Shadow of a Vampire, Post Modernism

Vampire Essay The text Dracula was written in a time long before post-modernism, when Victorian values were considered important and issues relating gender were established. Nosferatu was also written in the time of modernism, where there was a sense in that western culture had lost its values. Shadow of a Vampire is a recent, post-modern text that focuses on the filming methods and techniques used to film Nosferatu. Using post-modern techniques that are comparable to satire in some scenes, Shadow of a Vampire combines the two gothic texts into a new text, using a film within a film technique.As previously noted, Dracula, Nosferatu and Shadow of a Vampire all incorporate a gothic sense as in they involve; a castle, shadows, a beam of moonlight in the blackness and the only source of light failing (a candle blown out or an electric failure). All these are used in the three texts to use imagery on black and white as good and evil, for example Christian values are good and promiscuous w oman are bad in Dracula. Shadow of a Vampire contradicts this by making the text set in Berlin during a time of massive drug use (particular morphine which gives you an effect quite like Draculas bite) and promiscuous activity was large.Shadow of a Vampire uses pastiche to imitate the filming of the original Nosferatu text, but normally adds its own twist to the stereotypical vampire story. Such as the scene in the night, after the building of the makeshift ship on the set count Orlak sneaks up on the two film producers, making the audience think that he is about to attack and kill them. He ends up drinking and getting drunk with them, and even eating a vampire bat in front them. A symbolic factor in all vampire stories is the bat but Orlak shows he has no care for the traditional modernist view in this scene.When Orlak is asked about how he feels about the book this triggers a text within a text within a text, being a movie based on Nosferatu making a mention on Dracula. The consta nt attempt by the film industry to portray real life events and make them timeless is completed through Murnau’s quote during the time he is filming a real life vampire killing people, only for a good shot. â€Å"Time will no longer be a dark spot on our lungs. They will no longer say ‘you had to have been there', because the fact is, Albin, we were. An example of this is the scene where Count Orlak asked for make-up before his scene, this is ironic because Orlak wants make-up to increase the illusion that he is a vampire to the audience when he actually is a vampire. The parallel between the film world and the vampire world is portrayed through various quotes which foreshadow and depict how the film industry is similar to a vampire. Greta says, when describing the film industry to the theatre acting life â€Å"the audience gives me life! This thing *pointing at camera* takes it away from me. This foreshadows how in the end scene she is killed by count Orlak as a sacr ifice for a perfect scene, in the film industry. The camera taking the life away from her parallels a vampire sucking the blood from her. The parallel between the film world and the vampire world is practiced when the timelessness of film gives immortality in Shadow of a Vampire and Dracula representing immortality in the book Dracula. The timelessness of film is shown in the scene in which Murnau promises count Orlak â€Å"everlasting life† in exchange for playing the part in the movie.Everlasting life is through filming, it is always shown in Christianity as a reward but this time it is promised through the medium of filming. This scene relates back to the strong religious views found in the time setting in Dracula and is a great example of the transformation techniques used in Shadow of a Vampire. The end scene of the Shadow of a Vampire where Murnau puts morphine into Greta’s system to put her into a dreamy state mirrors the bite of Dracula in the original book.Thi s is another example that the dominant character is in-fact the director and not the vampire. This is another example of the parallel between the characters and situations in the vampire and film world. All these factors have contributed to the transformation nature of Shadow of a Vampire in combining the three texts. The conjunction of themes of the gothic and the use of pastiche to imitate, the parallel between the film and vampire world while still maintaining a post-modern view are easily displayed in the film Shadow of a Vampire.Arguments * Parallel between Film and Vampire world * Pastiche to imitate a film, filming a story based on a book. The constant attempt to portray real life events * Gothic mode used in all three texts, in Dracula to represent Christian values and science as good and evil and in Shadow of a Vampire this is contradicted in the setting of the text where excessive drug use and sex is acted on frequently

Understanding Work Related Injuries

Have you ever thought what would happen if you got hurt on the job or while traveling between offices or worse yet if you get sick because of the type of work that you are employed to do? If you sometimes think about this there is no need to worry. The reason that I say this because every company out there Federal and State alike are required to have workers compensation benefits. There are rules and regulation that are put into place to keep you safe while on the job or on the company’s property. The organization that oversees this would be the Occupational Safety and Health Administration (OSHA) that was developed in 1970 to protect workers from health and safety risks. Although all employers are overseen by OSHA there are a select few that are not these would be independent contractors, churches, domestic workers in private home settings, and federal employees (Valerius?Bayes?Newby?Seggern, 2008). Federal employers have their own compensation plans that are covered under the Federal Employees’ Compensation ACT (FECA). The first of four plans would be the long shore and Harbor workers’ compensation plans. This covers employees of in the maritime field. The second federal program would be the Black Lung Program. This covers employees that are employed or previously employed in coal mines. The third and final program is the energy employees occupational illness compensation program act. This covers employees or previous employees that have developed cancer and other serious illness from energy exposure. State worker’s compensation covers all others except federal employees, inmates employed by the prison; self- employed, for hire domestic, drivers under lease agreement, volunteers, independent, clergy and church members, and lastly agricultural laborers. No matter if you are a state or federal employee there are two different workers compensation programs that you will be covered under. The first one covers the medical costs that are incurred due to the injury; the second covers the lost wages that has come from the injury. When a person is injured on the job, on the company’s property, or performing a work related task they will be covered under workers compensation. If an employee is injured they need to inform their employer promptly so that proper medical treatment can commence. The employee usually needs to put the injury in writing also known as the first report of injury, the physician depending on the insurance may need to be the one to fill this form in. Once this is done the employer also has to file their own claim with the state workers compensation office as well as the insurance company (Workers Compensation- the Workers' Comp Service Center, 2009). Depending on the severity and urgency of the injury the insurance company may require a form to be filled out by the physician of record. The physician of record is the physician who first treats the employee. This physician is also responsible for determining the amount of disability and if and when the employee may return to work. The Physicians of Record must according to insurance company or state regulation must file a progress report at certain intervals of the treatment or when there is a change that will affect the disability status. Once the insurance company gets the claims that may be filed electronically depending on the carrier has to now issue a claim number and identify if the injury will or will not be covered by workers compensation. Once this is determined than the insurance company needs to notify the employer on the determination. If the claim is accepted than monies that the employee loses from not being able to work are sent right the employee with no income tax being withheld and all medical bills are paid. If the claim is denied by workers compensation than the employee is responsible for the medical bills and may submit the medical bills to their own medical insurance carrier to be paid, but the employee does not receive lost wages. No matter what the outcome is of the claim HIPPA rules and regulations are not strictly enforced to keep the privacy of the injured employee. However, most states allow claims adjusters and employers unrestricted access to the workers compensation files. Patient Health Information may be disclosed without the patient’s authorization. The employee cannot even ask that their information be withheld from the employer. References: Valerius?Bayes?Newby?Seggern. (2008). Medical Insurance: An. The McGraw?Hill. WokersCompensation- The Workers' Comp Service Center. (2009). Retrieved May 15, 2011, from WorkersCompensation.com: http://www.workerscompensation.com/ Valerius, Bayes, Newby, Seggern. (2008). Medical Insurance. In An Intergrates Claims Processing Approach, Third Edition (pp. 292 – 298). New york: McGraw Hill. WokersCompensation- The Workers' Comp Service Center. (2009). Retrieved May 15, 2011, from WorkersCompensation.com: http://www.workerscompensation.com/ Understanding Work Related Injuries Have you ever thought what would happen if you got hurt on the job or while traveling between offices or worse yet if you get sick because of the type of work that you are employed to do? If you sometimes think about this there is no need to worry. The reason that I say this because every company out there Federal and State alike are required to have workers compensation benefits. There are rules and regulation that are put into place to keep you safe while on the job or on the company’s property. The organization that oversees this would be the Occupational Safety and Health Administration (OSHA) that was developed in 1970 to protect workers from health and safety risks. Although all employers are overseen by OSHA there are a select few that are not these would be independent contractors, churches, domestic workers in private home settings, and federal employees (Valerius?Bayes?Newby?Seggern, 2008). Federal employers have their own compensation plans that are covered under the Federal Employees’ Compensation ACT (FECA). The first of four plans would be the long shore and Harbor workers’ compensation plans. This covers employees of in the maritime field. The second federal program would be the Black Lung Program. This covers employees that are employed or previously employed in coal mines. The third and final program is the energy employees occupational illness compensation program act. This covers employees or previous employees that have developed cancer and other serious illness from energy exposure. State worker’s compensation covers all others except federal employees, inmates employed by the prison; self- employed, for hire domestic, drivers under lease agreement, volunteers, independent, clergy and church members, and lastly agricultural laborers. No matter if you are a state or federal employee there are two different workers compensation programs that you will be covered under. The first one covers the medical costs that are incurred due to the injury; the second covers the lost wages that has come from the injury. When a person is injured on the job, on the company’s property, or performing a work related task they will be covered under workers compensation. If an employee is injured they need to inform their employer promptly so that proper medical treatment can commence. The employee usually needs to put the injury in writing also known as the first report of injury, the physician depending on the insurance may need to be the one to fill this form in. Once this is done the employer also has to file their own claim with the state workers compensation office as well as the insurance company (Workers Compensation- the Workers' Comp Service Center, 2009). Depending on the severity and urgency of the injury the insurance company may require a form to be filled out by the physician of record. The physician of record is the physician who first treats the employee. This physician is also responsible for determining the amount of disability and if and when the employee may return to work. The Physicians of Record must according to insurance company or state regulation must file a progress report at certain intervals of the treatment or when there is a change that will affect the disability status. Once the insurance company gets the claims that may be filed electronically depending on the carrier has to now issue a claim number and identify if the injury will or will not be covered by workers compensation. Once this is determined than the insurance company needs to notify the employer on the determination. If the claim is accepted than monies that the employee loses from not being able to work are sent right the employee with no income tax being withheld and all medical bills are paid. If the claim is denied by workers compensation than the employee is responsible for the medical bills and may submit the medical bills to their own medical insurance carrier to be paid, but the employee does not receive lost wages. No matter what the outcome is of the claim HIPPA rules and regulations are not strictly enforced to keep the privacy of the injured employee. However, most states allow claims adjusters and employers unrestricted access to the workers compensation files. Patient Health Information may be disclosed without the patient’s authorization. The employee cannot even ask that their information be withheld from the employer. References: Valerius?Bayes?Newby?Seggern. (2008). Medical Insurance: An. The McGraw?Hill. WokersCompensation- The Workers' Comp Service Center. (2009). Retrieved May 15, 2011, from WorkersCompensation.com: http://www.workerscompensation.com/ Valerius, Bayes, Newby, Seggern. (2008). Medical Insurance. In An Intergrates Claims Processing Approach, Third Edition (pp. 292 – 298). New york: McGraw Hill. WokersCompensation- The Workers' Comp Service Center. (2009). Retrieved May 15, 2011, from WorkersCompensation.com: http://www.workerscompensation.com/

The Growth of China as a Political and Economic Power Research Paper

The Growth of China as a Political and Economic Power - Research Paper Example Many members of global society believe that Communist doctrines are dangerous and a threat to the stability of society, asserting that Communism ensures growing power and influence of government as a dictatorial and oppressive social regime. However, Communism is based solidly on fundamental values related to Socialism ideology, which also ensures that the top priority for society and government is to ensure the well-being and enhanced lifestyle of all citizens under a system that ensures equitable allocation of resources to all members of society regardless of their class position (Lamb & Docherty, 2006). The aforementioned Communist dogma that drove Chinese economic, social and political ideology did ultimately serve as an oppression for adopting principles of globalization that were becoming underpinning strategies to most developed and Westernized nations. Capitalistic economies which promote free-market economic policy and private ownership of business was spreading rapidly across the world during the late 20th Century (Degen, 2008). This changed the dynamics of free trade between developed and developing nations, forcing China to adopt some of the principles of capitalistic ideology in order to remain competitive, improve national GDP, and develop strong political relationships with countries that would be contributing largely to improving the Chinese economy. The transition from Communist values to ideologies that are aligned with capitalism was the major, fundamental shift that made China, today, become such a potent economic and political power in the world in contemporary society.

