The Green Technology Issues In The Construction

The Green Technology Issues In The Construction The environment issues is one of biggest problem that every countries facing nowadays. This problem is getting worse from day to day due to the irresponsible human activities which cause lots of damages to the environment. There are various ways taken by every country in order to reduce the issues of the environment. One of the ways is promoting green technology. As in Malaysia, we are also facing the same issues. So the government has been putting many efforts in promoting green technology to create a better environment. The implementation of green technology serves the purpose of promoting health and improve environment. The important of implementing green technology is becoming recognised worldwide. Mostly the European countries provide some benefits like incentives or requirements to promote green technology. For example, Reykjavik, Iceland, is the greenest city in the world. The city is run completely on hydroelectric and geothermal power. This country plans to become the cleane st country in the future. In Malaysia, green technology less being applies in the construction industry due to lack of knowledge, and the industry is not willing to accept the challenge and change. This research is about to study the green technology issues in construction industry in Malaysia. Background The concept of implementation of green technology in construction industry is starting in the 1930s when the new building technologies began to transform the urban landscape. A small group of forward-thinking architects, environmentalists, and ecologists, starting to thinking about the advisability of building to construct it in more friendly environmental way after they have been inspired by the work of Victor Olgyay (Design with Climate), Ralph Knowles (Form and Stability), and Rachel Carson (Silent Spring. (Building Design and Construction, 2003, page4). In this generation, construction industry is normally one of the largest industries inside a country and its widely influence over other related industry. Due to its wide influences towards other related industry, the government always use the construction industry as a regulator of the national economy. Therefore, the energy and resources consumed by the industry surprisingly high if compared to others industries. Because of its highly consumption of energy and resources, the construction industry is known as the most environment unfriendly industry. Various environmental pollution has arises due to the development of this field. Aim The title is to study the green technology issues in construction industry in Malaysia. Objective -to review and examine the concepts and principle of green technology -to study the features of green technology in KL area -to identify the various barrier of influences of green technology in Malaysia Research Methodology Stage 1: Literature review This stage involves a lot of research to search the information about my research topic. In this stage, the review may include some definition of green technology. All the information will be collected from books, journals, articles, online resources, etc. The information that gathers will be summarized under the literature review section. From this method, I get to know more about the concept and definition of green technology. Stage 2: Case study I will conduct a field research to look for the case study that fully achieves my objectives. The case study is carried out by looking at the types of green technology that has been use in our country. I find for the case study information through newspaper and magazines and visit the relevant building which has implement green technology inside and I will try to interview the maintenance personnel, contractor or architect if possible. The interview is to identify the adoption of green technology and the advantages of green technology and how it benefits the users and environment. The case study will support my study by analysis the information that I have collected. Stage 3: Questionnaire This stage would involve in order collecting the data which is relevant to the research objectives. The questionnaires will be set with questions with the response opportunity of why, other, please state so that the answers can be analyzed easily and quickly. The targeted study population for this survey questionnaire is local construction companies which are involved before in construct green building. This is because they have more experience on the green concept and they know more about the technology of green. This will make the answers to be more accuracy. I have target 30 companies from Malaysia to answer the questionnaire. The list of companies in Malaysia can be obtained from relevant professional boards such as Construction Industry Development Board (CIDB), Malaysia Builder Directory and Builders Diary. The questionnaire survey is distributed via mail. Phone calls can be made to ask permission from companies to answer the questionnaire set. If less than half of the construction companies response, self visit to the construction companies are required in order to make sure relevant data can be collected smoothly. Stage 4: Analysis data and result This stage would be to compile and analyzing all the information and data obtained that I have collected. I will analyses the data collected and maybe include some recommendations. Scope of Study It is significant to determine the scope of study and limitation of the research. The overall research will based on the objectives and the final output is to achieve all objectives of the research. This research is to study the green technology issues in the construction industry in Malaysia. Definition of Green Technology The word green can be refers as to preserve the environment including the plants and animals which exist in it, and the word technology refers as the application of knowledge to create tools for certain purposes. Green technology can be known as the technology which is harmless to the environment or clean technology. In Malaysia, according to KETTHA (Ministry of energy, Green Technology and Water, 2010), Green Technology means the application and development of products, systems and equipment used to conserve the natural environment and resources, which minimize and reduces the negative impact of human activities. According to KETTHA (Ministry of energy, Green Technology and Water, 2010), Green Technology also refers to products, equipment or systems which satisfy the following criteria: It will minimizes the degradation of environment, it has zero or low green house gas (GHG) emission It is safe for use and promotes healthy and improved environment for all forms of life It conserves the use of energy and natural resources, and finally It promotes the use of renewable resources. Goals of Green Technology Green technology act as an important role nowadays and it has the ability to reduce the damages which create by the society in the past. Green technology is expecting to bring improvement and changes to the daily habitual habits of society. Severe goals that contribute the developments in this rapidly growing field