Myrtle, is foreshadowed by the conversation between Nick and Jordan about how bad driving can cause explosive violence. The end of the novel, of course, consists of violence against Gatsby. The choice of handgun as a weapon suggests Gatsbys shady past, but it is symbolic that it is his love affair, not his business life, that kills Gatsby in the end. Religion It is interesting that Fitzgerald chooses to use some religious tropes in a novel that focuses on the Am erican Dream, a concept which leaves no rooms for religion save for the doctrine of individualism. The most obvious is the image of the valley of ashes, which exemplifies Americas moral state during the Roaring Twenties. This wasteland is presided over by the empty eyes of an advertisement. Fitzgerald strongly implies that these are the eyes of God. This equation of religion with advertising and material gain are made even more terrifying by the fact that the eyes see nothing and can help no one (for example, this God can do nothing to prevent Myrtle or Gatsbys deaths). Motifs Motifs are recurring structures, contrasts, and literary devices that can help to develop and inform the text’s major themes. Geography Throughout the novel, places and settings epitomize the various aspects of the 1920s American society that Fitzgerald depicts. East Egg represents the old aristocracy, West Egg the newly rich, the valley of ashes the moral and social decay of America, and New York City the uninhibited, amoral quest for money and pleasure. Additionally, the East is connected to the moral decay and social cynicism of New York, while the West (including Midwestern and northern areas such as Minnesota) is connected to more traditional social values and ideals. Nick’s analysis in Chapter 9 of the story he has related reveals his sensitivity to this dichotomy: though it is set in the East, the story is really one of the West, as it tells how people originally from west of the Appalachians (as all of the main characters are) react to the pace and style of life on the East Coast. Weather As in much of Shakespeare’s work, the weather in  The Great Gatsby unfailingly matches the emotional and narrative tone of the story. Gatsby and Daisy’s reunion begins amid a pouring rain, proving awkward and melancholy; their ove reawakens just as the sun begins to come out. Gatsby’s climactic confrontation with Tom occurs on the hottest day of the summer, under the scorching sun (like the fatal encounter between Mercutio and Tybalt in Romeo and Juliet). Wilson kills Gatsby on the first day of autumn, as Gatsby floats in his pool despite a palpable chill in the air, a symbolic attempt to stop time and restore his relationship wit h Daisy to the way it was five years before, in 1917. Symbols Symbols are objects, characters, figures, and colors used to represent abstract ideas or concepts. The Valley of Ashes One of the first symbols mentioned in the book is the Valley of Ashes, â€Å"†¦a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens; where ashes take the form of houses and chimneys and rising smoke and, finally, with a transcendent effort, of ash-grey men who move dimly and already crumbling through the powdery air†¦Ã¢â‚¬  The valley of ashes resembles something dark and lifeless. As a result of fire ashes stand for destruction and death. Furthermore the death of Myrtle Wilson in the Valley of Ashes stands for the pain associated with this valley. Also the fact that the Wilsons live in the Valley shows that they are not of such high social standards as the other characters in the novel. By having to pass through the Valley of Ashes in order to get to New York, the other characters have to betake themselves to this lower status. The Eyes of Doctor T. J. Eckleburg â€Å"†¦But above the grey land and the spasms of bleak dust which drift endlessly over it, you perceive, after a moment, the eyes of Doctor T. J. Eckleburg. The eyes of Doctor T. J. Eckleburg are blue and gigantic- their retinas are one yard high. They look out of no face, but, instead, from a pair of enormous yellow spectacles which pass over a nonexistence nose†¦But his eyes, dimmed a little by many paintless days, under sun and rain, brood on over the solemn dumping ground†¦. † The eyes of Doctor T. J. Eckleburg are a pair of fading, bespectacled eyes painted on an old advertising billboard over the valley of ashes. They may represent God staring down upon and judging American society as a moral wasteland, though the novel never makes this point explicitly. Instead, throughout the novel, Fitzgerald suggests that symbols only have meaning because characters instill them with meaning. The connection between the eyes of Doctor T. J. Eckleburg and God exists only in George Wilson’s grief-stricken mind. This lack of concrete significance contributes to the unsettling nature of the image. Thus, the eyes also come to represent the essential meaninglessness of the world and the arbitrariness of the mental process by which people invest objects with meaning. The green light The green light is probably one of the most important symbols in The Great Gatsby. Green is the colour of hope and it first appears when Gatsby stares across the bay towards a green light at the end of a dock â€Å"†¦Involuntarily I glanced seaward-and distinguished nothing except a single green light, minute and far away, that might have been the end of a dock. When I looked once more for Gatsby he had vanished, and I was alone again in the unquiet darkness†¦Ã¢â‚¬  The green light represents Gatsby’s hopes and dreams for the future. Gatsby associates it with Daisy, and in chapter 1 he reaches toward it in the darkness as a guiding light to lead him to his goal. After its republishing in 1945 and 1953, it quickly found a wide readership and is today widely regarded as a paragon of the  Great American Novel, and a literary classic. The  Modern Library  named it the second best novel of the 20th Century. Bibliography -Fitzgerald, Francis Scott. The Great Gatsby. Wordsworth Editions Limited. 1993. Web sites: www.sparknotes.com/lit/Gatsby-en.wikipedia.org/wiki/the_great_gatsby www.gradesaver.com/the-great-gatsby/study-guide/major-themes www.angelfire.com/jazz/twentiestoday/symbolism.html http://www.ovtg.de/

