The City Of Swine Essay Research Paper free essay sample

The City Of Swine Essay, Research Paper The City of Swine By: When one looks at why Plato would hold included Glaucon s sarcastic comment of naming the first metropolis a metropolis of swine ( 372d ) in his duologue the Republic of Plato, one must understand what it is that Glaucon was speaking approximately. To understand what Glaucon s sarcastic comment meant ; and how of import it was, is because there had to be more to what Plato was composing approximately. And that Glaucon s comment helped take Plato s Hagiographas right into what followed. For I m certain to presume that: Polemarchus, Thrasymuchus, and Cephalus would hold had some sarcastic comments as good throughout the dialectic ; but Plato must hold ignored them, or take non to include them, because their comments would hold been unimportant. So why did Plato include the remark metropolis of swine, and why did Glaucon name it a metropolis of swine? In order to understand the comment metropolis of swine we must foremost understand why Plato is depicting the metropolis. We will write a custom essay sample on The City Of Swine Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Why Plato is depicting the metropolis, is that they are looking for the reply to what precisely justness is. For they had failed to come up with a sensible reply in earlier efforts to specify what justness was. In earlier efforts to specify justness, Cephalus said, to state the truth and refund one s debts. ( 331c ) . Socrates nevertheless dismissed this with the insane adult male illustration. Polemarchus said, that it was merely or right to give back to each adult male what was due to him. This Polemarchus specifies as, making good to one s friends and injury to one s enemies. ( 331e-332b ) . This excessively was easy dismissed by Socrates that it can t be portion of justness to make injury to anybody, and one can be mistaken as to who their existent friends are. Therminacus thought for justness was, justness is for the strong. Socrates used the good physician to rebut this claim every bit good, and showed that justness International Relations and Security Network T for the strong . So with no existent reply to what justness was in the person and nowhere to turn to look for justness, they had decided to look for justness in a larger graduated table. So why did they look to the metropolis for the reply to justice? In ( 435e ) Socrates maintains the person must hold the same features as the metropolis, for otherwise the metropolis itself could non posses them. In ( 368d ) Plato says they should look non to the single adult male, but to the community as a whole. And since a metropolis is larger than an single, it would do it easier to do out or happen what justness is in the metropolis. Plus in Plato s clip the jurisprudence of the province is the beginning of all criterions of human life, and that the virtuousness of the person is the same as the virtuousness of the citizen. ( Jaeger. Paideia, Vol. II, P. 157. ) With this established they had no jobs with looking to the metropolis for the reply to justness. So what is the metropolis? Why is it called the economic metropolis? Or why is it called the simple metropolis? In Plato s history of the first metropolis, ( 369-372 ) , the metropolis is reasonably clear in its description. In it, it is a metropolis that comes together fundamentally because of adult male s basic demand for endurance. Because Plato provinces, an single adult male is unequal and can non supply for his basic demands like: nutrient, shelter, and vesture entirely. It is a metropolis where 1 has to bring forth adequate goods for himself, and sell or merchandise the remainder for what he needs. This metropolis is fundamentally a working town merely, where work forces do their undertaking or occupation good ; selling their service or goods, and purchasing the services or goods they need. It is a simple economic metropolis for adult male s basic demands of endurance. So why did Glaucon protest to this metropolis, stating that the life which it provides will be overly severe, doing it a metropolis of swine? ( 372d ) Why did Glaucon name this metropolis, badly simple, and stiffly rigorous in its mode of life? I believe he called it a metropolis of swine because the people in this metropolis lived like hogs! A people with no intent other so one s ain demand for endurance. A people with minimum necessities, with no emotion or feeling. A people with no satisfactory purpose other than the basic economic demands. And I m certain Glaucon was believing that this couldn t possible be it, when he said metropolis of swine. For there was no governmen T or swayers, no defence system from neighbouring metropoliss, no type of jurisprudence enforcement from boisterous citizens, no Torahs and no penalty what so of all time! Plus who in their right head would be wholly satisfied or happy with themselves merely working at one occupation for no intent other than basic endurance. I besides think Glaucon was believing that this basic endurance for adult male was no different than populating like an animate being, and that is portion of the ground he called it a metropolis of swine. For if adult male is to be satisfied he needs more. He needs friendly relationship, love, and enjoyment. He needs enjoyment in finer things like: music, reading, composing, or as we used in our category treatment: how Jean-Luc enjoyed a good bottle of Red Dog, acquiring barreled and love, to be happy one time in a piece. So why did Plato depict this simple metropolis, the metropolis of swine in the Republic of Plato? I believe he included it because it showed that the basic adult male is simple in nature. The basic adult male is self-interested and driven by economic additions. And by depicting the first metropolis, Plato is demoing us that the economic adult male or metropolis demands more. For this metropolis or adult male may work in theory, but that is all it is! For this metropolis to work entails that all its citizens are working and can acquire along with each other. It is a metropolis that will either thrive or die! For if all its citizens can acquire along with each other and continue working, so the metropolis will last and derive economically. If they don t, there will be entire upset as everyone will be making their ain thing, for their ain personal addition and as a consequence the metropolis will neglect. It will neglect because for a portion is non merely a portion of something else, b ut besides entirely it belongs to that something else ( 1254a8 Aristotle s Politics ) . And if you start taking away the parts or person from the basic metropolis, the basic metropolis will go nonextant. Plus I believe Plato is besides stating that if this economic metropolis gets along for a piece, and is booming, its citizens will finally desire more. Since each adult male will desire more, he will get down prosecuting his ain opportunism or addition, alternatively of the involvement of the metropolis. If everyone is making or prosecuting his ain opportunism or addition, finally one will get down stepping on person else s toes. And when this happens, the upset will get down, and the metropolis will neglect! Now when you look back to ( 1254a8 of Aristotle s Politicss, For what are the parts of apart in a whole? ) and think of Glaucon s comment at ( 372d ) : and set it toward the single alternatively of the metropolis, you see there is and has to more to the person, so as described in the simple metropolis. And because of Glaucon s comment, he was asked, how would you make it, describe the metropolis? Glaucon responded by stating, give the people the amenitiess of ordinary life. Probably believing don T put the people on the same degrees as an animate being, give them finer things like chairs, tabular arraies, and civilized nutrient. Socrates agrees to this, and starts to depict the metropolis once more, but with more people because it would take more people to supply for these luxuries. And with more people it showed: the metropolis would necessitate more land ; therefore an ground forces would be needed, to derive and protect the land. And with more people Torahs would be needed ; there fore they would necessitate swayers to do these Torahs. So with this done it showed the first metropolis was uncomplete and out of balance as would the single be out of balance or uncomplete. With this new metropolis it establishes that the metropolis has different categories to do it complete, and since the metropolis is as an person, the person must hold different categories. The categories in the metropolis being swayers, the defenders, and the common people, and the categories in the single being ground, spirit, and will. And it is the balance of these categories that will maintain the metropolis together, and the single complete. And that is why Glaucon called the first metropolis a metropolis of swine, for it lacked human qualities or it lacked the ground, spirit and will. Another ground Glaucon s comment was of import is that by denying the first metropolis, it allowed the constitution of the 2nd merely and complete metropolis. This was of import because it gave them somethin g to travel back on, to corroborate what justness was in the person!