include: Sustainability The application of green technology is sustainable development and act as a solution to handle the environment issues. Sustainable development is an example that uses the resources to meet the needs of society in ways that can continue indefinitely into the future without damaging or depleting natural resources. In short, meeting present needs without compromising the ability of future generations to meet their own needs. (Green Technology, 2006) Innovation Innovation means create of new things, ways or ideas to do something. New or improvement methods which is use to develop new method to replace the current technologies, for example the fossil fuel or chemical intensive agriculture, which have been contribute damage to the environment. The alternatives technologies that create to replace the current one must be environmental friendly. Cradle to Cradle A change in industry, which switch from cradle to grave cycle to a cradle to cradle cycle. By creating products that can be fully reclaimed or re-used, the impact to the environment will be reduced. The cradle to cradle idea is that the waste equal foods. This means that all the products will able to return to the earths lifecycle. Viability To form a centre economics activity which connected with green technologies and product which are friendly to environment. For the green technologies to have contact with the environment, it must speed up the implementation and create new careers which truly protect the planet. Source reduction Source reduction is an effort by reducing or eliminating the waste amount by several ways like implementing the conservation techniques, promoting the usage of non-toxic materials, or re-using the materials rather than treat as waste materials. The concept of reduce, recycle and re-use is one of the way to getting waste reduction, by reducing the disposal materials quantities, trying to recycle the materials and re-use it to reduce the pollution risk. Major Fields of Green Technologies in Malaysia There are many different types of green technologies that are being used in our country at different sector. These green technologies are expected to bring improvement of the environment and human health. In Malaysia, there are four major fields of green technology where green technologies is being implemented, which are building, energy, transportation, and water and waste management. Building Sector As the population of human race keep increasing, the space for development keep expands, and causes the pollution level of environment increasing consequently. In order to mitigate the impact of development towards the environment, Green Building has appeared as a new building philosophy, which promote the use of more environmental friendly materials, more clean techniques to develop, and reduce waste consumption. According to U.S Green Building Council (USGBC), Green Building is defined as a building that is designed, constructed, and operated to boost environmental, economic, health and productivity performance. (USGBC, 2010, page 6) Regards to GBI, green building is a building designed and operated to reduce the overall impact of the built environment on its surroundings and reducing building impact on human health and environment during buildings lifecycle through better sitting, design, construction, operation and removal. In addition, green building also focuses on increasing the efficiency of resources use like energy, water and materials and energy conservation. The technologies which applied in green building may be different from region to region; there are basic principles that insist on which the method is derived. Design efficiency The concept and design stage is one of the important factors when constructing a building, as it has the impact in the building performance and cost. The building design will affect the building performance if the design is not well design. For example, the heat from sun rises and sets will influence the occupants comfort inside the building. Energy efficiency Green building concept is always connected with the energy efficient use. The purpose is to reduce energy wasted and rely on natural resources like solar, wind, etc which these energies are free and will not create pollution. For example, the position of window, if is place at the right position, it can fully provide more natural daylight and ventilation, thus reduce the chances of usage of electric lightning and ventilation system. Water efficiency Reduction in use of water, protecting water quality and minimization the wastage of water are one of the key factors in green building. The conservation and protection of water throughout the life of a building can be achieved by using water that is collected, used, purified, and re-used on site. For example, the conservation of water in a building can be achieved by designing dual plumbing system which recycles the water in toilet. Materials efficiency The material criterion is concern on the selection of construction material, the reuse and recycles material and also management of the construction waste material. To achieve the role on material, promote of usage of friendly materials from sustainable sources and recycling. Implement proper construction waste management with storage, collection and re-use of recyclables and construction formwork and waste. Indoor environment quality Indoor Environmental Quality (EQ) means the quality of environment inside the building. The Indoor Environment Quality includes the indoor air quality, thermal quality, heating, ventilation, air conditioning and the lightning elements. To achieve good indoor environmental quality, it will involve the use of low volatile organic compound materials, application of quality air filtration, sound absorbing materials, control of air movement and humidity and artificial light perform. Operation and maintenance The green building need to operate responsibly and maintained properly in order to preserve the sustainability of a building with its design and construction. The aspect of green feature in a building is integrated with the operation and maintenance phase of a buildings life. Ensuring operations and maintenance are part of the projects planning and development process which will help retain the green criteria designed of the project. Waste reduction The construct of green building will reduce the construction waste. The construction of a building will create a huge solid waste and these wastages are normally thrown away which will causes pollution to the environment. Green building will fully use the materials and minimizes the construction waste. Energy sector Transportation Waste and water management

Issues Surrounding Performativity In Education Education Essay