Andy Warhol Paper Essay Example For Students

Andy Warhol Paper Essay Consumerism can best be defined as the promotion of the consumers interests and the theory that an increasing consumption of goods is economically desirable. Andy Warhol was amongst many other artists who were attacked for their open embrace of consumerism. He liked the idea that consumerism could unify Americans of all different backgrounds but he believed that there was a lack of creativity and originality in advertising. Warhol began to use everyday objects as his subjects and built on the movement that was later to be recognized as one ignited by him, known as Pop Art. After Warhol moved to New York, work came quickly for him and within a year of arriving, he received huge assignments as an advertising artist for a variety of high standing clients such as Columbia Records, Tiffany ; Co. , Vogue, and many others (The Andy Warhol Foundation. ) Whatever Andy illustrated from shampoo to perfume, there was a sense of decorative originality and it made his work eye catching. He would place various objects in the advertisement and they always had a slight suggestiveness to them, one that businessmen would recognize and approve (Wren 7. Andy stated that he was paid well for his commercial art and whatever was asked of him to draw or paint he would do it, if they wanted corrections he would do it, and after all those corrections, the commercial art would have attitude and style. He believed that the process of creating commercial art was machine-like but it had feeling to it. Whatever he did was machine-like and it was that way because he wanted it to be, he believed that machines had less problems and he wanted mechanical depictions. Warhol was motivated by money and he wanted to be a businessman/artist. The goal of his art was to make a profit because if business art doesnt support its own space, it goes out of business. (Wren 12. ) Whorls success as a commercial designer was due greatly to his ability to take the uneducated and unskilled collectors and throw them in to the most advanced and sophisticated social setting of professional alienation, this he called advertisement design (Sera 8. ) Then the idea of Pop Art came in to play. Andy Warhol became the symbol of Pop Art and almost single handedly modernized the aesthetic tradition in the art world (Fearer . Pop Art challenged the traditions of fine art by adding in the subjects seen throughout popular culture. Sometimes the subject of the Pop Art is removed from its context and combined with unrelated imagery and material. Pop artists created images that anyone walking down the street would be able to recognize in no time and because of this there was a sense of artistic piracy because these images were not coming from the art ists imagination but as something they see and select to make their subject. They were things that ranged from comics and shower curtains to liberties and bras. They were images of all the great things that abstract expressionists tried so hard to not notice at all (Wren 13. ) Andy believed that art should not be for the select few but for the mass of America to enjoy. When asked about one of his most famous paintings, The Campbell Soup Can, he said, l wanted to paint nothing. I was looking for something that was the essence of nothing, and the soup can was it. (Wren 21 . ) Although as Warhol said he prefers to leave his background as a mystery and whenever asked why he made a particular image he makes up a story. .ud871c0f2b8816d04dc7329961cfd646f , .ud871c0f2b8816d04dc7329961cfd646f .postImageUrl , .ud871c0f2b8816d04dc7329961cfd646f .centered-text-area { min-height: 80px; position: relative; } .ud871c0f2b8816d04dc7329961cfd646f , .ud871c0f2b8816d04dc7329961cfd646f:hover , .ud871c0f2b8816d04dc7329961cfd646f:visited , .ud871c0f2b8816d04dc7329961cfd646f:active { border:0!important; } .ud871c0f2b8816d04dc7329961cfd646f .clearfix:after { content: ""; display: table; clear: both; } .ud871c0f2b8816d04dc7329961cfd646f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud871c0f2b8816d04dc7329961cfd646f:active , .ud871c0f2b8816d04dc7329961cfd646f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud871c0f2b8816d04dc7329961cfd646f .centered-text-area { width: 100%; position: relative ; } .ud871c0f2b8816d04dc7329961cfd646f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud871c0f2b8816d04dc7329961cfd646f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud871c0f2b8816d04dc7329961cfd646f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud871c0f2b8816d04dc7329961cfd646f:hover .ctaButton { background-color: #34495E!important; } .ud871c0f2b8816d04dc7329961cfd646f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud871c0f2b8816d04dc7329961cfd646f .ud871c0f2b8816d04dc7329961cfd646f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud871c0f2b8816d04dc7329961cfd646f:after { content: ""; display: block; clear: both; } READ: Andy Warhol: Influence on the Twentieth Century EssayHe seems to always forget the story he made up the day before and therefore has to come up with a completely new on the next day to satisfy another persons question. Andy Warhol bridges the gap between two primary poles in modern art and they are the formal/constructivist branch and the avian-garden branch (Mayer 32-33. )When creating art he would use silk-screens, which is a technique that uses a woven mesh to support an ink-blocking stencil. The attached stencil forms open areas of mesh that transfer ink. A fill blade is moved across the screen stencil, forcing ink into the mesh openings for transfer by capillary action ruing the stroke. Because Andy was not actually drawing on the piece of work, it lost all personal ties with the artist and when he would press the ink filled paper onto what would become the finished piece of work, the lines took an irregular form. Warhol uses repetition in his paintings to guide the on looker away from any feelings of empathy and intimacy. His style ends the need for interpretation because the surface of the work is a recognizable reality that still moves the viewers (Ere 9. Whorls work can best be described using Plats allegory of the cave that man is rapped in a shadowed realm and subjected to the delusion that the shadows are hardly distinguishable from the real world. In Whorls paintings after-images of humanity are projected on a surface that has been altered through color and cosmetics so they become unlike real life. The reason he painted so w ithdrawn can be linked to his lack of social development when he was younger, he was unpleasant with his classmates, showed little to no appreciation or interest in anything, but he had always seemed to have a goal in mind. It is said that Warhol aimed to become eke Henry Matisse because he was so well known in his career that all he had to do was tear up pieces of paper and glue them together and they would become a masterpiece. Warhol aimed to have that world- wide recognition (Wren 12. ) He began to portray celebrities in his works of art. Although the works had very similar names, they were done in different fashions. This shows how Whorls work began to progress and become increasingly experimental in such a short amount of time. Both paintings Double Liz and Double Elvis were done in 1963 and both were done with only the medium as a connection. For Double Liz, Warhol set two enlarged illustrations of Liz Taylor on a canvas that was primed with silver; there is hardly a contrast in themes and the figure blends into the background. He creates a rectangular form that is placed in front of the silvers background. Double Liz was printed on a single, continuous roll of canvas. When creating Double Elvis, he no longer wanted to show a surface tone and this painting shows Elvis slightly overlapping himself and his dealer Irving Blue was instructed to stretch and cut them to Whorls desired taste. The two stars were united in an exhibition at the Freer Gallery. Warhol printed almost entirely on silver backgrounds during his most extreme phase of the exhibitions preparations which amortized his stars not on the great silver screen but in his silver silkscreen paintings (Cant 114-117. ) Warhol said, No matter how good you are, if youre not promoted right, you wont be remembered. (Wren 23. ) His statement is completely true and this is one of the reasons he took a liking to portraying celebrities in his images. If the celebrities talked highly of him and created a buzz then he would be remembered Just as they would. .u9933394a202802f2051798c2c74500e5 , .u9933394a202802f2051798c2c74500e5 .postImageUrl , .u9933394a202802f2051798c2c74500e5 .centered-text-area { min-height: 80px; position: relative; } .u9933394a202802f2051798c2c74500e5 , .u9933394a202802f2051798c2c74500e5:hover , .u9933394a202802f2051798c2c74500e5:visited , .u9933394a202802f2051798c2c74500e5:active { border:0!important; } .u9933394a202802f2051798c2c74500e5 .clearfix:after { content: ""; display: table; clear: both; } .u9933394a202802f2051798c2c74500e5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9933394a202802f2051798c2c74500e5:active , .u9933394a202802f2051798c2c74500e5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9933394a202802f2051798c2c74500e5 .centered-text-area { width: 100%; position: relative ; } .u9933394a202802f2051798c2c74500e5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9933394a202802f2051798c2c74500e5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9933394a202802f2051798c2c74500e5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9933394a202802f2051798c2c74500e5:hover .ctaButton { background-color: #34495E!important; } .u9933394a202802f2051798c2c74500e5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9933394a202802f2051798c2c74500e5 .u9933394a202802f2051798c2c74500e5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9933394a202802f2051798c2c74500e5:after { content: ""; display: block; clear: both; } READ: Andy Warhol Lifestory EssayAndy began his film career in the early asss. He wanted to depict simple scenes of how people could meet each other and what they cool d discuss. Some films would be of Just one actor, smoking or eating, because people go to the movies usually to see the star. They were very raw versions of film. Andy wasnt doing experimental film; he was really experimenting with people and the way they behaved as a character. Warhol enjoyed making movies that had no script, especially no plot because if it had a plot and you have seen it once, then you wouldnt want to watch it again because you already know the ending. But if it is Just a conversation between two people, then you can catch things you missed the first time. A major theme in all of Andy work is that he enjoys seeing the same image or scene over and over again. He has been called boring because he likes the same things but whether its in his prints or films, you can catch something new and different that you may have noticed the first time you saw them and it might evoke a different feeling upon seeing it again (Andy. The subjects of his movies were unlike those being made in the present day. They were really quite simple. What he created promoted the nonusers interests, he created for himself but the public fell in love. Warhol was a visionary who used such a vague aspect of pop culture and turned it into a phenomenon. No matter which medium of art he chose to engage in, Whorls themes centered on consumerism. His work was driven by the idea of being around celebrities and having money, Just a few years later he would become the celebrity and have the most expensive paintings sold in the United States. Works Cited Books: Cant, Hate. Andy Warhol The Early Sixties: Paintings and Drawings 1961-1964.

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Aparthied in South Afirca essays

Aparthied in South Afirca essays Imagine having to carry an identity card wherever you went, or having separate places where you could eat and live. These are the things that the Black South Africans ad to go through in South Africa. The Black South Africans were segregated for their race and no other reason at all. Also the Black South Africans were subject to arrest at a given time without an explanation. Basically, apartheid was an act which highly segregated the Black South Africans from the rest of South Africa. Apartheid is an event in history that will never be forgotten. With this even there come two different types of views. There are those people who support apartheid, and think it is a good thing, and there are also people like myself who think that apartheid was a disgrace and a horrible thing. A website entitled: stormfront.org/archive/t-84837 or the Stormfront White Nationalist Community, is a website/forum which on that particular topic, people are discussing their views on the whole Apartheid crisis. All of the people there think that either 'there should have been a homeland for blacks? orAt the time the kaffer was causing unrest and by providing them with cheap, decent or might I add still standing houses in their own areas was something Verwoerd implemented.? Such terms likekaffer? andboer? are the names given to the Black South Africans. These quotes emphasize that not only do these people think that Apartheid was an ok thing to do, but they think that it should have been don e better! I totally disagree with these points of views or anything supporting racial segregation because I don't feel that anybody should be treated differently than anybody else, not to mention I have a mixed family of blacks, whites, and Chinese. Therefore, I feel completely opposite then the people posting their comments on Stormfront. This site obviously displays the views of supporters for apartheid, but there are also websites ...

