Meyerland Plaza †Real Estate Finance

This paper will take Chip Douglas and Steve Clark into a big decision on how to recommend to HMC the redevelopment of Meyerland Plaza. Because of the existing problem that took place 1980’s by the lending who take advantage the practice of lending and savings loan institutions the S&L who owns one parcel of the Meyerland Plaza lot. The W&C who called Chip and Steve was confident that they could leverage their leasing and development experience into larger-scale transactions. They were willing to make a significant co-investment of their own capital into the Meyerland redevelopment a deal that they had been working on for the past three years.Persuading the MHC to Invest in the Redevelopment of Meyerland PlazaMeyer land Plaza’s location is situated from on a 59-acre site fronting the West loop of Interstate 610 in fully developed southwest Houston. Meyerland Plaza is three miles from Houston’s Galleria area and the Texas Medical Center. The site was bordered on th e North by a   small strip shopping center, on the south and west by west existing residential development, an on the East by the West Loop 610 freeway. The place has 365,000 people (166,000 households) with income of $48,000 by 1999 will increase to 422,000.Beside the population was increasing yearly and the demand also increase. With this situation the HMC would not hesitate to invest to Meyerland Plaza as one of the promising company in the future.Risk that the HMC consider in Investing to Meyerland PlazaIt involves big Investment of about $19.5 million in equity and $35.2 million in construction debt. Most developer were wary of the exposure of closing a floating-rate construction and planning permanent, fixed-rate financing at a future undefined rate. Another factor to consider was the relative volatility of returns to retails development deals versus office or industrial deals. Mitigation that can be Foresee on the above IssueThe proposed redevelopment will offer the unique combination of the economics of the power center at the size of a typical regional mall.The project generate a highly predict table cash flow given the credit quality of the tenants.The proposed redevelopment will offer the unique combination of the economics of the power center at the size of a typical regional mall.Anticipated returns are 18% to 24% base4d on a five year holding period.Conclusion Chip and Steve had made a good decision in recommending to HMC because it is a good site and the populations in these areas are increasing yearly. According to the survey the community living in that area need a convenient shopping that Myer land Plaza can offer.The location is good that located within a densely-populated, stable trade area accentuated by significant purchasing power.Beside most power centers are on the fringe of markets demographic visibility and access from Loop-610 North & south. There is no doubt that investment of HMC will surely return in shorter period of year. In general, based on the above mitigation, if I were Chip and Steve, I also recommend to HMC in investing the redevelopment of Meyer land Plaza.ReferenceMeyerland Plaza. 2006. October 9, 2006