Issues Surrounding Performativity In Education Education Essay When attempting to comprehend the multifarious nature of performativity, it may be at first useful to view it in a historical and philosophical context. According to Munday (2010), performativity à ¢Ã¢â€š ¬Ã‚ ¦has come to denote the systemic relations within the social order of postmodernity. Through technological progress, the grand narratives of the enlightenment which adhered to either the emancipation of the individual subject or to the speculative approach to knowledge have been superseded by an economy that privileges utility over truth, success over justice and information over knowledge. (Munday, 2010:1) The spirit of this assertion, the final reference to information over knowledge is especially pertinent to issues in contemporary education reform and is echoed in the works of education scholars- including the authors discussed in this essay: Ball (2003), Tan (2008), Chua (2009), **** and sets the tone for the discourse that follows. In Balls paper, The teachers soul and the terrors of performativity (2003) the debate of performativity is brought to the foreground through his development of an encompassing and influential definition of performativity: Performativity is a technology, a culture and a mode of regulation that employs judgements, comparisons and displays as means of incentive, control, attrition and change based on rewards and sanctions (both material and symbolic). The performances (of individual subjects or organizations) serve as measures of productivity or output, or displays of quality, or moments of promotion or inspection. As such they stand for, encapsulate or represent the worth, quality or value of an individual or organization within a field of judgement. (Ball, 2003: 216) This important statement also serves as a starting point to which Tans Globalisation, the Singaporean state and educational reforms: towards performativity (2008) and Chuas Saving the teachers soul: exorcising the terrors of performativity (2009) both allude to in the process of developing their own arguments. In establishing a position on the qualities of technologies of performativity, Chua interprets Balls definition by surmising that: [P]olicy technologies of performativity define performance indicators and evaluate members of the organization based on their capacity to fulfil these indicators. (Chua, 2009: 160). Tan uses Balls idea to derive a more pragmatic interpretation, making a direct link to neo-liberal reforms in education: Performativity contributes to a devolved environment where à ¢Ã¢â€š ¬Ã‚ ¦ [s]chools are to take responsibility for transforming themselves by making themselves different from one another, improving themselves and competing with one another à ¢Ã¢â€š ¬Ã‚ ¦ The state employs monitoring systems for the school leaders and teachers through the mechanics of performativity such as league tables, the appraisal meeting, the annual review, report writing, site visits, inspections and peer reviews In other words, they are expected to organise themselves as a response to targets, indicators and evaluations under state regulation. (Tan, 2008: 113) To arrive at such conclusions as to the interpretation and definition of performativity in their respective studies, the above authors had to at first adopt an analytical design research approach with concept analysis and explore issues of globalisation and performativity and the implications for educational reform. construct their theories using research methodologies that involved the surveying of primary sources, including statistical and historical data and secondary sources such as work by other researchers (which include each other). For example, Tan (2008) argues that the rise of the culture of performativity is an inevitable by-product of Singapores strategic embrace of neo-liberal policies through globalisation and Chua (2009) cites Tans work in support of this view. Ball, more interestingly, elucidates on this theme in more epidemic terms: Education reform is spreading across the globe à ¢Ã¢â€š ¬Ã‚ ¦ An unstable, but apparently unstoppable flood of closely inter-related reform ideas is permeating and re-orienting education systems in diverse social and political locations which have very different histories. (Ball, 2003: 215) ****TITLE***** As both Tan (2008) and Ball (2003) point out, given the current global context where regional economic and social interconnectivity is increasing, it is not surprising that high-performing counties in the Far East, such a Singapore and Japan have experienced a reform agenda that shares many commonalities to that experienced in Western settings. Hence, similar to nations such as the UK, the United States and Australia, contemporary educational reform in Singapore and Japan are increasingly positioned as sites where broader political and economic reforms cross and at times clash with a range of political, economic and socio-ideological positions (Tan, 2008:114). Having worked within the Japanese local government sector, at a board of education as an Assistant (English) Language Teacher on the Japan Exchange and Teaching (JET) Programme from 2005-2010, I was in a unique position to observe such patterns of transformation that were occurring within the education system from an impartial and objective, if ineffectual standpoint. When discussing contemporary educational change in Japan, a link must be acknowledged with a national corporatist reform agenda. Prevailing critique within Japan centres on the three general areas: falling enrolments, legislated curriculum reform and fiscal constraint. Contemporary educational reform in Japan could be placed within a unique historical context that is characterised by long periods of stability followed by radical structural reforms over condensed periods of time. (Hood, 2001) The reforms can also be weighed against the fact that schools and institutions have historically been constrained in their ability to react quickly to change due to the fact they have long been administered by a centralised state educational system. This, however, is changing in the current climate of contemporary neoliberal reforms and appears to have permeated right down through to the grass roots of the education, creating a transient system increasingly reliant on outcomes and the establishme nt of new ways of auditing and verifying such outcomes (Ball, 2003). Possibly one of the clearest examples of this was during the course of my work at a Japanese senior high school: I was asked by the head of the English department to assist in the implementation of an online e-learning computer system for the English curriculum. It was to function something like a TOEIC preparation course, with a test at the beginning and at the end to measure the students progress. It was promoted to teaching staff as learning aid that would make life easier for all as the tests and study materials were already written. When I challenged senior teacher as to what exactly was the purpose and goal of this new system (which tested non-contextualised, discreet items of English language), the response was We finally have an objective way of measuring their achievement. We can show this to universities, or the education ministry, so they can see objectively through statistics that our students are improvingà ¢Ã¢â€š ¬Ã‚ ¦ we [teachers] do not really test the students; their grades are based upon our [teachers] subjective feelings. We need results to be more accurate, and that is why weve bought these well-packaged materials made by professionals. We have already finalised the contract with the