Effects of Depression on Teenagers

Effects of Depression on Teenagers Free Online Research Papers Depression, one of the world’s most prevalent psychological problems, affects nearly everyone through either personal experience or through depression in a family member or friend. Each year, over 17 million Americans experience a period of clinical depression. In a teenager’s life, they must confront peer pressure problems at school, problems at home, the deaths of loved ones, alcohol abuse, etc.; another cause of depression is said to be smoking, a habit Holden is addicted to. â€Å"Teens who smoked were at an increased risk of depression at a 73% higher rate than other teens.† (Goodman and Capitman, 2005) Depression interferes with regular functioning, and frequently causes problems with work, social, and family adjustment. It causes pain and suffering, not only to those who have the disorder, but also to those who love and care for them. Depression has the ability to destroy family life as well as the life of the depressed person. A person suffering from depression usually exhibits a very low mood, which pervades all aspects of life, and an inability to experience pleasure in activities that formerly were enjoyed. They may ruminate over thoughts of worthlessness, guilt, regret, helplessness, and hopelessness. Symptoms of depression in teenagers do not directly correspond to those of major depression, but are extremely similar. Teenagers suffering from this condition often display frequent sadness and guilt, extreme sensitivity to rejection or failure, difficulty with relationships, poor performance in school, poor concentration, efforts to run away from home, suicidal thoughts, and alcohol or drug abuse. Holden Caulfield, a sixteen year-old New York City teenager in the 1950s, displays many of the symptoms of teen depression. Holden’s current clinical presentation appears to represent an acute exacerbation of a chronic psychotic disturbance which had its onset when his younger brother, Allie, died from leukemia. The Caulfield family has not yet openly discussed the event of Allie’s death, thus penetrating the threshold of pain that Holden can bear. Holden exposes a deep void in his soul that yearns for the return of his lost sibling. His condition was worsened when attending Elkton Hills where one of his peers, James Castle, was harassed and bullied, resulting in his suicide. Holden comments, â€Å"†¦ there was old James Castle laying there right on the stone steps and all. He was dead, and his teeth, and blood, were all over the place, and nobody would even go near him.† (Salinger, 170) However, despite Holden’s imprudent actions and vulgar dialogue , he experiences ephemeral periods of despondency and sorrow. His personality is that of an improvident individual who seeks pleasure and contentment; however, his plans are easily altered by his ever-changing disposition, due to hovering feelings of sorrow and guilt. Holden does not have the ability to harmonize with numerous factors in society. He is particularly critical of change in himself, his family, and his surroundings. More often than not, the changes that Holden has experienced impede his daily routine. For instance, Allie’s death injured him psychologically; the changing orientation of the streets injured him bodily. Holden combines his anti-change mindset with sensitivity to rejection, thus causing him to engage in a brutal quarrel with his roommate, Stradlater, regarding one of Holden’s former acquaintances, Jane Gallagher. He beleaguers Stradlater with questions to ask Jane; Holden wishes that Jane has not changed from what he remembers from his childhood. â€Å"All I said was, ‘Ask her if she still keeps all her kings in the back row.’† (Salinger, 35) Throughout the plotline, Holden shows that he is in need for intimate relationships with other individuals. One of Holden’s most prominent problems is that he considers all adults as phonies; he visualizes childhood as the ideal state of being. To illustrate, throughout Holden’s childhood, it has become obvious that he has idolized his older brother, D.B.; however, now that he is a writer for Hollywood, Holden considers him a phony. â€Å"He used to be just a regular writer, when he was home. Now he’s out in Hollywood, D.B., being a prostitute. If there’s one thing I hate, it’s the movies. Don’t even mention them to me.† (Salinger, 2) While residing at Pencey Prep, prior to becoming expelled, Holden remarks that he has greater respect for Robert Ackley, a teenager who has repulsive hygiene, than for his roommate, Stradlater, a sloven who hides his unsanitary ways. Holden can relate to Robert, primarily because he does not care about w hat others think of him; he does not want to be someone that he is pretending to be. Although Holden possesses great aptitude, he never applies himself to his own work, thus resulting in his expulsion from Pencey Prep, a college preparatory school. Of the five subjects Holden is enrolled, he admits to earn failing marks in four. From a conversation with Mr. Antolini, the reader learns that Holden acts in a quixotic manner; he cannot focus on a topic for an extended period of time. â€Å"‘That digression business got on my nerves. I don’t know. The trouble with me is, I like it when somebody digresses. It’s more interesting and all.’† The concept of Holden’s desire to flee from his home is eminent when he introduces his plan to his companion, Sally Hayes. â€Å"‘Here’s my idea. How would you like to get the hell out of here? Here’s my idea. I know this guy down in Greenwich Village that we can borrow his car for a couple of weeks. What we could do is, tomorrow morning we could drive up to Massachusetts and Vermont, and all around there, see.’† (Salinger, 132) Holden fantasizes a world where he can easily leave all his troubles behind in New York, and begin another life in Massachusetts, without encountering any additional struggles. After having his idea repudiated by Sally, he seeks his utopia on his own. â€Å"I decided I’d never go home again †¦ I’d start hitchhiking my way West. What I’d do, I figured, I’d go down to Holland Tunnel and burn a ride, and then I’d burn another one, and another one, and in a few days I’d be s omewhere out west where it was very pretty and sunny and how I’d get a job.