Drama In The National Curriculum Education Essay

The purpose of this study is to understand where Drama stands in instruction within England at present. It searches for its ‘ reference within the National Curriculum and interprets what this means for the instruction of the topic. It looks at primary and secondary schools ‘ current tendencies towards Drama as a discrete topic, and argues the benefits and disadvantages of it holding its ‘ ain topic heading within the National Curriculum. The grounds will be evaluated and a decision formulated.1. Play in the National Curriculum.The National Curriculum website provides the most up to day of the month information on how Drama is placed within the course of study. At first glimpse Drama is absent but reference of it can be located, chiefly within the topic of English. [ See Appendix One for a description of the demands and activities for Key Stages ( KS ) 1 & A ; 2. ( National Curriculum, 2011a ) ] . Whilst there are purposes and aims published for KS1 & A ; 2, at KS3 & A ; 4 there is reference of selected dramatists as topics to be studied and the outlook that at least one Shakespearian drama will be explored in deepness at each phase ( National Curriculum, 2011b & A ; degree Celsius ) . References to the usage of Drama appear under Literature [ See Appendix Two ] ( National Curriculum, 2011d ) . For England the Teachernet ( Teachernet, 2011 ) , DFES Drama Objectives ( DFES, 2011 ) and QCDA ( QCDA, 2011 ) resources have been/are being decommissioned with emended high spots looking in the National Archive. In fact most of the Government resources advocated by the Initial Teacher Education web site for English are no more ( ITE, 2011a ) . The Department of Education web site is replacing it, but the lone suited stuff found for Drama is an point for the Speaking and Listening component at KS1 & A ; 2 dated 2004 ( Department of Education, 2011 ) . In Ireland play is within the ‘arts ‘ sector, alongside ocular humanistic disciplines and music. The strand is â€Å" Drama to research feelings, cognition and thoughts, taking to understanding. † They expect that when this topic is taught right it can assist kids at a immature age to understand/relate and cover with life state of affairss that can happen ( Irish Curriculum, 2011 ) . Whilst Drama is placed steadfastly in Arts Education as a three with the ocular and aural mediums, there is small support to be found in their Curriculum Planner as good ( NCCA, 2011 ) . Compare this to 52 resources for Drama in the Scots Curriculum ( Scottish Curriculum Resources for Drama, 2011 ) . In Northern Ireland Drama is mentioned in Language & A ; Literacy and has its ain topic within The Humanistic disciplines and resources are good provided ( N. Ireland Resources, 2011 ) . At KS1 & A ; 2 the statutory topics that all students must analyze are art and design, design and engineering, English, geographics, history, information and communicating engineering ( ICT ) , mathematics, music, physical instruction and scientific discipline. Religious instruction must besides be provided at KS 1 and 2 ( National Curriculum, 2011e ) , although there is a non-statutory plan of survey. From the National Curriculum ( 2011e ) for Religious Education there are the following two points: 1 ) . Research how spiritual beliefs and thoughts can be expressed through the humanistic disciplines and pass on their responses. 2 ) . Using art and design, music, dance and play to develop their originative endowments and imaginativeness. Art and design does non advert play until KS 2 as follows from the National Curriculum ( 2011f ) : Researching a scope of get downing points for practical work [ for illustration, themselves, their experiences, images, narratives, play, music, natural and made objects and environments ] . Yet doing marionette theaters, and besides making atmosphere in sounds, illuming, backgrounds and costumes for full size dramas would do the topic more merriment whilst specifying a practical intent for the work. Drama in a similar manner should be a fertile land for scenery and particular effects within Design and Technology yet it is non mentioned at all ( National Curriculum, 2011g & A ; 2011h ) . Music and Physical Education in a similar vena have a relationship to Drama through Dance but there is no recognition for it. History could conceivably utilize period play to exemplify points and the grasp of truth in the texts and authors ‘ prejudice would so be covered in Drama. Stenhouse ( 1981, p.29 ) is against the thought that Drama is for learning other topics in the course of study and rejects the imagined worlds of Drama for the attested worlds of pure history. ICT could supply a multi-media back bead similar to that of exhibition trade bases and modern public presentations that use computerised effects and elephantine screens. When the National Curriculum was being formulated instructors were vocal in their disapproval of the many course of study topics being loaded into the National Curriculum, such that topics were curtailed following Music and Art ( Baldwin, 2011 ) . As the ( NCCCE, 1999, p.75 ) study provinces ‘ †¦ there are more than 10 topics in the universe. † It besides notes that Dance is non found with athletics, games and sports after instruction and that Drama is non merely verbal. ( NACCCE, 1999, p.76 ) points out that of all the states in the QCA/NFER INCA archive, England was alone in holding 10 distinct topics from KS 1-4. â€Å" When the National Curriculum was introduced, specialist play practicians thirstily awaited the National Curriculum for Drama. They are still waiting. â€Å" A ( Baldwin, 2011 ) .Drama as portion of English in the National Curriculum.One of the on-going arguments about the nature of English Centres around its relationship [ sic ] the originative humanistic disciplines. â€Å" Is English an Humanistic disciplines based, originative subject, or a much more functional, competence led capable? â€Å" , and â€Å" Is Drama itself an Humanistic disciplines based subject or a method of instruction, a signifier of larning? † ( ITE, 2011b ) The function of play in the course of study remains in pattern really much in uncertainty. It is believed that future employers have been unhappy with general educational criterions of school departers. A contributionary factor to this low appraisal ( for the topic ) has been the political displacement from a broad position ( of the centrality of aesthetic and artistic experience in instruction ) towards a more vocationally – orientated position in which the secondary course of study is seen instead as a feeder of commercial, industrial and post-industrial demands as they have been immerging in recent old ages. ( Morton, 1984, p.56 ) . The Arts Council England ( 2003, p.6 ) explains that all students ‘ minimal statutory entitlements for the survey of Drama are acknowledged within the National Curriculum for English. Harmonizing to Ashcroft & A ; Palacio ( 1995, p. 196 ) , â€Å" The national course of study steadfastly places play within the English sphere. † Neelands ( 2008, p.1 ) refers to the National Curriculum as the English Model where, â€Å" Drama was foremost introduced into the secondary course of study through the English course of study and timetable † . He divertingly cites the fact that Shakespeare was English to explicate how we arrived at this alone place, which has non been followed elsewhere in the universe except possibly Wales ( Welsh Curriculum KS 1 ( 2008 ) & A ; Welsh Curriculum KS 2-4 ( 2008 ) where Drama is mentioned within English and to a lesser extent Welsh. Drama as a topic in its ‘ ain right is non present in the primary course of study, but as a portion of English or R.E, or supplying other countries and cross curricular subjects. Even though Drama is absent from the course of study for primary schools, it is still present through the activities and lessons which are taught utilizing play, â€Å" †¦ many primary schools already include plaies in their course of study, without recognizing that the activities the kids are involved in are really drama. † ( Humanistic disciplines on the move, 2010 ) . For High School instructors, it can be a job for them to cognize what to anticipate of students come ining KS 3, this is because of the deficiency of continuity in Drama across all the Primary Schools, hence merely an educated conjecture can be made on the students ‘ anterior play experiences. Neelands ( 2004, p.9 ) offers 6 points of common mention which can be found in Appendix Three. Harmonizing to Neelands ( 2008, p.2 ) statistics show that, aˆÂ ¦many schools in England do offer play as a separate timetabled topic in Key Stage 3 and this makes play the lone ‘subject ‘ in the English system which is ‘unregulated ‘ in footings of a nationally agreed course of study beyond the mentions to talking and listening in the Orders for English † . So merely at KS 3 do some students get the chance to take Drama as a separate topic but it is still an unofficial 1. Whilst this offers a complete freedom in how the topic is taught and presented [ see Neelands ( 2004, p.5 ) for three different attacks at secondary degree ] , it besides means there is small in the manner of a safety cyberspace for its practicians that criterions, appraisals, guidelines and official support can supply. So it would look that Drama has become a Cinderella topic that is busy working in the shadows whilst the Ugly Sisters of English and Religious Education take all the recognition.1.2 How we got to where we are now.â€Å" Most of what immature people know of the universe, they know through representations of it. † ( Neelands, 2008, p.9 ) , proposing that schools have a moral duty to assist determine the citizenship of their stundents. â€Å" There is small clip allotted in the day-to-day modus operandi for play in early childhood instruction scenes, due to the force per unit area that many instructors feel to cover excessively many stuffs in excessively small clip. † ( Jones and Reynolds, 1992, p.7 ) . This suggests that caput instructors and instructors are forced to concentrate their concentration and resources on the topics the ‘really affair ‘ For illustration, those topics that are recorded as National statistics, demoing how many A* – Degree centigrade pupils have obtained ; in peculiar on Maths, English and Science. Drama being mentioned in the course of study saw a assorted reaction. Some celebrated the â€Å" fact † that Drama would now hold to be taught. Others were speedy to indicate out that there was a cardinal defect here. There were few trained Drama instructors left. The world has been, that barely any Drama is go oning ( in Primary ) A despite the fact that it is deemed statutory. ( Baldwin, 2011 ) . Yet Neelands ( 2008, p.1 ) states that, â€Å" In the English instruction system, all pupils in the 5-16 age scope have an entitlement to drama within the National Curriculum Orders for English. † Baldwin ( 2011 ) the president of the International Drama/Theatre & A ; Education Association provides a background to how Drama fell from grace, how a timely reaction to the stiff course of study being built capable by topic stopped it being included at the 11th hr and so, as it was no longer a topic, support for it fell off. Practitioners were left high and dry, as Drama was no longer portion of Ofsted unless a fee was paid to measure it, which in one instance ended up being marked as a ‘Satisfactory ‘ P.E. lesson. Dearing tried to soften the course of study but so came the restraints of the National Literacy Strategy which concentrated on reading and composing for the ‘Literacy Hour ‘ at the disbursal of speech production and hearing. However Winston & A ; Tandy ( 2001, p.75-86 ) in their chapter entitled ‘Drama and literacy ‘ supply some thoughts for including Drama within the hr. Then at Secondary degree we find a menu blanche where anything goes with Drama either as a separate topic taught by a Drama specializer or as a go oning add-on within English or as another entity, which possibly suits the more marked different watercourses of ability. Neelands ( 2004, p.5-6 ) noticed that the assorted beginnings of national counsel for Drama, for illustration the specific mentions to Drama in the Programs of Study for English showed a general understanding for the purposes and aims for Drama, such as: Play as personal, societal and moral instruction Drama as English Drama as a topic in its ain right. As stated earlier he cites three really different secondary schools each exemplifying one of these points as their single attack to Drama. The demands of a nationally prescribed course of study put considerable force per unit area on instructors to â€Å" suit everything in † ; each topic has it ain outlooks and makes its ain peculiar demands. Finding the clip for Drama, nevertheless extremely you and your category may value it in its ain right, can be difficult- the more so if we are traveling to give the Drama clip to develop, intensify the kids ‘s engagement and apprehension, and make a satisfactory decision. ( Winston & A ; Tandy, 2001, p.54 ) Ashcroft & A ; Palacio ( 1997, p.6 ) infer that longer functioning instructors will happen the prescribed nature of the National Curriculum and all its alterations to be a bone of contention. On the other manus – The deficiency of nucleus counsel for Drama, the parallel development of Drama within English with its development as a distinct Arts topic, together with the diverseness of theoretical accounts of course of study and appraisal to be found in schools make it a peculiarly debatable country of English learning for trainees. ( ITE, 2011c ) Particularly as: School Drama Co-ordinators disappeared about nightlong, as did LEA Drama Advisers and consultative teachers.A Drama courses became few and far between, trusting more and more on professional administrations, which were and are run voluntarily, by progressively stretched full clip instructors and lectors. ( Baldwin, 2011 ) .Chapter TWO – Arguments FOR DRAMA BEING ADESCRETE SUBJECTâ€Å" As portion of a wide and balanced course of study, play has a important part to do † ( Winston & A ; Tandy, 2001, p.73 ) . â€Å" Drama, more than any other topic in the course of study, mirrors life as it is lived and experienced † ( Winston, 2004, p.18 ) . Please see Appendix Five for some positive consequences Winston ( 2004 ) notes as being seen in kids ‘s composing due to their engagement with Drama. â€Å" At least a national understanding provides some external, comparatively nonsubjective and seeable stuffs to discourse † ( Neelands, 2004, p.6 ) . However, the absence of a nationally agreed model for Drama gives two points of concern ; The single Drama instructor has no external model to follow, therefore the success of the Drama category is wholly at the clemency of the ability or deficiency thereof of the instructor ; How Drama is perceived at the school may good be based on the caput instructors ‘ preferences and biass. To exemplify this point I found at X High School, where the writer has experienced Drama via a teaching preparation twenty-four hours arrangement, it was noticeable that Drama is thought of as a high precedence topic. This was thanks to the Head realising that in a catchment country of high poorness Drama provided involvement and look for kids that found reading and composing hard. The school used Drama besides as a selling tool to advance itself to the wider community and its governors. It held one-year Drama productions, school assemblies were punctuated with Drama in the signifier of amusing studies or more serious pieces designed to entertain and inform, it supported fund-raising activities etc. Drama here is a timetabled topic throughout all the twelvemonth groups, and is offered as an A-level topic. As Ashcroft & A ; Palacio ( 1995, p. 196 ) advocator, â€Å" Primary school students can develop through play an extended scope of linguistic communication utilizations, including the bulk of those referred to in the national course of study. † â€Å" aˆÂ ¦drama is a societal procedure of doing meaningaˆÂ ¦the model and method of play provides a alone context for developing a sense of individuality and productivity. † ( Morton, 1984, p.37 ) . â€Å" All Our Futures † had already clearly recognised the importance of Drama, both as a originative instruction and larning medium and as the most powerful pupil incentive: A † OFSTED informations on student response to larning indicates play to be at the really top in actuating acquisition † ( NACCCE, 1999, p.77 ) . Drama in instruction can assist pupils learn and understand whatever is required, in ways that are emotionally, aesthetically and cognitively connected and meaningful to kids who are natural dramatic participants. †Chapter THREE – ARGUMENTS AGAINST DRAMA BEING ADESCRETE SUBJECTâ€Å" aˆÂ ¦drama is a procedure that can non be divided into a series of distinct and accessible results in the sort of manner that course of study theoreticians have managed to make with many other topics in the course of study † ( Young, 1981, p.94 ) . Baldwin ( 2011 ) provinces: Trainees are likely to meet a diverse scope of agreements for play within schools. In the absence of national orders and a statutory capable model, schools are free to plan their ain local fluctuations of a play course of study based on the specific value given to drama in a peculiar school. Cynics were heard to mumble, that with an appraisal driven course of study emerging, procedure based play would be excessively debatable for SCAA ( as it was so ) to cover with.A Appraisal in Drama has ever been slippery as so much goes on cognitively and emotionally during the Drama procedure that is non easy or even possible to assess.A It is noted that this statement appears amongst many professionals, but no suggestions as to what standards could be used is suggested. Is this because they believe there is to be none. Baldwin, ( 2011 ) continues. â€Å" Assessment records were being revealed as lists of statements of attainment tick boxes and needed to be based on easy discernible, extrinsic results † proposing that Drama specializers were non certain they wanted such a meaningful and aesthetic art signifier measured and graded in this way.. Neelaands appears to belie his issues by saying The local course of study can be based on a extremely idiosyncratic and ideologically motivated choice. What is taught may be left to the caprice of an single instructor and may reflect personal biass and involvements instead that the comprehensiveness of deepness of survey which is a student ‘s entitlement ( Neelands, 2004, p.6 ) . Yet harmonizing to Neelands on the Initial Teacher Education web site ( ITE, 2011d ) , The non-statutory Framework play aims might usefully organize the footing of the programme of survey for play at KS3. However, these specific aims are improbable to be considered sufficient as nucleus aims for play as a discrete topic because they do non cover physical, ocular, design and proficient facets of play. This suggests that although the concerns of Patrice Baldwin are relevant, the concerns of the ITE is that without a defined construction and specific aims, the importance of Drama could be overlooked. This point of position is rejected by Way ( 1967, p.12 ) who points out, â€Å" If we make drama another topic, so we make another ‘progressive heterosexual line ‘ – in fact many consecutive lines, one for babies, one for juniors, and so on through the different age groups. † Again, because of its ‘uniqueness ‘ there is a concern over how Drama can be ‘measured ‘ i.e. marked. Way ( 1967, p.3 ) wrote, â€Å" Education is concerned with persons ; play is concerned within the individualism of persons, with the singularity of each human kernel. Indeed this is one of the grounds for its intangibleness and its immeasurability. † As Drama is non in the National Curriculum as its ain topic, it might be seen as unimportant. With the force per unit areas on schools to be ranked via conference tabular arraies on the nucleus topics of English, Maths and Science, it is possibly non surprising that schools focus on these topics to the hurt of all else. However, the topic still has its ain written scrutinies and an external tester is called in to tag public presentations. It is hence ill-defined as to the grounds behind why the topic is deemed by some to be hard to measure.Decisionâ€Å" Ultimately, play is a valuable tool, but foremost the tool itself must be fashioned. † ( Way, 1967, p.7 ) . There appears to be a divide in international pattern over whether Drama should be used across the course of study or as a topic within its ain right and/or as portion of the humanistic disciplines docket. There were those who thought that if appraisal was traveling to be the name of the game, so play could and should be made to suit, in order to guarantee its topographic point in the new curriculum.A And there were those who breathed a suspiration of alleviation that play did non suit and had been left outside the new course of study, where at least it would let a greater freedom of pattern and content, within the broader course of study ( Baldwin, 2011 ) . Therefore, unless the person schools value Drama, and promote Drama instructor preparation, the concern is that the degree of learning Drama will non be sufficient to add any value to learning within the school as a whole. Harmonizing to Ashcroft and Palacio ( 1995, p.203 ) there are two types of Drama within the National Curriculum spectrum, one being public presentation based activities, such as assemblies and school dramas, and the other being educational Drama, which involves kids in the active creative activity and geographic expedition of state of affairss based on fact or fiction. â€Å" †¦ it is regarded by many instructors as a larning method instead than a capable country because it can be employed to present many facets of the course of study really efficaciously. † ( Ashcroft and Palacio, 1995, p.204 ) . Art is utile, non because it is true but because it is genuinely enlightening. It is because play – as – art maps in this manner that a dramatic work can non be explained, paraphrased or deconstructed into essays. Like any other art signifier, play is alone and non – convertibleaˆÂ ¦ it resists crassly useful attempts to corral it into the service of geographics, history or direction preparation every bit much as it refuses to be the biddable retainer of personal, societal, or political instruction. In a secular age, the utility of play lies in its ability to joint significance in peculiar direct and accessible ways so that we, in bend, can do better sense of the universe in which we live. For these grounds, play is an indispensible portion of the humanistic disciplines course of study. ( Hornbrook, 1991, p.40-41 ) . Whilst we can non anticipate the committedness of the National Theatre at every Primary School ( Turner et al. , 2004 ) they offer a theoretical account of best pattern that can be used within the topic of Drama to truly convey out the assurance and mind of immature kids and this should be the ultimate end whether Drama is housed within English or is a topic in its ain right. Does this so mean that play is yet another topic that has to be fitted into an already overcrowded course of study? No. Drama is non another topic ; theater might be, with its land work in history and its survey of dramatists and their plants but non drama. Drama is every bit intangible as personality itself, and is concerned with developing people. Indeed, it is every bit necessary to fling educational conventions as to ignore theatre conventions ( Way, 1967, p.7 ) . The statements will ramp on but merely the will of the authorities can do a difference to the place Drama as a topic or non-subject is in. The decision drawn from all the grounds in this study is that Drama should be included as a topic in its ain right in the National Curriculum, but non as the course of study presently stands. There appears to be deficient construction and no unequivocal manner that the success of students taking Drama can be measured. To seek and ‘fit ‘ it into the current course of study could curtail its utility as a holistic well being tool for the personal growing of students. How could this be measured in academic footings? There could be students who come alive as histrions and give fantastic public presentations, but can non interpret this successfully into a written piece of work. How does one step personal growing? How can we tag a pupil who has grown in assurance, can show themselves better than before the debut of the Drama lesson, and inter acts good with other pupils in the category? Whereas before the usage of Drama they may hold been counter, covering with personal issues which had no voice except in eruptions of violent behavior. One can put trials to mensurate the cognition of the literacy greats, the hunt for significance in the plants of the dramatists but should this prevarication here or within the kingdom of English Literature, such that it can non be used as a grade of success or failure for Drama pupils. The decision gathered is that this testing should be left within the English topic, therefore leting pupils of Drama more freedom to show themselves through this fantastic medium. It has been shown that Drama is a utile tool in the apprehension of other topics, but it should foremost be enjoyed and understood in its ain right. The greatest job for Drama being included in its ain right in the National Curriculum appears to be the manner the success of topics are presently judged. There does non look to be current processs that can reasonably mensurate the true success and positive impact Drama can hold on a pupil ‘s life. For illustration with a Mathematics test there is a definite right reply with Markss available for demoing your workings out, but what is the ‘right ‘ reply in Drama? The division between the instruction professionals as to the inclusion or non of Drama in the National Curriculum can be understood after researching and look intoing this inquiry. The concerns are that the importance of Drama within the schools is presently dependant on the will of the caput instructor and the ability, passion and committedness of the Drama staff. Drama instructors ‘ sing schools who category Drama as a ‘fill-in ‘ topic and non that of import will hold experienced first manus the statement that Drama should be included. It could be really corrupting to the Drama instructor who feels that their work, nevertheless committed they are, possibly seen as unimportant. However those Drama instructors sing and basking a school that appreciates Drama and uses it throughout school life for illustration in assemblies, community assemblages and the one-year school public presentation may bask the freedom of the topic non being included in the National Curriculum, as they do non experience threatened about the cogency of their instruction accomplishments. There appears to be no straightforward decision over Drama ‘s inclusion in the National Curriculum, nevertheless it must be pointed out that other parts of the British Isles make Drama a topic in its ain right and supply first-class support for it. Possibly there are lessons to be learned from the manner they have gone about this by an exchange of thoughts on best pattern. For illustration what standards are they utilizing to mensurate Drama ‘s success as a topic ; are more or less pupils taking Drama as a topic at Secondary degree ; has its position had a positive or negative consequence on the instructors? Without cognizing the replies to these inquiries and many more besides we can non keep these states up as reflecting illustrations. There needs to be a manner of seeking to take the best from the statements for and against Drama ‘s inclusion in the National Curriculum. For illustration this research has shown that most of the Drama professionals feel that both the topic and they benefit from its inclusion to set them on a flat playing field with other topics. They believe that they may be taken more earnestly and have more support from developing being given. The concern of its inclusion appears to be that it could smother the really creativeness and freedom of look some professionals believe Drama should be. They all appear to hold that Drama can non be measured in academic footings as easy as other topics as no ‘marks ‘ are awarded for pupils personal development. Therefore after research and probe into this inquiry, the concluding decision is that Drama should be included in the National Curriculum as a distinct topic but merely after the creative activity of relevant success standards is added. Once there is an acceptable measuring expression in topographic point Drama would so profit from inclusion. As it stands at present at that place does non look to be sufficient stairss in topographic point to recognize Drama pupils ‘ success.

