a peoples history Essay example - 844 Words

A People’s History of the United States 1492 – Present by Howard Zinn takes a realistic viewpoint that is not seen in many textbooks, and that is exactly the point. Zinn writes about the dark sides of United States icons, which students are rarely taught about. Through historical examples, such as Christopher Columbus’ treatment of Native American Arawak Indians, Zinn supports his thesis. In Zinn’s book, he displays his displeasure with the way Americans are taught glorified history, as does another author, James Axtell, in his article, â€Å"Colonial America without the Indians: Counterfactual Reflections†, while in another article by Axtell, â€Å"The Moral Dimensions of 1492†, he states that although the truth should not be hidden, if stressed†¦show more content†¦In Axtell’s second piece he tells the reader that even though we should not hide the fact that Columbus and our other heroes were not perfect, we should not forge t all the good they have done once all the facts are considered. For instance, although Columbus took advantage of the Indians and their goods, he gained wealth, as did the Indians that both had previously never enjoyed. Through his discoveries, Columbus cleared the way for the expansion of the European colonies in the Americas. In contrast Zinn suggests that we should think about what that person did to others to become so famous. Lastly an interesting contrast is between Axtell’s first and second piece. This is particularly so because it is an opposing viewpoint by the same author. In his first piece Axtell demonstrates how when we refer to heroes such as Columbus, we fail to mention (in depth at least) their oppression of others, in this case, the Indians. In his second piece Axtell suggests that if we strictly look from the viewpoint of the downtrodden we can make our heroes out to seem much worse then they really were. nbsp;nbsp;nbsp;nbsp;nbsp;Each of the articles demonstrates historical perspective by how we view leaders throughout history. Zinn’s reason for writing is to prove his displeasure in the glorified way our leaders are presented to American students, and ignoring the side of the lesser people. Zinn wants the reader toShow MoreRelatedThe Greatest People Of History Essay888 Words   |  4 PagesIt has often been said that the greatest people of history were, above all, great communicators. Winston Churchill, Abraham Lincoln, Martin Luther King, Susan Anthony all had one thing in common: they could speak to all, spread their ideas amongst their peers. This allowed what might have simply been great ideas to become great policies, turned the thoughts of one man into the ponderings of millions. It has eliminated inequality, allowed all to speak at the same level, kings and peasants. Those whoRead MorePeople Hating People throughout History793 Words   |  3 Pagesâ€Å"People who pu t principles before people are people who hate people. They don’t much care about how well it works, just about how right it is †¦ they may even like it better if it inflicts enough pain† (John Barnes). People do not think too much of how their actions affect other human beings. They think making others feel less than who they are is completely ok, even with the level of National Security. It is not ok whatsoever. Instead of dehumanizing people and making them feel worthless and likeRead MoreA History Of The English Church And People991 Words   |  4 PagesWhen Bede was writing A History of the English Church and People the conflicts between Christians and pagans were still not long a ago and Christianity was not yet as dominant in England as it would be in the future. Therefore, the memories of these conflicts were still fresh within some people s minds and Bede made sure to record it. Bede wrote the history of past events of Christianity s struggles, the grea t men that protected it and enforced it. He wrote so that Christians would have anRead MoreA Short History Of The Jewish People1008 Words   |  5 PagesThe history of Jews in host cities often depict a story of success or of failure when it comes to relations between the Jews and the Christians in Europe. Historian Jonathan Elukin, author of Living Together, Living Apart, presents the integration as a success process with rare, and special cases, of failure. On the other side of the spectrum is historian Raymond P. Scheindlin. Scheindlin’s novel, A Short History of the Jewish People, presents many cases of integration between the Christians andRead MoreKorean History: The Choson People1515 Words   |  7 PagesChoson, or â€Å"Morning Freshness†, and thus the Korean people were began. Surrounded on three sides by Russia, China, and Japan, the Korean people have had to endure hundreds of attempts at invasion and domination, including four hundred years of Chinese mil itary rule over the kingdom of Choson, Mongol invasions during the thirteenth and fourteenth centuries, and, most recently, Japanese Colonization from 1910 to 1945. 