† (Salinger, 198) Throughout Holden’s forty-eight hour journey, he abuses his freedom and accumulated wealth by going to the numerous bars found in New York. On several occasions, Holden becomes inebriated from the consumption of alcoholic beverages. â€Å"‘Where are you? Who’s with you?’ ‘Nobody. Me, myself, and I.’ Boy was I drunk! I was even still holding onto my guts.† (Salinger, 151) Treatment options for adolescents with clinical depression include supportive care from a medical provider, psychotherapy, and antidepressant medications. Family members also often participate in the treatment of depression. Family therapy may be helpful if family conflict is contributing to the depression. However, many parents, like Holden’s, are tempted to send their child to a â€Å"boot camp,† â€Å"wilderness program,† or â€Å"emotional growth school.† These programs often use non-medical staff, confrontational therapies, and harsh punishments. There is no scientific evidence to support such programs; in fact, there is a growing body of research suggesting they can harm sensitive teenagers with depression. In addition to family care and nourishment, medications may be considered in the treatment of depression. For instance, selective serotonin reuptake inhibitors (SSRI), an antidepressant, may be used to treat depression; however, some medications carry warnings that note that it may increase the risk of suicidal thoughts and actions. In Holden’s case, medication is not needed. He simply needs loving, caring, family and friends. Of the diverse people in Holden’s life, there are only a few who comprehend his true inner being. Holden’s younger sister, Phoebe, aided him through his period of clinical depression. She is one who understands Holden’s problem and tries to support him through his times of need; she acts as Holden’s true confidant. When Holden is in the company of Phoebe, he experiences feelings of joy, warmth, and rebirth. â€Å"I just felt good, for a change.† (Salinger, 165) Phoebe insists on following Holden, when he considers making his hegira in order to flee his troubles; Holden rejects her offer. Phoebe responds by crying, which assists Holden to face his problems. It allowed him to realize that if he left home, he would not be the only depressed and lonesome person in the world. As a result, he stays at home. Im not going anywhere. I changed my mind.† (Salinger, 207) Another sympathizer is Mr. Antolini, Holden’s favorite teacher at Elkton Hills. Holden respects Mr. Antolini for picking up the body of James Castle after he had jumped out of the window. However, when Holden is staying at Mr. Antolini’s house, he awakens to find Mr. Antolini’s hand stroking his head. Holden immediately begins to dress and leave the Antolini residence, assuming that Mr. Antolini was making a sexual approach. Afterwards, Holden is overcome by feelings of guilt regarding his abrupt behavior. I thought how he hadnt minded it when Id called him up so late, and how hed told me to come right over if I felt like it. And how he went to all that trouble giving me that advice about finding out the size of your mind and all, and how he was the only guy thatd even gone near that boy James Castle I told you about when he was dead.† (Salinger, 195) Overall, Holden Caulfield is an agreeable and reputable child, with an unprincipled beginning in life. His parents should learn to be comforting and caring towards Holden. Holden is lacking a major portion of infatuation, affection, tenderness, etc. that most children receive. Holden made the correct decision to hinder his decisions to leave his home. If he continues to make intelligent decisions that will benefit his future, he will be on the road to recovery. Discusses the effects of depression on teenagers, using Holden Caulfield, from The Catcher in the Rye. Do not copy this essay! Research Papers on Effects of Depression on TeenagersPersonal Experience with Teen PregnancyArguments for Physician-Assisted Suicide (PAS)Capital PunishmentThe Effects of Illegal ImmigrationThe Relationship Between Delinquency and Drug UseThe Masque of the Red Death Room meaningsAppeasement Policy Towards the Outbreak of World War 2Incorporating Risk and Uncertainty Factor in CapitalMarketing of Lifeboy Soap A Unilever ProductThree Concepts of Psychodynamic

The Distribution of Economic and Social Resources Essay

The Distribution of Economic and Social Resources - Essay Example The essay "The Distribution of Economic and Social Resources" discusses the article "Families on the Fault Line: America's Working Class Speaks about the Family, the Economy, Race, and Ethnicity" by Lillian B. Rubin who identifies four different working class families: white, black, Latino and Asian. They have much in common fighting with harsh realities of life and social problems. The three main themes cover social, cultural, and economic changes which affect these families. A major concern of social thinking is to identify the nature of these relations and to trace their social and political effects. Taking into account social factors, Rubin unveils social realities form the backdrop for future generations. For instance, Rubin explains that white ethnicity has deep roots and is closely connected with psychological and political factors. The author underlines that new immigrants including Latino, Asians, and blacks force the white working class to ‘establish a public identity ’ that helps them to rise above new comers. It includes job opportunities and equal pay, training and childcare, etc. Poor education and absence of equal opportunities with â€Å"white† working class majority are the main factors limiting the equal distribution of economic and social resources. To analyze the issue of racism, it should be mentioned that racisms are depicted as regimes of state power organized via institutional frameworks as part of the disciplinary power of state agencies, but which is subject to ongoing contestations.

