My View on School Library and Three Strong Steps to Improve Essays

My View on School Library and Three Strong Steps to Improve Essays My View on School Library and Three Strong Steps to Improve Essay My View on School Library and Three Strong Steps to Improve Essay My view on School library and three strong steps to improve the present library services to attract users of the school. By Santosh kumar Akki It is my belief, simplistic and idealistic, that schooling is all about providing the best learning opportunities for young people to make the most of their lives as self directed, self determined and creative individuals. Preparing our students today for tomorrow’s unknown world.In essence, strong library and information services are essential to a learning program that values the cognitive, cultural, social, affective technological land spiritual development of individuals. meanwhile I dont want to discuss about the present library status but will give you how to improve present position to next level with support and help of the school management. The school library is an educational and cultural center where individuals are exposed to ideas through the use of print and non-print resources in many media formats.The school library fosters the development of lifelong learning abilities and a love of reading in It’s students. It also provides teachers with instructional materials and professional resources. On the basis of my previous years experience I want to develop a three years or five years plan with the assistance of an advisory committee, broadly representative of many disciplines. Setting yearly goals following the suggestion in the administrator remarks. Below I have mentioned some of the important things to attract students to the library.I strongly believe these three important aspects to develop library in all the way for students learning. * Public relations, displays and publicity * Effective information literacy programme * Activities and services: 1. Public relations displays and publicity * An adjacent to public relations is display. The look of the library informs users about the resources and how they can be used. * Displays are a means of assisting students to know and enjoy the library.We have to think about that the resources available for display books, posters, students’ art work and writing, photograph and maps are just small examples. Displays can be used to promote to among us to authors favorite books, themes, different cultural festivals and new resources in the library. Books, magazines, cuttings and leaflets, posters, C. D. ROMs etc. can be used to support the display. Guiding and Signing * Signs at the top of shelving bays those are readable from across the room. * Shelf guides that are movable for when the stock moves on the shelves. Spine labels on information books. Public relation tools: A library guide: is useful tool to know their library better, it could include names of the staff and helpers with photos it’s possible, opening hours, range of resources including information technology, number of books that can be barrowed, lending period, reservations etc†¦ Book marks: Either printed or homemade can remained users of the family-basic information can be included such as opening hours and staff names. Book lists: For each grade level for vacation reading ideas for parents or relating to a particular author or class project.A library news letter: that involves students in its production can include details of new stock and book reviews. 2. Effective information literacy programme Library instruction aims at helping learners understand the process of seeking information that leads to knowledge in an increasingly complex and rapidly changing information rich environment. First of all we have to teach the students what is library? And How to get information from library sources and other so many important things. Below I mentioned some of them. To provide resources and consulting services to teachers and students while supporting and enhancing schools curriculum; * To provide instruction in the evaluation, selection, identification, and use of appropriate information resources in all formats; * By planning and working directly with class room teachers, to actively participate in the instructional process. * To provide resources and consulting services to parents and community groups. * To identify and implement access to resources and information that will enable teachers to implement new teaching strategies. To effectively and efficiently manage the library facility, resources, and programme to benefit the entire school community. * To encourage and provide resources that support and extend the multy lingual capabilities of the students. Library membership standards: Understand the concept of the library as a source of reading. Understand the role of the librarian. Exhibit appropriate library behavior. Exhibit proper care and handling of library material. The student will understand procedures for checking out and returning library materials.Understand the prefixes on call numbers know the difference between fiction and non-fiction. Know about library resources: Student will recognize simple parts of a book, know the difference between books and magazines, and know the range of formats of library materials recognize award winning children’s authors and their work. 3. Activities and services: Activities: * Activities for toddlers reading aloud, storytelling, rhymes and songs, because this age is a crucial time in the development of a language skills. 3 to 5 years age they usually enjoy participating in group activities including reading aloud, storytelling, films, puppet shows, arts and crafts etc.. * For school aged children 6 to 9 are an espatially critical time for children, these are the years when they normally make the transition from just hearing and looking at picture books to reading independently for enjoyment and for school work then a story that will make them laugh or cry or want to know what happens next will motivate them to read. For middle school students we have to conduct below mentioned activities in the library for their improvement in school days. * Author visits * Competition like photography, poetry, story , essay writing and book review competition * Treasure hunts * Book fairs, events such as world book day, librarians day etc * Quizzes based on popular shows and school subjects Services: Friendly, positive and an biased user interaction are the goal of every school library. As we strive offer courteous professional services to all library users. * Reference and related services New additions and display services * Reprographic services * Periodical and display services * Develop collection to reflect the information needs and interest of teens. * Take the requests of teens seriously and ask for their input in developing collections for them. * Recognize that home work is a major part for teen information seeking and that home work assistance is a necessary service for this age group.