RBC Centura Bank Groups and Teams Research Proposal

RBC Centura Bank Groups and Teams - Research Proposal Example task within an organization because failure to deliver may suggest that the different organizational controls are not properly placed within the organizations which are allowing gaps into the performance of different individuals working as a team. Many research studies successfully demonstrated that the gaps in the performance of the teams largely depend upon the structure and configuration of the team. (Stewart & Barrick, 2000). Structure and configuration of the teams therefore indicate towards the different dynamics involved in the organization as well as formation of the teams and then converting such teams into high performing teams. As such organizations must take into account different factors such as team leadership, cohesion, structure as well as configuration of the team to expect high performance from the proposed teams. This paper will discuss as to how a group can become a high performance team besides discussing the ethical considerations of globalization and its impacts on the team dynamics by evaluating RBC Centura Bank as a case study. Team dynamics require the effective formation of teams in order to extract best performance however, before expecting such high performance, it is imperative that all the ingredients of converting a group of individuals into a high performance team shall be put into place. Team structure is defined as the configuration or allocation of the roles, responsibilities as well as authority within the team. (Stewart & Barrick, 2000). Team structure is important for extracting high performance because by providing interdependence and autonomy to the teams, teams tend to perform better because both factors provide an in-built channel for effective communication and grievance handling besides being self regulated in their orientation. Thus, in order to successful convert a group into a successful and high performance team; it is critical that the overall structure of the team is wisely built so that coherence and

Significant Health Issue Research Paper Example | Topics and Well Written Essays - 1500 words

Significant Health Issue - Research Paper Example Different studies have shown that depression should be recognized as crucial issue by the practitioners. The major signs and symptoms of depression are losing interest, loss or change in the appetite, lack of interest in daily activities, change in sleep patterns. In a depressed state one may also feel low levels of energy and feeling of exertion even after having rest. If depression is not treated in a proper way it can result in physical sickness, isolation or in worst cases may lead a person to commit suicide (Styron, 1990). By dealing with the hurdles and utilizing a straightforward 20 questions Geriatric Depression Scale, diagnosis and cure can be performed with ease. The reports by NIH show that the symptoms of depression are represented by about 15 to 20% of the people who are over 60 to 65 years in age. Major and minor depression varies in rates from 5% to 30% from primary to long term setting. It has been shown that only 15 % of the old people receive the proper treatment fo r depression according to American Psychiatric Association (2002). The mortality rates in the old aged people due to depression are much higher as compared to the ones who are not suffering from it. The barriers for depression diagnosis by the patients and the practitioner are given as follows: By The Patient: †¢ Issues regarding perceptions or disgrace associated with psychological sickness †¢ Fear about condemnation by relatives †¢ Economic concerns related to expenditure of treatment †¢ Information and aptitude to identify symptoms of depression †¢ Anxiety concerned with other therapeutic occurrences like chronic sickness The Practitioner †¢ Unwillingness to pay attention †¢ Conviction that depression is a usual factor of growing old †¢ Non- familiarity or identification of symptoms †¢ Other medical situation is given priority Predominance of Elder Depression It has been found by extensive research that almost 25 to 30% of the elderly population shows symptoms of depression in one way or the other. The prevalence of depression in older women is two times more as compared to men of the same age. The depression in late life can lead to serious complications leading towards increased mortality and morbidity, higher costs of health care and prolonged stay at the hospitals. It has been estimated that 65% of older people having some mental problem want unmet psychological health services (Huisani, 2004). As the American people have longer life span, the disease and disability can not be avoided with the advancing age. It has been estimated that 55% or people at age 65 or older have some sort of disability and 35% are having severe disabilities. Therefore more than seven million elderly persons need some sort of help in order to perform daily activities of life like bathing, eating, cooking, travelling etc. All the above problems increase to further extent when the person moves to the age of 80+. Consequently, almost 20 % of the US adults are engaged in providing extraordinary care to their elderly relatives especially parents. These adults are at the same time involved in the brought up of their own children and also do jobs outside their home. So they are having a sort of double burden on them. Theoretically "Individuals involved in providing care to aging relatives and raising kids simultaneously at are known as the sandwich

Business strategy-business game Essay Example | Topics and Well Written Essays - 3000 words

Business strategy-business game - Essay Example A single strategic direction for the firm is selected which is the differentiation strategy as per the Bowman’s strategy clock. The Bowman’s strategy clock is used to identify one or multiple strategic aspects that may be taken up by a company for developing competiveness, sustainability and continued success (Chesbrough and Rosenbloom, 2002). This is because the results of the analysis and the study of the external market indicate that the adoption of a differentiation strategy can be beneficial for the company for ensuring greater levels of success and sustainability for the future years. The number of companies operating in the athletic footwear segment in which the case company belongs ranges from 4 to 10 main companies. However, for the analysis, three main competitors of APanda Shoes are considered which are Diversity Footwear, C Athlete Company and Bold Athletics Company. The company APanda Shoes operates in multiple geographical regions. The company has its manufacturing plants in North America, Asia pacific, Europe, Africa and Latin America. This makes the athletic footwear manufacturing company much vulnerable towards the political norms in the different countries of its operation. The political factors like the stability of the political environment, the formulation of government policies, taxation policies, export and import policies and duties levied on the athletic footwear products are some of the common factors that would affect the business decisions and operations of APanda Shoes. The economic factors like inflation rates, Gross Domestic Predict (GDP), economic and business cycles, disposable income level and Purchasing Power Parity (PPP) are some of the economic factors that would directly influence the profitability, sales and sustainability of the company in the four operational regions. The volatility of currency exchange systems and the fluctuations in the foreign exchange