Ecology Essay Example | Topics and Well Written Essays - 2000 words

Ecology - Essay Example such as inorganic aspects (carbon, nitrogen, carbon dioxide, water), organic compounds (protein, carbohydrates, lipids), climatic factors (temperature, moisture, light, topography), producers (plants), macro consumers and micro consumers (Unit 3: Ecosystems, 2004, p.56). Ecosystem is maintained by cycling nutrients and energy derived from the external sources. There are three levels in the ecosystem, where the first trophic level consists of the primary producers, that is, some bacteria, algae and plants. The herbivores that feed on the primary source like plants comprise the second trophic level and the third trophic level consists of the predators that consume the herbivores. Furthermore, the ecosystem also consists of another group called decomposers, which include worms, insects, bacteria, fungi, molds etc that â€Å"breakdown† the dead decaying substances, thus returning the nutrients to the soil (Unit 4: Ecosystems, n.d., p. 8). The gross primary productivity (GPP) of an ecosystem is the total amount of organic matter produced through photosynthesis, whereas the net primary productivity (NPP) refers to the energy that is present for plant growth â€Å"subtracting’ the amount that plant uses for respiration (9). In order to conduct detailed analysis of the ecosystem, one must first have a clear idea about ecosystem boundaries. The whole earth can be considered as an ecosystem because all things interact with each on earth. The ecosystem â€Å"distributed† regionally and globally can be identified by the common basic structural form (2 – Ecosystems and Their Services, n.d., p. 51). According to the analysis done by MA (Mill ennium Ecosystem Assessment), â€Å"10 categories† were made, namely, forest, island, dryland, polar, coastal, marine, inland water, mountain, cultivated and urban. These categories on their own cannot be considered as an ecosystem, but each category consists of many ecosystems, and the characteristic feature of all ecosystems are highly

Why There Would Be No People Without Plants Assignment

Why There Would Be No People Without Plants - Assignment Example Plants are an important part of the ecology and help in the maintenance of the normal environment on Earth. They are essential to life because they help in cleaning the atmosphere, maintain an appropriate balance of gases on Earth and also they serve as a source of food for the human beings as well as other living beings. Plants have been endowed with a very special property which makes them unique and assists them in performing their functions. The plants take up energy in the form of light from the Sun and a set of reactions ensues within the leaves of the plants. This sequence of reactions leads to the formation of food sources in the form of carbohydrate from the carbon dioxide which is captured by the leaves from the atmosphere. The leaves possess this property due to the presence of a green pigment known as chlorophyll. At the same time there is release of oxygen from the leaves of the plants. This process is known as photosynthesis as it uses up light and it occurs during day time because of the availability of sunlight during the day and at the same time there is synthesis of carbohydrates. Hence this function of the plants assists in the utilization of carbon dioxide which is produced in the atmosphere by human beings during breathing and also during other processes. The plants also utilize oxygen like all living matter for the carrying out of the process of respiration. This oxygen is used to drive the processes a t the cellular levels to provide energy for the appropriate usage of energy. Hence the plant has a complex mechanism in which it utilizes carbon dioxide and produces oxygen in the process. But they also then utilize oxygen for carrying out essential reactions. The plants basically carry out the process of photosynthesis mainly during the day and the process of respiration and utilization of oxygen is at peak during the night. Therefore it can be seen that the plants form

Innovation in Organizations Essay Example | Topics and Well Written Essays - 2000 words

Innovation in Organizations - Essay Example The researcher of this pÐ °per presented a discussion on the issue of innovÐ °tion, that is Ð ° development Ð °nd creÐ °tion of new or improved, in consumer understÐ °nding, products or services. The pro innovÐ °tion conditions under thÐ °t definition Ð °re creÐ °ted by the chÐ °nges which impose new consumer needs or offer solutions for existing needs. GenerÐ °l conclusion cÐ °n be drÐ °wn thÐ °t Ð °ll compÐ °nies thÐ °t wish to succeed in contemporÐ °ry competitive environment need to innovÐ °te thus showing its fÐ °st reÐ °ction to the mÐ °rket. "Every generÐ °tion needs Ð ° new revolution," wÐ °s ThomÐ °s Jefferson's conclusion towÐ °rd the end of his long life. InnovÐ °tion is thus needed in society Ð °s much Ð °s in the economy, in public-service institutions Ð °s much Ð °s in businesses. It is precisely becÐ °use innovÐ °tion Ð °nd entrepreneurship Ð °re not "root Ð °nd brÐ °nch" but "one step Ð °t Ð ° time," Ð ° product here, Ð ° pol icy there, Ð ° public service yonder; becÐ °use they Ð °re not plÐ °nned but focused on this opportunity Ð °nd thÐ °t need; becÐ °use they Ð °re tentÐ °tive Ð °nd will disÐ °ppeÐ °r if they do not produce the expected Ð °nd needed results; becÐ °use, in other words, they Ð °re prÐ °gmÐ °tic rÐ °ther thÐ °n dogmÐ °tic Ð °nd modest rÐ °ther thÐ °n grÐ °ndiose -- thÐ °t they promise to keep Ð °ny society, economy, industry, public service, or business flexible Ð °nd self-renewing. They Ð °chieve whÐ °t Jefferson hoped to Ð °chieve through revolution in every generÐ °tion, Ð °nd they do so without bloodshed, civil wÐ °r, or concentrÐ °tion cÐ °mps, without economic cÐ °tÐ °strophe, but with purpose, with direction, Ð °nd under control. ... Indeed, for none of them would there hve been ny receptivity in the society nd economy of the time. Every schoolboy knows of Jmes Wtt s the "inventor" of the stem engine, which he ws not. Historins of technology know tht Thoms Newcomen in 1712 built the first stem engine which ctully performed useful work: it pumped the wter out of n English col mine. Both men were orgnized, systemtic, purposeful innovtors. Wtt's stem engine in prticulr is the very model of n innovtion in which newly vilble knowledge (how to rem smooth cylinder) nd the design of "missing link" (the condenser) were combined into process need-bsed innovtion, the receptivity for which hd been creted by Newcomen's engine (severl thousnd were by then in use). But the true "inventor" of the combustion engine, nd with it of wht we cll modern technology, ws neither Wtt nor Newcomen. It ws the gret nglo-Irish chemist Robert Boyle, who did so in "flsh of genius." Only Boyle's engine did not work nd could not hve worked. There re mny other innovtors in different res of development. For the purpose of this pper, the exmples of bove-stted innovtors is sufficient to provide vision on the issue of innovtion. 2. Tke stnce on the sttement do you gree or disgree - whyI strongly gree with ll the definitions of innovtion provided in the previous section of this pper. OECD, Ntionl Institute of Stndrds nd Technology, mngeril point of views seems logicl s they strive to dd the vlue to the re of its development.I would slightly disgree with the definition of innovtion provided by Europen Commission COM(1995) 688. It is sooner confusion thn strict nd cler definition. The comprison shows tht lthough the definitions overlp to some

The Achievement of Desire by Richard Rodriguez Essay

The Achievement of Desire by Richard Rodriguez - Essay Example Both parents were unable to assist him in his assignments. They have no knowledge to share with. They cannot relate to his unexplainable desire to learn and succeed. They were even the source of his humiliation in school for not being able to write, much more speak in clear and grammatically-correct English. They did not even have the idea of the nature of his accomplishments, his trophies and awards . . . but they were surely proud of him though Richard was not. Despite this, his parents were truly supportive of him and his endeavors. They never complained of his lack of participation in the household chores, his diminishing respect towards his parents during short conversations, his increasing expenses brought about by his refusal to stop reading even during nighttime that required additional electrical expenses, and so on. Richard on the other hand seemed to grow more impatient about his parents’ situation and their behavior. He felt ashamed upon hearing his parents talk in a way that his teachers in school totally abhor. There were times when he felt compelled to directly teach (or preach) his parents in his frustrating attempt to correct their attitude, more so their grammar. Richard seemed to forget that his parents were not Americans, thus, their mistakes in grammar and diction. He also seemed to forget that his parents did not receive higher education, not because of their own fault, but because their parents failed to give them the opportunity to attend formal school at the proper time. What Richard had in mind during the early part of the essay was that it was shameful to have them as parents and they will never contribute to his dream of success. The Achievement of Desire 2 Contrary thereto, Richard looked up to his teachers as his idols. He appreciated his teachers’ manner of communicating, their seemingly endless flow of ideas, their educated manner of presenting themselves, and almost everything about them. Thus, at an early age, Ric hard came to a conclusion that the easiest way to succeed is to mimic his teachers. He listened to them carefully, tried to understand and memorize their statements, and used exactly the same sentences in class. He did everything to get his teachers’ appreciation and approval. Every small achievement that he made, whether it was mere reading of a good book, or a citation in a competition, he proudly and timely reported to his teachers, with the expectation that they would complement and appreciate him, to the dismay of his classmates. On the contrary, he never made the same effort toward his parents. Despite his awareness that his parents will surely be proud of any achievement he had, he underestimated their capacity to understand the nature of his accomplishments. He never regarded his parents’ appreciation as something to be proud of. What was more important to him was the appreciation of his learned and educated teachers. Richard took every opportunity to learn. He did not stop learning in school. Even when he was home, he would bring books with him and read them. In the same way that he appreciated his teachers, Richard took note of the ideas he got from his readings. And as expected, he made use of these lines in his recitations and reports. Truly, the lessons he learned from his teachers and books were reflected in his writings. However, it is disheartening to learn that Richard came to realize the true meaning of success and knowledge quite belatedly. He was already in his thirties when he learned to confront himself and accept his negative side. Although quite late, Richard accepted the fact that he was not a good student after all. He had lots of ideas, but none of them were original. They The

Case study about print culture Essay Example | Topics and Well Written Essays - 2000 words

Case study about print culture - Essay Example Among the things connected to the print media are; history of the book, its production, circulation and consumption, and the role of the publishers, editors and the authors in coming up with the complete and finished end product. The medium theory is a contemporary means of classifying the role of the media in an examinable mode to come up with how it impacts on the human communication and also how the human expression is captured in a bid to emphasize on the role of the media in our life and its significance (David 2005, p.12). In the recent past, it has been found that most emphasis has been laid on the content and not the medium of the communication itself. It is of importance to look at the role of the medium through which communication will reach the people and also come up with the way in which it is going to change the world’s social and cultural values. In our case, the book â€Å"Stone’s Fall† by Lain Pears is a good one in which we can observe the main theme and aim of the publisher and the author and the intention of the entire work. Darnton entails clearly the use of print as a means of communication to reach to the population and also come up with the best way in which they can understand the media best. It entails the origin of the print media since the 15th century and brings on board the concept of research in a bid to come up with a general and common way of viewing the print industry. According to the founders of the medium theory, the suggestions are that the media is the message and the channel in which communication was transmitted. The medium theory however, does not comprehensively allow people to acknowledge what the message conveys or how the information is received. It tackles mostly the concept of the media richness and also the characteristics of the medium itself. Mcluhan (1967) stressed on how channels differ and how they awaken and alter the thoughts and the

The Article Religious Groups and Work Values Essay

The Article Religious Groups and Work Values - Essay Example This follows the fact that an employee will feel more motivated to work if the employer identifies with his religion and understands it to the extent of knowing what is allowed, and what is illegal. This is, addition to the surrounding people, for a company, is not only built by the staff but also the community in which is located. Therefore, a company is more likely to be successful by respecting its religion, and religion can only be respected if the employees together with the employers know the pros and cons of the religion. The authors go about this by focusing on the major religions of the world to determine how these specific groups affect the work values. This is after many pieces of research carried out indicating a significant contribution of religion to work values. The authors assert that the importance of this recognition is being influenced by globalization that is on a rapid increase. Therefore, the importance of religion comes in when multinationals want to venture into places that are distant (Parboteeah 58). This means that the places are of different geographical positions as well as cultural differences in terms of core values of the communities, and the religion they hold close to the heart. They also acknowledge the need for understanding this link of religion to work values because the technology has led into a globalised village where different people of different religions search for jobs anywhere that fit their specifications. The authors assert that there are two work values that a re affected by religion, and these are extrinsic and intrinsic values. Therefore given the fact that these values are socially expressed these work values can, thus, be derived from motivation (Parboteeah 55).  The authors, therefore, determine this relationship by relating the religion to principles that enable the living of people which is directly connected to the foundations of human society.  