The Big Secret to SAT Writing Strategies to Excel

The Big Secret to SAT Writing Strategies to Excel SAT / ACT Prep Online Guides and Tips If you've noticed that the SAT Writing section seems to be confusing, that's becauseit's intentionally designed to be that way. But we're going to let you in on something that the College Board doesn't want you to know: there area few key secrets that will help you understand this part of the SAT,and knowing them makes itmuch easier to crack.Read on to learn how to take this section of the SAT into your own hands. In this article, I am going to show you: How the SAT Writing tries to trick you with "normal"-sounding English How the SAT Writing testsunusual grammar and style rules that your English class may not have focused on The top concepts that the SAT Writing testover and over and over again Why this predictability matters and how to use it to your advantage Without further ado, let's dive into one of the number one ways the SAT Writing counts on making you mess up. Everyday English Is a Trap Did you know that the English you speak every day is probably grammatically incorrect?The College Board does,and in fact they were counting on that when they designed the SAT Writing.Each of the sentences below has at least one error. Can you spot them? Kim and me attended the civil rights conference that was held at school today. We discussed the Civil Rights Movement of the 1960s, debated different modern-day issues, and were talking about freedom of speech. We learned that if someone is different to you, you should respect them for who they are. The SATtests everyday incorrect English to see who knows what "sounds" right, and who actually knows the different grammar rules. There are two main strategies that the test writersuse to do this. The first is that they will give you a deceptively simple-looking sentence that sounds normal but actually has a tricky grammar error. The second is to give you a ridiculously convoluted sentence that hides a simple grammar mistake. They are testing you: can you see through their sentences to the grammatical structures underneath? Let's look at an example. Here is something I recently heard on a well-known televised cooking competition: She sliced the Wellington, and gave it to Nick and I to garnish. Though a lot of people talk this way,it's not correct. Why?"Nick and I" are both objects of the preposition "to", and therefore "I" should be in the objective case- "me". In colloquial English use, you will often hear peoplemisusing pronoun cases. This is one of the many "everyday English" mistakes that the SAT will throw at you. Not sure what a pronoun case is?There’s a guide for that. At other times, the SAT will hide simple grammatical errors in a very wordy sentence. Example The lamb is not properly cooked, and having to apologize to the guests for his mistakes are the most embarrassing thing about participating inHell's Kitchen. If the above sentence just read, "Having to apologize are the most embarrassing thing," most people would immediately spot the error. The SAT adds extra unnecessary phrases and clauses to make these simple error more difficult to spot. Good news! Now that you know the main way that the SAT Writing tries to trick you, you canuse it to your advantage. Remember that you cannot just use your ear to know if a sentence is correct or incorrect. (Unless you have an exceptionally-trained ear, of course! But most people who speak everyday English do not. Remember that the SAT cares about correct grammar over awkwardness.Just because a sentence is phrased very oddly doesn't mean it's incorrect. Look for the same things that you would look for in a more normal-sounding sentence (like subject-verb agreement, pronoun case, etc.) to see if it's grammatically correct. Remember, the SAT doesn't care if something is awkward. This is why it's so important to understand what the SAT thinks is grammatically correct, as opposed to what you think sounds good.Many of these grammar rules you will be familiar with, but other may come as a surprise to you, and that's because... SAT Writing Doesn't Always Test Normal Grammar Rules Some of the rules they test you on seem downright arbitrary, and, in fact, they are. In theory, you will have learned many of the more "normal" rules in your high school English class. As discussed above, though, this doesn't mean that these concepts will be covered in as straightforward a way as you are used to. Other times, however, you will need to learn the SAT's weird "grammar" rules, which mostly focus onstyle, and what the SAT thinks sounds correct!Don't be fooled by these just because they are not the same as what you have covered in class. Here are some of the top stylistic rules the SAT Writing favors: 1. Pronouns must have a clear antecedent. The antecedent is the noun that the pronoun is replacing. On the SAT, the antecedentmust actually be referenced in the same sentence, or a very nearby sentence in the case of Improving Paragraphs. If it not 100% clear - and spelled out - what the pronoun is referring to, it's incorrect in the SAT's eyes. Let's look at an example: Melissa hurried into the theater and tried to find her seat, relieved that it had not already started. Most people would have no trouble understanding this sentence. It's clear from the context that Melissa is relieved that whatever show she is seeing in the theater has not started yet. However, in the SAT's eyes, this sentence would beincorrectbecause we don't have an explicitly-stated antecedent for "it". According to the SAT, the only things that "it" could refer to are either "theater" or "seat" - and neither of those makes sense! 2. Always use "and" instead of other connecting words The SAT Writing also tests you on your ability to state something in themost straightforward and concise way.By their standards, "and" is the most straightforward way to join things together. So, if you see a sentence trying to replace "and" with another connecting word - such as "plus" or "as well as" - it is incorrect. Note that this does not apply to joining independent clauses together for compound sentences. OnlyFANBOYS conjunction can be usedfor that task. Let's look at an example: Amanda took one job in a restaurant plus one in a hotel. This would be consideredincorrect. Instead, try this: Amanda took one job in a restaurantand one in a hotel. 3. Only similar things can be compared We have a whole article on this topic if you want to go into it in more depth. The basic idea is that the SAT only wants you to compare two similar things. Obviously this has nothing to do with being grammatically correct English- it's just the SAT's preference. For example: John's car was newer than Jerry. Grammatically this makes perfect sense: Let's say that Jerry is 30 years old, but John's car is only 5 years old. However, in the SAT's eyes this is a mistake because a car and a person are too dissimilar to be compared. Let's look at another: Kim Kardashian was jealous because her selfies were not as popular as Khloe. Beware of selfie rage. Again, strictly from a grammar point of view, thisis a correct sentence. One might hope that a human being is more popular than a selfie. However, the SAT does not want you to compare Kim's selfies to Khloe; instead, it wants you to compare Kim's selfies to Khloe's selfies. This is how the sentence would look corrected: Kim Kardashian was jealous because her selfies were not as popular as Khloe's selfies. Now we are comparing selfies to selfies, which are two similar things, and therefore this comparison has the SAT's blessing. 