Goodwill and CSR Essay Example | Topics and Well Written Essays - 1000 words

Goodwill and CSR - Essay Example This means that it is left up to the management and leadership teams of commercial enterprises to determine whether such policies and procedures require development and how to effectively cope in the midst of a crisis situation that relies on the business extending a goodwill gesture for community support. Kyoto University (2007) offers that successful business operations are irrefutably linked with trust-building efforts with community citizens and stakeholders. Therefore, lack of legal backing and the undeniable truth that business success is linked to trust somewhat forces management and leadership to consider the value of corporate social responsibility when making goodwill decisions such as those proposed in the case studies. Â  In the event that a situation occurred where a business is dependent on market stability and customer interactions as part of their supply chain, crisis scenarios in which the business is called upon to extend physical support such as using the facility as a disaster triage center represents a considerable risk. In the case involving Kaspa Financial Services, there were concerns over potential liability claims for disaster victims who might choke on their food offerings as well as lost revenues from disgruntled shareholders (to name only a few). The financial and reputational risks to the business were significant if the company decided to offer the facilities to the disposal of disaster management personnel and victims of the disaster.

European causes of its 2012 economic crisis Term Paper

European causes of its 2012 economic crisis - Term Paper Example ased the political risks for EU governments and their leaders.6 The economic disaster was weakening the bond between the EU nations and challenging EU’s unity and shared goals. Rapid exhaustion of liquidity left the periphery with unsustainable shortfalls and monetary obligations larger than their GDP. In 2010, a sovereign debt catastrophe, particularly in Greece, stretched throughout the periphery and jeopardized any economic opportunity for the EU.  In 2011, the European Union and the International Monetary Fund took actions to rescue Greece, Ireland, and Portugal.7 Governments of Iceland and Latvia have disintegrated resulting from the public complaints over their administrations for mishandling their economies throughout the tragedy. Sparking the protests even more was the International Monetary Fund’s issuance of emergency loans to the following EU nations: Belarus ($2.48 billion), Bosnia and Herzegovina ($1.52 billion), Hungary ($15.7 billion), Iceland ($2.1 bil lion), Latvia ($2.35 billion), Moldova ($118.2 million), Poland ($20.58 billion), Romania ($17.1 billion), Serbia ($4.0 billion), and Ukraine ($16.4 billion). In February 2009, the World Bank in alliance with the European Investment Bank and the European Bank for Reconstruction and Development announced a financial assistance grant amounting to $31 billion over two years to aid near-bankrupt banks and industries in Eastern and Central Europe.8 The economic turmoil caused a quick fluctuation in the Euro currencies of Eastern European countries and caused their government debits to climb, destabilizing the attempts of several countries to join the European Union. $1.5 trillion assets in EU banks were exposed in Central and Eastern Europe. In spite of the exposure of the major Western European banks for...This paper elucidates the real reasons behind The European debt crisis of 2012 and describes the effectual response of the EU to that negative economic situation. The five European co untries: Greece, Ireland, Italy, Portugal and Spain (GIIPS) that risked the future of the EU economy and caused various crises regarding the Euro are considered in the paper. Subsequent to the global downturn of 2007, the financial crisis in the peripheral states of the EU worsened: economic activity quickly dwindled; international trade plummeted; and prospects for Europe’s exportation industry diminished. Moreover, the rise of unemployment and distress over the economic chaos sparked protests and thus increased the political risks for EU governments. The response of the EU to the recession was fast and influential. Besides the intervention to steady, re-establish and restructure the banking sector, the European Economic Recovery Plan was commenced for re-establishing reliance and reinforcing demand by increasing the economy’s purchasing power through balanced tactical financial schemes and measures that would support the business and employment sectors. The entire economic incentive, as well as the outcomes of regulated fiscal stabilizers, totals 5 percent of European GDP. Greece, Ireland, and Portugal were given considerable financial supports by the IMF, the Eurozone and EU monetary institutions. Moreover, the generous contribution and dynamic mediation of the ECB to fiscal stability supported the European administration and banking system.