Numeracy Levels in BT1 Training Programme

Numeracy Levels in BT1 Training Programme Research Methods BT1 Numeracy Abstract This research will investigate the readiness of students to join the basic training program. It will focus on the perceptions of staff at No1 Radio School while marrying these comments to student performance. The research will focus on the levels of numeracy within the student population and their ability to apply this to the course material, whilst relating this to their current level of qualifications. These issues are not purely associated with the Royal Air Forces training but are prevalent throughout the education and training sectors. The subjects of literacy and numeracy have been identified as areas that are vastly under research, it is hoped that the issues raised in the short research project will identify further research questions that in turn may form part of further research. Introduction The field of work this research will investigate lies within the MoD, specifically the RAF at DCAE Cosford. The school being used to conduct this research is No1 Radio School, delivering training to Basic Trainees and Assimilation Trainees for all ground trades now known as Trade Group Four (TG4). The students ages range from 17 to 30 years of age. This research will focus on one specific target group, Basic Training 1 (BT1). These students are new members of the Royal Air Force and will have just completed their basic training at Halton (Ten weeks); they have come to Cosford to begin their trade specific training. The course is ten months in length, over which the students will cover both principles and trade training. The entry requirement for this trade is a minimum of three GCSEs, in Physics, Maths and one other subject. However they do accept some individuals with lesser qualifications as an exception and occasionally current members of the RAF who wish to change their trade. The trade requirements are specific and therefore it would be reasonable to assume the students basic level of literacy and in particular numeracy, would be sufficient to allow them to develop throughout this course. Research Issue. This research will look specifically at the levels of numeracy within the BT1 student population. It will try and identify if there is a problem and seek to provide evidence of any issues while providing recommendations for improvement. To ensure that there is no breach of ethics, the research will focus on the perceptions of the staff and the results from the students. This research issued raised questions that required answering, why is it that qualified students find the level 2 key skills and the level 2 maths phase of the BT1 training difficult? It is these issues that have intrigued me for some time. I believe this issue is worthy of research, however it is quite possible that additional questions will be raised that fall outside the scope of this research and may require additional research before they can be answered. Research Focus It has become apparent that new students entering the Royal Air Force as trade group 4 operator maintainers, although qualified for trade do not appear to posses the prerequisite knowledge required to complete the Key Skills at level 2 and the Maths phase of the course. That is not to say they all fail. That would be far from the truth, it is the difficulty they demonstrate when completing this phase of the course. The reason that this research is so important is this first phase of the course is crucial for the students. It gives them the skills and knowledge they require, which in turn will allow them to apply this knowledge to new problems and situations as they progress through the course. These skills could be considered tools of the trade, without a good grasp of these concepts the students will not gain the maximum benefit from the course. Literature Literacy and numeracy have become major issues in the field of education since the Moser report 1999, the working group chair by Sir Claus Moser in the opening statement of the report stated, Something like one adult in five in this country is not functionally literate and far more people have problems with numeracy. Moser, C (1999) This statement is met with surprise when you discuss this subject, however Moser states, We have found that people are staggered when one confronts them with the basic facts about literacy and numeracy, and rightly soIt is a state of affairs that cannot be allowed to continue, and our Report proposes a wide ranging approach to the challenge Moser, C (1999) Many organisations have concerns about the statistics when it comes to Literacy and numeracy in the adult population, Wells, A (2004) states, Surveys in the 1990s suggested that between 15 and 19 per cent of adults had poor basic skills. However, the International Adult Literacy Survey in the late 1990s suggested a much higher figure of 23 per cent or seven million adults. Wells, A (2004) Are we seeing a true picture of the problem? This research has highlighted concerns from staff about the students abilities. It would seem from the statistics that there is a strong correlation. One area this research was unable to quantify was how does gender affect numeracy, It was not possible to confirm or deny this because there were insufficient females included in the sample group to make a good judgement. However a recent article published by the DFES suggests there is a considerable difference between females and males when it comes to numeracy. Grinyer, J (2006) states, Women and men perform near equally for literacy, but men significantly outperform women at numeracy. Grinyer, J (2006) At level 2 this is an interesting fact and one that is perhaps worth of further research. If gender is an issue then what about current qualification level. Grinyer, J (2006) states Highest qualification appears to be the best predictor of an individuals literacy and numeracy level, with parental background and local deprivation having larger effects than current employment status Grinyer, J (2006) Research Hypothesis. The research hypothesis should be constructed in such a way that the research can disprove the hypothesis. So while the researcher believes students have issues with numeracy that directly affect their ability to perform throughout the course, and that the accepted entrance qualifications standards do not reflect the abilities of the students, the hypothesis should refute this. (See the hypothesis) The Hypothesis for this piece of research is: All BT1 trainees are sufficiently numerate to attend the BT1 course, as all trainees are qualified to a minimum standard. (Three relevant GCSEs) Research Hypothesis. There are a number of possible questions encompassing a range of different methodologies the scope of this research will be limited to one Research question, below are two possible questions. Why do students on the BT1 course suffer with the issue of numeracy when attending the taught lessons, completing assignments and examinations when they are course qualified? How do staff perceive the readiness of students on the BT1 course to deal with the academics of the course? After consideration and due to the constraints of this research it was decided to use the later, an interpritivest approach. Using this question offers the research some distinct advantages, firstly a limited scope and secondly and more importantly, it eliminates the students from the research which removes a large percentage of the ethical issue that may arise from questioning the students directly. This research should identify how instructors feel about the perceived problems students have when using the different forms of numeracy. Mercer, N states, one function of theories is to set agendas for research  ¿Ã‚ ½ to generate certain kinds of questions which the research will attempt to answer. Mercer in Walford (1998 p.42) This question could use a likert style method of answering, thus allowing the individual to grade their agreement or disagreement of the above question. This question as it stands would not necessarily be suitable for the students to answer as it is likely to produce a Yes/No response, however it could be acceptable for the staff. The same question could be asked in a different way. i.e. How has the GCSE maths helped the students with their study of the other principle subjects? Although it would be more difficult to analyse a short answer would bring out more of the individuals feelings, where as the likert style just grades the agreement or disagreement. Other questions that might be asked are: I. Do you feel the students could complete this course successfully without this qualification (GCSE maths)? II. How did the students maths affect their ability to complete this phase of training? III. Has the student qualification helped them with their studies? Youngman (1986) in Bell said, The more structured a question the easier it will be to analyse. Bell (1999 p.119) Research Paradigm What is a paradigm? A Paradigm  ¿Ã‚ ½ group of coherent ideas about the nature of the world and of the functions of researchers that are adhered to by a group of researchers, conditions and patterns of their thinking which underpins their research actions. What paradigms exist? There are a few key paradigms that exist within educational research positivist and Interpretiveist. Positivist research uses scientific, Statistical analysis and empirical methods, Cohen and Manion said, Traditionally, the word refers to those techniques associated with the positivistic model  ¿Ã‚ ½ eliciting responses to predetermined questions, recording measurements, describing phenomena and performing experiments. Cohen and Manion(1996 p.38) Interpretiveist research deals with human emotions, personnel perspectives. Cohen and Manion said, The central endeavour in the context of the interpretive paradigm is to understand the subjective world of human experience. Cohen and Manion(1996 p.36) Ethnographical methods are interpretivist. Gall, M. et al (1996, p607) say, Ethnography involves first hand, intensive study of the features of a given culture and the patterns in those features. Judith Bells thoughts on quantitative and qualitative research identify that quantitative researchers collect facts and study the relationship. They are measured using scientific techniques producing quantifiable and generaliseable conclusions, where as a qualitative perspective is more concerned with individuals perceptions of the world; Seeking insight rather than statistical analysis. In addition she concludes that on occasions qualitative researchers draw on quantitative techniques and vice versa. This would suggest that one method alone does not have all the answers and therefore we could consider various methods when conducting research. This research will use an interpretiveist methodology, this approach has been selected as the most appropriate as the information will come from members of staff, the information they provide will be their interpretation of the situation hence interpretiveist. This approach has been chosen as more appropriate than positivist approach because there is little scientific evidence and the amount of data collected would be insufficient to produce any valid statistical analysis. Ethnographical and eclectic research was also dismissed although it bridges the gap between Positivist and Interpertiveist research. It would however,still have positivist elements as mentioned previously. However the over arching reasoning for adopting an interpretiveist approach was the limited nature of this research project. Although, it is hoped that the findings from this research will generate further questions and spark yet further research questions for future research Research Methodology This style of research could be considered a case study, as its focus is centred on a specific group of students, belonging to a single organisation. Cohen and Manion state, a case study researcher typically observes the characteristics of an individual unit  ¿Ã‚ ½ a child, a clique, a class, a school or a community Cohen and Manion (1996,p106) While this approach would work it is more suited to a continuous improvement program and not a specific piece of research, in addition the length of time it would take to conduct a program of this nature makes this approach unsuitable. In planning the research, various methodologies were considered, however due to the limited nature of this research and to limit the impact of ethical issues, this research decided that an Interpretiveist approach would be most suited. This style of research is relevant, as the research will investigate the attitudes and opinions of the staff and not the students, while using student data to support or refute the findings. To facilitate this research there were a number of preferred techniques available for gathering the data: Interviews / Meetings Academic results Reference to external sources (Collages, Universities, Schools, Government Departments) The main reason behind this strategy, methods and analysis tools was time. The other key issue was ethics, for these reasons this research will be conducted through focus group meetings with staff using structured questions, this data will then be compared with the average results for a class. This approach will limit the impact of ethical issues and allow some conclusions to be drawn. This approach was discussed with the staff that felt that due to busy teaching commitments this was the most appropriate solution. Judith Bell states, Talking through problems and possible topics with colleagues is an essential stage of any plan. Bell (1999 p.21) The focus group will consist of five lecturers and four instructors, it is envisaged that a single meeting will take place to pose the questions to the staff. The data will be collected via questions directed to the staff in discussion groups; the responses of the staff were recorded. (See Annex B) To support the findings from the discussion groups the students results will be analysed. Data Collection instruments The data collection will be achieved through structured questions delivered at group meetings where the responses will be tabulated; this will give a feeling for the staffs concerns and perhaps some misconceptions. It will also allow any further research to focus its attention on specific areas of concern. Once the data has been collected this can be cross referenced to the student results, identifying any disparities, in addition student results and student retention rates may be useful sources of information. The other methods considered were, interviews, these