4. Don't delete something unless it is redundant This doesn't come up too frequently, but occasionally an Identifying Errors question will give you something like this: As part of his annual payment, he receives a bonus every year. According to the SAT, this kind of redundancy is incorrect. This goes back to our rule of making everything concise as concise as possible - if you have already been told that something happens annually, you don't also need to be told that it happens every year! 5. Be careful ofusing "because" with nouns The SAT Writing will occasionally use two constructions with the word "because", and both of them are considered incorrect. The first is something that has become common slang recently:because + noun For example, to paraphrase a recent Carl's Jr. commercial, We made a disgusting hamburger with a hot dog on top of itbecause America. Better together? This, unfortunately, will never be correct. Similarly, occasionally the SAT will use the following incorrect construction:noun + is because of Let's look at an example: The drought in California is because of the lack of rain. So, how do you make sure you always catch these problems? Whenever you see the word "because", make sure that it is joiningtwo clauses. A clause is something that has both a subject and a verb. Alternately, "because of" can be used as a preposition with a noun object, but in that case make sure that the rest of the sentence makes sense on its own if you get rid of the prepositional phrase! To fix the above sentences, we would say: We made a disgusting hamburger with a hot dog on top of itbecausewe have misunderstood what America needs. Thereisadroughtin Californiabecausewe have had a lack of rain. OR Thereisadrought in Californiabecause of the lack of rain. 6. If more than one answer is grammatically correct, choose the most concise answer that has the fewest extra words. Many students mistakenly think that having more words makes a sentence sound more academic, but this is not the case. The SAT Writing will always be looking to see if you can spot the most direct and concise way of saying something. So when two or more answers are equally grammatically correct, go for the most concise answer. These six rules are important to know, along with the more basic grammar rules that you've learned in school. This is because.... The SAT likes to test the same thing - over and over and over again. Good news! Though the SAT does try to trick you in the ways we discussed above, it'sotherwisevery consistent and easy to predict.It really only focuses on a few different concepts, and will test you on those concepts repeatedly. The below graphs show SAT Writing’s favorite question types grammar rules to test. If you master those main concepts, you will be a step ahead in conquering this section. What does this tell you? Top secrets for Improving Sentences Around ⅙ of the time, the sentences will be correct as is. Many students are afraid to choose this option, or to choose it too often. If you finish this section and you haven’t had any (A) answers, you can assume you probably went wrong somewhere! Over half the questions will test the same four concepts: Wordiness, especially through gerunds, participles, and use of the passive voice. Ifyou see an answer choice that contains a lot of -ing or -ed words, and the same idea is expressed more succinctly and directly in another option, go for the other option. Fixing comma splices, run-ons, or incorrect conjunctions. Therefore, make sure that you understand how to use semicolons to connect two independent clauses instead of commas. Fixing dangling or misplaced modifiers.Whenever you see a clause or phrase describing something, make sure it's next to the thing it’s describing. Using correct parallel structure.If similar ideas can be expressed through similar language, do it! For more information on this, see our guide to parallel structure. What does this tell you? Top secrets for Identifying Errors About ⅙ of the time, the correct answer will be (E), No Error. These questions can occur back to back. Over 25% of the questions are all about verbs: either subject-verb agreement, or correct verb tense/form.Make sure to see our guide all about how verbs are used on the SAT Writing section, and you will be well on your way to understanding this section. One of the other most common mistakes is in pronoun-antecedent agreement.This topic is all about attention to detail - make sure you match up pronouns to what they refer to and check that plural pronouns match with plural nouns. Check out our guide to parts of speech for more info on when to use which pronoun. What does this tell you? Top secrets for Improving Paragraphs Most questions in this section are about how to improve sentences - meaning that you will use the exact same skills that you need for Improving Sentences questions. The other main question types in this section focus on context. In order to understand how to use transitions and where to add or delete info, you need to be able to understand how sentences are working in the paragraph as a whole.This skill is unique to this section of the Writing SAT.For more info about how to master this section, see our guide on how to approach Improving Paragraphs questions. Why does predictability matter? As you have just seen, the SAT writing sectionactually does not cover that many different topics, and very few concepts will be focused on in detail. This means that you canfocus your studying. Especially if you are aiming for a score around 500 - 600, you should focus on learning the most commonly-tested concepts.When you do this, you will soon start to notice that alot of the questions look similar. This is a good thing- it means that you're learning to beat the SAT at its own game! This is why practice is particularly important for this section of the test and can lead to abig score improvement. If you're used to the kinds of questions that you will see over and over, you willimmediately recognize the kind of question you are being presented with. For effective studying, you should work withreal question from past SAT tests.You can find somehere. When you start to notice patterns,write them down.For example, when a question makes a point of mentioning time, it's most likely going to be averb tense question. You will start to notice a lot of patterns like this that will alert you to what kind of question you are getting. This will help you immediately spotwhat the SAT is asking forand will make the questionseasier to answer. Now that you know this, you can... Use the Test to Create Your Strategy Now that you know the SAT writing sectionis going to be very predictable and follow a certain pattern, you can use this fact to your advantage.Create a plan that you can use to attack each question type. Try using the following steps when working on this section of the test: 1. When you read the sentences and answer choices, alwayseliminate any obvious grammar errors first. 2. Next, eliminate any answers that are structurally identical. They can't both be correct, and therefore neither one is correct. 3. Take a closer look at the question, and see if you can find any of themost common errors that the SAT Writing tests.For example, check that subjects and verbs agree, that pronouns have an obvious antecedent that they match in number, that the verb tense is correct, that there are no run-ons, and that parallel structure is used correctly. Going through this list of potential issues will allow you to answerthe vast majority of the questions. 4. If you are still stuck between a few answer choices that both seem grammatically correct,always choose the most concise answer, with the fewest gerunds and extra words. You May Now Dominate the Test Understanding how the test works puts you in a position of power. Get excited - you know the secrets now! Instead of feeling helpless oruncertain about SAT Writing questions, you can confidently attack them, confidentthat you already know everything they're going to ask you. Keep calm and test on. Nerves contribute to careless errors. Because you now know what to expect, you have nothing to fear! What’s next? Now you know what to look for, so go out and conquer the grammar concepts you need to learn. If you want to test yourself, try out some of the most difficult questions you will find on SAT Writing. Aiming for a top score? Read8 key strategies to improve your score, and check out thesetop tips from a perfect scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. 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Critically evaluate how the Resource based view approach to HRM can Essay