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The purpose of this paper is to analyze the different perspectives on Christopher Columbus of historian Howard Zinn, as well as the impacts created by the arrival of Columbus to â€Å"The New World† in the history of the United States. Zinn’s book, A People’s History of the US, reveals to us the truth about ColumbusRead MoreEssay on History of the Navajo People1795 Words   |  8 PagesHistory of the Navajo People The people who were going to become the Navajo tribe settled in what would be the mountains of New Mexico in or around the 1600s. Prior to that time the area was the home of the Anasazi (The Ancient Ones.) The Anasazi had lived there for approximately 1200 years but, for unexplained reasons, they abandoned their highly developed dwellings and moved westward and southward. A new group of people, the Athapascans, migrated from what are now Canada, Alaska, and theRead MoreThe History Of White People By Nell Irvin952 Words   |  4 Pagesâ€Å"The History of White People†, is a book written by Nell Irvin Painter. My first impression was very wrong. From the title, I expected a documentary type video about white culture; honestly, I expected the video to concentrate mostly on the historical time period when slavery existed. However, the video is Nell Irvin Painter reading from the beginning, and ends of her book. Rather than the video being about a certain historical time period, it is a literal adaptation of the title. The book is aboutRead MoreThe People s History Of The United States Essay1442 Words   |  6 PagesI know of the People s History of the United States but what about the Non-White People s History of the United States ? Something huge and intricately spun and developed on a scale to put Gibbon to shame, something which may alrea dy exist and due to my inherent whiteness in a Silicon Valley suburb I mistakenly believe I have conjured up as the Next Big Thing, because what my piss-poor in the realms of consensual and non-fetishizing miscegenation people didn t invent, they stole and tied

Whole Foods Market Is A Supermarket That Carries Natural...

Whole Foods Market, Inc is a supermarket that carries natural and organic foods. The company was founded by John Mackey, and Renee Lawson Hardy, who were owners of Safer Way Natural Foods. The other founders are Craig Weller and Mark Skiles who were owners of Clarksville Natural Grocery. They opened their first store in Austin Texas in 1980. In 1992 they completed their initial public offering and under NASDAQ Global Select Market they have the symbol of WFM. As of 2015 they have 431 stores. Current Situation Current Performance Whole Foods Market has a year end of September 30th. The most recent financial fiscal year information will be from October, 2014 thru September 27, 2015. According to Form 10-K (P. 23) Whole Foods Market had a â€Å"return on investment capital of 13.4% which is a decrease from 2014 fiscal year of 14.7%.† In 2015 they had a net income of $536 million which is also a decrease from 2014, which they reported net income of $579 million. (Form 10-K, P 18). According to â€Å"Whole Foods Market, Inc Key Statistics,† Their profitability margin was 3.48% in 2015.† The decreases in their return on investment capital and profitability could be from some strategic initiatives they took on in 2015. These initiatives include, â€Å"opening 38 new stores, sales of over $2.1 billion in Exclusive Brands and close to $3.0 billion in prepared foods and baker, their first national brand campaign, implementation of Workday for online HR management, and an introductionShow MoreRelatedWhole Foods Company Overview1437 Words   |  6 PagesThe Whole Food’s Mission is Whole Food, Whole People, Whole Planet. Whole Foods consist of the highest quality, least processed, most flavorful and naturally preserved foods available locally and grown from all over the world. Whole People result from empowering, the best people they can recruit, to make many operational decisions, creating a respectful workplace where team members are treated fairly and are highly motivated to succeed. Whole Planet is the belief that companies, like individualsRead More1.The Disruption Of Significant Supplier Relationships1383 Words   |  6 Pagesrelationships could negatively affect the business. The company is overly dependent on its supplier (United Natural Foods, Inc.), more than 30% of their total purchases in 2016 are from the same supplier. If the relationship with the supplier become difficult or it is cancelled the company may face serious problems of supplying. 