ALL SAINTS BRAND Essay Example | Topics and Well Written Essays - 750 words

ALL SAINTS BRAND - Essay Example All of the All Saints stores bear a unique interior design which differentiated from each other. This reflects the brands image of uniqueness and non corporate culture. All Saints have associated itself with the music industry quite intimately. The company made strategic business collaboration with brands like U2, Kelis, Robbie Williams, etc. in order to enhance its brand equity. The company endorsed clothing for several music videos, thereby creating a brand culture associated with youth culture and casual lifestyle (Allsaints, 2015). According to Kotler and Keller (2011) the brand is defined as the perception of the customers regarding a particular product or individual or any other marketable entity. It is a mental image that a company wants its customers to have regarding its products. All Saints brand is best known for its uniqueness and focus on the gothic culture. The products’ design, the promotional activities and the aesthetics of the store are based on culture of matured and rough life style while wearing black, grey and white. The signature interiors of the store is characterized metal, worn off wood and exposed bricks, which indicates a rough and weathered lifestyle. The design of the clothes has been carefully selected that complements the gothic and dark nature of the brand. Thus it can be stated that the brand has been positioned to be youth centric thereby targeting the age group of 18 to 35 (Ferla, 2010). Apart from the uniquely mundane and muted appearance of the brand, the company has al so tried to blend fashion with rock music. Currently, All Saints is associated with a sense of decaying decadence and distress outlook with a taste of vintage lifestyle. It is one of those very few brands that barely follow market trend and try to initiate a trend in the industry. The company has successfully engaged the customers by building a close relationship with them, thereby creating a

Kant's ethical theory applied on cases of violence Essay

Kant's ethical theory applied on cases of violence - Essay Example Indicating that an act that has been adopted across the world is ethical. Secondly, it advocates for the protection of the human dignity; people should not just be used, humanity should be treated as an end and not in any way as the means. Finally, it advocates for an act that exemplifies fairness from all directions, that is, a person’s act should be conscious of both the actor and the one being affected by the actions. In this proposition by Kant, reciprocity of actions is very important (Wike & Showler, 2010). In this essay, I will put into perspective the application of this theory in incidences of violence that entails both self-defense and proactive violence. According to the Kantian theory, morality is not based exclusively on reasoning but also the moral worth of a given action. Engaging in act of violence can be considered moral when the reason behind the engagement can be validated. Though it is important for an individual to apply their reasoning before they act, it is of essence that they are weigh whether the act can be universalized (Wood, 2012). For example, when a thief that has been terrorizing people and poses a threat to the community to the society, the moral worth of such an action can be established. According to Kant’s predispositions, the moral status of humans is based on their rationality; this means humans have the capacity to distinguish what is moral and what is not, hence some sort of universalizability. Therefore, it is possible to point to a moral action based on the extent to which we are able to apply our reasoning. However, despite the human rationality predicting the moral position taken, the basis of the judgment made is not clearly defined. Kant’s argument that reasoning also plays a pivotal role in the determination of the morality has a strong basis since humans not only acts on impulses but also on reasoning (Sullivan, 1989). Therefore, engagement in violent activities is an interplay of the two

The Reasons for the Civil War in China Between the KMT and CCP Essay

The Reasons for the Civil War in China Between the KMT and CCP (1945-49) and why the CCP Won - Essay Example Although the Communists got permission to be part of the KMT in small numbers, Chiang started a purge of communists since he abhorred the Soviet interfering in Chinese political affairs. This eventually led to the Chinese civil war (Eastman 11). Following the collapse of the Qing Dynasty in 1911, which was the final ruling Chinese dynasty, China fell into the control of a number of significant, as well as lesser warlords within the era of the Warlords. Therefore in order to trounce these warlords, who succeeded in seizing control of the greater part of Northern China, it was necessary for the anti-monarchist, together with the national unificationist Kuomintang party, along with Sun Yat-sen, who was its leader, to seek the assistance of foreign powers. The efforts of Sun Yat-sen in obtaining assistance from the Western democracies bore no fruits these led to him seeking help from the Soviet Union in 1921. In favour of political convenience, the Soviet leadership instigated a dual pol icy for supporting for both Sun, as well as the newly founded Communist Party of China that subsequently instituted the People's Republic of China. This resulted in the struggle for power within China between the KMT, along with the CPC (Eastman 25). ... in the reorganization, in addition to the consolidation of, the KMT alongside the Communist Party of Soviet Union, leading to the CPC uniting the KMT, thereby developing into the First United Front. This is the same year that saw Sun Yat-sen sending Chiang Kai-shek, who happened to be one of his lieutenants to Moscow for some months' military, as well as political study. By 1924, Chiang got promoted to head Whampoa Military Academy, then later rising to fame as Sun's successor, thereby heading the KMT. The Soviets offered the majority of the studying items, organization, in addition to the equipment comprising, of munitions for the academy. Apart from that, the Soviets also offered education in various methods for mass mobilization. This assisted Sun Yat-sen in raising a number of devoted troops, with the intention of defeating the warlords militarily. On the other hand, CPC members also got the opportunity of joining the academy with the majority of them becoming instructors. Howeve r, the communist members got the opportunity of uniting the KMT on the basis of an individual. At that time, the CPC was still exceedingly small, having only 300 members in 1922, and in 19925, only 1,500 members while the KMT had 50,000 members in 1923 (Eastman 54). The split of KMT and CPC In the beginning of 1927, there was rivalry between KMT and CPC leading to a split within the revolutionary positions. The CPC, along with left wing of KMTmade a decision of moving the KMT government’s seat to Wuhan from Guangzhou, where the influence of communist was strong. However, Chiang, together with Li Zongren, whose armies conquered warlord Sun Chuanfang, progressed eastward towards Jiangxi. As a result of the leftists rebuffing Chiang's demand, Chiang condemned the leftists for going against

State and local GOVT Assignment Example | Topics and Well Written Essays - 500 words

State and local GOVT - Assignment Example Public merit personnel system has become important in terms or ensuring that federal employment is given to the qualified individuals. However, it has been stated, â€Å"the greatest professional challenges for public merit personnel are at the local level. The merit principle entails the selection and appointment of the best person for any given job (Bowman & West, 2006). This is the first instance where the challenge comes because public appointments have leaned towards professionalism, even at the local level. Professionals link professionalism to possession of knowledge and are attached to group identity. When applying issues of merit for a job at a local level more issues other than professionalism such as gender and race balance issues are considered to get the best individual for the job and this is a challenge. In looking at pay for performance systems, which is a type of public merit personnel system, both Perry et.al (2009) and Bowman (2010) found out that public merit personnel systems at the local level have many challenges that are caused by issues that include lack of adequate funding, inability to distinguish levels of performance, lack of employee confidence in merit systems, employee-manager distrust and bureaucratic resistance to merit systems among others (Bowman, 2009: Perry, Engbers & Jun, 2009). These issues show that the above statement is true. Discuss the implications for state and local governments of the Intergovernmental Personnel Act of 1997 (Revised). http://www.opm.gov/policy-data-oversight/hiring-authorities/intergovernment-personnel-act/#url=Provisions. What issues were addressed and why do you think they were included in the Act. The Revised Intergovernmental Personnel Act (IPA) mobility program regulations came into effect from May 29, 1997 allowing federal agencies to operate efficiently and productively. The regulations have

Geopolitics as a Field of Knowledge Essay Example | Topics and Well Written Essays - 1000 words

Geopolitics as a Field of Knowledge - Essay Example It is at this point that geopolitics meets the requirements of a field of knowledge, being close to geography (Colledge 1). The relationship between geopolitics and geography is made clear through the following example: When choosing a region for establishing their state governors are likely to prefer an area which has â€Å"natural barriers, such as mountains, so that its security costs are low† (Lind 182). The specific phenomenon implies that an individual cannot take effective geopolitical decisions unless he is aware of the characteristics and potentials of a region in terms of geography. The relationship between geopolitics and geography, as explained above, reveals another dimension/ characteristic of geopolitics: the potential of this concept to have the form of a policy practice. In the example presented above, the policymaker has to be based on geographical data, as related to an area, in order to decide which region offers most advantages as a center of social and economic life. At this point, geopolitics interacts with the political theory. Reference is made especially to the â€Å"republican security theory† (Lind 182) which is based on the following perception: â€Å"a democratic republic can survive only if its security costs are low† (Lind 182). However, such target cannot be achieved unless particular methods are employed. Primarily, a military force that is able to protect the republic from its enemies needs to be organized (Lind 182). Such plan can be effectively developed only through the identification of appropriate methods; it is at thi s point that geopolitics shows its characteristic as a set of methods. The use of geopolitics in developing critical state decisions is understood through the example of Britain: British preferred to establish their state in a region that is surrounded by water so that enemies are discouraged from invading in British territory (Lind 182).  