Critically evaluate how the Resource based view approach to HRM can help or fail to produce the performance outcomes an organisation requires - Essay Example isting resources within an organisation and in a new way instead of acquiring new skills for each new opportunity that presents itself in the business environment is ideal to improving organisational performance. Where organisations focus on RBV approach, resources are ideal in enabling the organisation to achieve better performance. In applying RBV approach, two types of resources are available for organisation to use to exploit opportunities in the business environment; this includes the tangible and intangible resources. However, tangible resources can be accessed easily in the market and as such; they bring little advantage for organisations when considered in the long-term basis since competitors can acquire the same resources. On the other hand, intangible resources denote resources that are not physical and those that are at the disposal of the organisation to use in improving performance. For instance, an organisation can use brand name or trademark to create uniqueness over competitors (Wright, Dunford & Snell, p.711). In essence, it is impossible for competitors to buy brand reputation of other firms in an attempt to improve their competitive nature in the business environment. Conversely, while RBV aid in improving an organisation’s competitive edge, it has to be noted that for such goal to be realised, the approach has to consider two critical assumptions that include heterogeneity and immobility (Colbert 2004, p.351). This paper examines how RBV approach to human resource management can help or fail to produce the performance outcomes that an organisation requires. RBV approach to human resource management proposes the view that various resources within an organisation are the key to realising positive outcomes and this includes human capital or resources. These internal resources are also viewed as important in providing an organisation the required competitive advantage in the business environment. This is because when resources within an

Economics by Boyd and Smith Assignment Example | Topics and Well Written Essays - 1000 words

Economics by Boyd and Smith - Assignment Example According to the paper a store of value such that it holds its own value over a longer duration of time, although it does not elevate money so superior because there are other stores of value such as land. However, it is a portable store of value that is available in various convenient denominations, and lastly, it is a unit of account that provides a common measure for the value of commodities and services in exchange, which enables buyers and sellers to know how much of the goods to sell or purchase. Â  Federal eserve controls the money supply by : Setting the reserve requirement for banks, through buying and selling treasury bills and notes and by moderating the supply of money through lowering or raising the interest rates which are passed to the banks and finally to the consumers. This discussion outlines that the assumption of constant velocity implies that if an assumption is additional, the money velocity is constant, and then the equation yields a fundamental theory of the money effects known as the money’s quantity theory useful in determining the nominal GDP. Raising the inflation from 6 to 8 percent will mean that the currencys interest rate catches up with the higher inflation rising by 6 points a year from their original value leaving the real return on that currency unchanged. Fiscal and Monetary policies play a role in causing ending hyperinflations, usually done by the central bank or the government to ensure the control of flow of money, and; therefore, minimizing both the exchange rates and the government’s expenditure. The interest rate that is nominal is the stated rate of return on a financial asset e.g. the interest rate that a bank pays on deposition certificate while the real interest rate is the rate, which is nominal on ret urn and one adjusted for inflation.

Impact Of Social Networking Sites on Youth

Impact Of Social Networking Sites on Youth Just when many of us thought we understood how to use email, could shop online, and search the web for recipes or the long- lost instruction manual for a piece of equipment in the garage, the web is evolving. Now we hear about blogs, podcasts, Facebook, Myspace and Orkut. These are some of the tools and technology associated with a recent phenomenon called social networking and it is everywhere. Social networking has become part of the daily life experience for an increasing number of people. The rapid adoption of social network sites by teenagers in the United States and in many other countries around the world raises some important questions. Why do teenagers flock to these sites? What are they expressing on them? How do these sites fit into their lives? What are they learning from their participation? Are these online activities like face-to-face friendships or are they different, or complementary? (Danah Boyd, 2007). Penuel and Riel define social networking as a set of people and the relationships between them. That definition is found today in the social networking services that promote the development of online communities of people. Social networking such as Facebook, Orkut, Myspace, Flickr and Youtube are sites where users apply for membership and maintain their personal profile information in a centrally organized database. Each network members controls access to t heir profile by accepting or declining requests from other network members to be friends. By expanding and developing their network of friends, social networking members are able to maintain online relationships for work, study, special- interests or leisure- related purposes. Social networking services utilize the participation technology and software tools to facilitate communication and interaction between members. Social software communication tools include blogs, wikis, instant messaging, chat rooms, message boards and social bookmarking. Members use these tools to share online ideas, documents, photos, videos, and favorite websites actually almost anything. As more people participate in social networking, the question becomes is it merely a social activity or are they involved in learning? And social networking websites is very popular among the youth so that they contribute the majority percentage of the users of these sites. So, the researcher wanted to study the impact of these social networking sites on their education. LITERATURE REVIEW Jeff Cain (2008), in the research paper Online Social Networking Issues Within Academia and Pharmacy Education has discussed that Facebook is a tool that aids students in developing their identities and finding their fit within a college community. Helping students connect and stay in contact with old and new friends is touted as one of the significant benefits of Facebook. Making connections on campus which help them feel that they belong may be an important factor in student retention. These capabilities along with the many facets of communicating with their friends make social networking sites very appealing. Although extremely popular, especially among younger generations, social networking sites are not without their issues. Controversy surrounds the use of these sites, specifically in terms of privacy, safety, and attitudes toward revealing personal information to the world. Most of the press concerning these sites has been negative in focus. Newspapers and magazines related to higher education are replete with cases of college students who experienced negative repercussions from questionable activities that were made public online.9,15-26 The list of incidences are long and revolve around a myriad of issues related to photos, posts, and/or personal profiles. Social networking sites such as Facebook provide individuals with a way of maintaining and strengthening social ties, which can be beneficial in both social and academic settings. These same sites, however, also pose a danger to students privacy, safety, and professional reputations if proper precautions are not taken. Colleges and schools of pharmacy would be advised to consider how these issues might affect their students. At a minimum, schools should take appropriate steps to educate students about these matters. Research is needed on professional students usage and attitudes toward online social networking sites. Monitoring and usage of these sites by institutions venture into legal grey areas concerning the Fourth Amendment, the right to privacy, and duty of care, and should be approached with caution. Discussion is warranted on how, if at all, material found on student social networking sites should be used in colleges of pharmacy admissions decisions and/or matters of a discip linary