2. A loss in consumer confidence in the safety and quality of certain food products could materially impact the results of the operations. One of the company’s competitive advantageRead MoreThe Threat Of New Entrants1725 Words   |  7 Pagesof new entrants is low in the natural food industry. Economies of scale decrease long run average costs which generate lower prices for customers and give a firm the ability to expand. Significant economies of scale for the natural food markets, including Whole Foods, are high, with the ability to create large volumes with low costs. The barrier for both entering into and exiting from the industry are strong. Entry to the natural food markets is either supermarkets changing their corporate imagesRead MoreWhole Foods Market1449 Words   |  6 Pagesï » ¿Whole Foods Market, Inc. A. SIC/NAICS #’s - The SIC number for Whole Foods Market, Inc. is 5411, which implies grocery stores. The NAICS number for Whole Foods is 445110, which means supermarkets and other grocery (except convenience) stores. (Mergent Online) B. Mission Statement - Barbara Farfan who writes for about.com states, â€Å"The mission statement of the Whole Foods Company and Whole Foods Markets begins with its motto, which is Whole Foods, Whole People, Whole Planet The Whole Foods missionRead MoreMarketing Mix1544 Words   |  7 Pagesof the consumers in a target market as well as maximizes the performance of the organization. A detailed look into the four P’s of the marketing mix as well as practical application will give greater understanding to how the process works. Whole Foods Market will be used to further explain the four P’s of the marketing mix. The first component of the marketing mix is product. â€Å"The product area is concerned with developing the right product for the target market†¦(and) may involve a physical goodRead MoreHome Assignment on Whole Foods Market3430 Words   |  14 PagesHome assignment on Whole Foods Market 1. Related products Whole Foods Market only sells products that meet its self-created quality standards for being natural, which the store defines as: minimally processed foods that are free of hydrogenated fats as well as  artificial flavors, colors, sweeteners, preservatives and products that are listed on their online Unacceptable Food Ingredients list. Whole Foods Market has also announced that it does not intend to sell meat or milk from  cloned  animalsRead MoreHistory Of The Original Whole Foods Market Essay1258 Words   |  6 PagesSaferWay, a natural foods store in Austin, Texas. However, the couple was booted out of their apartment when the owners discovered they were storing the stores food products in there. They decided to live at their store, because it was zoned as commercial. It was a little difficult at first because there was no shower stalls there; however, they bathed in Hobart dishwasher, which had a hose attached. Two years down the road, the couple decided to merge with the owners of Clarksville Natural Grocery,Read MoreSituation Analysis for Whole Foods Markets5587 Words   |  23 PagesRequested Situation Analysis for Whole Foods Markets ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- In response to your request for a thorough analysis of the strategic position of Whole Foods Markets, and the industry in which it operates, an analysis has been performed and the results can be found below. In conclusion, a recommendation for Whole Foods Markets, based on the analysis, will beRead MoreAn Analysis of the Business Strategy of Whole Foods874 Words   |  4 PagesWhole Foods utilizes a differentiated strategy, focused on organic and natural foods. This distinguishes them from mainstream grocery competitors, and puts them into competition with other specialized grocery outlets (Urani, 2008). This differentiation, combined with more traditional grocery industry size and operations, gives the company an advantage over most of its competitors. The grocery industry is highly fragmented, with a multitude of strong regional players (Safeway, Publix, KroegerRead MoreWhole Foods International Expansion Essay5105 Words   |  21 PagesPlan: Whole Foods Market Expands to Munich, Germany October 15, 2012 Abstract Whole Foods Market, a supermarket chain which emphasizes natural and organic products, centers their core competencies and values on product quality, pleasing customers, creating a positive environment for employees, education on healthy eating, prosperity, environmental stewardship and positive partnerships with suppliers. Listed as one of the worlds healthiest countries, Germany is an ideal location for Whole Foods

History And Perspectives Of Cooperative Learning Education Essay Free Essays

string(63) " observe when a group member is recognized for accomplishment\." Three theoretical positions have guided research on co-op acquisition which is societal mutuality, cognitive-developmental, and behavioural. Social Interdependence Theory is the interaction with other people is indispensable for human endurance. In an instruction scene, societal mutuality refers to pupils ‘ attempts to accomplish, develop positive relationships, adjust psychologically, and show societal competency. We will write a custom essay sample on History And Perspectives Of Cooperative Learning Education Essay or any similar topic only for you Order Now The societal mutuality position of concerted acquisition presupposes that the manner societal mutuality is structured determines the manner individuals interact with each other. Furthermore, results are the effect of individuals ‘ interactions. Therefore, one of the concerted elements that have to be structured in the schoolroom is positive mutuality or cooperation. When this is done, cooperation consequences in promotive interaction as group members encourage and ease each other ‘s attempts to larn ( Johnson, Johnson, A ; Holubec, 1998 ) .A A History