Innovation for Managers Essay Example | Topics and Well Written Essays - 3500 words

Innovation for Managers - Essay Example and understanding of the reasons, logic and need behind the overall process of innovation and its importance and role in the business world in the modern day business terms. The very generic and basic understanding of the word Innovation pertains to the ability, action and thought process of thinking out of the box. It includes challenging the mind, the thought, ideas and conventions that are in practice and existence. It further challenges the thought of going with the flow. In further contrast, it brings about the common understanding and thought process directed towards bringing about something new that may be related to a novel idea, novel thought or novel process (Fonseca,p. 14). In the domain of business actions and practices, innovation pertains to the thought of thinking in a unique way that will enable bringing about more productive output from the given scenario and dynamics. It pertains to thinking on the lines that may need questioning the already established norms, practices and actions and in turn enable thinking and building the demand and desire aimed towards bringing about some new dimensional aspect to the overall business activity. Innovation and entrepreneurial concepts are used interchangeably. Both apply to the ideas of thinking in a specifically unique way that is driven along the lines of achieving something extra and additional from the already established norms and concepts (Management). Within the business activities, innovation may not just be limited to the production aims or the final output, rather Innovation is the name to the mindset. It may reflect upon the overall socially oriented interaction within the organizational work, it may further pertain to the political handling and interface of the business enterprises and its engagements, further it may possibly pertain to the emotional aspect of thinking. Since emotions largely play a deciding and determining role upon the tendencies and aptitudes of the individuals, it is

I Believe that Everone Needs Some Breathing Space Essay

I Believe that Everone Needs Some Breathing Space - Essay Example This world belonged to me alone where I did not want anyone else to be. I helped me get out of the real world stress. I used to construct my world by writing down substantial events that I felt strongly about and, thus, I used to capture everything I felt about in my words. I have always felt that no matter how much we want to be with people, there still exists a distinct part of ours that wants its secrecy - a part that wants to remain as our secret part of life with ourselves. I remember whenever I used to come home from school, my mother was always curious about how my day passed. She would just not be satisfied by monosyllabic replies. She always wanted the entire day’s details. It was her insistence on sharing my day's routine with her that made me feel like I mattered a lot to her and that she always wanted to make sure that I was not facing any problems. However, I soon realized that even though I tried to tell her everything about how my day passed, there still were so me substantial details that I just wanted to leave out in my conversation with her. Having said that there are certain details of my life which I do not want to share with anyone else, it only stands to reason that those details are either too personal, embarrassing or painful, which is why I would rather keep them to myself than reveal them to anyone else. Back in A’ Levels I was elected as the House Captain and had the responsibility of leading my house of around 250 people to victory. During the time of elections, some of my very good friends turned against me and the stress I faced was unbearable. I use to come home after hours of football practice and endless days of fights about which I never felt like talking to anyone at all. Even though I knew my parents, siblings and some friends only wanted to make sure that I was all right I just wanted to lock myself up and sort out my problems myself. Many people tell me that that is just the way I am and it does not mean that e very person on earth has certain things which he wants to keep to himself. I understand that there are people who find solace in confiding in people, yet something deep inside tells me that everybody wants some alone time, some details which they want to keep to themselves. Some time back I broke up with my best friend. We had been friends for over four years and shared quite a lot of things with each other. With the passage of time, however, we grew distant and to the best of my knowledge, the reason was that both of us became too demanding. I wanted her to tell me if something was bothering her, to share everything with me and that probably just started suffocating her. In an attempt to strengthen our friendship, I lost her completely and that is when I realized that may be I just pushed her beyond her limits. I feel that we all feel the need to belong to someone, but the belongingness should not turn into suffocation and this is what reinstates my belief that everyone wants some personal space. My sister broke up with her boyfriend and when I asked her for a reason she said that he was getting way too possessive. That was surprising for me since I thought my sister was the sort of person who would cherish a relationship in which her boyfriend would be possessive about her, but it turned out otherwise. It has been

Effect of Working Practices on Efficiency and Productivity

Effect of Working Practices on Efficiency and Productivity Abstract Aim The aim of this project is to identify why current working practices and procedures are affecting workshop efficiency (class contact time) and productivity (hands on time) during the daily running of an educational motor vehicle workshop. Objective The main objective of the report will be to make recommendations on work area design and workshop layout and the proposal of new working practices and procedures to help improve the efficiency and productivity within the motor vehicle workshop. Chapter 1 Introduction Chapter 2 Background Clydebank College first opened as a technical college in 1965 its aim was to support the training needs of apprentices in the local manufacturing companies and the shipyards. The economic activity in the area has changed over the years so the courses offered by the college have had to change to meet the local employment needs. The original college was in a severe state of disrepair and as a result of this Clydebank College opened a brand new  £34 million campus at Queens Quay on the riverside at Clydebank in the summer of 2007. The college delivers education and training from its main campus in Clydebank, and from community outreach centres in Dumbarton and Faifley. Most of the colleges learners come from areas of high unemployment, where there is a low participation in further education and a lower proportion of school leavers than average progress into higher education. 2.1 Existing Laboratory The motor vehicle workshop at Clydebank College is a single room, open plan, workshop approximately 25 x 20 metres (500m ²) in size. The workshop was designed to accommodate up to 6 classes of approximately 12 students and one lecturer per class. 