nature. Further research is needed on how best to address the issues surrounding online social networking. Ana M Martinez Aleman, Katherine Lynk Wartman and M Aleman Ana (2009) in their book Online Social Networking on Campus said that Teenagers online social needs are similar to those of college students. High school students want to stay up to date with their friends status; they plan activities online; they are social searchers who investigate other users with whom they have a real- life connection, and also like college students, they perceive their Facebook community to correspond to their existing real-life social relationships at school or other institutional affiliations (sports teams, music groups, etc.). Though perhaps not a user community that engages in social browsing to connect with other users offline, the high school user seems less alien and disparate to Facebooks traditional and original niche user than the older adult user. Henk Huijser (2007) explores potential educational applications of Web 2.0 technologies, and cuts through some of the hype generated around these technologies, as well as around characteristics of Generation Y, and their implications for learning and teaching. Web 2.0 technologies both reflect and drive a blurring of the lines between students and university educators, which has a potentially profound impact on learning and teaching in higher education. This paper argues that Web 2.0 technologies, and Social Network Sites in particular, offer exciting opportunities but that educational applications of these technologies should be based on sound pedagogical principles and driven by empirical research and careful evaluation, if they are to effect meaningful learning experiences for all students. Vincent Miller (2008) in his research paper New Media, Networking and Phatic Culture has discussed that This article will demonstrate how the notion of phatic communion has become an increasingly significant part of digital media culture alongside the rise of online networking practices. Through a consideration of the new media objects of blogs, social networking profiles and microblogs, along with their associated practices, I will argue, that the social contexts of individualization and network sociality, alongside the technological developments associated with pervasive communication and connected presence has led to an online media culture increasingly dominated by phatic communications. That is, communications which have purely social (networking) and not informational or dialogic intents. I conclude with a discussion of the potential nihilistic consequences of such a culture. Doris de Almeida Soares and Escola Naval (2008) in their resarch paper Understanding class blogs as a tool for language development it has been said that Web 2.0 has allowed for the development of cyber spaces where any computer user can create their own public pages to share knowledge, feelings and thoughts inviting linguistic interactions with people around the globe. This innovation has caught the attention of language practitioners who wish to experiment with blogging to enhance the teaching and learning experience. In 2007 I set up a class blog with my nine pre-intermediate EFL students in a language school in Brazil. This experience gave rise to two central questions: a) did my students see our blog as a learning tool? and b) what was blogging like in other language teaching contexts? To answer the first question I carried out some Exploratory Practice for three months. As for the second question, I designed an online survey which was answered by 16 members of a community of pr actice called the Webheads. Ultimately I learned that my students saw our blog as a learning tool and that blogs are being used in different ways around the world. This article presents the rationale behind using blogs in language classes, describes my research process and discusses the understanding my students and I have gained from exploring our own practices. R. Cachia, R. Compano and O. Da Costa (2005) in their research paper Students Actually Use the Internet for Education says that New research released by the National School Boards Association reveals data showing we all might need to reevaluate our assumptions: It turns out kids are actually using the Internet for educational purposes. In fact, according to the study, Creating Connecting: Research and Guidelines on Online Socialand EducationalNetworking, the percentage of children specifically discussing schoolwork online outpaces the percentage that spend time downloading music. For the survey, the NSBA teamed up with Grunwald Associates to poll 1,277 9- to 17-year-olds, 1,039 parents, and 250 school district leaders who make decisions on Internet policy. It found that a full 50 percent of students who are online spend time discussing schoolwork, and 59 percent spend time talking about education-related topics, including college or college planning; learning outside of school; news; careers or jobs; politics, ideas, religion, or morals; and schoolwork. Further, these students are spending almost as much time on the Internet visiting websites and social networking services (nine hours per week for teens) as they spend watching television (10 hours). A full 96 percent of students surveyed responded that they use the Internet for social networking purposes, including Facebook, MySpace, Webkins, and Nick.com chat. Seventy-one percent said they use these services at least on a weekly basis. Yet, the study asserts, the vast majority of school districts have stringent rules against nearly all forms of social networking during the school dayeven though students and parents report few problem behaviors online. Indeed, both district leaders and parents believe that social networking could play a positive role in students lives and they recognize opportunities for using it in educationat a time when teachers now routinely assign homework that requires Internet use to complete. In light of the study findings, school districts may want to consider reexamining their policies and practices and explore ways in which they could use social networking for educational purposes. Jeff Cain (2008) in Online Social Networking Issues Within Academia and Pharmacy Education it has been said that Facebook is a tool that aids students in developing their identities and finding their fit within a college community. Helping students connect and stay in contact with old and new friends is touted as one of the significant benefits of Facebook. Making connections on campus which help them feel that they belong may be an important factor in student retention. These capabilities along with the many facets of communicating with their friends make social networking sites very appealing. Although extremely popular, especially among younger generations, social networking sites are not without their issues. Controversy surrounds the use of these sites, specifically in terms of privacy, safety, and attitudes toward revealing personal information to the world. Most of the press concerning these sites has been negative in focus. Newspapers and magazines related to higher education are replete with cases of college students who experienced negative repercussions from questionable activities that were made public online.9,15-26 The list of incidences are long and revolve around a myriad of issues related to photos, posts, and/or personal profiles. Social networking sites such as Facebook provide individuals with a way of maintaining and strengthening social ties, which can be beneficial in both social and academic settings. These same sites, however, also pose a danger to students privacy, safety, and professional reputations if proper precautions are not taken. Colleges and schools of pharmacy would be advised to consider how these issues might affect their students. At a minimum, schools should take appropriate steps to educate students about these matters. Research is needed on professional students usage and attitudes toward online social networking sites. Monitoring and usage of these sites by institutions venture into legal grey areas concerning the Fourth Amendment, the right to privacy, and duty of care, and should be approached with caution. Discussion is warranted on how, if at all, material found on student social networking sites should be used in colleges of