of Theory and Research: Social Interdependence Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: The manner in which societal mutuality is structured determines who persons interact with and determines results. Early on 1900s Kurt Koffka: Groups are dynamic wholes having member mutuality 1920-1940 Kurt Lewin: Mutuality among members, common ends 1940s-1970s Morton Deutsch: Positive, negative, and no end mutuality ( concerted, competitory, individualistic attempts ) ; two mediating variables ( trust A ; struggle ) ; distributive justness sixtiess David and Roger Johnson: Impact of societal mutuality on accomplishment, relationships, psychological wellness and societal development, interceding variables ( positive mutuality, single answerability, promotive interaction, societal accomplishments, group processing ) seventiess Dean Tjosvold: Research in concern and industry scene Premises of societal mutuality theory: Concerted attempts are based on intrinsic motive generated by interpersonal factors in working together and joint aspirations to accomplish a important end Focus on relational constructs covering with what happens among persons The other one is the cognitive developmental position where it is grounded in the work of Jean Piaget and Lev Vygotsky. Piagetian positions suggest that when persons work together, sociocognitive struggle occurs and creates cognitive disequilibrium that stimulates perspective-taking ability and logical thinking. Vygotsky ‘s theories present cognition as a social merchandise ( Johnson, Johnson, A ; Holubec, 1998 ) .A A History of Theory and Research: Cognitive Development Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: When persons cooperate on the environment, sociocognitive struggle occurs, therefore making cognitive disequilibrium, which in bend stimulates perspective-taking ability and cognitive development. Subscribers: Piaget, Vygotsky, Kohlberg, Murray, contention theoreticians ( Johnsons A ; Tjosvold ) , cognitive restructuring theoreticians Premises: Focus on what happens within a individual individual ( e.g. , disequilibrium, cognitive reorganisation ) Last, the behavioral-social position presupposes that cooperative attempts are fueled by extrinsic motive to accomplish group wagess ( academic and/or nonacademic ) ( Johnson, Johnson, A ; Holubec, 1998 ) .A A History of Theory and Research: Behavioral Learning Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: Actions followed by extrinsic wagess ( group eventualities ) are repeated. Subscribers: Skinner ( group eventualities ) ; Bandura ( imitation ) ; Homans, Thibaut A ; Kelley ( balance of wagess and costs ) ; Mesch-Lew-Nevin ( specific application to cooperative acquisition ) Premises: Concerted attempts are powered by extrinsic motive to accomplish group wagess. DEFINITIONS OF COOPERATIVE LEARNING Concerted Learning is a learning agreement that refers to little, heterogenous groups of pupils working together to accomplish a common end. Students work together to larn and are responsible for their teammates ‘ acquisition every bit good as their ain. Concerted acquisition is a successful instruction scheme in which little squads, each with pupils of different degrees of ability, utilize a assortment of larning activities to better their apprehension of a topic. Each member of a squad is responsible non merely for larning what is taught but besides for assisting teammates learn, therefore making an ambiance of accomplishment. Students work through the assignment until all group members successfully understand and complete it. In other words, Cooperative Learning besides is a relationship in a group of pupils that requires positive mutuality ( a sense of sink or swim together ) , single answerability ( each of us has to lend and larn ) , interpersonal accomplishments ( communicating, trust, leading, determination devising, and conflict declaration ) , face-to-face promotive interaction, and processing ( reflecting on how good the squad is working and how to work even better ) . Some definitions of concerted acquisition ( besides known as collaborative acquisition ) are the instructional usage of little groups so that pupils work together to maximise their ain and each other ‘s larning the rules and techniques for assisting pupils work together more efficaciously ( Jacobs, Power, A ; Loh, 2002, p. 1 ) . The point is that concerted larning involves more than merely inquiring pupils to work together in groups. Alternatively, witting idea goes in to assisting pupils make the experience every bit success ful as possible. There is a difference between merely holding pupils work in a group and structuring groups of pupils to work hand in glove. A group of pupils sitting at the same tabular array making their ain work, but free to speak with each other as they work, is non structured to be a concerted group, as there is no positive mutuality. Possibly it could be called individualistic acquisition with speaking. For this to be a concerted acquisition state of affairs, there needs to be an recognized common end on which the group is rewarded for its attempts. If a group of pupils has