Emotion and New York Essay Example for Free

Emotion and New York Essay In Proof, there is a contrast presented between the abstract and tangible aspects of life. Claires life revolves around everything that is practical while Catherine relies more on things that are theoretical. These choices cause problems in each sisters life in that they are both disconnected from the real world and neither can relate to other people, including each other. Catherine focuses on the theoretical, letting her life revolve around things that are not tangible, things that other people cannot necessarily see. Early on in the play, Catherine figures out that the number of days she has wasted because of her depression is a mathematically significant number. Math is a very abstract science and this scene shows how mathematically minded Catherine is. It also shows how easily she is able to think abstractly. Her father helps her mathematically manipulate this number right before he admits that he is, in fact, dead at the time of this conversation. Again, Catherine is relying on something intangible, the mental representation of Robert. While Robert was ill, Catherine stayed with him to take care of him emotionally. She did not typically wash dishes, clean the house, or pay bills, Catherine was taking care of her fathers emotional state. In her mind, she was making sure he stayed well by having someone to rely on for the intangible aspects of life. Because Catherine lives in the abstract, she is unable to relate to people who live in the real world. Because of this and other reasons, she has no friends. She tells her father, in order for your friends to take you out you generally have to have friends. Most 25 year olds would go out with friends on their birthday; the fact that she has no friends is odd and causes the audience to worry. In the end of Act 1 Scene 1, Catherine calls the cops to keep Hal from stealing one of her fathers notebooks even though, as she admits in the beginning of Scene 2, she didnt really want them to come. The cops come back the next morning and are not happy. This shows that she does not relate well with the practical world and its consequences. Unlike her sister, Claire is overly practical, completely engrossed in material aspects of life. While Catherine is at home with their father,  Robert, Claire moves to New York to continue her education, get her own place, and have a job. She pays all the bills from New York, but does not involve herself with other aspects of taking care of their father besides encouraging Catherine to put him in a full time care situation. Bills are very material and concrete, showing how much Claire relies on tangible aspects of life and how well she can deal with these things. When Claire is visiting Catherine for their fathers funeral, she tries to get Catherine to try a conditioner she likes. When Catherine asks Claire for some scientific facts about the Jojoba in the conditioner, Claire replies, it makes my hair feel, look, and smell good. Thats the extent of my information about it. Claire doesnt know any scientific information about the Jojoba, only how it physically affects her hair. Claire values material objects over immaterial things like emotions, which makes it difficult for her to connect with people and deal with them appropriately. At the party after the funeral, Claire tries to out drink the theoretical physicists and fails miserably waking up with a horrible hangover. Claire does this because she believes, incorrectly, that she is better than the theoretical physicists based on their lack of grounding in the practical world. At the end of Act 1, Claire tells Catherine, its not your fault. Its my fault for letting you do it. This implies that Claire thinks she can control Catherine. Claire believes she can control people like she can control things. Claire also decides she wants Catherine to move to New York so she can keep a better eye on her. She tells Catherine it would be much easier for me to get you set up in an apartment in New York again showing how she wants to control Catherines life and does not show regard for Catherines emotions such as Cath erines desire to stay in her home town and her sense of belonging there. Due to Catherine and ClaireÂ’s different priorities, they do not relate to each other and have a disconnected relationship. This is established early on in the play when Catherine says to her father, she is not my friend, she is my sisterAnd I dont like her. It is clear from this statement that Catherine does not feel connected to Claire. At one point Claire goes so far as to accuse Catherine of being insane, claiming that Catherine has made up  Harold Dobbs. She later meets Hal and does not even apologize to her sister. Sadly, this is not the only thing Claire does to show complete disregard for her sisters feelings. When Hal shows up in Act 1 Scene 2, Catherine makes a big scene and Claire completely ignores her. “CATHERINE: Okay? I really donÂ’t need this, Claire. IÂ’m fine, you know, IÂ’m totally fine, and then you swoop in here with these questions, and “Are you okay?” and your soothing tone of voice and “Oh, the poor policemen” Ââ€" I think the police can handle themselves! Ââ€" and bagels and bananas and jojoba and “Come to New York” and vegetarian chili. I mean it really pisses me off, so just save it. (Beat.)CLAIRE: (smoothly to HAL) IÂ’m Claire. CatherineÂ’s sister.”Clearly Claire is ignoring CatherineÂ’s emotions and chooses to not try to deal with her sisters fit. This is also an example of how Catherine inappropriately deals with her own emotions and her sisters attempts to help. Claire cannot be there for Catherine if she wonÂ’t deal with any emotions and Catherine chooses not to react calmly to ClaireÂ’s assertions. Neither sister has found the best way to live their life, they need to find a happy medium between the practical and theoretical aspects of life so that they can function properly in the real world and relate to the people living in it. Works Cited: Proof by David Auburn