could be time consuming, as staff are not always available. A well constructed questionnaire could produce valid reliable results in a reasonable time frame. However due to the limited time constraints, this research will utilise meetings with a number of groups and evaluate comments from those meetings to produce an Interpretivist style report. This will not provide hard evidence, however it will illustrate any concerns or trends that may be apparent which in turn could instigate further research. This approach although less structured will give a general feel for the issues, which could lead to further research questions. Sapsford and Jupp note the following facts about collecting data, There are both advantages and disadvantages to both highly structured and less structured methods; in no sense is it true to say that one is more objective than the other. Sapsford and Jupp (1996, p94) Research validity ensures the data collected is accurate and meaningful, collecting data in a non valid way would affect the final analysis; which may produce misconceptions when analysing the research data, thus rendering the research valueless. The research will improve validity through accurate data collection and careful analysis of the results, in addition reliability and repeatability could be enhanced through the triangulation of the data collected. Triangulation is method of verifying the data, checking and ensuring accuracy and ensuring that the findings are qualitative and thus reducing the chance of unsubstantiated data. Cohen and Manion said, Triangulation may be defined as the use of two or more methods of data collection the study of some aspect of human behaviour. Cohen and Manion(1996 p.233) The triangulation of the data was achieved through data collected from the meeting notes; these were then supported by student results and reference to national statistics. Chosen methods of data collection. This project will use a structured set of questions derived from the research question. The aim was to ask these questions at the focus group meeting, where the staffs responses and opinions were recorded. The rationale behind the choice of research and the methodology is predicated upon the limited nature of the research this in turn has limited the choice of methodology (interpertiveist). The limited time scale in which this research was conducted has in turn restricted the modes of research used to produce the data for evaluation; the aim was to gain a feeling from the staff as to how they perceived the research issue. The use of structured questions helped guide the process of data gathering and allowed the collection of data within a very short time scale, this was imperative due to the limited time constraints of this research. The interpritiveist approach allows the staffs feelings to be represented against the set criteria thus giving a good degree of relevant data for analysis. While this approach aided the collection of data at a rapid rate it did not offer the widest selection of data. Other methods could have produced further data to support or refute the findings. However this research hopes to triangulate its findings against student data (examination and assignment results). Research ethics. The matter of ethics is an important one; if the researcher wants to achieve open and honest answers they must consider ethics when conducting the research. To reduce the impact of this research the methodologies have been carefully chosen to reduce the data collection to that of the staff. The students results will be anonymous, to such an extent that the research will not identify the individual students, thus reducing the opportunity for others to identify individuals through the results and class group. Researchers cannot always predict what they might find and they may not like what they find; however it is the duty of the researcher to be open and honest about the research they are conducting. These are some of the things to consider when conducting research: Peoples amenity, that is to say protecting an individuals identity, ensuring that a respondents comments cannot be tracked back to a single individual or group. The Oxford Brookes University classifies research ethics and says, The integrity of any research depends not only on its scientific rigour, but also on its ethical adequacy. Ethical issues are many and varied, and may be quite complex. Research involving human participants is undertaken by many different disciplines and conducted in a broad range of settings and institutions. While some issues are specific to professional groups, all research should be guided by a set of fundamental ethical principles to ensure the protection of human participants. Wood,L (2006) Design Constraints One of the main issues when conducting any form of research is time; given enough time the research could produce massive amounts of facts, figures and an impression of peoples feelings. In addition to time there is always the cost of conducting research. However most organisations would expect any form of research to be conducted within certain time constraints, thus limiting costs and obtaining results within that time frame. Therefore the research can only be expected to deliver some of the information that is available, and that data would need to be substantiated through triangulation, generalisability and reliability. It is the limited nature of this research that has influenced the chosen methodology, interpertiveist. Although this may limit the validity of the research, the triangulation of the staffs comments and answers to the set questions when linked to student results, should give a reasonable confidence in its findings. Analysis of Results The questions asked at the focus group and the responces are given below: The group was asked, Are current BT 1 Trainees academically equipped to join this course? The staff responded with the following statements: Although students are qualified they do not seem to be prepared for the challenges this course offers. Some staff feel that GCSEs are a lower level qualification than a traditional O level (This used to be the entry requirement some years ago.) Although the students are qualified they do not seem to have the prerequisite skills to work effectively on the course. Students do not seem to remember some of the basics of mathematics. It would appear from the response that the staffs perception is that students are not prepared for this course and that the qualifications they hold do not reflect the students abilities. The BBC news web site on 30 October 2003 stated, The survey found 47% of the adults in England or 15 million people had a lower level of mathematical knowledge than was needed to gain a grade G at GCSE. The Department for Education and Skills blamed decades of neglect for figures showing millions of people lacking basic literacy and numeracy skills. http://news.bbc.co.uk/2/hi/uk_news/education/3227263.stm There seems to be a general distrust of current qualifications as opposed to the traditional O Levels. This was the minimum entrant standard for this trade. The group was then asked, Which area of the course do students find difficult? The Maths is the most difficult for students because they do not possess the basic skills required to complete the work. Key Skills, Numeracy Some struggle with Electronic fundamentals mainly due to a lack of maths ability. They coped well with Addition and subtraction, however multiplication, division were more problematic. Additional areas where students struggled were percentages, area and fractions. These are not the only subject areas where students found difficulty, however they cover the major problem areas. These issues are similar to those identified in a recent TES, they stated, In last years skills action plan, the Assembly government revealed that 24% of the working age population lacked level 1 literacy skills and 53% level 1 in numeracy. In Wales, 20% have no qualifications compared with 14% across the UK (TES Cymru, June 30 2006) The focus of the problem seems to be centred on the Maths / arithmetic elements of the course. One of the key areas was Key Skills, in particular numeracy. Students seemed to find this difficult; they did not seem to posses the basics. Staff were asked to consider, Are there any circumstances that might affect students ability to perform on the course? Poorly prepared when leaving school. Length of time away from a learning environment. Lack of ability Some seem unable to apply previously learnt knowledge to new situations. Its is difficult to believe the students were poorly prepared as they all are qualified, suggesting they once had the knowledge, however it is interesting to note the comment about the length of time, as it is well known that constant and repetitive use of knowledge aids retention, lack of use leads to little or no retention of knowledge. A recent news article in the Daily Mail by HARRIS, S (2006) stated, One in five about to embark on teaching careers still have problems spelling and using punctuation as well as doing the most simple multiplication, division and percentages. Harris, S (2006) The question, Do you believe the students are suitably qualified? Staffs response to this was, Yes, they are for the trade and on paper, but do the qualifications match up to the expectations of the course? This alludes to a previous question about students being prepared. Do the qualifications meet the minimum requirements of the course. The answer is yes they do, however there seems to be a void between students retained knowledge and the paper qualifications. To illustrate this issue the House of Commons raised the issue of literacy and numeracy with the Secretary of State for Defence being asked, how many and what proportion of new recruits to the army in the last 12 months had (a) literacy and (b) numeracy skills at or below (i) entry level 3, (ii) entry level 2 and (iii) entry level 1. Mr. Touhig replied, Consolidated literacy and numeracy initial assessment figures for recruits to the army in the period 1 November 2004 to 31 October 2005, are provided as follows. Literacy Numeracy Entry level 1 Entry level 2 Entry level 3 Entry level 1 Entry level 2 Entry level 3 Percentage 0.71 7.81 32.51 0.19 7.65 37.11 Number of recruits 72 795 3310 19 770 3737 Total number of recruits(11) Literacy Numeracy These figures were given from an Official Report, column 98W on departmental staff literacy and numeracy. No Author (2005) The group was also asked, Are students prepared for the academic rigor of this course? No, Students are ill prepared when it comes to learning in this environment. This may also relate to the time away from a learning environment, the beginning of the course is quite intensive and therefore the students find it difficult to get back into a learning environment. In summary of the responses, the staff feel the students were inadequately prepared for this course. However this was not for lack of qualifications more a perceived difference between the more traditional O Level and the existing GCSE qualifications, while the time away from the learning environment may have its part to play. Student results for the first eight classes illustrate that not all students struggle to achieve good results. (RAF pass is set at 60) So could this purely be a staff issue and not one of the students. As the results below indicate some classes obtain reasonable results, that is to say, not all struggle. The results for the first eight classes are shown below: Maths BT1/01 BT1/02 BT1/03 BT1/03 BT1/05 BT1/06 BT1/07 BT1/08 59 66 75 56 72 66 68 62 Electronic Fundamentals BT1/01 BT1/02 BT1/03 BT1/03 BT1/05 BT1/06 BT1/07 BT1/08 68 73 82 77 73 74 59 While these classes passed the respective subjects, there are some low scores in maths for classes 1, 4 and 8. Electronic Fundamentals produces better results, however class 1 and 7 have still scoured low marks. This information is not entirely conclusive as can be seen from the results, some classes did well. Findings The hypothesis has been refuted through the data collated from staffs responses to questions and the student data, all be it limited in nature this research has been shown to support the staffs comments. The analysis of the questions suggests a lack of ability on the students part, this however does not seem to be predicated on qualification. The staffs perceptions of students abilities seem to suggest the students are not sufficiently prepared to attend this course, more over they are not used to the training methods utilised within the MOD. These facts when grouped together cause the students and staff some problems, however this is not to say that large numbers of students are failing to achieve a pass in these subjects, therefore is there a problem? On the face of it, no. However modifications to the training methodology and some additional sessions may improve some of these issues. This research has investigated a broad range of issues relating to new students entering the RAFs BT1 training program, their ability to cope with the academic pressures of the course and their ability to complete the work to the required standard. It would appear many students, although qualified on paper have some difficulty when it comes to the Maths and Electronic Fundamentals phases. Some of the underlying problems relate to the methods of delivery on the course as it is unlike traditional academic institutions. This means that the students take time to adjust to this training methodology and as the Maths and Electronic Fundamentals phase of the course is at the front end, it does not allow sufficient time for this adjustment to take place. On the subject of time between learning, many students left school twelve months before joining the course and have not practiced these skills for some time. As with the maths unless a student continues to use these skills they are quickly forgotten. However this does not explain why students do not remember when prompted. Perhaps this could point to a lack of understanding at the initial point of learning and may require further research to substantiate this theory. Recommendations This piece of research has been limited in its nature, however it has allowed the researcher to gain a wider perspective on these issues, to further improve this work and make the findings more valid it is proposed to include the students in any future research. The students were excluded in this case to speed up the data collection and to reduce any ethical issues that may arise from the research. Further research could be developed from the fi