Descarte's and Hume's answer to Russell's question Essay

Descarte's and Hume's answer to Russell's question - Essay Example His obsession in geometry, made him believe in certainty because geometry always gave a certain answer and not imaginations (Hattab 2007, p.51) He invented certainty basing on his logical doubtful whereby he doubted the existence of everything around him. He never imagined that something existed instead he had to be sure of the existence of that element by questioning. As the inventor of certainty, Descartes questioned the origin of his background and if really, God existed. Hume, on the other hand, is in total opposition of what Descartes thinks. He objects Descartes ideas and views certainty, instead he proposes uncertainty since according to him, all that is defined and perceived are just but ideas and impressions and not the real thing, he does cynical thinking about reality. In other words, Hume distinguishes between the relationship of ideas and facts (Waldow 2009, p.19). Therefore, unlike Descartes, Hume’s criticism on doubt and knowledge are based on how to tackle unce rtainty and this drove him towards the principles of acceptance and tolerance. Descartes as the founder of doubt advocates that human beings should not accept anything they are not sure of, for example, he critics the discoveries of Copernicus, which undermined the earlier traditions, by questioning the views, sources and origin of the modern culture. His critics are considered the major turning point towards the western philosophy. His thinking and ideas on certainty are opposed and condemned by other philosophers. They argue that Descartes’ arguments are based on the ideas he is sure of (Loeb 2010, p.14). They say that people can make mistakes thinking that something is right but without their knowledge they have made a mistake. According to Descartes, this where doubt is applied because many people jump into conclusion without distinguishing what is certain and what seems to be certain. Certainty, according to Descartes therefore, is not just a feeling, but a deeper feelin g that one has no doubt upon. He disagrees with other philosophers by saying that distinctiveness and clarity are the main principles of certainty, and should be obvious in the mind. Hence, certainty according to Descartes is tested by reason and can never be otherwise. He believes that certainty establishes truth meaning anything that means otherwise is never true. Because of his philosophical approach towards knowledge, Descartes is described as the founder of knowledge. Descartes’ main objective in his philosophical work was to establish new ideas in people’s mind and he succeeded because most modern philosophers support his enlightenment and rationalism. There is a big contraction in Descartes’ philosophical work. On one hand, he doubts the existences of everything around him, on the other hand, he is depicts himself as a normal child like any other child in the society living under the same traditional conditions. His contradiction is clearly seen when he c ritics every element about his philosophical background, in contrary, he lives in the same society he critics about. Likewise, in Descartes’ doubts in the existence of God, he accepts his existence in order to overcome the many questions about the origin of human race and ideas. This means that Descartes could never live without certainty giving him a certain response to philosophy. Hume’s criticism, doubt and knowledge on how to tackle uncertainty, drove him towards acceptance and tolerance (Clark 2009,

October Sky Essay Example for Free

October Sky Essay October Sky (1999) is one of those classic feel-good movies that leave its viewers feeling as though they are capable of anything with the right amount of effort. What makes this story in particular so compelling is that it is based on a true story. Homer Hickam, the film’s protagonist appeared to be just another kid from Coalwood, West Virginia that was destined to spend his life in the mines. However, he and his friends end up building rockets, studying physics and escaping the bleak future that lay before them. In the end, he and his friends Roy Lee and Quentin are able to leave the old mining town and become successful in their careers as engineers. My three favorite characters were Homer, Roy Lee, and Miss Riley—the teacher that went beyond the call of duty. Homer Hickam is such a likeable character because he is like everyman. He comes from a working class family, and does not seem to be a prodigy of any kind. Instead, he is passionate, ambitious and determined to go his own way in life, staying up late learning complex physics and mathematical problems and rocket design. Although his ambitions for his life differ remarkably from his father’s wishes for him, he demonstrates that it is possible to have total respect for someone anyway. In a conversation with his father he says, â€Å"Dad, I may not be the best, but I come to believe that I got it in me to be somebody in this world. And it’s not because I’m so different from you either, it’s because I’m the same. I mean, I can be just as hardheaded, and just as tough. I only hope I can be as good a man as you. Sure, Werner von Braun is a great scientist, but he isn’t my hero† (Homer Hickam, October Sky). Roy Lee was the second rocket boy that also aspired to leave the town as he did not want to die of black lung disease as his father had. He always had a smart comment for anything, mentioning that if they do not succeed in creating a rocket that worked, that neither he nor his friends would ever become non-virgins. He also had a flair for making fun of Quentin’s ‘hot gases. ’ Though his humor endears him to the viewers, his motives for success are actually more common than Homer’s. While Homer wants to learn about engineering and live a better life, Roy Lee wants to succeed because it will most likely get him laid. His friendship with Homer was solid. Miss Riley is a small, supporting role in this drama, and her story is the most tragic. After teaching for a few years, she passed away from Hodgkin’s disease at the age of thirty-two. She was the main force behind Homer’s success as she encouraged the trio to enter the state science fair and deepen their study of physics and mathematics, often working with them after hours. Now there is an award created in her name because of her uncommon dedication. Although his father appeared to be the main antagonist of the story in terms of actively discouraging Homer from his quest, it becomes quickly apparent that he believes that it would be less painful for his son if he would give up these dreams of space flight and settle down to more â€Å"practical matters. † Still, he comes across as difficult to like, he is authoritarian, aggressive, and completely unsupportive of his son. His wife and Homer both believe that the mine is his entire life and that he loves it more than his family. Unfortunately, the mines are one of the only places in the area where men can provide decently well for their families and it is unlikely that he had trained to do anything else. One of the few true movies around that show that one can succeed with a dream and a team of supportive people behind them, even in the most dire of circumstances. This is especially refreshing because many true stories on the cinematic screen often have such tragic endings.