Mosque Is A Worship Place For Muslims English Language Essay

Mosque Is A Worship Place For Muslims English Language Essay Mosque is a worship place for Muslims. Its function not just performs salat purposely but it can be as well as a center for information, education, and dispute settlement. As we know, mosque basically dealing with sounds which in delivering religious matters such as Friday sermon and lectures which most important speech activities in mosque. Through these activities, the congregation will be hearing messages of reminder of their religious and social duties. A study was carry out about acoustics and speech intelligibility quality of Kampung Laut Mosque, Kota Bharu (Ngasri Dimon, 2007), they determine the acoustic quality of the mosque such as reverberation time (RT60), speech level distribution in the main hall and speech intelligibility quality which involving different type of situation. In this study, they undergoes several acoustic quality analysis which are RT60 analysis, ray tracing analysis, sound pressure level (SPL) analysis and speech intelligibility prediction based on Speech Transmission Index (STI) and Rapid Speech Transmission Index (RASTI) lead to indicate that mosque posses good quality and good speech intelligibility when kuliah or khutbah is performed.[1] Acoustic is a very important nowadays, it does not restrict to the study of musical only. Acoustics is such a wide course which related to physical acoustics, psychoacoustics, electro acoustic, noise control, shock and vibration, underwater acoustics, physiological acoustic and etc. In Malaysia, there is standard that organized by Department of Occupational Safety and Health on the noise control. Noise is unwanted sound that harmful and will effects to our hearing sense. Consequences from that, it will lead to accident. The normal range of hearing for a healthy young person is from approximately 20 Hz (Hertz) to 20,000 Hz (20 kHz). 1.2 Problem Statement Acoustic quality in mosque is very important. Mosque is a building where worshipper perform for their pray. So, it must be conducive in term of sound which audibility. The worshipper cant get the message or unpleasant to do their religious activity sometimes and it need to be improve. Several studies have been made about the acoustic quality which most of them come from out of our country. In Malaysia, acoustic engineering does not wide like other engineering. So, to implement this kind of quality does not taking serious. Most of our mosque here, the buildings more focus on the decent architectural design. Besides that, in the main hall prayer also come with astonishing look which somehow adaptation from other great design in the world. This is good regarding to modernization of architectural design but acoustical quality also should be considered too. According to CAHRISMA project that researched by Zerhan Karabiber about ancient buildings, it states conservation and restoration of the architectural heritage were restricted with material means until now. However, it is obvious that, preserving an architectural heritage also should includes with acoustical heritage, especially the spaces that has acoustical importance.[2] Al-Wathiqu Billah Tuanku Mizan Zainal Abidin Mosque,  UiTM  Shah Alam is newly mosque upgrading from their old building which formerly known as Pusat Islam UiTM. This mosque fully finished their renovation on 2010 which come out with new architectural design in their main hall prayer. Tuanku Mizan Mosque is not same like other mosque, it just only has one beautiful minaret and upper space of the building is flat which does not have dome. Upon to its uniqueness, a study should be made to evaluate whether this mosque has good acoustical quality. In addition, throughout this study also, we can improvise and learns in spite of implement the acoustic learning course offered in Faculty of Mechanical Engineering, UiTM. The result of this study can be aid to design a new mosque in the future. 1.3 Objective The main objective is to study the acoustic quality in Al-Wathiqu Billah Tuanku Mizan Zainal Abidin Mosque,  UiTM  Shah in order to gain understanding about the good criteria needed in designing acoustic in mosque To determine the reverberation time, RT60 during semi-fully and fully occupied. To study the signal-to-noise ratio in the mosque during semi-fully and fully occupied. 1.4 Scope of Project The scope of the project is to investigate the good criteria needed in designing acoustic in mosque. There are several criteria need to carry out in this project such as study of reverberation time (RT60), Speech intelligibility, Noise Control and etc. As a result, sound contour mapping will be determined for RT60 at certain places in main hall prayer in the mosque. Besides that, throughout the studies also we could understand circumstances that effect to acoustic in the mosque and the way to counter it. 1.5 Significant Project This study was carrying out to gain the understanding about acoustic quality in the mosque. Thus, it will promote the value of acoustic in a building which does not focusing on the mosque only. In addition, it will help to improve the deficiency of acoustic quality and performing some guidance on designing mosque in future. Chapter 2 Literature review 2.1 Mosque 2.1.1 Definition Mosque is defined as the place of worship for Muslim. One of the most repeated building types in Muslim countries. In Malaysia, lot of mosque resembles mosque found in Java. The mosque serves as a place where  Muslims  can come together for  salat  (prayer) as well as a center for information, education, and etc. File:Quba.jpg Figure 2.1 : First mosque in the world, Quba Mosque First mosque (Figure 2.1) in the world built in Quba, Medina in Saudi Arabia. It was built during prophet Muhammad S.A.W on his way for emigration from Mecca to Medina, Saudi Arabia. The present mosque of Quba is a rebuild building. When Abdel-Wahed El-Wakil, Egyptian architect  was commissioned on 1980s, he conceived larger mosque and preserve the older design but the client eventually decided to pull down the old mosque and completely replace with new building. This mosque is a significant building to Muslim people nowadays due to its history.[3] 2.1.2 Architectural / Room Acoustic Room acoustic or architectural acoustic is the science of noise control within the building. This acoustical design quite important in making a hall that has acoustical purpose such as lecture hall, auditorium and etc. This study is to provide for maximum intelligibility of the speech while also in maintaining a natural voice. The first implementation of the architectural acoustic is in the opera houses then concert halls. Every single building has its own acoustic requirement depending to the purpose of the building. Sà ¼leymaniye Mosque(Figure 2.2), was built by Architect Sinan in 1557 is a great architectural acoustic building. The uniqueness of this building has the mosques main dome was found to have 256 symmetrically placed cubes measuring 15 centimeters around the front and 45 centimeters in length, which contribute to very good acoustic quality in this mosque. Some coresspondance said no need microphone there and the speech intelligibility very good. Unfortunately, after a few restorations relating to its heritage, the mosque already lost their uniqueness. Local people claimed that they cannot hear the sermon clearly as usual after that. http://img1.eramuslim.com/fckfiles/image/dunia/suleymaniye-mosque.jpg Figure 2.2 : Sà ¼leymaniye Mosque in Istanbul, Turkey 2.1.3 History of Al-Wathiqu Billah Tuanku Mizan Zainal Abidin Mosque,   UiTM  Shah Alam Al-Wathiqu Billah Tuanku Mizan Zainal Abidin Mosque,  UiTM  Shah Alam is located at top of hill nearby with Kolej Seroja and Faculty of Applied Science, about 1.5 km from Faculty of Mechanical Engineering. This Mosque has their own history which is known as Islamic Education Centre (IEP) at beginning of their established on  1st April 1983. In order with modernization, this centre was revised its name by Y.Bhg.  Dato  Seri  Prof Dr.  Ibrahim Abu Shah, Vice Chancellor UiTM on 1st January 2004 become Centre  for Islamic Thought and Understanding (CITU). CITU was supervised by a director and assist with two vice director that responsible to Islamic academic and non-academic in the UiTM Shah Alam campus. The establishment of CITU in UiTM is a combination of Islamic Education Centre (IEP) with the Religious Advisory Centre (non-academic) in which all Islamic activities governed by the University under one roof with the Islamic Centre at the university. After a few years, CITU has undergone renovation which incriminates a few parts that need to be maintaining in its building such as a new minaret and its main hall prayer. In 2010, UiTM move one step ahead in elevate Islam as main religion in our country and desire emerge as World Class University by introducing Al-Wathiqu Billah Tuanku Mizan Zainal Abidin Mosque,  UiTM  Shah Alam.[4] 2.1.4 Mosque Features The area and volume of this mosque is calculated based on Architectural drawing that been provided by Unit Rekabentuk Projek, Bahagian Fasiliti UiTM, a department that responsible to plan or proposing the features of this mosque. C:UsersfirdausyusufPicturesBukit Raja-20121130-00173.jpg Figure 2.3: Site plan on architecture drawing of UiTM mosque The mosque has an estimated volume is 62,720 m and it can accommodate 7000 person at a time. The floor area of the mosque about 3136 m and for the main prayer hall floor area estimated of 1600 m. It is 56 x 56m, with height of 20m. Each area calculations of main prayer hall is as shown in Table 1. TABLE 2.1 Summarise area of Al-Wathiqu Billah Tuanku Mizan Zainal Abidin Mosque,  UiTM  Shah Alam Surface Type Surface Area (S), m Carpet Floor 1,600 Plaster Ceiling 2,240 Plaster Front wall 1,120 Plaster Side wall 800 Plaster Back wall 960 Glass Side door 36 Glass Back door 36 2.2 Sound 2.2.1 Sound Mechanical Wave Sound is defined as pressure variation in term of mechanical wave that travels through a medium from one location to another. This phenomenon occurs when the wave is set off; it sets the nearest layer of particles of air into motion and corresponding energy to it in example vibration disturbance. This transport of mechanical energy through a medium by particle interaction is what makes a sound wave a mechanical wave. A vibrational disturbance is interpreted as (audible) sound if its frequency lies in the interval from 20 Hz to 20 000 Hz. Depending on the properties of the medium, sound propagates at different speeds. Medium Speed of sound (m/s) Air 340 Water 1500 Steel 5000 Sound wave behaviour is same with light and other wave behaviours. The sound wave may exhibits reflection, interference (two waves superimpose to execute resultant wave), refraction and diffraction.[5] 2.3 Early Decay Time (EDT) In describing the decay of a reverberant tail of sound energy in room, Sabines equation states the relationship between low absorption to its internal volume. Sabine in his study was discovered that sound like many other quantities which have a half-life. These produce an exponential curve that against increasing time graph (Figure 1). This pattern of graph much like the decay of radioactive material or carbon-14 that been use by archaeologist in the dating process. In other example to describe the decay time is the decay of light in a light -emitting diode (LED) and the voltage across a capacitor. The behaviour of this kind of energy, Sabine through its equation estimates the time required for energy to reflect until becomes inaudible (-60 dB) after the sound source been interrupted the RT60. http://www.synaudcon.com/site/wp-content/uploads/2010/02/EDT_as_a_Performance_Benchmark-fig1-e1266328072561.png Figure 2.4 : reverberant energy decays exponentially EDT is roughly defined as the sensation of RT. It is better indicator of subjective feeling of reverberation time, and is critical defining the acoustical quality of a music hall. By comparing the initial rate of reverberant sound decay and reverberation time likely appears initial rate more important than the total reverberation time. Decay time likely important too since it more rapid initial decay is interpreted by the human ear as meaning that the reverberation time is short. EDT should not be higher than  ± 10% for good acoustics. For liturgical purposes, EDT should be between 2.7 and 3.85 (Templeton, 1993). Things to avoid in design include the following: Echoes. An echo is a strong reflected sound that is arriving at the listener after the direct sound sufficiently delayed that it can be heard as a separate entity rather than as a continuation of the original sound. When echoes are heard, the most likely culprit is the rear wall of the room. Flutter echoes. Flutter echoes are a series of echoes that occur in rapid succession; they usually result from reflections between two parallel surfaces that are highly reflective. Sound focusing. Focusing of sound can be caused by reflection from large concave surfaces. Certain sounds will be heard too loudly near the focus of a curved surface. Sound shadows. Under balconies at the rear of an auditorium or church there may be insufficient early sound, since most of the reflections from the side walls and ceiling do not reach this area even though they are in a direct line of sight to the performer and therefore receive the direct sound. [6] 2.4 Speech Intelligibility Speech intelligibility is the measure of the effectiveness of speech which its expressed of percentage of a message that correctly delivered and understood. In term of understanding, speech intelligibility does not same with speech quality because speech quality refers to message that want to delivers that may be understood by the listener. A message that lacks quality may still be intelligible. C:UsersfirdausyusufDesktopFYPmeasurement speech.jpg Table 2.2 : Speech Inteligibilty Test Method Table above shows speech intelligibility test method which standardizes by International Electrotechnical Commission (IEC) and International Standards Organization (ISO) standards that already incorporate objective methods for evaluating speech intelligibility. 2.5 Reverberation Time that required for a sound in a room to dies out which specifically decays by 60 dB in a room after the sound from its source has stopped is known as reverberation time (RT). RT is the basic parameter that should be calculated in the study of acoustic. Reverberation time specifying the efficiency of sound decays in a room for fulfilling the acoustical requirement depending upon the activities conducted in certain time. JBL Professional Sound System Design Manual reverberation time was simply described about the length of time required for a very loud sound to die away to inaudibility. It was later defined in more specific terms as the actual time required for sound to decay 60 decibels.[5] RT60 was found by Wallace Clement Sabine, a professor at Harvard University in the early 1900s who was the first person that quantifies this quality subject. W.C. Sabine has come out equation below due to his study on acoustic of the Fogg lecture hall: RT = Where, V = volume in cubic meters, S = total surface area of the room in square meters, = average absorption coefficient in the room According to past study in the mosque, RTis 7.48 s in the middle frequencies. This much longer than the optimum level even for liturgical purposes. Liturgical purpose refers to orchestra, chorus or organ which the optimum range level for reverberation time is about 3.0 to 3.5 s for spaces larger than 1000 m(Egan, 1994). Long sound decay at low frequencies can reduce the intelligibility of speech. For good intelligibility, RT values at low octave band should remain flat down to 100 Hz. At low frequency, an increase in RT values of around 10%-20% would still yield a natural sound. 2.6 Signal-to-Noise Ratio Noise is a sound which known as unwanted signal or damaging sound that may damage your hearing. It also can cause to other health effects such as stress, increased heart rate level, increased blood pressure and hypersensitivity to no noise. It can also interfere with communication at work, which could lead to accidents. For healthy young person, the normal range hearing is from approximately 20 Hz (Hertz) to 20,000 Hz (20 kHz). Our ears are more sensitive to the middle frequencies, which range from 500 Hz to 4000 Hz the speech frequencies. Signal-to-noise ratio defined as a measure of desired signal level to unwanted signal (noise). It is also known as the ratio of signal power to the noise power in a space. This describes the level of noise that exerts from output device such as fan and refrigerant, in relation to signal level. http://www.socialresearchmethods.net/kb/Assets/images/expclas1.gif Figure 2.5 : Two signal which referring to wanted signal which does not disturb and unwanted signal (alternate amplitude). Due to ratio between noise and signal, it often expressed in logarithmic decibel scale. Signal-to-noise ratio (dB) = 10 Where; = Pressure for signal (dB) = Pressure (signal + noise) in dB Chapter 3 Methodology Research methodology is one of the important parts in this study. A systematic methodology was created which to ensure that the research will be running smooth and successfully. In order to carry out the research, this methodology comes out with 5 stages which stated in the flowchart below. This flowchart is important to describing the way or designing the method that being use. Flowchart of the proposal methodology 3.1 Preliminary Preparation 3.1.1 Introduction to acoustic and understanding on the basic concept of the study. In this stage more on understanding of the basic concept about the study. This includes by doing some observation on past study and the sources that will provide the information that related to this study such as from library, book, internet, journals and etc. There are some keyword been highlighted regarding to the research includes acoustic, speech intelligibility, architectural acoustic, sound propagation, and reverberation time (RT60). This fundamental knowledge is quite important to understand about study that will carry out to perform a good research. The keyword had been discussed in the literature review. 3.1.2 Collecting information details about the study Collecting data is quite tough job need to handle. As mentioned in the objective, object that will carry out for the experiment is UiTM Shah Alam Mosque. For your information, this mosque was built past 20 years ago and basically there is no research done on this mosque. So the information about the mosque is quite limited. A lot of stages needed in determining the details about the mosque: Observing the features inside the object about the experiment will carry out, UiTM Shah Alam Mosque includes: Glass doors (11 Units) Pillars in wooden covered (6 Units) Speaker (6 Units) Collect some detail about the history in making the mosque from Arkib UiTM Shah Alam Dealing with Unit Fasiliti, UiTM Shah Alam regarding to get the dimension and drawing about the object. Contacting the architect that handle the latest renovation to get some point and view about the material that been used in the object that will carry out for the experiment. 3.2 Experimental Study 3.2.1 Reverberation time (RT60) For experimental study stage, sound level meter plays its role in obtaining the sound pressure level in decibel (dB). Referring back to the objective, the study is to determining the reverberation time (RT60) which the time required for sound level from present level down to 60dB. The sound level meter will be placed in certain position in main hall prayer area. From this we can see the variation of the sound propagation inside the hall. This variation of the sound propagation will be translated into sound contour mapping by using Matlab software which inserting the time required from the experiment. 3.2.2 Signal-to-noise ratio This parameter will be determined by using sound spectrum analyzer. This spectrum analyzer is worked to differentiate the signal and noise in a space. The result from this observation, we can obtain the noise level in the condition as stated in the objective of the study. http://upload.wikimedia.org/wikipedia/commons/thumb/7/72/FSL.jpg/220px-FSL.jpg Figure 3.1 : Spectrum analyzer 3.3 Simulation using software Stage 3 which need to carry out the simulation by using software in computer lab provided in Faculty of Mechanical Engineering, UiTM Shah Alam. Regarding to Dr. Valliyappan David Natarajan, it is a new software that bought by the faculty conjunction to expanding demand in acoustics field. The software abilities can generate the architectural design instead of stimulates the sound propagation and speech intelligibility in the hall. 3.4 Data Analysis After computing both result by using experiment and simulation, it continue with the organizing all the result for the simulation and experiment. This analysis referred to do comparison for both conditions which is reverberation time and signal-to-noise ratio related to semi fully occupied and fully occupied people (peak hour) inside the hall. This analysis will come out in the plotted graph. In addition, the result of the analysis will be discussed. In spite of that, the result of experimental pattern will be compared with simulation that executed by the software. The comparison will be discussed in the short essay. 3.5 Report writing After going through in preparing the proposal, experiment and simulation, finally translate the entire chapter into report writing. The report writing consists of 6 chapters which the report must be below 100 pages.