been assigned to make a study, but merely one pupil does all the work and the others go along for a free drive, it is non a concerted group. A concerted group has a sense of single answerability that means that all pupils need to cognize the stuff or enchantment good for the whole group to be successful. Puting pupils into groups does non needfully derive a concerted relationship, it has to be structured and managed by the i nstructor or professor. Concerted attempts consequence in participants endeavoring for common benefit so that all group members gain from each other ‘s attempts, acknowledge that all group members portion a common destiny and cognize that one ‘s public presentation is reciprocally caused by oneself and one ‘s squad members and besides experience proud and jointly observe when a group member is recognized for accomplishment. You read "History And Perspectives Of Cooperative Learning Education Essay" in category "Essay examples" THE COOPERATIVE LEARNING MODEL – THE FIVE KEY ELEMENTS Positive Mutuality The first demand for an efficaciously structured concerted lesson is that pupils believe that they â€Å" sink or swim together. † Within concerted acquisition state of affairss, pupils have two duties which are learn the assigned stuff and guarantee that all members of the group learn the assigned stuff. The proficient term for that double duty is positive mutuality. Positive mutuality exists when pupils perceive that they are linked with group couples in such a manner that they can non win unless their group couples do ( and frailty versa ) and/or that they must organize their attempts with the attempts of their group mates to finish a undertaking. Positive mutuality promotes a state of affairs in which pupils see that their work benefits group couples and their group couples ‘ work benefits them and work together in little groups to maximise the acquisition of all members by sharing their resources to supply common support and encouragement and to observe their joint success. When positive mutuality is clearly understood, it establishes that each group member ‘s attempts are required and indispensable for group success and each group member has a alone part to do to the joint attempt because of his or her resources and/or function and undertaking duties. There are a figure of ways of structuring positive mutuality within a larning group. Positive Goal Interdependence Students perceive that they can accomplish their acquisition ends if ‘ and merely if all the members of their group besides attain their ends. The group is united around a common end — a concrete ground for being. To guarantee that pupils believe they â€Å" sink or swim together † and care about how much each other learns, the instructor has to construction a clear group or common end, such as â€Å" learn the assigned stuff and do certain that all members of the group learn the assigned stuff. † The group end ever has to be a portion of the lesson. Positive Reward — Celebrate Interdependence Each group member receives the same wages when the group achieves its ends. To supplement end mutuality, instructors may wish to add joint wagess ( e.g. , if all members of the group score 90 % correct or better on the trial, each receives 5 fillip points ) . Sometimes instructors give pupils: 1 ) a group class for the overall production of their group, 2 ) an single class ensuing from trials, and 3 ) fillip points if all members of the group achieve the standard on trials. Regular jubilations of group attempts and success enhance the quality of cooperation. Positive Resource Interdependence Each group member has merely a part of the resources, information, or stuffs necessary for the undertaking to be completed ; the members ‘ resources have to be combined for the group to accomplish its ends. Teachers may wish to foreground the concerted relationships by giving pupils limited resources that must be shared ( one transcript of the job or undertaking per group ) or giving each pupil portion of the needed resources that the group must so suit together ( the Jigsaw process ) . Positive Role Mutuality Each member is assigned complementary and interrelated functions that specify duties that the group needs in order to finish the joint undertaking. Teachers create function mutuality among pupils when they assign them complementary functions such as reader, recording equipment, checker of apprehension, encourager of engagement, and elaborator of cognition. Such functions are critical to high-quality acquisition. The function of checker, for illustration, focuses on sporadically inquiring each group mate to explicate what is being learned. Rosenshine and Stevens ( 1986 ) reviewed a big organic structure of well-controlled research on learning effectivity at the pre-collegiate degree and found â€Å" look intoing for comprehension † to be one specific learning behaviour that was significantly associated with higher degrees of pupil acquisition and accomplishment. Although the instructor can non continually look into the apprehension of every pupil, the instructor can engineer su ch checking by holding pupils work in concerted groups