company, so we ask for your cooperation. When looking back reflectively, how could this deliberated and justified scheme not be anything but of benefit to both the students and staff alike? Even after only the briefest of considerations, could any genuine educator articulate the simplest of critiques: how could this standardised test be considered objective? Simply because a score is produced, what does that number actually represent? As the students were not required to do the same test at the end of the course that they took at the beginning, how could this be considered any measure of achievement? These may be only discreet factors in the larger scheme of the pedagogy of assessment, but they are all too often the first casualties following the implementation of performative policies in education. Fortunately, however, even changes such as these in the name of convenience and efficiency cannot be readily imposed without some form of backlash from the rank-and-file teachers, as I observed my other Japanese colleagues voice in their opinions, frustrated with the system they had been forced to subscribe to: This is a [computerised testing] scheme developed by a commercial interest from outside our school that does not know, or even care about, our students learning goals. à ¢Ã¢â€š ¬Ã‚ ¦. To be perfectly frank I dont feel good about people from outside telling me what the content of the courses should be and what it takes to improve students or how success or achievement can be measuredà ¢Ã¢â€š ¬Ã‚ ¦. Why are outsiders determining our educational policy- my classroom policy? This, increasingly legitimate, question from teachers is recognised by Ball (2003), when he aptly observes: One key aspect of the current educational reform movement may be seen as struggles over the control of the field of judgement and its values à ¢Ã¢â€š ¬Ã‚ ¦Who is it that determines what is to count as a valuable, effective or satisfactory performance and what measures or indicators are considered valid? (Ball, 2003:216) What must not be forgotten here is the condition of the teacher who is promoting the new tools and systems of reform. In the above scenario, it was apparent that the terrors of performativity (Ball, 2003: 216) had already taken a victim, in this case, the head of the English department who, with the best of intentions, believed he was still functioning in the capacity of a traditional school teacher. He may have even agreed with Chua (2009) who contends, the aim of teaching is to transform a situation into a preferred one, i.e. students that are more knowledgeable, more skilled etc. and that teachers are therefore designers, who employ designerly cognition, à ¢Ã¢â€š ¬Ã‚ ¦the deliberative logic that guides any activity aiming to transform a situation into a preferred one. (Chua, 2009: 159, 160). However, he may not have agreed, or even been aware that the introduction of such policy technologies of performativity could have quietly begun reconfiguring his designerly cognitive abiliti es, resulting in his: à ¢Ã¢â€š ¬Ã‚ ¦ cognitive trajectory [being] guided to aim merely at what one might call the horizontal, transitive dimensions, geared towards the production of à ¢Ã¢â€š ¬Ã‚ ¦ visible, measurable outcomes. (Ball, 2003: 216; Chua, 2009: 160) In short, similar to their UK counterparts, Japanese educators are becoming increasingly measured, audited and assessed within the context of their research, their teaching and their day-to-day administration all in the name devolved freedom (Ball, 2003: 217). The latter portion of the essay will focus on the performativity- related reforms in the UK education system, including personal anecdotal experience whilst continuing to reference the studies of Ball (2003) Chua (2009). Ball (2003) describes the mechanics of performativity as: à ¢Ã¢â€š ¬Ã‚ ¦ the data-base, the appraisal meeting, the annual review, report writing, the regular publication of results and promotion applications, inspections and peer reviewsà ¢Ã¢â€š ¬Ã‚ ¦ The teacher, researcher, academic are subject to a myriad of judgements, measures, comparisons and targets. Information is collected continuously, recorded and published ^ often in the form of League Tables, and performance is also monitored eventfully by peer reviews, site visits and inspections. The nature and characteristics of the modern teacher are defined by the many in which they partake; Within all this, there is a high degree of uncertainty and instability. A sense of being constantly judged in different ways, by different means, according to different criteria, through different agents and agencies. There is a flow of changing demands, expectations and indicators that makes one continually accountable and constantly recorded. We become ontologically insecure: unsure whether we are doing enough, doing the right thing, doing as much as others, or as well as others, constantly looking to improve, to be better, to be excellent. The election of the coalition government in 2010 prompted changes to the framework that Ofsted (Office for Standards in Education) uses to inspect schools. The framework was piloted in 145 schools during May and June 2011 to inform its development for use from 2012. Ofsted fosters a culture of compliance and performativity within a managerialist discourse. Its inspection framework operationalises this compliance; schools which do not achieve its standards risk closure. Its influence extends beyond inspection periods; many leaders subject themselves and staff to intense surveillance to ensure that practice corresponds as closely as possible to the Ofsted- sanctioned ideal: This inspection framework is therefore of great significance to the English education system as both a product of a discourse and a mechanism for its reproduction. Netherhall School has just been inspected under the latest OFSTED framework which came into effect earlier this term. The new style Grade 3 rating awarded to the school replaced the previous Satisfactory grade. The school had hoped to achieve a grade 2 Good rating with greater recognition of its strengths and outstanding features. Chair of Governors, The new OFSTED framework seems more subjective and narrower in its focus. It seems to lack the more rounded and balanced view of previous models used. Nevertheless, we are committed to working within the new framework and to learning lessons from this new process. The school highlighted that the bulk of the data evidence used was based on exams taken some eighteen months ago. The most recent 2012 exams for Netherhall showed many impressive exam outcomes including GCSE English and Maths being well above the national average . The school did significantly better than the national average in the new English Baccalaureate which prioritises GCSE Grade C and above in English, Maths, Science, History/ Geography, and a Language. More than a quarter of the 2012 cohort achieved 5A/A* grades. The 5A*-C GCSE with English and Maths has continued to be above average. Caroline McKenney, Principal commented As ever, and in common with other ambitious schools, Netherhall is very aware of its priorities and recognises the need for ongoing improvement in all aspects of its work.