Four Powerful Women in Grapes of Wrath by John Steinbeck Essay

One of the most important attributes seldom attributed to women is the innate ability to keep the family as a cohesive whole. Women are the rock in the midst of familial turmoil, the solid foundation on which a husband or head of a household can stand firm. Fully assured that womanhood will stand back of the ranks and take care of domestic needs. Women have qualities that keep the family strong, these unique attributes can divided into several standards. One being the physical aspect of â€Å"mother† nature, two virginity representing the religious type of the standard, three is the young bitch who represent the physical state while four is the old bitch who also has a spiritual side of the woman standard. In the Grapes of Wrath by J. Steinbeck these four standards are possessed by the characters which take on responsibility and eventually help the family succeed in achieving the American dream. The rock of the family, Ma Joad is a woman of hope and strength. Ma represents the â€Å"mother† nature archetype and also has the characteristic of staying strong when depended on by her family and also guiding her family that is attributed to this standard. The sentence structure used to describe Ma by Steinbeck proves the importance of Ma’s character. â€Å". " Ma was heavy, but not fat; thick with child-bearing and work...her ankles, and her strong, broad, bare feet moved quickly and deftly over the floor", by Steinbeck using these features to describe her as a mom he shows that Ma has the ability to thrive and survive in hard situations as well as that she has control of her family (95). Steinbeck’s later goes on to describe in detail her feet being one with the earth, showing her â€Å"mother† nature standard. Mother Nature produces, births, sustain... ... of the trials and hardship endured along the road to get to the Promised Land (California), the Joad’s survive as a family. It may not have been the perfect expedition and migration which was intended but when all hope was lost Ma was there to lead and comfort. The need to push on and reassurance that things would be ok was prevalent after the deaths. When one life ended another was started, and when situations were at their worst, there came a helping hand and were saved. These women are the foundation to the Joad family and help them successfully live their dream to make it to California. Without these four women possessing these archetypes they may have never made it as a family, with such hope and dreams as they did. Work Cited Steinbeck, John. The Grapes of Wrath. Web. 25 September 2014.

Gender Relations in Chinua Achebes Things Fall Apart Essay -- Things

Gender Relations in Chinua Achebe's Things Fall Apart      Ã‚   In Chinua Achebe's novel Things Fall Apart, the Ibo people's patriarchal society has a strict system of behavioral customs according to gender. These customs strongly restrict the freedom of Ibo women and help to reinforce generation after generation the notion that Ibo men are superior to the women of their tribe.    Among the people of this society, the condition of weakness is strongly associated with the state of being female. The worst insult that a man can receive is to be called a woman. The novel's main character, Okonkwo, is often obsessed with proving his strength as a man because he seeks to escape the reputation of his father who was considered by his fellow clansmen to be weak like a woman. He is ashamed when he learns that "agbala was not only another name for woman, it could also mean a man who had taken no title" when this insult is applied to his father. Okonkwo takes the insecurity of his manliness to extremes, and even unnecessarily kills the adopted son whom he loves deeply in order to prove his unwavering emotional fortitude. "Dazed with fear, Okonkwo drew his machet and cut him down. He was afraid of being thought weak."(43)    In Ibo culture, it is practically a disgrace to be born a female. This attitude is apparent in considering the emphasis placed on women to bear sons in order to carry on the honor of the family. When a woman had borne her third son in succession, her husband "slaughtered a goat for her, as was the custom."(56) A woman is honored only if she could "bear... sons"(82) to carry on a great family's name and honor.    Okonkwo is greatly disappointed by the tendencies of his offspring in their gender roles. H... ... physical power that they can exercise. Although this oppression is deplorable from a modern North American standpoint, from the point of view of the Ibo women of this period it is quite acceptable and none of them feel any necessity to change their social system.    Works Cited Achebe, Chinua. Things Fall Apart. 1958. The Norton Anthology of World Masterpieces, Expanded Edition, Vol. 1. Ed. Maynard Mack. London: Norton, 1995. Mohanty, Chandra Talpade. "Under Western Eyes: Feminist Scholarship and Colonial Discourse." Feminist Review. 30 (Autumn 1988): 65-88. Nnaemeka, Obioma. "Gender Relations and Critical Meditation: From Things Fall Apart to Anthills of the Savannah." Challenging Hierarchies: Issues and Themes In Colonial and Post colonial African Literature. Society and Politics in Africa. Vol 5. New York: Peter Lang Publishing, 1998. 137-160.

Consumerism and Materialism in America Essay -- possesive, arrogant, s

The economy is a very fragile thing; however it can have an enormous impact on people. Americans especially are affected because they are so greedy, they always want more. Because Americans are very materialistic, they can become overly arrogant and possessive since they are used to getting their way, on account of having money. Some people are never satisfied with what they have; they are always on the lookout for more money and more possessions. Man requires food, shelter, clothing and fuel everything else is superfluous. Luxuries lead to things like materialism and greed. People need to realize that everyone is the same on the inside. Our ancestors didn’t have technology or a ton of money and they somehow survived. â€Å"For the improvement of ages have had but little influence on the essential laws of man’s existence; as our skeletons, probably, are not to be distinguished from those of our ancestors†. (Thoreau) Thoreau knew what most people today don’t, that we are all the same no matter how much money we have. Greediness can lead to negative characteristics such as gluttony and wastefulness. Our time on Earth is very limited; we do not have time to waste on materialism and greediness. We must focus on improving ourselves and our country. In Thoreau’s Economy, he compares greedy humans to being cooked because they are heated by their unnecessary materials. â€Å"The luxuriously rich are not simply kept comfortably warm, but unnaturally hot; as I implied before, they are cooked, of course à   la mode.† (Thoreau). People are constantly striving to have more than what they have. â€Å"...the need to ‘keep up’ have long been part of American culture.† (Schor) The need to have the newest and latest gadgets is very strong in Americans. Produc... ...position. Bedford/St. Martin's, 1991. 421-430. Gailbraith, John Kenneth. "The Dependence Effect." Renee H. Shea, Lawrence Scanlon, Robin Dissin Aufses. The Language of Composition. Bedford/St.Martin's, 1958. 478-481. Rose, Phyllis. "Shopping and Other Spiritual Adventures in America Today." Renee H. Shea, Lawrence Scanlon, Robin Dissin Aufses. The Language of Composition. Bedford/St. Martin's, 1984. 482-484. Schor, Juliet. "The New Consumerism." Renee H. Shea, Lawrence Scanlon, Robin Dissin Aufses. The Language of Compositon. Bedford/St. Martin's, 1999. 487-489. Smith, Joan. "Shop-Happy." Renee H. Shea, Lawrence Scanlon, Robin Dissin Aufses. The Language of Composition. Bedford/St. Martin's, 2000. 490-494. Thoreau, Henry David. "Economy." Renee H. Shea, Lawrence Scanlon, Robin Dissin Aufses. The Language of Composition. Bedford/St. Martin's, 1854. 474-477.

Chinese Philosophy and Poetry Essay

Chinese Philosophy and Poetry One of the most prevalent beliefs of the Chinese philosophies is that men are born good. People are naturally good unless they fail to develop their feelings and senses. Confucianism teaches that a lack of knowledge can be the cause to evil. In Poem 238, a woman named Chiang Yuan gave birth to the human race by sacrificing and praying to God. She bore her child easily because she sought after blessings from God. Confucianism teaches that good things will come to those who are good and do good. A. N. Whitehead’s quotation of a Cambridge vicar says, â€Å"For well-conducted people, life presents no problems. † The mother in the poem seemed to be well-conducted and therefore she was blessed with a painless, easy childbirth. It says that God gave her ease and blessed her because he was pleased with the sacrifice and prayer. The poem paints a picture of how even the animals protected the baby. This might be because of their view of being born flawless and without evil. This baby was protected by the animals because there was no evil in him. Hou Chi, the baby boy, grew up to be a wise man and continued to be blessed and prospered through his crops and farming. He would be considered to be the â€Å"superior man† because of his moral wisdom and his ability to tell right from wrong. Because he lived by his mother’s example and gave sacrifices to God, good things came to him. The power of moral example is strongly shown here. His mother first taught him the importance of sacrifice and prayer and through that, he learned to do the same and show respect and fear God. Another philosophy is the importance of filial piety and reverence. Parents are revered because they give life to their children and sacrifice much for them. The child brought honor to his mother by keeping her religious traditions. God was pleased by his actions and blessed him his entire life. This is a very ideal form of what a man can be like, but it is very unrealistic. If man were actually born good, then evil would not have such a major influence and affect everyday lives.