and delegating one member the function of checker. There are other types of positive mutuality. Positive undertaking mutuality exists when a division of labour is created so that the actions of one group member have to be completed if the following member is to finish his or her duty. Positive individuality mutuality exists when a common individuality is established through a name or slogan. Outside menace mutuality exists when groups are placed in competition with each other. Fantasy mutuality exists when a undertaking is given that requires group members to conceive of that they are in a conjectural state of affairs. Face-to-Face Promotive Interaction â€Å" In an industrial organisation, it ‘s the group attempt that counts. There ‘s truly no room for stars in an industrial organisation. You need gifted people, but they ca n’t make it entirely. They have to hold aid. † ( John F. Donnelly, President, Donnelly Mirrors ) Positive mutuality consequences in promotive interaction. Promotive interaction may be defined as persons promoting and easing each other ‘s attempts to accomplish, complete undertakings, and bring forth in order to make the group ‘s ends. Although positive mutuality in and of itself may hold some consequence on results, it is the face-to-face promotive interaction among persons fostered by the positive inter-relationships, and psychological accommodation and societal competency. Promotive interaction is characterized by persons supplying each other with efficient and effectual aid and aid ; interchanging needful resources, such as information and stuffs, and treating information more expeditiously and efficaciously ; supplying each other with feedback in order to better their subsequent public presentation ; disputing each other ‘s decisions and concluding in order to advance higher quality determination devising and greater penetration into the jobs being consider ed ; recommending the effort of attempt to accomplish common ends ; act uponing each other ‘s attempts to accomplish the group ‘s ends ; moving in swearing and trusty ways ; being motivated to endeavor for common benefit ; and keeping a moderate degree of arousal characterized by low anxiousness and stress.A Individual Accountability/Personal Responsibility â€Å" What kids can make together today, they can make entirely tomorrow. † ( Let Vygotsky, 1962 ) Among the early colonists of Massachusetts there was a expression, â€Å" If you do non work, you do non eat. † Everyone had to make their just portion of the work. The 3rd indispensable component of concerted acquisition is single answerability, which exists when the public presentation of single pupils is assessed, the consequences are given back to the person and the group, and the pupil is held responsible by group couples for lending his or her just portion to the group ‘s success. It is of import that the group-knows who needs more aid, support, and encouragement in finishing the assignment. It is besides of import that group members know they can non â€Å" hitchhike † on the work of others. When it is hard to place members ‘ parts, when members ‘ parts are excess, and when members are non responsible for the concluding group result, they may be seeking a free drive. This is called societal idleness. The intent of concerted acquisition groups is to do each member a stronger single in his or her ain right. Individual answerability is the key to guaranting that all group members are, in fact, strengthened by larning hand in glove. After take parting in a concerted lesson, group members should be better prepared to finish similar undertakings by themselves. To guarantee that each pupil is separately accountable to make his or her just portion of the group ‘s work, instructors need to measure how much attempt each member is lending to the group ‘s work, supply feedback to groups and single pupils, aid groups avoid excess attempts by members, and guarantee that every member is responsible for the concluding result. There are common ways to construction single answerability include: Keeping the size of the group little. The smaller the size of the group, the greater the single answerability may be. Giving an single trial to each pupil. Randomly analyzing pupils orally by naming on one pupil to show his or her group ‘s work to the instructor ( in the presence of the group ) or to the full category. Detecting each group and entering the frequence with which each member-contributes to the group ‘s work. Delegating one pupil in each group the function of checker. The checker asks other group members to explicate the logical thinking and rationale underlying group replies. Having pupils teach what they learned to person else. When all pupils do this, it is called coincident explaining. There is a form to classroom acquisition. First, pupils learn cognition, accomplishments, schemes, or processs in a concerted group. Second, pupils apply the cognition or execute the accomplishment, scheme, or procedure entirely to show their personal command of the stuff. Students learn it together and so execute it entirely. Interpersonal and Small-Group Skills â€Å" I will pay more