2.1.1 Workshop Layout The laboratory has work bays laid out for 23 motor vehicles it also has to hold motorcycles, quads, buggies and associated workshop tools and equipment. There are workbenches and lockers situated at various points around the workshop, two communal sinks are plumbed in at one end and a moveable rolling road is installed in the corner of the workshop, cleaning equipment and large workshop tools are also stored in the main workshop area, all these facilities are shared between all motor vehicle classes. Open plan design allows a work area to be easily changed into a different workspace with limited costs should the need arise. The workspace is more adaptable and with no internal walls etc. the initial build costs are much lower. This open plan design of the motor vehicle workshop is a new concept for the college and most of the policies and procedures that are in place have been brought over from the old campus, whilst some of these policies and procedures do work there have been a number of issues develop over the last year as a result of this change in workshop design. 2.2 Automotive Curriculum The motor vehicle courses offered at Clydebank College are as follows: * City Guilds 3901 * City Guilds 4101 (Level 1,2 3) * HNC/D Automotive engineering 2.2.1 City Guilds 3901 Aimed at students with no previous qualification or knowledge of the subject area it is suitable for the 14+ age range. This qualification is ideal for secondary school students or as a pre-entry level to the modern apprenticeship program it focuses mainly on developing students practical skills with some oral questioning to test underpinning knowledge. 2.2.2 City Guilds 4101 Level 1, 2 3 and the modern apprenticeship program is an introduction to the maintenance, repair and diagnosis of automotive vehicles it has routes for tyre fitting, general fitting, light vehicle, heavy vehicle and motorcycle maintenance. The starting point for students with no prior experience of the subject area is Level 1 this level is suitable for 14+ year olds. Level 2 recognises that the learner will now be in a position to carry out routine tasks with a lower level of supervision and Level 3 focuses on developing students diagnostic techniques. 2.2.3 Higher National Certificate/Diploma HNC/D automotive engineering is delivered over 2.5 days per week for 2 years it focuses mainly on the theoretical side of automotive engineering but also has practically assessed diagnostic units. 2.3 Staffing The delivery of the motor vehicle curriculum is carried out by 13 members of staff in total. The motor vehicle section consists of a curriculum leader and assistant curriculum leader, 7 full time lecturers, two part time lecturers, a store person and two technicians. 2.3.1 Course equipment requirements The motor vehicle courses delivered at Clydebank College require various workshop equipments to facilitate the completion of practical assessments. See appendix A for a list of the equipment holding for the motor vehicle workshop. The majority of the workshop tools and equipment are centralised within the motor vehicle store and as such are not part of the problem that this report is trying to address. The equipment that is stored within the main workshop area is only to be considered during this report. 2.3.2 Health Safety Health and safety policies and procedures will not be analysed during this report, any issues found in this area will be passed onto the college HS officer for further investigation. 2.4 Literature Review The Design Council (About: Workplace Design, no date) have identified that there are a number of key challenges faced in developing a more innovative workplace strategy through a change in workplace design. The credibility of new ideas is usually always questioned because most people dont like change, especially people that have been in an organisation for many years. People in this situation have become comfortable with what they know and usually have a mentality of â€Å"what works now will always work† or â€Å"whats the point† or â€Å"if it aint broke dont fix it†. Most people have little idea that the working environment affects our attitudes and performance, (Strange and Banning, ) pointed out that â€Å"although features of the physical environment lend themselves theoretically to all possibilities, the layout, location and arrangement of space and facilities render some behaviours much more likely, and thus more probable than others.† â€Å"Educational institutes should learn to understand that spatial arrangements can support retention and improve student performances; they must also understand that good space is not a luxury but a key determinant of good learning environments.† (Oblinger, 2006) Any proposals to change the spatial arrangements within an organisation should firstly be discussed with the current employees. Management should seriously consider ideas from staff on workplace remodelling before imposing their decisions upon the workforce, it must be remembered that its the employees that have to work in the environment being changed every day of the week. It would also be wise to ask for employees to be involved at various stages of the process to assist in making the changes work. Keeping the facility or equipment in an operational condition can be difficult in a training facility due to an educational establishments varied hours and rates of occupancy. These can impact on the facilities operations and maintenance schedules. A proactive facility management program should be employed to anticipate facility problems rather than reacting to them when they occur (WBDG, 2009). This will ensure optimal long and short term use of the facility and if integrated early enough in the design process can improve productivity and reduce operating costs (Manuele, Christensen, 1999). Maintaining a training facility and its equipment in a clean and tidy condition will promote good engineering hygiene practises in its students. (Strange and Banning) highlighted ways in which the physical appearance of a campus convey a non verbal message, they cited research that links the physical appearance of a space to the motivation and task performance of those working in that space. The (Whole Building Design Guide, 2009) point out that training facilities, courses and timetables vary frequently and that instructors have different and evolving training methods. Flexibility, therefore, should be a huge consideration of any proposed spatial design change and is critical to the continuing success of an enduring training facility. (WBDG, 2009) also recommend strategies to assist in achieving an improved training facility such as clustering instructional areas around shared support and resource spaces and the use of an appropriate combination of stand alone moveable partitions between classrooms and shared spaces. Partitions that can be adjusted in height are a good idea to ensure some visual contact can be kept with the rest of the activities going on around, but a degree of privacy is maintained (Evans and Lovell, 1979). Research into partitioning in the nursery school suggests that young children prefer social contexts rather than the privacy of small activity spaces but as they get older it found they retain this preference but also realise that they need more peace and quiet to think!! It is also important to realise that partitioning can aid the control of the children where their own ability to control themselves is limited; as with younger children or children with learning difficulties. Workspaces should be arranged in line with the educational goals of the training facility but should also ensure a moderate openness but with acoustical privacy; allowing students to hear their instructors clearly but with a low ambient background noise and few distractions. This would be achieved with some form of room partitioning. (Hudson Valley Community College, 2009) agreed that their proposed new automotive training facility would have mini-labs with lab space for three cars as well as two vehicle lifts and an area with work benches and tool storage areas. This facility design, they believe, would improve the educational environment and enhance the students workforce readiness by working in a space that is similar to the