The Matrix Revolutions :: essays research papers

Neo was last found unconscious in the Real World, where his mind has been, in the Matrix World, captured by the Merovingian and taken to a Limbo state-of-mind, between the Real World and the Matrix World. He confronts a program that speaks only of love and religion, something that Neo realizes has never been the case before with a program. He stated that he went back to the Matrix to rescue his daughter, Sati (the last exile before the war between Man and Machine was going to start and end). Based on his karma, he was supposed to return to his world and leave Sati with the Oracle. Trinity and Morpheus were last seen left on the Hammer, one of the ships that were escorted from Zion in search of the Nebuchadneezer (Morpheus' ship), which had just recently exploded. They receive a call from Seraph, and they must meet the Oracle at once. The Oracle is now a different person (Mary Alice has taken the role of the Oracle since the great Gloria Foster had passed away during the production of this movie), yet her link as the Oracle in the Matrix is still very well the same. The movie explains that because of her choice to help Neo and the others, there was a consequence. The Oracle let them know where to find Neo, and he's been held as a prisoner in the Limbo state by the Merovingian. After a brutal attack at a rave party, Neo is rescued, and asked to see the Oracle before all time ran out. The rest of the movie concerns on Neo's quest to the Machine City (because he beleives that's where he needs to go to end this war), and the rest is basically the war; Zion vs Sentinals. It is a brutal battle, where the Sentinals basically slaughter most of Zion's bottleneck warhouse before a final dig into Zion's mainframe, when Neo confronts the Deus

The Lost Generation :: essays papers

The Lost Generation During World War I, many of the men who fought were only about nineteen years young. These men experienced horrors beyond belief in a matter of years, which is ten times worse than a normal man experiences his whole life. This generation of men, from 1914-1918, who fought in a great war and lived in constant fear of their last breathe, while we enjoy parties, the freedom of being a teenager, and able just to kick back and enjoy life at its prime. This is the lost generation. As tensions grew in Europe during the early twentieth century young teenagers throughout were going to grade school and enjoying life to its fullest. Little do these children know that in a matter of years they will be fighting in one of the most gruesome wars in history. While they were in school the leaders of Europe were contemplating the thought of war and forming alliances. Many people thought that if they went to war, it would be over and done with before they knew it. The people who said this were the lucky ones; they didn't have to fight in it. The kids who did fight in it didn't know what to expect. They were taken from their sheltered homes and thrown into unimaginable chaos. World War I should never have been fought. It was because of a royal family feud that caused millions of deaths. How would one feel if one saw their best friend blown up right before their very own eyes? These kids saw their comrades choke to death because of the fatal mustard gas. They saw friends get shot in the stomach and die slowly of excruciating pain. The dead bodies were innumerable and they had to face their enemy eye to eye and then kill them. These men starved and had to fight off giant rats. Most of these men died of a cause they did not know. If you look at The Gulf War back in 1991, any intelligent person would say how easily we won. We decimated Iraq in a few weeks for two reasons; because of top grade equipment and because of excellently trained men. The men who fought in The Gulf War were between 26 and 27 years old. They were properly trained and had the audacity that younger soldiers lack. The older men also do not loose their youth. They had something that no one can take away, memories of their childhood and teenage years.