pharmacy admissions decisions and/or matters of a discip linary nature. Further research is needed on how best to address the issues surrounding online social networking. Danah M. Boyd and N.B. Ellison (2007) in their research paper Social network sites: Definition, history, and scholarship it has been said that Social network sites (SNSs) are increasingly attracting the attention of academic and industry researchers intrigued by their affordances and reach. This special theme section of the Journal of Computer-Mediated Communication brings together scholarship on these emergent phenomena. In this introductory article, the authors describe features of SNSs and propose a comprehensive definition. They then present one perspective on the history of such sites, discussing key changes and developments. After briefly summarizing existing scholarship concerning SNSs, they discuss the articles in this special section and conclude with considerations for future research. The work described above and included in this special theme section contributes to an on-going dialogue about the importance of social network sites, both for practitioners and researchers. Vast, uncharted waters still remain to be explored. Methodologically, SNS researchers ability to make causal claims is limited by a lack of experimental or longitudinal studies. Although the situation is rapidly changing, scholars still have a limited understanding of who is and who is not using these sites, why, and for what purposes, especially outside the U.S. Such questions will require large-scale quantitative and qualitative research. Richer, ethnographic research on populations more difficult to access (including non-users) would further aid scholars ability to understand the long-term implications of these tools. They hope that the work described here and included in this collection will help build a foundation for future investigations of these and other important issues surrounding socia l network sites. M. Brendesha Tynes (2007), in Internet Safety Gone Wild? Sacrificing the Educational and Psychosocial Benefits of Online Social Environments it has been said that Many Internet safety and parenting experts suggest that parents prohibit their teens from social networking sites and other online spaces where predators may lurk. But we may do adolescents a disservice when we curtail their participation in these spaces, because the educational and psychosocial benefits of this type of communication can far outweigh the potential dangers. These benefits include developing cognitive skills that are consistent with those required in educational settings and perspective-taking skills that are necessary for citizenship in an increasingly multiracial society. Alternative strategies for keeping adolescents safe online should build on the increasing technological awareness and sophistication of teens themselves. Danah Boyd (2007) in her research paper Why Youth Social Network Sites: The Role of Networked Publics in Teenage Social Life has said that Although news media give the impression that all online teens in the United States are on MySpace, this is not the case. For this reason, I want to take a moment to discuss who is not participating. In 2004, PEW found that 87 percent of teenagers aged twelve to seventeen have some level of Internet access.5 In a study conducted in late 2006, they found that 55 percent of online teens aged twelve to seventeen have created profiles on social network sites with 64 percent of teens aged fifteen to seventeen.6 While these numbers are most likely low,7 it is very clear that not all high school students participate in online communities that require public content creation like social network sites. Gender also appears to influence participation on social network sites. Younger boys are more likely to participate than younger girls (46 percent vs. 44 percent) but older girls are far more likely to participate than older boys (70 percent vs. 57 percent). Older boys are twice as likely to use the sites to flirt and slightly more likely to use the sites to meet new people than girls of their age. Older girls are far more likely to use these sites to communicate with friends they see in person than younger people or boys of their age.10 While gender differences do exist and should not be ignored, most of what I discuss in this article concerns practices that are common to both boys and girls. The research paper Exploring the Educational Potential of Social Networking Sites: The Fine Line between Exploiting Opportunities and Unwelcome Imposition by Henk Huijser (2007) University of Southern Queensland explores potential educational applications of Web 2.0 technologies, and cuts through some of the hype generated around these technologies, as well as around characteristics of Generation Y, and their implications for learning and teaching. Web 2.0 technologies both reflect and drive a blurring of the lines between students and university educators, which has a potentially profound impact on learning and teaching in higher education. This paper argues that Web 2.0 technologies, and Social Network Sites in particular, offer exciting opportunities but that educational applications of these technologies should be based on sound pedagogical principles and driven by empirical research and careful evaluation, if they are to effect meaningful learning experiences for all students. In the research paper Social networking sites within Higher Education threat or opportunity? by Neville Palmer, Jomo Batola, Margaret Jones and Sheila Baron (2007) it has been said that a Southampton Solent University, students predominantly use Facebook to advertise social and sporting events, make new friends, or chat among existing friends. There are currently over 6,200 members of the official Southampton Solent network, which represents around 40% of all students at the University, though there may be more in other groups. Currently there seem to be at least 150 different groups representing areas of interest under the umbrella of the University, ranging from the bizarre to sports clubs, social activities and academic related interests. Most of these groups have a small membership. There are also alumni groups, and some specific course related groups. These seem to have been formed, not by staff, but by students. For example there is a group for journalism students and another for business studies. There is a mixture of social chitchat, but also course related self help discussion. The journalism students are also giving each other leads on where they can get work experience. Forums are a form of Social Software that can be a useful tool in education. Forums are also related to Blogs, though a blog is centered on an individual, whereas a forum is centered more on an area of interest (Holzsclag 2005). There are many blogs on the Internet posted by individuals to discuss subjects ranging from their personal lives to World events. However some students are using blogs to post and discuss their work and ideas so that others can comment and advice on it (Polly 2007). A forum can be useful when a particular topic or area of interest requires discussion on the Web. This concept is being used at Southampton Solent University. In the research paper Youth Impact I has been said that A combination of the words iPod and broadcast, podcasts are digital media files distributed over the Internet and listened to on a portable media player. A related term is vodcast, which describes podcasts that incorporate video. Podcasts were originally conceived as a way for people to create their own radio shows without needing a recording studio or transmission network. They evolved into a means of recording and distributing speeches, classes and training sessions, and public safety messages. They are especially popular in K-12 schools and colleges: Teachers and professors use them to record lessons, debates, and guest speakers for absent students or later use, and students use them to record their presentations, projects, and experiments Podcasters and vodcasters record their audio and video sessions, edit them, and upload them to a feed. Listeners and viewers use a podcatcher service such as iTunes to search for and subscribe to one or more feeds. When a new podcast or vodcast is released on the feed, the audio or video file will download automatically to