space they will experience in the workplace. (Klatte and others, 1997) also emphasized that a standardised, ergonomically designed workspace as the basis for an improvement in working and (Govindaraju, 2001) stated that ergonomic considerations improve human performance. Kletz (1991) wrote that it is difficult for engineers to change human nature and, therefore, instead of trying to persuade people not to make mistakes, we should accept people as we find them and try to remove opportunities for error by changing the work situation, that is, equipment design or the method of working. Like many other organisations, Cisco concluded that their workplace environment was at odds with the way they worked. They believed a flexible, collaborative workspace would improve employee satisfaction and increase productivity. Some solutions that were introduced were unassigned workspaces, small individual workstations, highly mobile furnishings and space dividers and lockers for personal items. (Cisco-Connected workspace enhances work experience) Changes to spatial layouts can be costly, complex and highly disruptive when changing the physical layout or the fabric of the building. This level of cost is not relevant to all organisations and all proposed changes and with some smart thinking design ideas to improve efficiency can be implemented with a prudent level of expenditure. Any changes made to a workplace should be measurable. Deciding on the evaluation criteria at an early stage will allow changes to be measured. Measurement criteria should be sensible and simple, such as staff absences, running costs, replacing damaged/lost equipment, the intensity of space occupancy or error reporting, staff and student morale. (Kuh et al,) discovered that the physical environment is an important characteristic of institutions that do exceptionally well in engaging with their students and that spatial arrangements support learner retention and are a key factor in a quality learning environment. If a superior quality product or result is wanted then it must be designed into new systems and processes (Deming, 1986). Process improvement is a never ending cycle that requires continuous efforts to bring new ideas to improve performance. Changes in customer needs, changes in technology and competitors speed up these efforts (Kumru, Kilicogullari, 2007). Chapter 3 Laboratory Issues The motor vehicle workshop is an extremely difficult area to manage in its current form mainly due to its size, number of staff, the quantity of equipment and the number of activities undertaken within. The assistant curriculum leader is responsible for managing the workshop in its entirety on a daily basis. The ACL must ensure that vehicles are not being damaged and that they are put back together fully following classroom activities; that shared resources are maintained in a serviceable condition and are returned to their correct locations. The ACL must also ensure that the workshop in general is kept in a clean and well maintained condition and is responsible for the health and safety of staff and students within. All these tasks must be done whilst still being committed to a full teaching timetable that very rarely takes place in the workshop. Workshop practical time is at a premium for students and is essential for completing a motor vehicle course successfully. Full time students would expect to receive 9 hours tuition per week in the classroom for technology theory and 9 hours per week tuition in the vehicle workshop on practical tasks and assessment. A typical schools class would normally spend approximately 80 hours per week in the workshop and is assessed on practical competencies only. Students whilst in the motor vehicle workshop can and do spend a lot of time collecting hand tools, finding equipment, finding serviceable equipment, waiting for shared resources to become available, travelling through other classes to find shared resources, rectifying unreported vehicle faults and a lot of time can be spend standing around or misbehaving whilst a lecturers time is spent elsewhere remedying one or more of the above. Student lab time is normally affected by one or more of the problems listed below. 3.1 Work areas There are no designated classroom areas within the workshop, bay allocation is on a first come first serve basis and lecturers must liaise with each other to obtain suitable class workspace. Lecturers can also find it difficult to keep track of their students in such a busy environment with no defined classroom areas, this can lead to health safety concerns and child protection issues given the number of students under the age of 16 years that attend classes within the motor vehicle engineering department. Workshop cleanliness and general housekeeping tends to suffer in or around the common areas currently there is no way of pinpointing who is responsible for the mess. 3.1.1 Mezzanine area The workshop mezzanine area is currently a disorganised storage point for most of the shared workshop equipment this equipment is getting damaged and is eating into valuable class space. Shelving has been ordered to alleviate some of the storage problems although there is no lifting facility to move objects to the upper level of the mezzanine. The mezzanine area is also used to store motorcycles, quads, off-road buggies etc for other specialist classes within the curriculum area, these assets act as a distraction to most students, and are sustaining damage when students ‘play on them. 3.2 Shared resources Most of the shared workshop equipment does not have designated storage points and are currently stored at random around the vehicle workshop; shared resources are not signed for and when finished with have no official storage area to be returned to; all this equipment is used on a first come first serve basis. Staff and students requiring the use shared workshop equipment usually have to travel through other classes to locate often causing a disturbance. When two or more classes within the workshop are using shared equipment such as jacks, axle stands or cleaning equipment there are not always enough units to go around this can leave some classes in a position were they must wait idly for this equipment to become available. Unproductive students can often misbehave or wander around the workshop through other classes causing a distraction trying to find equipment that is no longer being used or has not been returned to its original location. Shared resources also tend not to be reported by students when they become damaged or unserviceable because it is too much of a hassle and they have no responsibility for it. Presently there are four badly equipped tool chests for students and lecturers in the workshop to share. Tools regularly go missing from these toolboxes due to them being left lying around the various work areas or tools can become damaged without being replaced. Workshop vehicle keys are issued from the main storeroom to students as and when they are required; these keys can mistakenly get taken home and cars can get started unnecessarily, sometimes dangerously as most of the motor vehicle students are not competent enough technically or yet hold a valid driving licence. Damage to equipment, unproductive students, class disturbances, HS issues 3.3 Fault reporting Vehicle faults, damaged equipment and work requests to the technicians are passed through a paper based work request slip, only the technician and lecturer requesting the work know that the job exists, there is no way of informing other lecturers that a job on a vehicle has not been completed in time other than by word of mouth this can sometimes lead to a class having to put a vehicle back together before they start their own work or a class expecting to start work on a vehicle but find that the car has been broken and nobody knows about it. There is also no system to inform other lecturers that a vehicle has been set up for an assessment, again, other than by word of mouth. 