Developing Students Macro Skills

Developing Students Macro Skills Learning resources and materials are essential components in language instruction since they control learning and teaching processes. For that reason, an English teacher has to possess the ability to be creative and innovative in selecting, adapting and implementing learning resources and materials since the teachers ability in selecting, adapting and implementing learning resources and materials can and do enhance language teaching (Brinton, 2001 in Murcia, 2001). However, based on the writers experience and observation during Praktek Pengalaman Lapangan (PPL), the writer found out that the learning resources and materials used by teachers for their students were just in limited usage; for example, the teacher only used the materials from textbooks and printed materials. Talking about textbook, Allwright (1990) argues that materials should teach students to learn, and that there should be resource books for ideas and activities for instruction/learning. Moreover, they should give teachers rationales for what they do. From Allwrights point of view, textbooks are too hard to be used directly as instructional material. ONeill (1990), in contrast, argues that materials may be suitable for students needs, even if they are not designed specifically for them. In this case, textbooks make it possible for students to review and prepare their lessons. Also, textbooks are efficient in terms of time and money, and that they can and should allow for adaptation and improvisation. Furthermore, Willis (1996) points out that some text book activities are best done at learners own pace; for example, at out of class activities (for homework or to be checked at the next lesson). Indeed, the teacher can get the students to prepare the topic at task related to their homework prior to the task. Therefore, it is widely known that in many cases teachers and students rely heavily on textbooks, and textbooks determine the components and methods of learning, that is, they control the content, methods, and procedures of learning (Kitao, 1997). In other words, students learn what is presented in the textbook, and the way the textbook presents the material tends to determine the way students learn it. Thus, the educational philosophy of a textbook will influence the class and their teaching-learning process. Consequently, in many cases, textbooks are the center of instruction and one of the most important influences on what goes on in the classroom. Therefore, there is no doubt if Harmer, 1991; Van Lier, 1996; Richards, 1998 say that the use of textbooks in many schools and many language program has the function as a curriculum. In relation to teaching-learning resources and materials, the Department of Education in Indonesia has released a guideline for the implementing a decentralization of education at the school level (school-based management). Such management gives a broader authority to schools to run their schools and to work more actively with their communities, but at the same time it also requires more leadership, professionalism, initiatives, innovation, and creativity from principals and teachers (http://www.depdiknas.go.id). In this respect, education policy-makers in Indonesia believe that decentralization at the school level could lead to improvements, such as better school performance, greater school autonomy, better match between the services delivered and the students needs, greater parental and community involvement, and greater participation in decision-making (Depdiknas, 2003). The consequences of decentralization at school level, however, are not hard to determine. Schools, particularly public schools, are now to be responsible for the provision and financing of more training for their teacher development as well as more facilities and resources (http://pakem.org/mbs.html). In line with that, teachers role in developing students English macro skills to fulfill the national educational goals as stated in guidelines and curriculum is very prominent. Therefore, teachers play an important role in catering learning resources and materials for students to enable their success in learning, especially in developing their macro skills (listening, speaking, reading and writing). Concerning the main task of teachers in providing learning resources and materials mentioned above, theres a need to explore to what extent those learning resources and materials are procured and effectively used to develop the students English macro skills. 1.2 Research Methodology With the intention of getting data on the use of learning resources and materials in senior high school by the English teachers, a case study is selected as the research methodological design. The subjects selected are three teachers from different grades (X, XI, and XII) and their students. In order to get a holistic accurate picture and the meaning of the use of learning resources and materials, interviews, observations, questionnaires and review of documents will be conducted in this research. The use of the data collection methods will ensure the validity of the data through triangulation (Denscombe, 1998; Cresswell, 2008). 1.3 Research Questions The research questions in this study are based on the background of the study. Therefore, the statements of the problems in this study are as follows: a. What learning resources and materials are used by the senior high school teachers to develop the students macro skills? b. What learning activities are conducted in relation with the use of the learning resources and materials in the teaching-learning processes? c. Where do the teachers draw their ideas from to plan their teaching? 1.4 Objectives of the Study The study is aimed at finding out an empirical data on the kinds of learning resources and materials used by senior high school English teacher. It is also intended to explore further to what extent those learning resources and materials are effectively used to develop the students four macro skills. 1.5 Significance of the Study The results of this study provide a thick description on what learning resources and materials as well as how they are used by English teachers at senior high school. The findings can contribute to teachers by providing current information about the use of learning resources and materials for teaching-learning English as a foreign language in senior high school. The findings can also be applied for other English teachers in general to select the teaching-learning resources and materials appropriately that suit students needs. CHAPTER II LITERATURE REVIEW This chapter discusses some scholars ideas and opinions regarding the issues of learning resources and materials as well as the teaching and learning of English in high school context in Indonesia 2.1 Learning resources and materials 2.1.1 Issues of Learning resources and materials Many educators enthusiastically embrace the use of learning resources and materials as a tool for language teaching and learning since their functions are to lend the authenticity to the communicative situation in teaching and learning English. Resources and materials are important in language instructions since they can assist teachers in their jobs bringing the outside world into the classroom and also making the language learnings tasks more meaningful and exciting (Brinton in Murcia, 2001). Many scholars ideas emerged in relation to the view of learning resources and materials. This includes Allwrights (1990) argument that materials should teach students to learn and they should be resource books for ideas and activities for instruction/learning. In addition, they should give teachers rationales for what they do. Allwright further emphasizes that materials control learning and teaching. This means that in employing materials for instruction/learning, it is the teachers who underl ie the principle behind the use of materials. Another idea comes from ONeill (1990) who says that materials may be suitable for students needs even if they are not designed specifically for them; therefore, from ONeills point of view, materials help teaching and learning. Further, Woods (1996) defines the resources as factors which increase the number of possibilities or options open to a teacher, while the definition of materials is stated by Brown (1995) as any systematic description of the techniques and exercises to be used in classroom teaching. Browns definition of materials draw broad sense since they can include lesson plans, and can accommodate books, packets of audiovisual aids, games, or other types of activities that occur in the classroom. Renyaan (2002) conclude the broad definition of learning resources and material as follows: Teaching media refers to resources used by the teacher for whole class, group, and individual learning. These include texts, audio-visual resources, and authentic material. Text refers to any written materials ranging from reference books, textbooks, activity sheets to flashcards. Audio-visual resources include films, videos, overhead projectors, audiotapes, pictures, magazines, and newspapers and other texts. Authentic material refers to the resources created by native speakers, both for classroom teaching and in the world outside the classroom. ALL Guidelines (Scarino et al., 1988) categorizes resources into three categories. That is, resources which provide communicative data in the target language, resources and activities which promote communicative use of the target language, and resources for whole class, group, and individual learning. Resources which provide communicative data in the target language are sorted into teacher talk, other classroom talk, recording of talk (audio and video), specially prepared written information, other classroom written information, as well as realia and written texts from outside the classroom. While resources and activities which promote communicative use of the target language are classified into problem solving activities, information/opinion/affective gap activities, personalized activities, games, pictures, activities involving processing information from various sources, literature based activities, drama, writing activities, focus and shaping exercise, and integration of activiti es. Lastly, resources for whole class, group, and individual learning can be textbooks, films, videos, OHP and transparencies, problem solving activities, unfinished plays or stories, songs, films, poems, etc. Smith (1986) argues that learning resources and materials are important parts of task for providing the content and shape the basis of learning activities. Richards (1998) also argues that materials are often seen as a way of influencing the quality of classroom interaction and language use. Reece and Walker as cited by Wheeler (2002) add that learning resources should support the teaching strategies which assist learning. In this respect, the use of learning resources may also provide opportunities for arousing and maintaining students interests. Therefore, the teachers can get the benefit for the improvement of their teaching by using those learning resources. Brinton in Murcia (2001) summarized the rationale for using the materials in language classroom as follows: They can be an important motivator in the language teaching process They can create a contextualized situation They can lend authenticity to the classroom situation They can address the needs of students, whether they are visual or auditory learners They can expose the students to multiple input sources as well as enrich the students language experiences. They can help students call up schemata and maximize background knowledge They can provide teacher a time-efficient of presenting lesson, stimulate students senses and help students to process information readily. The importance of learning resources and materials has been figured by several teaching- learning method. For example, in Silent Way (Larsen-Freeman 1986; Stevick 1998) the use of sound-color charts and rods are for helping the teachers to elicit language and provide the students with tools for creative language construction. CLT, (Larsen-Freeman 1986, Littlewood 1981) also puts an emphasis of the need of real life objects or texts (e.g. maps, pictures, application forms, railroad time tables) in order to lend the authenticity to the communicative situation. 2.1.2 Types of Learning resources and material Some theories have been introduced by the scholars for a wide variety of learning resources and materials. Scarino, Vale, McKay Clark (1988) describe the word resources as any published or unpublished material in any medium for the purpose of language teaching and learning. The definition of resources drawn by them refer to variety of text types which may or may not be intended for teaching learning (films, maps, pictures, etc) along with hardware (audiovisual equipments, computers). Further, Marsh (2000) sorts resources into (1) resources available for use in the classroom/school, which include (a) print materials such as textbooks; reference books; project kits; pamphlets and inexpensive materials; study prints and posters; simulation games; maps, globe, and models; and (b) multimedia such as personal computers, internet and world wide web (www), CD-ROM, television, films, radio, slide tapes and filmstrips, overhead projectors, and PowerPoint projectors and (2) resources available beyond the school which consists of (a) persons including people in specific occupations; people now retired; groups, associations and organizations; and (b) materials and artifacts, such as newspapers, documents and reports, photographs, recordings, and miscellaneous personal items. Curtain and Pesola (1988) categorize the learning resources into five parts, they are: (1) Realia, e.g. balls, magnetic letters, flowers (2) Picture Visual, e.g. brochures, flash cards, pictures files (3) Classroom equipments, e.g. white board, chalk board (4) Audiovisual equipments, e.g. overhead projectors, video cassette recorder, slide projector (5) Text books or printed material. At last, Renyaan (2002) adds that it is evident that resources and materials which can be available in the classroom and beyond the classroom are essential parts of tasks as they provide the content as the basis for learning activities. Another idea comes from Richards and Rodgers (1986) who divide materials into text-based materials, task-based materials and realia. Text-based materials are generally known as textbook in which include not only sound recordings and visual aids, but also student workbooks, unit tests, games, and other activities (Savignon; 1983 in Renyaan; 2002). Task-based materials consist of a variety of games, role-plays, simulations and task-based communication activities (jigsaw, information gap, problem solving, decision making, opinion exchange, debate, question-answer, etc) (Richards and Rodgers, 1986).Realia, according to Richards and Rodgers, 1986; Little et al., 1989; Brinton, 2001 incorporate in authentic materials. For example signs, magazines, advertisements, newspapers, novels, handbooks and manuals, recipes, and telephone directories, as well as graphic and visual sources including maps, pictures, symbols, graphs, and charts. Moreover, radio and television broadcasts, computer progra mmes, and video cameras are also classed as authentic materials. 