Rands anthem :: essays research papers

Rand's "Anthem" Anthem, a science fiction novel, deals with a future primitive society in which the forbidden word "I", which is punishable, has been replaced by "We". Anthem's theme seems to be about the meaning and glory of man's ego. In this novel, Rand shows that the individualism needed for building a complex technological civilization has been suppressed by collectivism. Rand glorifies man's individual ability to think, and appeals to emotion. The emotion is displayed at various time throughout the story; the encounters of Equality and Liberty, on the occasion regarding the discovery of the light bulb, and during the time the two find the house in which they will live in for the remainder of their lives. One day while Equality was tending to his job as street sweeper, he came across a beautiful young woman taking care of the fields. Even though it is forbidden, he decides to go over and talk to her. While they were talking, we see the first sign of emotions when "Their face did not move and they did not avert their eyes. Only their eyes grew wider, and there was triumph in their eyes, and it was not triumph over us, but over things we could not guess." Later, Liberty follows Equality into the forest, and the first sign of forbidden love is shown when "we bent to raise the Golden One to their feet, but when we touched them, it was as if madness had stricken us. We seized their body and we pressed our lips to theirs." Equality is excited with the joy of learning when he finishes his work of building a light bulb. "WE MADE IT. WE CREATED IT. We brought it forth from the night of the ages. We alone. Our hands. Our mind. Ours alone and only. We know not what we are saying. Our head is reeling." The emotion shown by Equality after having just built the light bulb is pride and happiness because he has just created some power unknown but to the people of the Unmentionable times. After he fully realizes what he has done, he has defensive emotions and has to "guard our tunnel as we had never guarded it before. For should any men save the Scholars learn of our secret, they would not understand it, nor would they believe us. They would see nothing, save our crime of working alone, and they would destroy us and our light." The climax of the story shows the greatest emotion of all, the feeling of euphoria. They have a feeling of well-being that overcomes them. Rands "anthem" :: essays research papers Rand's "Anthem" Anthem, a science fiction novel, deals with a future primitive society in which the forbidden word "I", which is punishable, has been replaced by "We". Anthem's theme seems to be about the meaning and glory of man's ego. In this novel, Rand shows that the individualism needed for building a complex technological civilization has been suppressed by collectivism. Rand glorifies man's individual ability to think, and appeals to emotion. The emotion is displayed at various time throughout the story; the encounters of Equality and Liberty, on the occasion regarding the discovery of the light bulb, and during the time the two find the house in which they will live in for the remainder of their lives. One day while Equality was tending to his job as street sweeper, he came across a beautiful young woman taking care of the fields. Even though it is forbidden, he decides to go over and talk to her. While they were talking, we see the first sign of emotions when "Their face did not move and they did not avert their eyes. Only their eyes grew wider, and there was triumph in their eyes, and it was not triumph over us, but over things we could not guess." Later, Liberty follows Equality into the forest, and the first sign of forbidden love is shown when "we bent to raise the Golden One to their feet, but when we touched them, it was as if madness had stricken us. We seized their body and we pressed our lips to theirs." Equality is excited with the joy of learning when he finishes his work of building a light bulb. "WE MADE IT. WE CREATED IT. We brought it forth from the night of the ages. We alone. Our hands. Our mind. Ours alone and only. We know not what we are saying. Our head is reeling." The emotion shown by Equality after having just built the light bulb is pride and happiness because he has just created some power unknown but to the people of the Unmentionable times. After he fully realizes what he has done, he has defensive emotions and has to "guard our tunnel as we had never guarded it before. For should any men save the Scholars learn of our secret, they would not understand it, nor would they believe us. They would see nothing, save our crime of working alone, and they would destroy us and our light." The climax of the story shows the greatest emotion of all, the feeling of euphoria. They have a feeling of well-being that overcomes them.

Using the Data and Your Economic Knowledge

Using the data and your economic knowledge, evaluate the possible consequences for UK macroeconomic performance if the euro area and the US seek to reduce their balance of payments deficits on current account. The four major objectives are (i) full employment, (ii) price stability, (iii) a high, but sustainable, rate of economic growth, and (iv) keeping the Balance of Payments in equilibrium.If a country is suffering from inflation and a balance of payments deficit, it is usually because the government is spending too much. In such circumstance, the Fund agrees to lend the country some â€Å"transitional funds†, providing the government agrees to reduce its deficit and slow growth in the money supply That should raise the value of sterling, reduce the price of imports, and reduce demand for UK goods and services abroad.However, the impact of interest rates on the exchange rate is, unfortunately, seldom that predictable. Changes in spending feed through into output and, in turn , into employment. That can affect wage costs by changing the relative balance of demand and supply for workers. But it also influences wage bargainers’ expectations of inflation – an important consideration for the eventual settlement. The impact on output and wages feeds through to producers’ costs and prices, and eventually consumer prices.Some of these influences can work more quickly than others. And the overall effect of monetary policy will be more rapid if it is credible. But, in general, there are time lags before changes in interest rates affect spending and saving decisions, and longer still before they affect consumer prices. Cutting the interest rate, causing savers to move their money from UK banks to other banks, this will cause a fall in demand for pounds and so a depreciation in the currency.This will therefore make UK exports seem cheaper abroad, and therefore increase the level of exports as we have greater international competitiveness on pri ce But there are certain draw backs, such as Savers are not garunteed to respond to a cut in the interest rate. and therefore the value of the pound may be unaffected? Lowering the interest rate will increase borrowing and expenditure, including increased expendiiture on imports therefore increasing the Balance of Payments deficit