3.3.1 Welfare Lockers are not issued permanently to motor vehicle students but are issued by lecturing staff at the start of each lesson and keys receipted at the end. There are not always enough lockers for students when the workshop is busy as presently locker keys are owned by lecturing staff and not shared, some lecturing staff have no access to lockers unless they are borrowed from colleagues. 3.3.2 Learner Retention and Pass Rates The problems highlighted can and do affect the students learning experience they stretch workshop resources, reduce the students practical time on vehicles and impact on the lecturers contact time with the class, this will affect learner retention and ultimately student pass rates. Very little has been written on improving efficiency and productivity in an educational vehicle workshop. Work study Method study Motion study Motion economy Time study Work measurement Why are the indentified problems a problem? Poor citing of shared resources, inability to find equipment, lack of fault reporting, etc. all lead to a reduction in efficiency and productivity. What would stop the problems from being problems? Having lecturers take responsibility for areas of the workshop. Better citing of, and designated areas for, shared resources, more classroom resources or better citing of existing classroom equipment. An effective fault reporting mechanism put in place. Equipment in designated areas with workshop plan and equipment lists at each base to easily guide students to equipment location. How are we going to implement or manage the change? Break the workshop down into smaller workshop or classroom areas, equip each classroom individually and assign a lecturer or two to manage each classroom. Colour coded equipment within each classroom for ease of identification. What has happened as a result of the changes? All equipment within each classroom is sufficient to complete tasks within it. Equipment is placed back at its storage point at the end of each lesson. Faults are reported to lecturers as they happen and dealt with or serviceable classroom equipment is compromised. Chapter 4 Preferred Setup It has been proven since the opening of the new college that a workshop of this size cannot be managed effectively without a full time workshop manager in place. This appointment will never happen in an educational institution so other forms of managing the work space must be found. The workshop should be organised in such a way that it is self managing but it must also be able to be used as an efficient reporting mechanism for informing the assistant curriculum leader/curriculum leader of issues arising in the workshop to enable them to be acted upon. Individual members of staff should have a clear understanding of what is expected of them and be accountable for their own and their students actions. The preferred arrangement in any motor vehicle workshop should see that it is adequately equipped and that the equipment is suitably positioned in such a way that it provides an efficient means of working. Where similar workshop tasks are being performed the equipment and mechanisms for management should be identical so that all staff members are clear about what is expected and that there is no ambiguity or confusion when staff are timetabled to work in various areas of the workshop. When part time members of staff are employed there is only one system of work to learn, all advice or questions will be responded to with the same answer as each permanent member of staff will be working to the same set of procedures. 4.1 Proposed Changes to the Laboratory To rectify the problem of workspace allocation it is proposed that the interior of the workshop be split into 6 classroom areas excluding the mezzanine area. The six workshop areas should be timetabled individually from the college central timetabling system. Timetabling each area separately will prevent the workshop from becoming overloaded and will ensure that each class has a designated work area for the duration of their allocated slot. Splitting the laboratory from one large area into six smaller areas will ease the burden of its day to day management. One person will not be required to continually oversee the daily operation of the workshop instead they will only need to be reported to. Each individual lecturer within the department by being centrally allocated a work area will be required to take ownership for it and will therefore be accountable for all that goes on within that area. The six classroom areas should be partitioned by some form of barrier i.e. moveable boards or screens, the barriers will provide a clear indication of classroom boundaries and assist with identifying class areas of responsibility. The barriers will help prevent pupils from straying away from their work areas making it easier for lecturers to keep track of their students. The barriers should also assist in preventing students from disturbing other class lectures. Dividing classrooms within the workshop will assist in the control of school aged pupils; closer supervision is required for these class groups due to their maturity levels and inability to relate to health and safety requirements. Child protection concerns will also be easier to identify and manage. Human traffic, within the motor vehicle laboratory, would be easier to direct onto designated walkways away from the work areas and vehicles further reducing the risk of injury, class disturbance and damage to vehicles and equipment. Classroom barriers would also provide additional space for diagrams or posters and allow electronic lectures or demonstrations to be projected onto. 4.2 Classroom Work Areas Timetabling classes to work areas within the laboratory will introduce a fairer system of workspace allocation. It will ensure that lecturers and students always have a space to work in and vehicles to work on. This system will make lecturers accountable for the space in which they are working and encourage them to ensure students are completing tasks fully, that tools and equipment are always kept serviceable or reported when faults develop, it will ensure that tools and equipment are put away in there designated areas after each class and reduce equipment losses and it will also improve the general housekeeping of the workshop. Any issues arising in the workshop for a specific time period can be addressed by looking up the class and lecturer that were working in the area when the problems occurred. 