Oxidation of Cyclohexanol to Cyclohexanone :: essays research papers fc

Oxidation of Cyclohexanol to Cyclohexanone   Ã‚  Ã‚  Ã‚  Ã‚  The oxidation of cyclohexanol to cyclohexanone involves the removal of hydrogen from the OH group. After separation and purification, an Infrared Spectrum will be run to determine the composition of the recovered material.   Ã‚  Ã‚  Ã‚  Ã‚  Infrared Spectroscopy is a very powerful technique used in the determination of molecular structure and the identification of unknown organic materials. The infrared spectrum yields direct information about the presence or absence of key functional groups. â€Å"The region of the infrared spectrum which is of greatest interest to organic chemists is the wavelength range 2.5 to 15 micrometers which correspond to approximately 4000 to 600cm-1†(Young). â€Å"When atoms or molecules absorb light, the incoming energy excites a quantized structure to a higher energy level. The type of excitation depends on the wavelength of the light. Electrons are promoted to higher orbirtals by ultraviolet or visible light, vibrations are excited by infrared light, and rotations are excited by microwaves† (Tissue).   Ã‚  Ã‚  Ã‚  Ã‚  IR spectroscopy is the measurement of the wavelength and intensity of the absorption of infrared light by a sample. The wavelength of IR absorption bands are characteristic of specific types of chemical bonds.   Ã‚  Ã‚  Ã‚  Ã‚  An IR spectrophotometer is an instrument which is designed to obtain an infrared spectra of a molecule. An IR spectra is obtained by first irradiating a sample with an IR source of light. The light passes through the sample, which can be in solution or contained within a salt plate, and then onto an IR light detector. The spectrum is analyzed by examining at which frequency the peaks occur. Different peak frequencies indicate different types of vibrational motion and hence, different types of chemical bonds. The peak intensities are usually noted as percent transmittance which compares the amount of light absorbed compared to the amount of IR light that was not absorbed. The frequencies are normally listed in wave numbers (in units of reciprocal centimeters). Experiment   Ã‚  Ã‚  Ã‚  Ã‚  The oxidation of cyclohexanol by dichromate occurred in the presence of sulfuric acid which yielded cyclohexanone according to the balanced redox reaction below: 3 + Cr2O7-2 + 8H+ -- 3 + 2Cr+3 + 7H2O In the presence of excess dichromate, cyclohexanol oxidizes to adipic acid. To maximize yield, the following reaction was prevented: 3 + 4Cr2O7-2 + 32H+ -- 3HOOC(CH2)4COOH + 8Cr+3 + 19H2O The addition of methanol reduced the excess dichromate according to the balanced redox reaction below: CH3OH + Cr2O7-2 + 8H+ -- CO2 + 2Cr+3 + 6H2O Recovery of the ketone was by steam distillation; collecting all