2.1.3 Textbooks as resources in language instruction Research into the use of textbooks as resources in classrooms language instruction have been done by scholars, such as by Harmer, 1991; Van Lier, 1996; Richards, 1998 who say that textbooks have the function as the curriculum. Their points of views are similar to Ariew (1982) who believe that textbook is an important part of the curriculum, especially for foreign language learning context since foreign language textbooks may represent a set of goals and specific teaching methods. Thus, textbooks for foreign language learning can reflect the assumption and belief on how a foreign language should be learned and taught. The development of teaching foreign language has brought new idea into approaches of textbooks design for the authentic data as well as realia which are integrated in the textbooks for the purpose of bringing the real world into classroom (Nunan, 1999). The important point of textbook is also suggested by Richards (1998) that textbooks can help in developing a teachers teaching skills, especially for inexperienced teachers since textbooks can provide hints on approaches to teaching grammar in the communicative class, strategies to correct errors, or how to teach writing. Despite of those positive effects of the use of textbooks in language classroom, there are negative effects of using textbooks. Swan (1992 cited in Richards, 1998) says that ready-made textbooks can seem to release teachers of their responsibility. The teachers merely peg on the textbooks which they use without participating on what to teach and how to teach the material to the students. Moreover, since the teachers only teach what are on the textbooks, teachers tend to look at the textbooks uncritically (Richards, 1998). While Renyaan (2002) argues that textbooks are resources, which, despite their drawbacks, are an essential part of the curriculum from which the teachers can generate materials by adopting, developing, and adapting them. 2.1.4 Adopting Materials As discussed before, the easiest way for the teachers to generate the materials is simply to adopt a textbook and teach systematically through the prepared materials (Brown; 1995), therefore the teachers get no difficulty since they do not have to spend too much thoughts and efforts in the lesson planning process. Though, it is the fact that not all textbooks can suit the teacher and students needs as Flynn (1982, p.39) says: While every textbook has some valuable drills, exercises, explanations, and readings, none will be suitable to every teachers needs. For the reason above, Brown (1995) points out that adopting material includes the following steps, namely: deciding on the types of materials needed, locating different types of materials, evaluating the materials, and reviewing them on an on-going basis. Deciding on types of materials Brown (1995) indicates that materials can come from various forms, different approaches, and different syllabus; therefore it is the teachers responsibility to make the decision about what specific materials to adopt. Locating materials Brown (1995) discusses the three sources of information that can help in finding existing materials: publishers catalogs, the Books Received section of journals, and teachers shelves. Evaluating materials Evaluating materials is important since it can determine the suitability to a particular program (Renyaan, 2002). Brown (1995) also argues that the best way to determine the relationships among a set of materials and a particular program, is to determine the degree to which the materials fit the curriculum. Browns argument is almost the same as Byrds (2001) that the fit between curriculum and the textbooks can create the fit situation for the teacher. On going review of materials Brown (1995) states that the materials evaluation process must continue when they are being used and after each implementation period. Further, Brown also argues that periodic review of the materials seems advisable and necessary. 2.1.5 Developing Materials Developing the materials need to be done if the tentative needs, objectives, and tests really describe a program and if all materials adoption efforts fail to uncover suitable materials to meet the purposes of the program (Brown, 1995). So, there will be a best match between the materials and curriculum. 2.1.6 Adapting Materials As Flynn (1982) argues that no single textbooks can meet the teachers and the students needs, Brown (1995) further points out that there is no such thing as a perfect textbook. This is likely to be true whether the materials in question were commercially produced or created within a given program. Indeed, as stated by Flynn and Brown, materials adaptation is prominent for the sake of fulfilling the teachers and the students needs. Moreover, Ariew (1982) points out that material adaptation is not something new; in fact, teachers constantly adapt when they teach. Concerning materials adaptation, Ariew (1982) further suggests the three categories of material adaptation: (1) the individualizing of materials; (2) modifying texts for purposes unintended by the author; and (3) compensating for the defects of a textbook. In addition, Ariew states the techniques in order to accomplish any of the three-type adaptation above, namely: supplementing, personalizing, expanding, editing, simplifying, modernizing, and localizing or modifying cultural or situational content. However, not all contents in the textbook are true and should be accepted. Textbooks may not suit a particular class or individual students interests. Therefore, it is the teacher who has the responsibility to choose what is best for their students. Harmer (1991) points out that textbooks are an important aid, but not a sacred text, so teachers will have to work out the best ways to use their books; they should never let the textbook use them, or dictate the decisions they take about the activities in which the students are going to be involved. Further, Byrd as cited in Murcia (2001) adds that in order to create the fit situation for the teacher using textbooks, the following must be addressed: The fit between curriculum and the texts It is generally known that publishers create materials based on published curriculum system. For example, in Indonesia, National Education Board (Depdiknas) arranges for publication of its own textbooks; however, it is acceptable for other publishers to publish the textbooks as long as the materials are appropriate and carry out its particular curriculum goals. The fit between curriculum and the texts is believed to be a reasonable and achievable goal. The fit between students and the texts The main reason underlies this idea is that the textbooks are for students; therefore, it must fit the needs of the students as learners of English. The fit between teachers and the texts As the textbooks are also for teachers, the fit between teachers and the textbooks is important in order to create the fit situation in using textbooks as the teaching learning materials. Byrd suggests the basic questions in relation to it: Can our teachers handle this material? and Will our teachers find that the textbook meets their needs and preferences for teaching materials? 2.2 Teaching Learning English in High School Context in Indonesia 2.2.1 English language education in Indonesia Since it was first taught, there have been problems in the teaching of English as a foreign language. For example the fact that the changing of curriculum and approaches along with the changing of the Minister of Education is not uncommon. The big class sizes and teachers with poor mastery of English are two obvious factors that contribute to the ongoing problems in ELT in Indonesia (Dardjowidjojo, 2000). Other reasons for the problems are: (1) limited time allocated for teaching English; (2) students do not have enough time to actually learn to speak English in class because the teacher is more concerned with teaching the grammar and syntax; (3) the absence of the social uses of English outside the classroom; and (4) the absence of good and authentic learning materials (Musthafa, 2001). Recent curriculum in English language education in Indonesia focuses on the teaching of English at junior and high school levels. The curriculum adopts the so-called communicative competence as its m odel of competence (Depdiknas, 2003). Communicative competence itself can be summarized as skills needed for communication, which consists of four important components. Those components are: grammatical/linguistic competence, socio cultural competence, discourse competence, and strategic competence (Richards Rodgers, 1986; Celce-Murcia, Dornyei Thurrell, 1995; Beale, 2002). In line with the concept of communicative competence, the following factors should therefore be present in an English language classroom: Fluency and acceptable language is the primary goal (Richards Rodgers, 1986). This implies that the teacher him/herself should be a fluent English speaker. Students are expected to interact with other students in order to communicate in the target language (Richards Rodgers, 1986; Freeman, 2000). This implies that the tasks should include pair and group work, and those activities like role plays, language games and problem-solving tasks are encouraged. Students should be given enough opportunities to get to know the authentic language (Freeman, 2000). Therefore, authentic materials are important in an English classroom. The role of the teacher is that of a facilitator in communication (Richards Rodgers, 1986; Freeman, 2000). This implies that the amount of teacher talking time should not be a barrier for students for using the target language (McDonough Shaw, 1993). Non-technical and technical media are important tools for language learning and teaching, particularly for carrying out language tasks (Brinton, 2001). Non-technical media include: blackboards, posters, maps, pictures, or photos. Technical media include: tape recorder, CD/Video/DVD player, or overhead projector. Whether or not English teaching and English teachers in Indonesia have met the ideals as stated above, remain a question. The real fact is that the virtues behind the so-called communicative competence as recommended by Richards and Rodgers (1986), McDonough and Shaw (1993), Freeman (2000), or Brinton (2001), and the principles stated and expected in the recent curriculum document might be implemented differently in the real English classrooms due to many unexpected factors, such as funding, unqualified teachers, and limited resources facilities. 2.2.2 Issues of teaching learning English in High School Context The Indonesian curriculum system has been developed by the National Education Board (Departemen Pendidikan Nasional) for many years in order to keep up with the global changes of the world as well as changes in the learners needs to be ready to face the world in the future. Recently, the Indonesian government through Departemen Pendidikan Nasional has made the improvement in the quality of national curriculum system. The newest one is Peraturan Menteri Pendidikan Nasional (Permendiknas) No. 22/2006. Permendiknas No.22/2006 discusses the Standard of Content (Standar Isi) of Elementary and High School level in Indonesia. Also, Permendiknas No.22/2006 contains Basic Competencies (Kompetensi Dasar) for each field of studies in every unit of elementary and high school level. They are the guidelines for the teachers in order to develop the indicators that must be achieved by the students as well as the materials that will be used in the teaching learning processes. The importance of mastering English for Indonesian students is much more felt due to the globalization in all sectors. One measurement to improve the mastery of English done by the Indonesian government is by implementing the English National Examination with a passing grade of 5.50. In Kurikulum Tingkat Satuan Pendidikan (KTSP), one of the learning purposes of Bahasa Inggris in Sekolah Menengah Atas (SMA) is developing students communicative competences in written and spoken English through an integral development of those four macro skills including listening, speaking, reading, and writing (Table 1, Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) /Madrasah Aliyah (MA) Table 1 Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) / Madrasah Aliyah (MA) Bahasa Inggris SMA/MA 1. Mendengarkan Memahami makna dalam wacana lisan interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 2. Berbicara Mengungkapkan makna secara lisan dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 3. Membaca Memahami makna dalam wacana tertulis interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 4. Menulis Mengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari All those four skills are expected to prepare senior high school students to enter the higher education or work fields, especially those requiring English skills. Due to the objectives of teaching English for senior high school, that is to develop students communicative competences through an integral development of the four macro skills, the learning resources and materials that are used in teaching learning processes have to give students more chances to communicate in English. CHAPTER III RESEARCH METHODOLOGY This chapter explains about how this research is accomplished. It considers the methodological design, the subjects, and the instruments of the study also data analysis techniques. 3.1 Design of the study This study aims at examining the use of learning resources and materials by English teachers at one senior high school in Jakarta. It is conducted through a collective case study in order to find in depth what learning resources and materials employed by English teachers. In accordance to Burns definition (2000:460) a case study is relevant to study uses how and what questions. This design is also suitable for a small-scale research which is conducted in one place. Bell (1993:8) also suggests that case study is particularly appropriate for an individual researcher as it gives an opportunity for one aspect of a problem to be studied in some depth within limited time scale. The study deals with three English teachers in one senior high school in Jakarta and their students. In order to get more information about the learning resources and materials used in classroom, the writer conduct the interview to the teachers and students, non participants observation, review of the documents, and distribute the classroom survey. 3.2 The Subjects of the Study The subjects chosen are considered as the representatives of senior high school English teaching condition in general because the school offers English to be implemented as part of its National Curriculum and has English teachers with English Education background.