4.3 Classroom Equipment It is recommended that each classroom area within the workshop is issued with a selection of regularly used tools and equipment. This will increase the time available to students for working on vehicles by reducing the time that they spend looking for this type of equipment in the workshop. It will also provide a means of conveniently being able to perform a daily stock check of equipment and will provide a mechanism for reporting on the condition of tools and equipment within each of the classes. Below is a recommended list of equipment that should be issued to each classroom area within the workshop: * A lecturers locker would enable the secure storage of student folders, lesson notes, specialist, valuable or loaned equipment, etc. * 12-16 lockers for students personal effects * 1x Workbench per vehicle bay * 1x black drip tray for oil per work bay * 2x 3 litre oil filling jugs * 1x green drip tray for coolant/water per bay * 1x vehicle jack per work bay * 4x axle stands per work bay * 1x wheel braces per work bay * 1x watering can per class * 1x wash bucket per bay * 1x dust pan and brush per bay * 2x mop and mop bucket per class * 1x Bench vice per work bay * 1x desk per classroom for diagnostic work; paperwork, laptop citing, projector etc. * 1x rubbish bin per class * 1x shelving unit to store tools and equipment * 1x fault report book 4.4 Technician work area As part of the workshops reorganisation and to assist the technicians with fault rectification and preparation work it is recommended that the motor vehicle technicians be given a vehicle bay as a designated work area; this work area should be situated in the corner of the workshop and allow for easy access into the technicians workroom. This designated bay will enable vehicles, which require work to be done, to be taken out of the class room area and worked on without disruption to students, lecturers and the technicians. This work bay should be screened off, preferably by welding screens, to prevent access by non authorised personnel, to reduce disturbances to both classes and technicians and to allow welding tasks etc. to be carried out at any time of the day. The technicians work bay should be equipped independently of the rest of the workshop with equipment such as: * 1x jack * 4x axle stands * 1x complete tool kit in roller cabinet * 1x complete set of air tools * 1x set of power tools (grinder, drill, etc) * MIG welder and associated equipment * Oxy-Acetylene welding equipment * 1x oil drip tray * 1x coolant drip tray * 1x metal bench with vice * 1x watering can * 1x rubbish bin * 1x soft brush and dust pan * 1x shelving unit to store tools and equipment 4.5 Identifying and Controlling Equipment To help identify and control tools and equipment within the six workshop areas it is recommended that each classroom is designated a colour. All equipment that is issued to and contained within each of the classroom areas should be painted the colour that has been designated to that classroom for ease of identification. All classroom equipment that is able to be shelved should be stored on a colour coded shelving unit. The shelving unit should be labelled with the equipment that is to be stored upon it and a laminated sheet attached as a guide for students as to where each item of equipment should be stored and its quantities. Colour coding will assist both staff and students with daily equipment checks, locating equipment and will improve the reporting of equipment faults or losses. Classroom equipment should only be used within its designated classroom area. Student locker keys should be stored in the main store room in a colour coded container. This will ensure that all lecturers have the ability to issue a locker to each student in their class wherever they are working in the workshop. Lecturers will collect keys from the main store at the start of the morning or afternoon period when work bays are identified and will be returned to the store complete at the end of each slot. Locker keys will be issued to students in exchange for a valid student ID card. Student ID cards will be returned to each student when lecturers are happy that all tools signed out have been returned to the main store and when the locker has been emptied and the key returned, this will accurately identify students that have not returned tools to the store or returned locker keys and will also ensure that student ID cards are brought to college. 4.6 Mezzanine Area The area below the mezzanine should be separated into designated work or storage areas to better utilise the workshop floor space. The individual work areas should be separated by a barrier or partition wall of some kind to act as a clear boundary to make work space housekeeping easier to manage and as somewhere to place posters/instructions/diagrams etc. Work areas should consist of a tyre fitting bay, a bench fitting area, a storage area for removed vehicle parts, a storage area for large shared resources and a recycling/waste area. The tyre fitting bay should contain the workshops tyre removal machine and wheel balancing equipment. Both these items should be secured to the floor to prevent them from moving or tipping whilst students work on them, the items should also be permanently wired into the workshop electrical supply to reduce the risk of electrocution from coming into contact with a 240v mains supply. This area should also be fitted with a dedicated tyre shelving unit to provide a storage solution for the tyre clutter that amasses regularly on the upper mezzanine area. Storing the tyres at ground level will eliminate the need to visit the upper mezzanine area, will allow the tyres to be better managed and reduce the risk of fire. A dedicated bench fitting area will provide students with a place to take components stripped from vehicles to be examined or worked on. It will provide lecturers with a suitable space to teach and develop students basic metal fitting skills prior to working on vehicles. The area should contain workbenches and vices for an entire class to work productively, a bench mounted grinder should be located in this area along with a floor mounted pillar drill and a floor mounted hydraulic press. The pillar drill and hydraulic press should be secured to the floor to prevent them from

Inner Depths of The Dwarf Essay -- Dwarf Essays

Inner Depths of The Dwarf "Human beings need flattery; otherwise they do not fulfill their purpose, not even in their own eyes." These are the words of the bold and heartless main character of Par Lagerkvist’s novel, The Dwarf. The keen insights of this twenty-six inch tall man, described throughout the book, are both shocking and thought provoking. Told from the point of view of the dwarf, the book entails numerous expressions of hatred towards humans and towards the dwarf’s own "detestable" race. The dwarf also displays his disgust for the Princess intermittently throughout the novel. Living as the servant and confidante to a Prince during the time when the Black Death was wiping out Europe, the dwarf experiences many instances in which he must commit wicked crimes for the Prince. He does so willingly, considering his lack of conscience. Ultimately, these crimes force him into eternal imprisonment in the dungeon under the fortress, where he can only write daily recordings of his empty life dur ing the hours when the sun shines through the cracks, and hope to be called upon again by the Prince. From the beginning, the dwarf condemns human beings as "a pack of ingratiating cows" who value nobility and beauty and who babble about virtue, honor and chivalry. He believes humans are "shrouded in mystery," but he exclaims, "nothing ever comes up from my inner depths," nothing is mysterious about him. Despite these feelings, he is loyal to and respective of his lord, the Prince. He expresses his gratitude for the graciousness of his masters, and he remains allegiant, though he is erraticly appalled by their actions. Yet, the main feelings of disgust come from his view of his race and of himself. "It is my fa... ... and therefore, longs to kill everything. Why should these disgusting creatures who call themselves men exist? He claims that it is human culture to fight and that "All human culture is but an attempt at something unattainable, something which far transcends the powers of realization. There it stands, mutilated, tragic as a torso. Is not the human spirit itself a torso?" These shocking insights demand thought from the reader on the subject of human culture and the human spirit. The dwarf's pensiveness is extremely effective in relaying the meaning of the work as a whole. His belligerent, negative attitude portrays the sense of despairing and savagery, which makes the novel so intense and interesting. This attitude is responsible for noticing the cloudy view that humans have of the world, but "Human beings like to see themselves reflected in clouded mirrors."