the subscribers iPod, computer, or other device so that they can listen to or view it at their leisure. The review of literature gave a clear idea on the use of social networking websites and the aim of the study was formulated to find the Impact of Social Networking Websites on the education of Youth and the objective is to find the trends in the Internet use by youth and to study the impact of social networking websites on the education of youth. METHODOLOGY For conducting the research, the researcher has chosen the following two methodologies: Survey and In-depth Interview. The researcher adopted the Stratified Random Sampling technique. Stratified random sampling is done when the universe is heterogeneous i.e. if the people are of different kinds. So the universe is sub-divided into many homogeneous groups or strata. And the random sampling is done in each stratum and the sample size from each stratum is taken proportionally. The total number of samples taken were 500 i.e., 125 in each stratum. The researcher has sub- divided the universe as following strata Stratum 1- +1 +2 students Stratum 2- Engineering students Stratum 3- medical students Stratum 4- Arts Science and others Also, the researcher has interviewed experts from the field to know their perspectives of the impact of the Internet on education and to know the impact of social networking sites and how far it complements the students education. ANALYSIS Survey: Statistical Analysis Survey has been done among five hundred respondents, one hundred and twenty five students from each stratum. Among the five hundred respondents 295 were male and 205 were female. 100 students accessing Internet for more than five years, 140 students for 3-5 years, highest of all- 205 students for 1-3 years and the lowest of all- 55 students for less than a year. 210 students access Internet several times in a week, 125- once in a week, 70- once in a day, 45- several times in a day and 50- rarely. When asked about the number of years the students are using social networking sites (SNS), majority of the students from all stratum have selected the option 1-3 years. Majority of the students sit in the social networking sites several times in a week. Next highest is the option once in a week. The lowest is several times a day. Maximum number of respondents uses social networking sites more than one hour and exactly only 185 students sit for less than hour. Maximum respondents said the SNS is rarely useful for their education and 140 students said it is useful only during the exams. 65 said it is useful for the education at all times and 85 said it is never useful for the education. 310 students said SNS is time consuming, 195 said they use SNS for education and 135 said they chat regarding academics in SNS. 190 students have not agreed that social networking is time consuming. But out of 190 students, 150 of them sit in SNS more than hour. 75 of them sit for 2-4 hours and 5 sit for more than four once they access the social networking sites. 260 students said their academic performance didnt change because of using SNS and only 15 students said that it has decreased. Others said it has improved. 455 students have an account in Orkut and some of them have account in Facebook, Hi-5 etc. But next to Orkut many are familiar with the Youtube website and the next is Facebook. SNS is highly used by the students as a messenger, then it is used for sharing photos and videos and then it is used to find new friends. Only 140 students have joined in the communities regarding academics, out of which 110 had said that those communities were helpful for the education. And only 40 students have said that the social networking sites distract them from the studies. Thus, from the percentage analysis of the survey data, it is found that 41% of the students are accessing Internet for 1-3 years and 28% for 3-5 years. 42% access Internet several times in a week and 25% once in a week. Apart from social networking many students use the Internet for sending e-mails and chatting. Apart from social networking 51% of the respondents use Internet for downloading music/videos, 76% for sending e-mails/chatting and 60% for educational purposes. Maximum percentage of the students accessing social networking sites for 1-3 years. Figure 1.1 No. of years students accessing SNS 33% of the students access SNS several times in a week, 28% once in a week, 18% rarely, 14% once in a day and 7% several times in a day. More percentage of the students sits in SNS more than an hour when accessed. Figure 1.2 Time spent in SNS 13% said that SNS is useful in education at all times, 28% said it is useful only during exams, 42% said it is rarely useful and 17% said it is never used for education. Figure 1.3 SNS in education 62% had accepted that SNSs are time consuming, 39% agreed that they use SNS for education, 27% chat regarding academic subjects in SNS. Figure 1.4 SNS is time consuming 52% of the students said that their academic performance didnt change because of using SNS and only 3% said that it has decreased. 39% said it has improved and 9% said it has improved a lot. Figure 1.5 Academic performance Interview with Prof. V. Sundareswaran Dr. V. Sundareswaran, the Professor Head, Department of Media Sciences, Anna University Chennai has thirty one years of experience in the teaching field. When asked about the difference between knowledge level of students ten years back and the students at present he said that retrieval or gathering of information was very difficult in those days. It took a lot of time to reach the source materials which are in libraries. But nowadays students gather lot of information very quickly and easily using Internet. And said because of the Internet the students at present are more knowledgeable than the students in the past. And also added at times students know more than the teachers also. He said no one knows about how students are using the Internet. When a student is at home, teachers doesnt know how and for what he/she is using the Internet and when the students are at the institution, parents doesnt know what he/she is doing. When asked about students- teachers interaction via Internet he said that it is a good and easy way for a student to reach the teacher and clear some doubts or get some guidance at any time. But nothing is equivalent to the conventional class room. He always prefers the traditional classroom teaching method and specifically chalk and board teaching. He doesnt prefer to use the Over Head Projectors and Powerpoint slides also. When asked whether he thinks the information is better conveyed through the interactions with the teachers by the students in the Internet, he said he dont know as he doesnt use Internet much. He rarely uses Internet only to guide his research students. When asked about websites like Orkut and Facebook, he said he dont know about those sites and remembered me his point that at times students know more than their teachers. Interview with Mr. Kiruba Shankar Mr. Kiruba Shankar, CEO of f5ive technologies, a web based company is also a social media enthusiast. When asked about his opinion about the social networking sites like Orkut and Facebook they are wonderful tools to expand ones contact beyond the first circle of friends. Its a wonderful way to keep ones friends updated about whats happening in his/her life. That said, Social Networking sites are like a two edged knife. While they can be extremely useful, they can also be misused and become a time sink. He doesnt think social networking sites help improve students education. But what they do well is improve connections which can be quite useful in the real life. In corporate life, connections and contacts are everything. He believes that SN sites in colleges helps prepare for the real world. He said most students are using SN sites for the following 1) To maintain friendship connection with existing friends 2) Reaching out to friends of friends who they would like to be in touch with 3) To improve the brand image of the person in the community 4) Reach out to the opposite sex. He says that these websites definitely distracting the students from their studies. These SN sites are a big time sink and before we know it, they would have sucked away a lot of our time. It can easily become an addiction. He also said that in future, academic institutions will embrace the concept of SN and tweak it to be an integral part of the education system. Thats the right way of doing it. Elements like blogging, podcasting and wikis are already being actively used in documenting the lessons. FINDINGS CONCLUSION The study reveals that 41% of the students are accessing Internet for 1-3 years and 28% for 3-5 years. 