Banking Structures and Regulation in the UK

Banking Structures and Regulation in the UK Part 1 Bank Structure and Regulation in the UK The uks banking system falls into the â€Å"restricted universal† category because banks are discouraged from owning commercial concerns. It is made up of: commercial banks consisting of the â€Å"big bang† uk banks, HSBC (Hong Kong Shanghai Banking Corporation), the Royal Bank of Scotland group, HBOS (Halifax Bank of Scotland) and Barclays, with tier 1 capital in 2005 ranging from $35 billion (HSBC) to $19 billion (Barclays) and the group together with about a dozen or so other major banks including Lloyds-TSB ($ 2.5 billion), abbey national, standard chartered and Alliance and Leicester ($ 2.5 billion). The big four, and some of the other banks, engage in retail, wholesale and investment banking, and some have insurance subsidiaries. By the turn of the century, many of the traditional English merchant had been bought by foreign concerns, beginning with Deutsches purchase of Morgan Grenfell bank in 1988. Kleinwort Benson was bought by Dresdner, and the Warburgs by the union bank of Switzerland. Barings having collapsed in 1995 was bought by ING, but Later closed. Some building societies converted to banks following the building societies Act,  1986. Effective January 1987, the Act allowed building societies to convert to bank plc status, to be supervised by bank of England and protected from hostile takeover for five years. Most of the top ten (by the size) building societies in 1986 had, by the new century, given up their mutual status. The early conversions were Abbey National (1989), Bristol and west, Cheltenham and Gloucester (1992; a subsidiary of Lloyds TSB). Building societies that converted between 1995-7 were the Halifax (after a merger with Leeds BS), Alliance Leicester, Northern Rock and Woolwich (taken over by Barclays in 2000). Birmingham Midshires was purchased by the Halifax in 1999; Bradford Bingly converted in 2000. Building societies have a long history in British retail finance. Member of the a society paid subscriptions, and once there was enough funding, a selection procedure determined the member who would receive funds for house purchase or building. In 1945 permanent societies began to form, members kept a share a (deposit) account at a society and could, after period of time, expect to be granted a mortgage. Over time, depositor and mortgages were not necessarily from the same group. As mutual organisation, every customer (depositor or borrower) has a share in the society, with the right to vote on key managerial change. Each vote carries  the same weight, independent of the size of deposit mortgage or loan. In 1984, an informal but effective cartel linking the building societies dissolved after Abbey National broke ranks,(2008 Abbey bank merger with European bank Santander) by the time, many of the large societies viewed the â€Å"big four† and other banks as their main competitor. The Building Societies Act (1986) took effect in January 1987, and allowed building societies to offer a full range of retail banking services typical of a bank. The Act specified the financial activities a building society could undertake, namely: Offering a money transmission service through cheque books and credit cards. Personal loans, unsecured. Foreign currency exchange. Investment management and advice. Stock broking. Provision and underwriting of insurance, Expansion into other Eu states. Real estate services. However, there important restrictions: 90% of the building societys asset had to be resident mortgage, and wholesale money plus deposit could not exceed 20% of liabilities, subsequently raised to 40% then 50%. In 1986 act also gave these organisations the option of converting to bank status and as a results, the number of building societies fell dramatically as table1.1 shows The investment banking industry is dominated by major us and European banks including Goldman sachs, Morgen Stenly, Lehman Brothers, Merrill Lynch, uBS, Deutsche bank and credit Suisse. In additions the main uk banks also have investment banking subsidiaries (e.g. Barclays Capital). There are few independent uk merchant banks as most have been acquired by overseas investment and commercial banks. Recent Changes in Retail banking structure To operate in the retail markets, bank have traditionally required an extensive branch network. However, technological developments in particular the growth in automated teller machine (ATM) networks, telephone/internet banking, mobile phones and interactive digital television have enabled a new type of bank to emerge that does not need branches to conduct business. In uk the pioneer was First Direct, which began as a telephone bank in 1989 and is an operation of HSBC, one of the large clearing banks. By 2002 First Direct had around 1 million customer and offered a full range of retail bank services, from cheque accounts to personal loans. Over half of the customers First Direct regularly use internet to access their account. Most of the other established banks in the uk have followed the lead of HSBC and started up a remote banking service that allows customers to access their account using the telephone, internet or mobile phone. The british Bankers association (2002) reported that , in 2001, one third of all bank accounts were accessed through the telephone or internet. Of these remote transactions, it is the internet that now dominates, accounting for 167 million transaction in 2001 compared with 127 million telephone transactions. In late 1980s numbers of branch declined because of technology innovation. the introduction of ATMs (at the branch and remote location grew significantly. there was also a substantial growth in electronic funds transfer at point of sale (EFTPOS) terminals from 4,640 in 1993 to 8,984 in 1997 further reflecting the trend to supplement tradition with new distribution channels. These terminals are placed in retail stores, shopping centres , petrol stations and so on. That process credit and debit cards payments. The number of such terminals is believed to have exceed 11000 by 2004. Some of the banks proved pay-in machines out side the banks branches for 24/7. The reason for shifts from branches to other means of financial service firms desire to improve operating efficiency as well as customers increasing demands to access banking services outside traditional hours. As the banks and building societies branches fall rapidly the unemployment increased. The fall in staff employed is particularly noticeable for retail banks (it fell by round 75,000 between 1990 and 1996), although retail bank employment increased from then onwards by over 45,000 to reach just over 346000 by the of 2004. But from early 2008 to 2009 many branches closed because of recession (banking crisis), and by 2010 RBS plc will closed 300 more branches, in results 3,500 bank staff will become jobless. The increased in employment after 1996 is imputable to building societies conversion to bank plc. In addition there has been a substantial increase in employment by foreign banks since 1996 up to 2001 reflecting the booming capital markets activity of foreign owned investment banks in London. The graph shows that all the main banks have maintained relatively stable staff levels in recent years. It should noted that RBS acquired NatWest in 2000, large decline in NatWest is mirror by the increased at Royal Bank of Scotland. In 2004 330,700 staff were employed by Major Bank British Groups. Interesting to note that 63 per cent were female, of whom 76,300 were employed as part time worker. Throughout the 1995 there has been a gradual increase in the number of part time employed in the banking sector mainly in retail banking sector. Again the general decline in total employment in the banking sector and the increase in part time employment, are indicators of the banks desire to improve their operating efficiently. Recent development in the uk financial system. There has been a tremendous change in the uk financial system since the early 1980s. The change that have been taken place can be analysed in a systematic way. This analyse adapted from Llewellyn (19985, 1991), provides a framework for assessing and interpreting the more specific discussion of event in financial market. Some of the main force leading to the modification of any financial system are. Change in the market environment. Change in the portfolio preferences of user of financial intermediation services. Change in the preference of and constraints on the providers of financial intermediation services. The interaction of these forces produces financial innovation, which is essentially the development of new financial instruments and techniques of financial intermediation, and structural change in the financial system with appearance of new financial markets and change in the organisation and behaviour of institutions. Over the postwar period up to the end of the 1960s the uk financial system was characterised by strict demarcation between the various types of financial insititusions. So banks provides banking services and building societies provides housing finance services. As a consequence there was also little competition between the different types of institution. There was also little competition within a particular financial markets as, for example, banks and building societies operated cartels which set interest rates. Similarly within stock markets, restrictive practise, in particular the existence of minimum non negotiable commission, had the effect of reducing competition. In 1971 reform of the banking system, through a package of measure know as competition and credit control, led to the removal of the banking system cartel and greater competition within the industry. However, most of the deregulation of the financial system occurred after 1980, with the aim of introducing greater compe tition, alongside this deregulation there was a parallel trend to tighten up the prudential intermediation services. In 1980 controls on banking lending were abandoned, leaving banks free to expand into new areas and one areas which was targeted was housing finance. Banks therefore entered into competition with building societies. Which led to building societies abandoning their cartel arrangement, and in 1986 to the building societies act, which relaxed to some extent, the constraints imposed on building societies. Competition in uk banking the Cruickshank report The terms of reference for the enquiry were to examine innovation, competition and efficient in the retail banking industry in the uk, to see how these compared with international standards and to consider options for change. The enquiry team reported in March 2000(Cruickshank 2000). The report identifies that banks are treated differently from other industries in many respects, including high regulatory barriers to entry and diluted exposure to competition law. This special treatment is likely to be the result of an informal contract between government and banks, designed to deliver confident in the banking system. However the report argues that this special treatment of the industry has allowed banks to escape the rigours of effective competition. This conclusion is supported by reference to the fact that the return on equity for uk banks is well in excess of their cost of capital. The three areas of retail banking investigated in depth were, the payment system; services to personal customers (current accounts, saving products, personal loans, mortgages and credit cards); and services to small and medium-sized businesses (current accounts and external finance). Competition problems were found in each area. However, the report noted that, as a result of new entrants into the market for the supply of services to personal customers, competition is increasing and prices should fall in the future. The most severe competition problems were found in the payments services and as the current account is one of the main products provided to retail and small business customers, restrictions in payments services have an impact on other retail banking markets. The uk payments system consists of a series of unregulated networks (such as the bankers automated clearing services and ATM networks) mostly controlled by the main banks. Access to the system is restricted to banks or similar institutions. This clearing creates barriers to entry and therefore stifles innovation and competition. The Cruickshank committee recommended the establishment of a payments system regulator with power to deliver competitive outcomes. The government has instead proposed that the office of fair trading (OFT) be given new power to promote competition in payment system. The Cruickshank reviews also concluded that the supply of banking services to small and medium sized business was less competitive than the supply to personal customers. The market is more concentrated and has higher barriers to entry. As a consequence the government referred the problem to the competition commission. The competition commission confirmed that a complex monopoly exists in the supply of banking services to small and medium- sized business(competition commission 2002). It recommended a number of measures to reduce restrictive practices, including allowing small business customer to switch account to other banks quickly and with minimum cost. VSA Banking Structure and Regulation The central bank and bank supervisory function in the VSA have evolved to create a VS banking and financial structure which, by the late 20th century, was notably different from those in other western countries. Several factors explain its unique structure. First VS regulators have been far more inclined to seek statutory remedies in the event of a new problem, resulting in a plethora of legislation. Second the protection of small depositors has been considered an important objective since the 1930s. Third, concern about potential collusion among banks and between banks and regulators has received as much weight in the VSA as measures were put in place to preserve the stability of the banking system. However, two important financial reforms could result in gradual but major change in the structure of VS banking over the first decade of the new century. The most PART 2 1: CALL OPTION A OPTION that give the HOLDER the right but not the obligation to Buy a stated quantity of the underlying instrument at a specified price on or with in a predetermined period of time. 1.1: PuT OPTION A OPTION that give the HOLDER the right but not the obligation to Sell a stated quantity of the underlying instrument at a specified price on or within a predetermined period of time. CALL OPTION So=  £3.00 X =  £3.25 Period until maturity = 1 year Upwards price at 1 year =  £6.00 Downwards price at year =  £1.50 Risk free interest = 5% T= 0 T=1 Uso = 6.00 So = 3 Dso = 1.50 Max (uso X, 0) (6-3.25,0) = 2.75 Co = Max (Dso X, 0) (1.50- 3.25 , 0)= 0 6xY + (1+rf)Z P.Fo = 1x Y+Z 1.5x Y+(1+rf)Z Create a portfolio today by Y(number of shares) in BRIGHT Ventures plc and deposit  £Z at risk free interest rate for 1 year. Today P.F = 1xY+Z After One year If the shares price increase  £ 6xY+ (1+rf)Z = 2.75 If the shares price decrease  £ 1.5xY+(1+rf)Z=0 6.0xY+1.05Z=2.75 1.5xY+1.05Z=0 4.5Y= 2.75 Y= 2.75/4.5 Y= 0.61111 1.50.61111+1.05Z=0 0.9167+1.05Z=0 1.05Z= 0.9167 Z= -0.9167/1.05 Z= 0.873 P.F = 1xY+Z P.F = 30.61111+ 0.873 P.F= 0.96033 PuT OPTION So=  £3.00 X =  £3.25 Period until maturity = 1 year Upwards price at 1 year =  £6.00 Downwards price at year =  £1.50 Risk free interest = 5% Uso= 6.00 So = 3 Dso= 1.50 Max (X uso , 0) (3.25- 6, 0)= 0 Po= Max (X- dso, 0) (3.25-1.50, 0)= 1.75 6.0xY+(1+rf)Z P.Fo= 1xY+Z 1.5xY+(1+rf)Z Create a portfolio today by Y(number of shares) in BRIGHT Ventures plc and deposit  £Z at risk free interest rate for 1 year. Today P.F = 1xY+Z After One year If the shares price increase  £ 6xY+ (1+rf)Z = 0 If the shares price decrease  £ 1.5xY+(1+rf)Z= 1.75 6.0xY+1.05Z=0 1.5xY+1.05Z=1.75 4.5Y= 1.75 Y= -1.75/4.5 Y= 0.3889 6x 0.3889 + 1.05Z = 0 -2.3334 + 1.05Z = 0 1.05Z= 2.3334 Z= 2.3334/ 1.05 Z= 2.2223 P.F= 1xY+Z P.F = 3x 0.3889 + 2.2223 P.F= 1.0556 Put-Call-Parity The Put + underlying Security price = call + P.V[ X] P.V[X]= exercise price / 1 + rf P.V[X]= 3.095 Put + 3.00 = 0.96033 + 3.095 Put + 3.00= 4.05533 Put = 4.05533 3.00 Put = 1.05533 Black scholes Model Co = SxN (d1) Xe⠁ »rt N (d2) d1= ln (S/X)+ (r + v ²/2)t V √ t d2= d1 -V √ t d1 = ln (3/3.25) + (0.05 + 0.40 ²/2)1 0.40√ 1 d1= 0.0800+ ( 0.05 + .16/2)1 0.4 d1= 0.0800 + 0.13 .04 d1= 0.125 d2= 0.125 0.4 √ 1 d2= 0.275 d1= 0.125 d2= 0.275 N(d1)= Pr [Z ≠¤ 0.125] = 0.8944 N(d2)= Pr [Z ≠¤- 0.275] = 0.3936 Co = SN (d1) Xe⠁ »rt N(d2) Co = 3x 0.8944 3.25e⠁ »0.05 (0.3936) C0 = 2.6832 3.25 x 0.9512 x 0.3936 C0 = 2.6832 1.2168 Co= 1.4664

holes Essays -- essays research papers

I.S.228   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Justin Havens 703  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   12/24/04 Holes Louis Sachar Fiction   Ã‚  Ã‚  Ã‚  Ã‚  Holes is about a boy named Stanley Yelnats. Stanley has been sent to camp green lake (a juvenile center). He was arrested, and later guilty for stealing a pair of shoes. Back at school, there was a bully named Derrick Dunne. Derrick used to torment Stanley. The teachers never took Stanley’s complaints seriously, because Derrick was so much smaller than Stanley. Some teachers even seemed to find it weird that a little boy like Derrick could pick on someone as big as Stanley. On the day Stanley was arrested, Derrick had taken Stanley’s notebook and after a long game of come and get it, Derrick finally dropped it in the toilet in the boys’ restroom. By the time Stanley retrieved it he had missed his bus and had to walk home. It was while he was walking home, carrying his wet notebook, with the job of having to copy the ruined pages that were messed up, that the sneakers fell from the sky. He didn’t know what they were or whom they were fro m so he kept them. Then Stanley heard sirens and ran, he didn’t know why he ran but he kept on running. Later Stanley found out that the shoes belonged to Clyde Livingston A.K.A sweet feet, his favorite pro athlete. He also found out that the shoes were going to a homeless shelter. So Stanley was in trouble. The judge gave him a choice. â€Å"You can go to camp green lake, or to jail†. Stanley never had been to camp before so he chose camp. Stanley then was on the bus for 8 hours. When he got to camp green lake there was no lake, there wasn’t any grass all there wasn’t anything but empty space. Then Stanley went to the Warden; the rules were presented to him there. He was to do dig a hole 5 feet in diameter and 5 feet deep. But there really was one rule don’t mess with the warden. He was introduced to his tent then he started digging hole first thing every morning af... ...when Stanley did the same thing that Madame Zeroni said he broke the curse. They ate onions and drunk water while they were up there, remember yellow spotted lizards don’t like onions. When Stanley put all of the clues together he remembered the hole he found the tube of lipstick in and dug around it and found the treasure. Yellow spotted lizard was all around it but still they ate onions. The warden caught them and thanked them for there help, and Mr. Pendanski pointed out that Stanley’s lawyer came the day before and found out that he was innocent. The next morning the lizards still haven’t made a scratch but then Stanley’s lawyer came to get Stanley. As soon as Stanley came out because the Warden lied on him, and after that the warden wanted they treasure but she couldn’t because it said his name on it and it was his property but Stanley couldn’t leave zero so they were looking for his file but the warden threw it out he ran away. So w hen there wasn’t a file it was a little weird to the lawyer so they just took him and he hired a team of private investigators to find her. When they did they lived next to each other and that’s the story of holes.   Ã‚  Ã‚  Ã‚  Ã‚  