Imperial Rome and han China

During the classical period, many civilizations and large land bases were formed. Of these many civilizations, two main ones were Han China and Imperial Rome. Although Han China and Imperial Rome both had similar government structures and trading systems, they both had two very different militaries. Han and Imperial Rome both exercised political control through similar government structures and social hierarchies.There were many elites who supported Han China’s emperor, Wu di and the â€Å"mandate of Heaven. † In Han, their government hierarchies were based on confusium. The followers of this included many bureaucrats, common people, and peasants. Imperial rome had a had a very similar way of ranking these people. Rome had a main leader. Emperor Augustus Ceasar. The top class in Rome was then bureaucrats and politicians, much like Han China. Below them came merchants, common people, and peasants.Then even below them came Slaves used for labor, but this was only used in Imperial Rome. This ranking system was a major similarity between these two civilizations political structure, and structure both civilizations greatly. Even though Imperial Rome and Han had very similar political structures their militaries were very different. Rome's military was used to reinforce laws, and was very strong and powerful, unlike Han china. In Han China, their military is mainly used for less important issues.The emperor in Imperial Rome headed the military, and in Han China, the emperor was not the only one heading the military. Rome and Han China’s trading system was very similar. These two civilizations both traded on the silk road. The silk road was a group of trading routes that spread between Asian, European, and African civilizations. Many things would be traded on these systems including fabrics like silk, produce, and many more. Because Han China and Imperial rome both used this, there trading system became very alike.Because of the trade between many different civilizations, and generic weights and measurement system had to be made so everyone could understand. This trading system was just one of the many similarities between Han China and imperial Rome. Over all, Han China and Imperial Rome had many similarities and differences and were two very well known civilizations. Although Han and Rome both had similar political structures and trade systems, their militaries were very different. These were both well runned civilizations but both had their flaws.

China and Japan’s Responses to Western Influence Essay

During the 19th and 20th centuries, much of the western world had at the very least, begun to modernize. Countries on this side of the globe were becoming booming metropolises. Trade with many other nations brought lots of new things to these western countries and also resulted in the Europeans observing a good deal of places that were not yet modernized. These observations later lead to the western nations wanting to make changes. They began trying to do this by setting up spheres of influence, sending missionaries, proposing treaties and other agreements, and in some cases, completely taking over. Some countries fought back, and resisted modernization, and others submitted to the inevitable changes that were coming their way. China and Japan are great examples of this, both countries were strongly opposed to Western influence but in the end, the two countries reacted to the changes very differently. Prior to western contact, China and Japan held the belief that they were superior civilizations. Both countries felt that any contact with westerners would corrupt their perfect societies. Also, because they felt they already were perfect, they didn’t think modernization was necessary. The people of both countries were comfortable with their traditional, more old fashioned ways of life and saw no reason to change. The westerners however, would not take no for an answer, they were determined to make China open ports to them so they could trade and work to modernize the country. The westerners were very interested in obtaining silk and tea from China but the problem was, the westerners didn’t have anything the Chinese wanted in exchange besides gold and silver. This resulted in an unfavorable balance of trade. To fix this, the westerners really needed something the Chinese wanted so they began growing opium in India and illegally smuggling it into China. The habit of opium smoking caught on quickly and as a result, the western people were making a great deal of money. Overtime, more than 12 million people developed addictions to the drug. Seeing how this substance was harming China’s people, the government made opium illegal and wanted it out of their country for good. The  westerners opposed this decision and not long after, took China to war and conquered them. Following the war, the Treaty of Nanjiing was signed and the Chinese were forced to open up more ports and allow westerners into their country. This eventually lead to the modernization of China. Next on the western nations’ list was Japan. It all started with commodore Matthew Perry, he sailed to Japan and requested that the Japanese aid people of the US and Europe if they came to the shores of the country. Only a year after Perry first made his request to the Japanese, the Great White Fleet made a voyage back to Japan to reiterate the request. The Japanese, unlike the Chinese did not fight back, but agreed and the Treaty of Kanagawa was signed which opened ports for trade and ensured fair treatment and extraterritoriality for sailors. Now that Japan had opened up its shores to the westerners, the next thing they wanted to do was get Japan to modernize. Again, unlike China, Japan did not put up a fight, but decided to accept the inevitable changes that were soon to come. So, the Japanese began studying and adopting the western way of life and ended up modernizing in a period of three short years. In conclusion, although in the beginning, both China and Japan were firm believers in isolationism and did not want anything to do with western countries, once faced with the issue of western contact and modernization, the two countries responded very differently. China fought back and had to overcome many hardships and fight in terrible wars that cost many people their lives which left a lasting and devastating impact on the country. Japan on the other hand, accepted the change and avoided a great deal of violence and struggle. Although China and Japan had very different responses, it is clear that western contact and modernization changed both countries forever.

Leadership Ethics Essay

When the decision is made to become a nurse, there is a code of ethics in place that they agree to abide by (ANA, 2001). The Registered Nurse who demonstrates leadership and ethics places their own personal and religious beliefs aside to do what is truly best for the outcomes of those they serve. As a school nurse, the obligation to keep the students safe and healthy should and often does come first and foremost. Counseling abstinence, though necessary, will not stop teens from having sexual intercourse and it will not teach them to protect themselves from sexually transmitted diseases and unplanned pregnancies. Those entrusted with the health and welfare of our young people must teach them how to utilize condoms to protect themselves against unwanted pregnancies and contacting sexually transmitted diseases, (STDs). It is well known that Catholics do not use birth control in any way shape or form; this includes the use of condoms. STD’s and unplanned pregnancies are viewed as consequences to one’s sins. When the school nurse is also a devout Catholic, issues surrounding teens, sex, and birth control can cause moral distress and make the nurse question the actions they have taken. It was learned in week 4 that â€Å"Actions are only ethical if motivated by a duty to do the right thing† (CCN, 2013). What IS the right thing to do? Teens, Sexually Transmitted Diseases, & Abstinence There are nineteen million new cases of bacterial and viral cases of sexually transmitted diseases diagnosed in the United States each year and 50% of these cases are diagnosed in adolescent males and females and most case studies focus on abstinence or on the use of condoms (Akers, Gold, Coyne-Beasley, & Corbie-Smith, 2012). â€Å"It is estimated that by the end of  high school, nearly two thirds of American youth are sexually active, and one in five has had four or more sexual partners† (Starkman & Rajani, 2002 p. 313). Sex education should include the worth and benefits of abstinence but there is little evidence that abstinence only programs work. Teens who participate in these programs may not refrain from sexual intercourse longer or become sexually active sooner than those who participate in programs that promote the use of condoms. There is no evidence that those who do participate in abstinence only programs are less sexually active but there is evidence that those w ho do participate in all-inclusive program practice safer sex when they do become sexually active (Starkman & Rajani, 2002). Catholicism & the Use of Condoms Cardinal Jaime Sin issued a pastoral exhortation in 2001 stating that â€Å"the condom corrupts and weakens people, destroys families and individuals, and also spreads promiscuity† (Arie, 2005 p. 926). The Catholic church’s negative stance on condoms in that they murder sperm and promote immoral behavior in spite of the fact that Catholic organizations care for 25% of all those that are afflicted with HIV/AIDS (Arie, 2005), causes great moral distress for Catholic nurses who have an obligation to practice using the Code of Ethics outlined by the ANA. Non-Catholic teenagers are more likely to use and know about condom usage than Catholic teens (Kinsman, Nakiyingi, Kamali, & Whitworth, 2001) even with those who are higher up in the Catholic organization voicing opinions and recognizing that there is power in condoms saving lives, and the Catholic church refuses to endorse their use and educate their members (Arie,2005). Conclusion There is over whelming evidence that the use of condoms is beneficial in preventing the transmission of STD’s among adolescents. With over half of all sexually transmitted diseases being reported among young people, it is of upmost importance that those working with teenagers, where it concerns sexuality, be prepared to teach them about the importance of protecting themselves from STD’s by promoting the use of condoms as counseling abstinence will not stop teens from having sexual intercourse. The Catholic Church refuses to promote the use of condoms. Therefore, it is even more important, when looking at the imperial evidence and outcomes from  statistics when condoms are used as a preventative measure for STD’s, for the Catholic nurse to put aside her own religious and moral beliefs in favor of teaching the significance of using condoms for the prevention of sexually transmitted diseases and unplanned pregnancies. Furthermore, it is of this author’s opi nion that no nurse who has protected a young person by preventing pregnancy or an STD, through comprehensive sex education and counseling that teenager to use condoms, should ever feel any moral distress or be persecuted by her congregation for doing the right thing. References American Nurses Association. (2001). Code of ethics for nurses with interpretive statements. New York: Author. Akers, A. Y., Gold, M. A., Coyne-Beasley, T., & Corbie-Smith, G. (2012). A Qualitative Study of Rural Black Adolescents’ Perspectives on Primary STD Prevention Strategies. Perspectives On Sexual & Reproductive Health, 44(2), 92-99. doi:10.1363/4409212 Arie, S. (2005). Crusading for change. BMJ: British Medical Journal (International Edition), 330(7497), 926. Chamberlain College of Nursing. (2013). NR504 Leadership and nursing practice: role development: Week 4 lesson. St. Louis, MO: Online Publication. Kinsman, J. J., Nakiyingi, J. J., Kamali, A. A., & Whitworth, J. J. (2001). Condom awareness and intended use: gender and religious contrasts among school pupils in rural Masaka, Uganda. AIDS Care, 13(2), 215-220. doi:10.1080/09540120020027387 Porter-O’Grady, T., & Malloch, K. (2011). Quantum leadership: Advancing innovation, transforming health care (3rd ed.). S udbury, MA: Jones & Bartlett. Starkman, N., & Rajani, N. (2002). The Case for Comprehensive Sex Education. AIDS Patient Care & Stds, 16(7), 313-318. doi:10.1089/108729102320231144