High Performance Working Systems Essay

High Performance Working Systems (HPWS) are defined as those in which management adopts a coherent set of practices that provide employees with; a) The opportunity to influence operational decisions. b) The skills and abilities to effectively participate in these decisions and c) The incentives to motivate discretionary effort. (Applebaum et al. , 1998) Smarter working- or high performance working is a distinctive approach to managing people at work that raises productivity and at the same time improves the well being of employees. Achieving high performance poses a major challenge for private and public sector organisations as they face ever increasing competition and more demanding performance targets. Its main rationale is that the way in which the people in the organisation are managed offers perhaps the best route to gaining performance improvement and competitive advantage. High performance working conventionally contains three core components that address the opportunity to contribute, competence and motivation of the work force. High performance working requires a workforce that possesses the appropriate level of knowledge and skills. If resources such as technology are to be considered, then it is likely that workers will need high level knowledge and skills. They must be able to work with new technologies, make complex deals or offer sophisticated services. Secondly, any competitive environment is evolving the capacity to innovate requires a workforce that not only possesses the requisite knowledge and skills but is also willing and able to continue to acquire new knowledge and skills. One of the key distinctive features of high performance working is that it should be viewed as a system. In other words, it is not enough to consider competence or motivation in isolation. Logically, there is no advantage in having highly competent workers who are demotivated or under utilised. Equally there are dangers in highly motivated but incompetent workers or high commitment in workers who are neither competent nor motivated. The challenge is to manage all four elements at once. No one has consistently defined, or even uniformly named High Performance Work Systems (HPWS). They have been called â€Å"high performance work practices†, â€Å"alternative work practices and â€Å"flexible work practices†. Despite the variances, many of these programs share common elements including selection procedures, vigorous recruitment and incentives based upon performance and extensive training programs focused on the needs of the business. Essentially High Performance Working Systems, require heavy investment in human capital. This is intended to enhance employee knowledge, skill, flexibility and motivation, with the expectation that the employer is providing employees the ability and the opportunity to provide input into workplace decisions. (Val Buren & Werner, 1996). Companies expect this empowerment to enable employees to adapt readily and quickly to rapidly changing product and labour market conditions, and to improve operational efficiency and firm performance. Although high performance work systems have often been seen as being good for both employers and employees, these practices require significant investments in human capital through training, coordination of initiatives, and time for managerial and employee input. Because of the large investment in human capital the value of these practices may be lost if the investment does not result in increased efficiency and effectiveness. High Performance Working Systems are usually associated with increased productivity. However, examining only productivity effects businesses ignores the cost side of the equation. Despite this caution, numerous studies also find a strong relationship between HPWS and firm performance. These studies consider both costs and the benefits of HPWS. (Huselid, 1995, Baker 1999). Performance of business can be measured on four dimensions: marketing, market share, profitability and sales growth. It is often argued that human resources have an important role to play in facilitating innovation. HPWS are focused upon such objectives as enabling people to think for themselves and to manage their work. High Performance Working Systems can increase innovation by: encouraging team practices that allow learning to go through increased multidisciplinary knowledge, decentralising management in order to allow employees to discover and use knowledge; encouraging team practices that allow learning to go through increased multi-disciplinary knowledge; and putting that knowledge to good use. (Laursen, 2002). High Performance Working Systems systematically try to create organic organisations by moving decision-making downward. If for instance the organisational objective is efficiency, more effective Human Resource Management (HRM) systems are likely to increase firm performance because HPWS effectiveness focuses on better production or service delivery system. In contrast when a firm pursue innovative activities they are more likely to benefit from HPWS since they move the level of decision making downward, making the organisation better able to respond to environmental changes. (Capelli and Neumark 1999) More extensive use of HPWS is positively associated with increased organisational innovation since they are done in a holistic, meaningful and effective manner. It matters how a firm employs its organisational capabilities and its ability to manage human resources because resources or practices do not produce on their own. (Russo and Fouts, 1997). Traditional Human Resource Management systems concentrate on an efficiency objective, offer stable procedures and protocols with set processes for dealing with routing employment problems such as discipline, absenteeism and discharge. These systems also establish procedures, and rules that promote consistency and fairness throughout the organisation. Thus an effective HRM system should enhance the firm’s ability to attract and retain qualified employees and promote efficiency. However, effective Human Resource Management practices most likely lack flexibility of High Performance Working Systems. If a firm is pursuing an innovation objective then effective HRM practices may interfere with this goal by focusing on routines and rules that do not provide an environment conducive for stimulating innovation. Furthermore, organisations that are structured to deal with stable routing tasks are less able to adapt to uncertain, dynamic environments. Many organisations today face complex environments. Firms’ management strategies must adjust and conform to the existing business environment. The present business environment demands that firms respond to change and, at the same time, promote efficiency. Thus firms that can combine effectiveness and flexibility objectives may be put in the optimal strategic position whether they are pursuing objectives of innovation or