True Romance :: essays research papers

Once again, Quentin Tarantino outdoes himself. The movie True Romance was excellent. It presented real issues that some people are forced to deal with in their lives. The title of the movie is misleading. You would think this was going to be a love story. Actually it is, but unlike any love story I've ever seen. It's filled with violence, action, blood, guts and gore. Like most other Tarantino movies it revolves around the violence we rarely see or experience in our lives. He also incorporates drugs and racism, hate and love and his usual corny way of portraying them. In Tarantino films, violence is presented in a totally different approach than movies like Rambo or Die Hard. Although you have the same amount of people dying, Tarantino seems to have this perverted and gruesome way of presenting it to his audiences. He always takes violence to the extreme. In the scene with the pimp he doesn't just shoot the pimp in the back or chest. He goes right for the gusto...his balls! Another example of this is when Dennis Hopper was killed. We all knew what happened to him, but Tarantino makes sure he shows us the oozing bullet wound to his head. Some people think this is taking violence too far; however, acts of this nature happen in the real world every day. I guess this is his way of giving us a "reality check." Shit like this happens to people. We are so sheltered in our comfortable little worlds we don't even realize this kind of stuff goes on. Variety. Isn't it supposed to be the "spice of life?" Well, Tarantino gets so damn spicy it can make you sweat bullets. What is it about violence that is so attractive to the general public? There are so many people who would rather see a violent movie than a movie filled with romance or adventure. If you were to compare the revenues from box office earnings I'm almost positive the movies filled with blood and guts earn much more than other movies. Naturally, if a person in the movie industry knows this will make them mega bucks , they will continue to make movies like this to make more money. Tarantino tends to slide in a little racism in his flicks. It's pretty obvious it's not the main topic, but it is apparent. Hopper was unique when he told the Sicilian guy his great, great, great, great grandmother had slept with a nigger and that's why he had dark skin and brown eyes.

Classification of Restaurant Customers :: Classification Essay

Classification of Restaurant Customers â€Å"I’ve been here for ten minutes and my server hasn’t taken my order yet!† This is a direct quote from me before I worked at a restaurant. I never looked to see how many tables my server actually had or how much running I made them do. The sad truth is most people do not notice these details either, which may affect the tip their server will receive. By looking at the attitude and maintenance of restaurant customers, you can classify them into three categories according to their tipping patterns: the â€Å"hmm†¦how good were they? tippers,† â€Å"the â€Å"stick-to-the-fifteen-percent tippers,† and the â€Å"I-am-or-once-was-a-server tippers†.   Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"hmm†¦how good were they? tippers† stick out as a sore thumb would. They have the attitude of â€Å"They are working for me,† and â€Å"The whole world revolves around me.† They also say things such as, â€Å"Is my food suppose to look like that?† and â€Å"Where is my refill?† They are the customers who always have a disgusted face and are not satisfied with anything. The â€Å"hmm†¦how good were they? Tippers† are not only high maintenance but also the worst tippers. When the bill comes, they feel they can justify giving a small tip because of their â€Å"lack of service†. Many can guess the server likes these customers least. These customers not only put the server in an angry mood but also the rest of the employees that must hear from that server.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The average customers in a restaurant fall under the â€Å"Stick-to-the-fifteen-percent, tippers.† They have the attitude of â€Å"I’m just here for the food.† These average customers can be heard saying, â€Å"Looks good, I just need ketchup.† and â€Å"When you get a chance, may I please have a refill?† The â€Å"Stick-to-the-fifteen- percent tippers† have a more serious, laid-back face and stay quiet. These customers are average maintenance and average tippers. The only time they leave more than a fifteen- percent tip is when they need to round to the nearest dollar. Their server is mellow and polite because he is thankful for the expected tip. A server walks away from the table cool, calm and collected with no need to complain.   Ã‚  Ã‚  Ã‚  Ã‚  The best customers of all three categories are the â€Å"I-am-or-once-was-a-server tippers†. These wonderful customers have the attitude of â€Å"I know how hard they are working.† and â€Å"Wow, our server is busy.† They are the customers who don’t say anything at all except for their order.