42% access Internet several times in a week and 25% once in a week. Apart from social networking many students use the Internet for sending e-mails and chatting. Apart from social networking 51% of the respondents use Internet for downloading music/videos, 76% for sending e-mails/chatting and 60% for educational purposes. More percentage of the students accessing social networking sites for 1-3 years. 33% of the students access SNS several times in a week, 28% once in a week, 18% rarely, 14% once in a day and 7% several times in a day. More percentage of the students sits in SNS more than an hour when accessed. 13% said that SNS is useful in education at all times, 28% said it is useful only during exams, 42% said it is rarely useful and 17% said it is never used for education. 62% had accepted that SNSs are time consuming, 39% agreed that they use SNS for education, 27% chat regarding academic subjects in SNS. 52% of the students said that their academic performance didnt change because of using SNS and only 3% said that it has decreased. 39% said it has improved and 9% said it has improved a lot. Though students dont accept that SNS distracts them from their studies, it is clear that SNS is time consuming which

Lijjat Papad

Shri Mahila Griha Udyog Lijjat papad popularly known as â€Å"Lijjat† is woman’s organization manufacturing different products such as Papad, Khakhra, Appalam, Masala, Vadi, Gehu Atta, Bakery Products, Chapati, SASA Detergent Powder, SASA Detergent Cake (Tikia), SASA Nilam Detergent Powder, SASA Liquid Detergent. It is an organization of the women, by the women and for the women. The turning point of the institution was in 1966 when it was registered under the Bombay Public Trust act 1950 and also registered societies registration Act, 1860 and it’s recognized by Khadi & Village Industries Commission as a village industry.The objective of the institution is to provide employment to the ladies to enable them to earn decent and dignified livelihood. Any women who can render physical work in the institution without distinction of caste, creed and color and agrees to abide by the objective of the institution can become a member of the institution from the date on whi ch she starts working. Lijjat has a Central Managing Committee, which consist of 21 members out of whom they have 6 elected Office Bearers i. e. President, Vice President, 2 Secretaries and 2 Treasurers.Besides Lijjat Papad the Institution has other products like Masala, Detergent Powder, Cakes & Chapaties. At present it has 72 Branches & 27 Divisions and gives employment to about 42,000 sister members all over India with sales turnover of Rs. 650 crore which includes Rs. 30 crore from the Exports. The Institution, over the years, has paved the way for women to become self-reliant and self confident. Lijjat has provided them the right platform to improve their status in society. ? HISTORY It all began on 15th March 1959 which was a warm summer day.A majority of the women inhabitants of an old residential building in Girgaum (South Mumbai) were attending their usual domestic chores. A group of seven gathered on the terrace of the building and started rolling the bait. A handful of so cial workers were also present. The gathering was over soon after rolling of 4 packets of Papads and taking a firm decision to continue making papads. This function added a new chapter in the history. Shri Mahila griha Udyog Lijjat Papad was launched. It was a humble beginning.As the ays went by, the additions to this initial group began increasing. In those early days the path was not easy. The institution had its trials and tribulation. Faith and patience of the members were put to teat on several occasions. They had no money. Literally the Institution started from scratch, on borrowed sum of Rs. 80/- on the condition that it must earn and return Rs. 200/- within a stipulated time. The Institution has opted for the goal of self reliance and self growth from the very beginning. As a matter of principle no monetary help was to be sought from any quarter.Even voluntarily offered for donations were not to be accepted. So work started on commercial footing, as a small scale venture. Di fficulties and hurdles were there, but they were accepted by the members as test and trails of their convictions and they met them with a smile. What really helped the institution was excellent quality of papads, which has remained uniform from the very first day of its production. At no time the members have allowed it to deteriorate. The principles, upon which the institution is based, have made Lijjat Papad a successful organization

Soyinka’s Views of Modernity and Tradition in The Lion and...

A common post-colonial struggle shows itself in Soyinka’s The Lion and the Jewel between modernity and the traditional, seen both in a transparent manner as the Western World clearly and gradually influences the play’s village of Ilujinle as well as a deeper way between two of its central characters—Lakunle representing modernity while Baroka represents tradition. However, although the struggle is brought to fruition throughout the course of the play, it seems rather evident for which side Soyinka himself is more of a prominent advocate, obvious by the way he portrays both Lakunle and Baroka, and how they conclude their roles in the play. Lakunle’s follies in the play become his undoing, whereas Baroka’s strength and titular power as the†¦show more content†¦Given the sudden freedom to choose how their country would be run, Nigerians were faced with the fact that much of the New World had its advantages, but it came at the price of affectin g (or even potentially nullifying) their cultural traditions. It seemed difficult to recognize some advantages of one culture when advocating for the other. This led much of the villagers (in both Nigeria and the play’s town of Ilujinle) to be either for modernity or tradition almost exclusively. In the beginning of The Lion and the Jewel, both Baroka and Sidi seem to be strong supporters of keeping with tradition, while Lakunle is the obvious supporter of modernity, seen as he attempts to be a â€Å"Western gentleman† by offering to help Sidi carry her pail of water. However, Sidi refuses his proposal of marriage because Lakunle will not pay the bride-price, a very traditional outlook on the situation. While Lakunle is a strong proponent of a Western romantic engagement, Sidi finds his offers of marriage without a bride-price offensive, saying she does not wish to be â€Å"a cheap bowl for the village to spit† (Soyinka 896). Later in the play, however, Sidi see ms to change her tune when she discovers her own beauty. Finding her picture on the cover of a magazine causes her to rethink her position and refuse Baroka’s offer of marriage, suddenly rejecting the traditional thought of the importance of marrying theShow MoreRelatedSummary Of Wole Soyinkas The Lion And The Jewel1617 Words   |  7 PagesFor my final paper I chose the works of Wole Soyinka and his play The Lion and the Jewel. Throughout this play there is a constant battle between tradition and modernity as well as a post-colonial struggle seen both in a exhibited in the plays village of Ilujinle. Soyinka published this play at the time Nigeria was battling for independence and freedom under the British control around the 1940’s and 1950’s. Due to this, Nigeria was struggling with whether or not it was prepared for independenceRead MoreThe Conflict Between Tradition And Western Influence On Nigeria1665 Words   |  7 Pagesbegan exploring and colonizing the land grounded in tradition and folklore, Nigeria effectively adapted and grew. Even when torn apart, Nigeria has pulled itself back together and grown stronger. There are many aspects to Nigeria’s culture that are worth considering. But one aspect of Nigeria has proven itself to be rich, transformative, and long-lasting: literature. Nigeria has produced rich literature that shows the conflict between tradition and western influence as well as dividing war. Further