Building Defects

Introduction: Decay and deterioration can happen in a building for any number of reasons. The first being poor repair and maintenance of the building over its life by users or those responsible for its maintenance such as a landlord etc. It can also mean that there were original problems with the building that impair its ability to function as intended, these may not have been uncovered during the snagging process at the end of the construction stage.These building problems are referred to as defects, depending on the type of contact most contracts have a 12 month defect period, this enables the users (and funders) to live in the building through the different seasons and see if any problems occur. A latent defect is after the 12 month defect period has lapsed and the new building shows signs of problems that are so significant that they can stop its functionality (a latent defect period can last up to 12 years on some contracts). Please find below some common reasons for defects: * Design IssuesDesign professionals (such as architects or engineers) could perhaps specify material or equipment that cannot perform as intended. For example: a geological survey that does not cover enough areas on a site could mean that the subsoil is not consistent across the site and therefore could eventually cause subsidence in the building. The architect’s motivation for the design may be with the building form, function or aesthetics but the completed design could result as a defect as any cost considerations or value engineering if not well planned, managed and coordinated could result in a defects.The use of inferior building materials can cause problems such as windows that leak or fail to perform and function adequately, even when properly installed. Leaking windows are a common defect and prevention requires good workmanship. * Site supervision during construction period Poor supervision during the construction period can result in poor quality and sub standard wor kmanship. For example: this can often manifest in water infiltration through some portion of the building structure (cracks in oundations, floor slabs, walls, dry rotting of wood or other building materials), electrical and mechanical problems, plumbing leaks and back-ups, lack of appropriate sound insulation and fire-resistive construction between adjacent housing units, etc. The above can prevented with a good Quality Assurance process in place that ensures that all trades are well supervised on site, accurate records are kept on workmanship (this can include pictorial evidence) and guidance is given to all staff on the quality expectations that have to be achieved on site.The traditional role of Clerk of Works should also be used to ensure that all measures are met on site level. * Maintenance No building lasts forever. Day to day planned maintenance of a building is required to ensure that it prevents any problems in the future. Poor planned maintence can cause defects to occur in buildings that would have performed well had they been cared for properly. For example: a master plan for the buildings mechanical and electrical (M&E) equipment to be replaced (such as Boiler replacements, lighting upgrades, ICT Category cabling upgrades etc. also phased window or roof replacement schedule to ensure that all that entire building envelope is protected to protect from the elements. If maintenance of buildings are not kept up to date then in some contracts ‘latent defects’ would not be honoured as the users have not maintained the works that were carried out in line with the contract therefore the contractors would not be obligated to rectify any defective works. * Service installationSome equipment requires regular servicing under the terms of its guarantee. For example: If a boiler that has been installed with a 10 year warranty is not annually serviced then the manufacture can advise that the user did not meet their obligations and therefore any replacement in the 10 year period would fall to the user to fund. Common Defects found in Low-Rise Housing: Please see below mock defects sheets in relation to the defects outlined in ‘Common Defects in Low-Rise Housing’.These outline the defect, the cause of the defect, the remedy required to rectify the defect and finally any supporting building regulations/guidelines that support this process. STAGE:A| WORKS/JOB SHEET NO. 6| LOCATION:South Wall| DATE:26th May 2010| BRE REF NO. Defect Action Sheet 116| DEFECT: Insufficient wall ties below Damp-proof Level | CAUSE: Poor design and specification | FUNCTION:A wall tie is a small piece of metal generally made of steel that is installed between a cavity wall void or between two adjoining walls. The purpose of this is to keep both walls together at all times.A wall tie allows slight movement for expansion but if correctly fitted stops each wall acting independently of one another so therefore keeps the building strong and stable. | DEFECTIVE AREA: * Corroded and show signs of de-laminating (this is when the metal starts to peel and splinter) * Corroded due to water egress (decaying of the tie means loss of strength) * Corroded show signs of ferrous oxide (this is when the metal bubbles and expands) this can cause lifting and cracking the brickwork * Cavity walling that is blocked with decayed mortar that bridged the DPC. Poorly fitted wall ties (this means that it does not function as originally intended) * Incorrect wall ties used (there are 4 different types of wall ties – each tie has its own best area for use)| DEFECTIVE CORRECTION REQUIRED: * Ties should be placed at 900mm centres horizontally and 450mm vertically * Sufficient lap of Damp proof course is required all round * Wall ties to be of a minimum size 5/m2 * Ensure that ties are as specified and are of the correct type * Use BS or BBA Certificated ties of length and type suitable for cavity width and purpose * Space ties in accorda nce with BS 5628: Pt 3: 2001.For example: the cavity width should be 50 to 300mm, number of ties 2. 5 per m2, 900 mm horizontally 450mm vertically and provide extra ties adjacent to openings * Check that there is a row of ties at every sixth course of bricks * Ties should be staggered and evenly distributed * Check that the horizontal spacing’s have the correct number of specified ties per m2 * Check that ties are at every block course within 225mm of opening | RELEVANT BRITISH STANDARD:| * BS:5628 Pt 3. 2001 | | | | | STAGE:A| WORKS/JOB SHEET NO. 1| LOCATION:Rear externals| DATE:26th May 2010| BRE REF NO.Defect Action Sheet 96| DEFECT: Mature trees too close | CAUSE: Poor design and specification | FUNCTION:Movement where a building is in close proximity of a mature trees. This is a common problem found generally in the following species Oak, Poplar, Ash, Plane, Willow and Elm although any very large mature tree close to a building can spell disaster. These trees require a c onsiderable amount of water to grow much of this is taken up by their root system. For example: a mature poplar can take up to 50,000 litres of water from the sub-soil each year.The more mature the tree the greater amount of water it requires. The outcome of the site survey and soil investigation should inform the decision on the type of substructure to be used for the proposed buildings in relation to soil type, saturation levels and lay of land e. g. sloping etc. It is recommended that buildings be built at least a distance equivalent to the tree’s height away from that tree to protect both the tree and the building although in some cases of Willow, Poplar and Elm the root radius can be twice that of the tree height. DEFECTIVE AREA: * The trees potential root radius has not been calculated correctly * Poor choice of substructure for the new building| DEFECTIVE CORRECTION REQUIRED: * Repair works require the retrospective installation of a root barrier (see attached diagram) . This means detailed surveys are required to identify were the tree roots are. If the tree has a Tree preservation order (TPO) on it then any damage to its roots could mean an appearance in Majesties court and a fine up to ? 20,000| RELEVANT BRITISH STANDARD:| * BS:5837 * Approved Document A & C * Tree Preservation Orders: A Guide to the Law and Good Practice 2000|STAGE:A| WORKS/JOB SHEET NO. 22| LOCATION:Flank wall| DATE:26th May 2010| BRE REF NO. Defect Action Sheet | DEFECT: Poor Mortars, Bricks, Blocks in sub-structure| CAUSE: Poor design and specification Poor site supervision| FUNCTION:Mortar is used a bonding agent to secure brick and block work. These three elements used together ensure that the building is sound, secure and water tight. | DEFECTIVE AREA: * Poor specification of an inferior brick and blocks that are engineered to support the loadings of the finished building is poor design planning.A poorly specified mortar could also be the reason that water could ingr ess the building this could lead to significant problems later for the building. * Poor site supervision of this area could mean that the mortar is poorly laid or not given enough time to set, or could even have been laid in the wrong temperatures such as Frosty weather. | DEFECTIVE CORRECTION REQUIRED: * The building may require additional support. For example: underpinning externally could support the substructure sufficiently enough to take the load away from the problem areas. The best method in this case is to pile and beam. This method stabilises the existing substructure by using piles installed either side of  an existing wall. A small excavation is made below the ground level and a reinforced concrete needle beam is used to connect the piles and support the wall. * Reducing the distance between needle beams can accommodate very high loads. | RELEVANT BRITISH STANDARD:| * | STAGE:D| WORKS/JOB SHEET NO. 24| LOCATION:Internal/External various locations| DATE:26th May 2010| B RE REF NO.Defect Action Sheet | DEFECT: Notches and holes for services mis-positioned and oversized| CAUSE: Poor design Poor site supervision| FUNCTION:The location of holes and notches for services is very important in relation to the functionality and quality of finish to the end building. A misplaced large hole could lead incorrectly fitted lighting, heaters, light switches etc. | DEFECTIVE AREA: * Poor design drawings that are sent to site with the wrong measurements could mean that the location and shape of the holes for services are installed as per the drawing. It is more lightly that this defect would be down to poor site supervision. This could mean that the inappropriate person has been tasked to carry out this work such as a labourer that does not have the skill to read drawings but was asked to install holes for services rather than an electrician or electrician’s mate (i. e. being supervised by the trade lead at all times)| DEFECTIVE CORRECTION REQUIRED: * If cau ght early enough this should not be a great problem to resolve on site.However, if this was left to practical completion were the building is being handed over to the user/occupier then the works to rectify could be much greater and could include the following: * Re-routing electrics and mechanical pipe works to suit correct dimensions * Repositioning of all electrical and mechanical equipment * No direct