Patient Safety

â€Å"There is a huge missed opportunity for health care professionals to contribute to hand hygiene as they miss 1 in 2 of all hand cleaning opportunities. † –WHO, 2006 â€Å"What kills women with childbed fever is you doctors who carry deadly microbes from sick women to healthy ones! †Ã¢â‚¬â€Louis Pasteur, 1870 1 . 1. Background of the Study 1. 1. 1. Nosocomial infection burden Nosocomial infections or healthcare acquired infections can truly be a grave toll for hospital management as much as it is for end-beneficiaries, customers, and stakeholders.Mortality reaches 80,000 annually ; 3 patients die per minute ; 10-20% % incidence globally, and figures are expectedly higher in Third World settings. This is not to mention the corollary problem of emerging microorganisms resistant to overuse of prophylactic and anticipatory shotgun antibiotic therapy as empirical solution. The damage wrought is paramount, reaching a cost of one billion pounds per year in Europe a lone, resulting from these. 1 excluding priceless, needless mortalities and morbidities 1 1. 1. 2.Role of Hand Hygiene Institute of Medicine has identified nosocomial Infection to be the most common complication for hospital patients and hands are the most common mode of transmission. In 1991, Harvard Practice Study on adverse events in health care indicated that surgical site infections were the second most frequent type of adverse event for inpatients, constituting 13%. One study established an excess mortality caused by NI to as high as 44% in ICU patients. 2 In a local study at Makati Medical Center by Tupasi & Littaua, mortality rate was reported to be all NI cases documented 4. 6 % of n the intensive care unit , and authors conclude that risk factors included invasive and manipulative procedures. â€Å"Majority of deaths from NI were associated with the use of respiratory equipment and Foley catheters which were potentially preventable by strict adherence to aseptic technique s†. 3 1. 1. 3 Reality of Poor Compliance Despite it being a seemingly simple practice, and despite the acknowledged fact that proper hand hygiene is considered the most critical, the most cost-effective measure of adequate infection program, compliance behavior management has been a protracted managerial headache globally.Indeed in our age of ever increasing sophistication, those seemingly simple practices but with grave implications ironically are difficult to address. While the techniques involved in hand hygiene are simple, the complex interdependence of factors that determine hand hygiene behavior makes the study and management of hand hygiene complex. 2 1. 1. 4. Hand Hygiene Compliance : A Managerial Challenge It is now recognized that improving compliance with hand hygiene recommendations depends on altering human behavior and managing the environment.Input from behavioral and social sciences is essential when designing studies to investigate compliance. Interventions to increase compliance with hand hygiene practices must be appropriate for different cultural and social need4 Speaking for all levels of health care workers , probably the major reason this seemingly simple problem is always taken for granted is the reality that the impact of something not so visible daily to the naked eye will always be swept under the rug amidst more outright demands concerns in patient care.The rest of the justifications like forgetfulness, lack of time, inconvenience, complications, etc. are simply alibis. Given this, the greater burden falls on health care managers to do something so that compliance can be improved, and for health sector in general to come up with more evidence-based materials to convince HCW as well as policy-makers and managers about its importance. 1. 1. 5 Nosocomial Infection & Patient Safety Nosocomial infection control is a large part of patient safety, whose importance is currently being highlighted in the light of increasing adverse even ts which are at most preventable.Prior to this study, the researcher delved into assessing the patient safety culture profile of QMMC, as a general backgrounder, and as part of re-packaging a new approach to an old problem. 3 1. 2. Statement of the Problem Understanding the patient safety culture profile of Quirino Memorial Medical Center gives us the over-all conceptual perspective to the problem at hand. The researcher finds it convenient to discuss it in terms of the Donabedian theme. 1. 2. 1. The Macroenvironment’s Patient Safety Profile 1. 2. 1. 1.The QMMC Patient Safety Structure In alignment with the recent health care thrust, QMMC has revised in 2008 its mission to being â€Å" a tertiary hospital providing a safe, accessible, affordable quality specialized healthcare that is dynamically responsive to the needs of its patients. † Its unwavering commitment is towards delivering health care to all its clients regardless of socio-economic status and to continuousl y upgrade the services offered in terms of technical expertise, support service, equipment and infrastructure. Patient safety is first and foremost in its goals.Its core values include cleanliness in all aspects including the physical environ, and Its fourth priority is â€Å" to develop and sustain a hospital environment that embraces and practices a culture of safety†. The 7 core values it internalizes include the 7Cs: clean physically, mentally, spiritually, Christ-centered, compassionate, competent, culture-friendly, community-oriented, communicative. At this time, the plus factor is having a medical director who is passionate about the cause, much involved in regular meetings with Department of Health advocates on the matter. â€Å"In QMMC, Dr.Rosalinda Arandia is seen as a charismatic figure in the improvement of health and medical 4 services offered by the hospital and in making recommendations on and implementing the hospital’s quality improvement program. â⠂¬  5 QMMC is a 350-bed national government hospital that stands in a 42,000-sqm lot between Katipunan Avenue and JP Rizal St, Project 4 Quezon City, Metro Manila. It has in recent years undergone a major upgrading and expansion of its buildings and facilities. Compared to the old infrastructure, the new building and facilities, provide a more sophisticated ambience.Better equipment and architectural upgrading seem to inspire and motivate employees, and the architectural design seems to promote greater staff interaction and communication. Its occupancy rate is 120%. . QMMC is a corporatized government hospital, still waiting for complete privatization. When faced with budgetary constraints and too bureaucratic processes they generate their own resources through private solicitations, the biggest of which are donations and affiliation fees from training institutions.As to equipment & supplies due to its being a government hospital, only about 60% of its equipment and supplies are pr ovided for and is functioning at any given time. Maintenance and regular checks are being done and complied with as required. It has a total of 564 employees, 35% of whom are contractual. Among the permanent about half have worked for more than 10 years. Among the 549 employees, 159 are doctors (consultants, residents, interns) , 180 are nurses and 225 are administrative personnel. This number does not include those who are fielded from affiliate institutions for training, such as clinical clerks and allied 5 rofessions (nursing, pulmonary therapy, radiologic therapy, medical technology, dental, dietary, midwifery and caregiving). For the consultants and doctors, ratio to patient load is quite acceptable.There are 69 resident physicians and 55 interns. In the wards, roughly the ratio is 1:5 per day; however in the out-patient department, the staff ratio is much higher 1:25 . In the intensive care unit, ratio can be improved to as good as 1:2 depending on the number of rotators from affiliate hospitals , for all professional groups. Attitudes of staff are an important aspects of culture. In QMMC, initial preliminary interviews ith staff revealed that there is some awareness of the concept of patient safety, in all levels of care and even administrative strata. Incident reporting is very minimal such as it is generally perceived that underreporting is rampant. 1. 2. 1. 2 The QMMC Patient Safety Process Profile Teamwork in respective clinical areas is perceived to be good by key administrators, although with the high rate of staff turnover due to training hospital affiliations, this is affected more often than not in a negative fashion. In terms of feedback and communication, there is no systematic evaluation of staff performance .QMMC has been active in the Patient Safety Task Force of the Department of Health. Underway are devising standardized hospital forms, such as interdepartmental referral forms to enhance communication and lower risks of errors being comm itted in patient care. 6 In lieu of risk reduction, hand hygiene educational program has been recently revived by the Infectious Disease Team headed by Dr. James Tiu. Educational trainings as well as policy reinforcement are being conducted as the need arises among nursing staff. 1. 2. 1. 3. The QMMC Patient Safety Outcome ProfileAt the time of study, there were no baseline data available as indicators such as compliance rates, nosocomial infection rates, or patient satisfaction surveys. There are no performance indicators that can be used as feedbacks to improve standards of care. This is a work in progress and hopefull this study becomes a tiny contribution. 1. 2. 2. QMMC’s UncontrolledNosocomial Infection Problem Analyzing the above profile of QMMC, and amidst the track record of physical and service upgrading efforts, the main problem of the hospital regarding patient safety is still nosocomial infection control.Evidences of uncontrolled nosocomial infection are certain o ccurrences pointing to infection control problems in QMMC in the past 12 months have caused alarm, as follows: (a) Post-surgical wound dehiscence Anecdotal incidents of nosocomial infection getting out of control have been almost part of everyday work in a public hospital like QMMC. However, a situation that occurred last AugustOctober 2008 was particularly notable, wherein dehiscence occurred in a succession of ten postsurgical patients in two wards including the surgical ICU, during Day 5 to Day 11 of their hospital stay.Culture studies revealed the usual notorious nosocomial Proteus microorganisms, E. coli, and 7 Staphylococcus areus , responsive to very expensive intravenous third generation cephalosporins and aminoglycosides, with or without re-suturing of the wounds (Appendix 1) . 6 Aside from the cost of these medications, the prolonged hospital stay with all its accompanying indirect costs to both patient and hospital were staggering. (b) Perennially high incidence of ICU pn eumonias and urinary tract infectionsBased on the latest QMMC Morbidity and Mortality Audit 2008, 7 among ICU patients hooked to ventilators for protracted duration, nosocomial pneumonias are still the leading cause of death. 1. 2. 3. Need for upgrading quality of hand hygiene practice During one root cause analysis done by the management, the Infectious Disease Committee, and the department concerned with the last year’s outbreak of dehiscence, the senior management surmised that the root problem or one of the root problems could be failure for proper andwashing among health staff. The intervention consisted of culture and sensitivity tests followed by proper antibiotic coverage. Policy on handwashing was also tightened up in terms of posting reminders on doors and walls and subsequent refresher educational modules by the Infectious Disease Head were conducted among nursing staff. However, no actual monitoring or evaluation of hand hygiene practices were done .Despite educat ional training interventions, and despite the presence institutional policies posted on walls and doors, compliance to the practice among QMMC hospital staff has persisted to be unsatisfactory. 8 1. 3. Objectives of the Study GENERAL OBJECTIVE This study aimed to demonstrate the impact of a hand hygiene intervention package to QMMC MICU and SICU, using comparison of intervention.SPECIFIC OBJECTIVES In more detail, this study aimed to : (a) Characterize the current hand hygiene practices in QMMC ICU according to its using structure-process-outcome dimensions; (b) Craft and implement an intervention package addressing manipulable areas of the structure issues identified in the structure-process-outcome dimensions of hand hygiene practices; (c) Measure hand hygiene structure-process-outcome variables as a function of healthcare worker factors and work area factors , pre- and post-intervention, as a way to evaluate impact of above intervention. d) Formulate recommendations to the QMMC m anagement and its stakeholders based on the findings and lessons learned. structure-process-outcome variables pre- and post- 9 1. 4. Significance of the Study The study is valuable in the following general areas of health concern: (a) Infection Control. The study’s advocacy counts very significantly in terms of contributing towards decreasing the grave toll on preventable morbidity and mortality burden on patients and their families.As we see more systematically the outcome of our efforts towards hand hygiene as it impacts infection control, we learn to rely less on antibiotic use which also lead to emergence of resistant microorganisms that are and will be potentially harder to control eventually. This study will then be part of fulfilling what WHO advocates to be done , i. e. â€Å"for better monitoring of outcomes for hand hygiene studies, reduction of infection rates must be demonstrated, high complexity to evaluate, but high priority requirement. 8 (b) Preventive thrust . Hospitals’ mission is supposedly preventive as much as curative. However, review of literature shows that hospitals, even in the First World settings, tend to so conveniently rely on antibiotic use both prophylactically and empirically in managing and controlling nosocomial infections. Hospital care need not be a double-edged sword nor do we need to stop mitigating phenomena which are in our hands to control, if only we heed the evidence-based principles put forth.Prevention remains to be the better direction that health care must devote its resources on. (c) Cost savings. According to WHO, â€Å"direct costs of intervention and indirect costs associated with hand hygiene time & its promotion corresponds to less than 1% of costs of managing nosocomial infection. Studies on the costs of nosocomial infection caused its toll in terms of protracted hospital stay, expensive drug and antibiotic acquisition in addition to intensive care 10 nit stay, hematological, biochemical, mi crobiological and radiological tests, extra surgical procedures and working hours. (d) Healthcare management learning. WHO asserts that â€Å"measurement of the compliance of health care workers to hand hygiene measures is a recommended performance indicator of the quality of care†. (e) Compliance behavior management has been a protracted universal problem, as lack of interventional studies to convince policy makers, esp. local, both government and private, predispose health care systems prevalent to sustain awareness and implementation.With the lack of attention given to the problem’s facets and determinants, this study can be a humble contribution. Relevance of this study to the institution and its various stakeholders include the following: (a) Study institution. Often, organizations take action based on some comparison of their measures to a set of benchmark measures. Armed with specific incidents about the organization's culture, effective action plans flow logica lly and integrate into existing change processes.QMMC can better select programs and tailor-fit strategies that will be most beneficial to upgrade the attitudes and mindset of the employees, to design the working environment, and to align with its vision-mission pursuit of quality and safety , and better service to patients. It will be helped to see patient and hospital outcomes in a better light. It will eventually have a baseline which will be useful for tracking impact of certain interventions for a sense of comparison. As it uses internationally known research methods, it will provide 1 internal as well as external benchmarking, especially with national government hospitals, both international and local. (b) Leadership. Since QMMC under the present leadership is into the process of advocating patient safety as a goal, this study will help them examine alignments of their policies and systems with their vision-mission statements , goals and core values. Later on when like in inte rnational settings and patient safety will be a government regulatory requirement, this hospital can provide benchmarking. (c) Hospital staff.This study provides the staff the much-needed feedback about themselves, the colleagues they work with, and the patients they serve. Feedback is the first step to change. Studies such as this are advantageous in themselves in that it just the simple process of assessment baseline will in itself raise awareness of not only patient safety, specifically, infection control, but of the need for structure (staff attitudes) as well as process variables (teamwork, communication) relevant to safety and other hospital performance.Moreover, they themselves can be target victims of nosocomial infection, so that studies like this could help boost their safety as well. (d) Affiliate training healthcare institutions. The importance of good hand hygiene practice and its observance will be highlighted among the trainees from more than 20 various health care sc hools, a value that they will most likely carry back to their respected institutions .This is rather crucial and innovative as patient safety, specifically preventive practices to 12 nosocomial control such as hand hygiene are not yet that well-emphasized in the traditional medical and para-medical curricula. (e) Hospital management trainees. The results of this study can be a benchmarking study to compare, study and upgrade other hospitals, both local and international. The study becomes a venue to validate some of the tools that will be used for the first time locally.Results of the study can be utilized by trainees for future research on patient safety and infection control and behavior modification techniques. (f) Healthcare community. This study will help control NI, emergence of resistant organisms for similar government hospitals. It provides significant research for Department of Health which is specific on approaching infection control through Total Quality Management asses sment and strategies under their recent thrust on patient safety and quality assurance.Since QMMC could very well be a good prototype of the other government hospitals , the results of this study can largely be of help in implementing the various enabling mechanisms stated in the Philhealth Benchbook. 9 (g) Patients. Above all, since awareness, education , and practice towards patient safety, specifically infection control will be highlighted in this study, the end beneficiary would ultimately be the patients and their families and guests whom this institution is servicing, no matter how indirect and long-term this impact would be. 3 1. 5 . Scope and Limitations of the Study †¢ Being a primarily TQM research project, this study does not attempt to establish cause-and-effect relationship between hand hygiene and nosocomial infection . †¢ This study does not include cost estimates and budgetary implications of intervention if eventually adopted by study institution. †¢ Relative merits of the specific parts of the intervention is beyond the scope of the design.†¢ Time and budget constraints were real such that research design were limited in various ways and means. . 6. Definition of Terms and Acronyms TERMS: For purposes of clarity and reference in the discussions all throughout this study, the following definitions and acronyms would be used and referred to: Hand hygiene (HH)- refers to one of the areas in infection control that deals with systems of diminishing pathogenic microbe transmission through evidence-based philosophy and set of practices regarding the hands in relation to direct patient handling during the process of care. 0 14 Hand hygiene practice/practices (HHP) – refer/s to any form of action referable to disinfecting the hands prior to and after patient handling, in the most basic terms defined as â€Å"washing hands with soap/water or (rubbing with) disinfectant, for at least 15 seconds before and after patient contac t, after any contact with a source of microorganism, and after removing gloves†. ( Healthcare Infection Control Practice Advisory ).Hand hygiene event (HHE) – defined as the event involving any of the HH practices (washing, rubbing with disinfectant, donning with gloves) done before or after patient contact; (if both done before and after, they are considered independent events ; if both washing and donning with /removing gloves are done during one instance, it was counted as one event; this regardless of the correctness or adherence to other details as presently prescribed by currently available universal guidelines. 1 Hand hygiene opportunity (HH0) – defined as any event with a high-risk of microbial transmission, executed before and/or immediately after patient contact, regardless of whether gloves. They included all contact with body fluids, or involving manipulative contact with anything in the patient’s body or immediate environment .Over-all hand hy giene compliance – includes all hand hygiene-related behavior in accordance with current institutional , (in this study, QMMC’s ) policy â€Å" to wash hands before and after patient contact† regardless of its alignment with the most currently recommended international standards based on indication, technique, cleansing agent and duration ; this by strict classification based in literature definition, falls under â€Å"incomplete compliance†. 12 15Complete compliance- refers to all hand hygiene-related practices aligned with the most-updated, most current evidence-based globally recommended guidelines, as required by WHO guidelines 2006 (with QMMC, being a government hospital). Hand hygiene structure-refers to staff factors and work area factors. Staff factors include inherent demographic characteristics, such as professional group, age, sex and duration of service. It also refers to more malleable factors such as staff attitude and training.Work area fac tors refer to existing policies or specific protocol, logistic infrastructure and supplies, staff volume, patient volume, hospital type, work settings, organizational structure, etc. Hand hygiene process- refers to practice as to how it is done in terms of indication for method, duration, temporal relation to patient contact, cleansing and technique, and how it abides to the currently recommended evidence-based a guideline or protocol .Hand hygiene outcome- refers to measurable events or indicators, for both patients, employees as well as organization; like overall healthcare worker compliance rates, as well as indirect outcomes of good hand hygiene proven in literature, such as nosocomial infection rates, transmission rates, colonization rates. ACRONYMS: For purposes of brevity of certain words and identities mentioned quite repeatedly all throughout the study, the following apply: 6 HCW- Healthcare worker; refers to any staff involved with direct handling of patients in a health f acility NI- nosocomial infection; also HAI (healthcare acquired infection); refers to infection developing after 48 hours after admission or confinement in a health care facility. ABHR- alcohol-based hand rub-refers to a hand rub disinfectant with any alcohol of any concentration as the basic ingredient.