market performance. More extensive use of High Performance work systems with HRM effectiveness is positively associated with organisational innovation. The banking industry for example has become a highly competitive environment because of banking industry deregulation. The regulatory changes coincide with such technological advances as telephone banking, ATMS, pc-based banking and information system advances. The industry responded to the changes by a significant wave of consolidation that has reduced the number of banks. Regulations essentially prevented firms from implementing the full range of strategic choices. Deregulation frees financial institutions to exercise strategic choice. Since deregulation, many banks have introduced new products and services that do not fit the traditional margin-maximing scheme where margin is the difference between the loan rate and the deposit rate. Instead fee income such as origination fees from corporate cash management accounts, home mortgages and letter of credit have become an increasing important source of bank revenues. Hence, the proportion of total income generated by these alternative fee based products and services represents an important measure of banking innovation. (Pfeffer, 1994). HPWS universally benefit all employers. High investments in training and employees pay off in terms of employee commitment and work effort. However, these HPWS do not come cheaply, firms either need to offset these expenses with productivity increases or operate in an innovate environment that can absorb these costs. This makes HPWS less compatible with firms pursuing efficiency objectives and more compatible with firms whose success is more dependent on innovation as opposed to efficiency. A major benefit of High Performance Working Systems is to move the level of decision making downward to reduce the need for formal supervision so that employees are to think for themselves. These objectives may be of great importance for employers seeking to innovate or provide a responsive service but may be problematic for employers pursuing efficiency objectives. Employers who have highly developed hierarchical and formal structures that follow an evolved model of scientific management may not benefit from HPWS. These employers have designed formal roles and procedures specifically to avoid employees thinking for themselves. Thus it can be argued that employers with innovation objectives would benefit more from HPWS than would employer seeking a marketing efficiency objective (Capelli & Neumark 1999). There are three main set of potential benefits of high performance working system; organisational performance, the worker well being and labour turn over and retention. The major reviews that have been conducted in North America, Europe and elsewhere consistently show a clear association between application of high performance working and organisational performance. These reviews are cross sectional and therefore cannot establish clear cause and effect. It is therefore possible that the more successful organisations have the capacity to introduce high performance working. The ability to retain staff is an important feature of a high performance work system and is a key reason why commitment to the organisation can be considered as a core dimension. The presence of High Performance Working Systems is likely to encourage more people to stay with the organisation. This will help to justify the investment in higher performance working and will also feed into other performance outcomes in the sense that experienced staff who understand the business and its products can contribute to higher productivity and to a higher quality of goods and services. For some managers a concern for worker well-being may appear to be an outcome of marginal interest. Well being is usually defined as a combination of job satisfaction, mental and physical health and broader life satisfaction. Work related well being can be narrowed down to the first two but should extend to include work-life balance. There is evidence that workers who experience high performance work practices report higher job satisfaction. They are also more likely to participate in a range of extra activities and to report both better general health and better mental health reflected in less anxiety and depression. The only downside is some suggestion that under high performance working staff may experience greater work-related stress. This could be through highly committed workers tending to choose to work longer hours and to accept more responsibility. High performance working systems have received the endorsement of many governments and organisations. These include Chartered Institute of Personnel and Development (CIPD), Chartered Management Institute and Lisbon European Council for more and better jobs. HPWS face challenges and barriers. The skills for Business Employer Survey published in August 2006 shows some recent progress has been made in raising the uptake of individual high performance practices. However, one of the most reliable sources of evidence, the workplace Employment Relations surveys, show that in 1998, there was at best only modest application of these practices in workplaces across the UK and the 2004 survey shows that there has been very little if any further progress with implementation since then. There is evidence that levels of autonomy in jobs have actually been declining suggesting that managers are tending to assert greater control rather than trust in the competence and commitment of staff. Three factors prevent a stronger adoption of High Performance Working Systems. These can be summarised as ignorance, inability and doubts about the case. Some people especially managers have doubts about the benefits of high performance working. These doubts operate at a number of levels. First there is scepticism about the claim that people- or at least the current work force is the key basis for competitive advantage, allied to belief that priorities for performance ought to be directed elsewhere. Secondly managers are unwilling to take the risk of giving workers greater autonomy and control. There is evidence about a trend to reduce worker autonomy and reveals a generally low trust dynamic. Thirdly, there is doubt about the specific pay-offs and more particularly, whether they would generalise to their own work setting. Given these constrains, should we give up and leave High Performance working Systems to those few organisations that have managed to adopt it successfully and are reaping benefits? If relatively few firms are adopting HPWS working and it does bring benefits, then there is a strong case for gaining a lead on competitors. At the individual level, there is good evidence that workers benefit from being part of an organisation that engages in high performance working systems. Furthermore, job design aimed at enhancing levels of autonomy and control is likely to be associated with higher levels of well being. It will be associated with greater commitment and less likelihood of wanting to move on.