connection to main sewer therefore re routing all connections to bathrooms, kitchens and any sinks etc| RELEVANT BRITISH STANDARD:| * | STAGE:D| WORKS/JOB SHEET NO. 30| LOCATION:Door No. GF32| DATE:26th May 2010| BRE REF NO.Defect Action Sheet | DEFECT: Lintels in external walls: missing, damaged, bedding, insulation| CAUSE: Poor design and specificationPoor site supervision| FUNCTION:A Lintel is a piece of steel or concrete that is used as a support in walls. These are generally used above openings (such as windows or doors) in the wall to support the load above. Lintels are usual ly supplied with load bearing at each end for 100mm openings up to/including 1000mm, 150mm for openings up to/including 3000mm and 200mm for openings over 3000mm. For spans in excess of 1200mm, it is good practice to provide temporary support such as an Acro at every 1200mm point. DEFECTIVE AREA: * Poor design could mean that the location window or door opening is in a difficult position to properly fit the correct size lintel * Poor specification could mean that a concrete lintel is specified when the location requires a small and compact steel lintel * Poor site supervision could mean that the area were the lintel is to be installed in not supported prior to installation and therefore the floor above is already sagging with the load. Also installation of the wring lintel in time will show on the exterior and interior of the building. DEFECTIVE CORRECTION REQUIRED: * Lintels should be carefully bedded on a full mortar joint * Wall ties should be positioned in accordance with curren t building regulations * A damp proof course should be used for all lintels in external walls, and must be fixed in accordance with building regulations * In cavity construction, it is recommended that both internal and external leaves are taken up uniformly * It is good building practice to insert a flexible joint between the lintel and the top of the frame| RELEVANT BRITISH STANDARD:| * BS:12 * BS:882|STAGE:E| WORKS/JOB SHEET NO. 20| LOCATION:| DATE:26th May 2010| BRE REF NO. Defect Action Sheet 73 & 74| DEFECT: Floor joist quality and installation: not graded or marked, bowing and twisting, high moisture content and wet rot| CAUSE: Poor specification Poor site supervision| FUNCTION:A floor joist is a beam of wood that stretches from one side of the sub-floor to the other bridging the floor load bearers. They are the essential component to the foundation of each floor level and floor boards are laid onto of them to give a foundation to any floor covering.Wood should be marked Top/Bottom, be graded (for the load) and have a kite mark or brand number referring to BS: EN 14250. | DEFECTIVE AREA: * Poor specification of a floor joist can mean that the wood used is not the correct grading to support the load. This can mean that the floor in time will show effects of overload bowing and twisting are one of the signs. * Poor site supervision of this area could mean that the wood has not been stored correctly on site meaning that it is now warped and twisted and has high water content. If wet rot occurs it is generally at the bearings of timber joists in external walls.For example: the sole or head plates rather than in the studs. | DEFECTIVE CORRECTION REQUIRED: * An assessment on if there is any ‘dead air’ within the cavity between the joists and the floor board. If so, then air bricks (to BS:493) can be installed into the external walls to allow air flow. If wet rot is localised in small area then minor repairs can be made * If poor ungraded wood has been installed then the floor will have to be taken up and reinstalled with the correct graded wood to ensure it complies with current building regulations. | RELEVANT BRITISH STANDARD:| * BS:EN 14250 * BS:493|Area H: Defect| Drains below foundations| Reason for Defect:| * Broken or damaged pipes * Failure to washout subsoil leading to foundation settlement; * Lack of clearance to debris or materials * Lack of flexible joints. * Non compliance with Approved Document H * Non compliance with the Public Health Act revised 1985 * Non compliance with Building regulations C part 2 * Incorrect type and size of pipe used for subsoil drainage * Drainage not laid to correct gradient| Specification Issue:| * Possible poor quality drainage pipes specified| Design Issue: | No|Site Supervision Issue:| * Compliance with Approved Doc H * Compliance with Public Health Act 1985 * Compliance with Building regulations C part 2 * Correct size and type of pipe use for each type of drainage identifie d e. g. foul, rainwater, soil type. * Ensure movement joints are in place * Ensure drainage meets the required gradient * Ensure pipes are clear from obstructions * Check pipes are not broken or damaged prior to installation. | Maintenance:| No|Responsible area:| The above defect is due to poor management on site on manual labour workforce| Image:| Ref: Image taken from NHBC Good Craftsmanship Guide for Drainage| Area H: Defect| Installation of DPC and DPM| Reason for Defect:| * DPC pointed or rendered over * DPCs bridged by mortar droppings * DPM punctured * DPCs and DPMs not lapped * Fill and paving not kept at least 150mm below DPC * DPM should comply with BS CP 102, Section 3, and Building Regulations Approved Document C. | Specification Issue:| No| Design Issue: | No|Site Supervision Issue: | * Check that edging of DPM projects enough to lap later with the DPC * Sheet should be sealed with adhesive tape and any punctures patched with an overlap of no less than 150mm * Use polye thylene sheet not less than 500 gauge and should carry a BBA certificate or is to the PIFA standard| Maintenance:| No| Responsible area:| The above defect is due to poor management on site on manual labour workforce| Image: | Ref: Image taken from http://www. bricksandbrass. co. uk/images/walls/damp. gif| Area H: Defect| Damp walls |Reason for Defect:| * No DPC installation in walls * Poorly installation of DPC in walls| Specification Issue:| No| Design Issue: | No| Site Supervision Issue:| * A responsible contractor should understand the importance of DPC within the external walls * If just poorly installed retrospective DPC injections can be used to back fill in areas that require additional waterproofing * If no damp proof course is in place then Electro Osmosis method can be used this is when a low voltage steel stake is placed intermediately around the external walls as long as the unit is on it will keep the damp at bay | Maintenance:| No|Responsible area:| The above defect is due to poor management on site on manual labour workforce| Image: | Ref: Image taken from www. petercox. co. uk/prevent| Area J: Defect| No lintel above the window and doors | Reason for Defect:| * No installation of lintel above window and door openings| Specification Issues:| * Possible incorrect lintel specified * | Design Issue: | * For an architect to exclude lintels from the design, it means that they have not complied with building regulations.This is not only a design floor but a dangerous and hazardous way to leave the building| Site Supervision Issue: | No| Maintenance:| No| Responsible area:| The above defect is due to poor design management by the design team and should have been picked up by various professionals along the process including Building Control| Image: | Ref: Image taken from http://www. bancroftcentre. org/images/eco/insulation. bmp|Area J: Defect| Plaster break up on internal walls and ceilings| Reason for Defect:| * Bond failure between plasterwork and plasterboard due to ‘watering down’ of bonding agent * Plaster itself poor quality or poorly mixed together (plasterer should have a mate to mix for them as plaster can ‘go off’ quickly) * Cracking due to movement * Drying out period hurried and room artificially heated to increase drying time| Specification Issue:| * Poor quality bond or plaster | Design Issue: | No| Site Supervision Issue: | * Remove poor quality plaster, apply a thick oat of Unibond allow to dry and then re-applying a suitably mixed plaster (plasterer should have a mate to mix for them as plaster can ‘go off’ quickly) * Ventilate and allow to naturally dry out| Maintenance:| * Poor maintenance of internal finishing can make plaster work decay and break up * Poor ventilation or extreme weather (if no heating) then plaster can become brittle and break up| Responsible area:| The above defect is due to poor management on site on manual labour workforce and/or poor maintenance by the occupier/users| Image:| Ref: Images taken from Google images ‘plaster work’|Area J: Defect| Shrinkage to wooden floor joists| Reason for Defect:| * Temperature to install to extreme * Stored poorly on site allowing water to penetrate – Part C of the Building Regulations â€Å"Site preparation and resistance to contaminants and moisture† * Area needs better ventilation| Specification Issue:| No| Design Issue: | No|Site Supervision Issue:| * A responsible contractor should have the knowledge and experience to know at what temperatures they can have to install after the installation * Air bricks may need to be installed in the external walls tp improve under floor ventilation * All materials should be stored off the ground and well covered in accordance with building regulations| Maintenance:| No| Responsible area:| The above defect is due to poor management on site on manual labour workforce| Image:| Ref: Image taken from Google images ‘defective timber joists’|Area K: Defect| External wall movement| Reason for Defect:| * Incorrect substructure * Restraints missing from wall to floor| Specification Issue:| No| Design Issue: | * Substructure must be designed following an accurate soil survey, bore holes are taken from the proposed site and are inspected in laboratory condition. * The soil samples are tested and categorised in accordance with their load value * Then detailed calculations are erformed by structural engineers to establish the most suitable substructure for the proposed building * Below a ‘tell tale’ is a measuring device that can check how much a crack is moving over a period of time| Site Supervision Issue: | No| Maintenance:| No| Responsible area:| The above defect is due to poor design management by the design team and should have been picked up by various professionals along the process including Building Control| Image:| Ref: Image of a ‘tell-tale’ taken from Google images|A rea K: Defect| External wall movement| Reason for Defect:| * No cavity tray installed to discharge water outwards * No weep hole specified in brickwork at lowest tray * No flashing identified, Lead or a suitable substitute should be installed in accordance with BS 1178 * All roof tiles to Part C of the Building Regulations â€Å"Site preparation and resistance to contaminants and moisture†| Specification Issue:| No| Design Issue: | No|Site Installation & Supervision Issue | * A responsible contractor should install cavity tray to ensure water is discharged correctly * Ensure appropriate weep hole is installed in the brickwork at the lowest tray level * Install appropriate flashings where required * Ensure tiles and drainage is compliant with Building Regulations Part C| Maintenance:| No| Responsible area:| The above defect is due to poor management on site on manual labour workforce| Image:|