for the ability to cover with people than any other ability under the Sun. † ( John D. Rockefeller ) The 4th indispensable component of concerted acquisition is the appropriate usage of interpersonal and small-group accomplishments. In order to organize attempts to accomplish common ends, pupils must acquire to cognize and swear each other, pass on accurately and unequivocally, accept and support each other, and decide struggle constructively. Puting socially unskilled pupils in a group and stating them to collaborate does non vouch that they have the ability to make so efficaciously. We are non born instinctively cognizing how to interact efficaciously with others. Interpersonal and small-group accomplishments do non as if by magic appear when they are needed. Students must be taught the societal accomplishments required for high quality coaction and be motivated to utilize them if concerted groups are to be productive. The whole field of group kineticss is based on the premiss that societal accomplishments are the cardinal to group productiveness. The more socially adept pupils are and the more attending instructors pay-to instruction and honoring the usage of societal accomplishments, the higher the accomplishment that can be expected within concerted larning groups. In the concerted accomplishments conditions, pupils were trained hebdomadal in four societal accomplishments and each member of a concerted group was given two fillip points toward the quiz class if all group members were observed by the instructor to show three out of four concerted accomplishments. The consequences indicated that the combination of positive mutuality, an academic eventuality for high public presentation by all group members, and a societal accomplishments eventuality promoted the highest accomplishment. Group Processing â€Å" Take attention of each other. Share your energies with the group. No 1 must experience entirely, cut off, for that is when you do non do it. † ( Willi Unsoeld, Renowned Mountain Climber ) The 5th indispensable component of concerted acquisition is group treating. Effective group work is influenced by whether or non groups reflect on how good they are working. A procedure is an identifiable sequence of events taking topographic point over clip, and procedure ends refer to the sequence of events instrumental in accomplishing outcome ends. Group processing may be defined as reflecting on a group session to depict what member actions were helpful and unhelpful, and do determinations about what actions to go on or alter. The intent of group processing is to clear up and better the effectivity of the members in lending to the collaborative attempts to accomplish the group ‘s ends. While the instructor consistently observes the concerted acquisition groups, he or she attains a â€Å" window † into what pupils do and make non understand as they explain to each other how to finish the assignment. Listening in on the pupils ‘ accounts provides valuable inform ation about bow good the pupils understand the instructions, the major constructs and schemes being learned, and the basic elements of concerted acquisition. There are two degrees of processing which are little group and whole category. In order to guarantee that small-group processing takes topographic point, instructors allocate some clip at the terminal of each category session for each concerted group to treat how effectively members worked together. Groups need to depict what member actions were helpful and non helpful in finishing the group ‘s work and do determinations about what behaviours to go on or alter. Some of the keys to successful small-group processing are leting sufficient clip for it to take topographic point, supplying a construction for processing, stressing positive feedback, doing the processing particular instead than general, keeping pupil engagement in processing, reminding pupils to utilize their concerted accomplishments while they process, and pass oning clear outlooks as to the intent of processing. In add-on to small-group processing, the instructor should sporadically prosecute in whole-class processing. When concerted acquisition groups are used, the instructor observes the groups, analyzes the jobs they have working together, and gives feedback to each group on how good they are working together. The instructor consistently moves from group to group and observes them at work. A formal observation sheet may be used to garner specific informations on each group. At the terminal of the category period the instructor can so carry on a whole-class processing session by sharing with the category the consequences of his or her observations. If each group has a equal perceiver, the consequences of their observations may be added together to acquire overall category information. An of import facet of both small-group and whole-class processing is group and category jubilations. It is experiencing successful, appreciated, and respected that physiques commitment to acquisition, enthusi asm about working in concerted groups, and a sense of self-efficacy in footings of subject-matter command and working hand in glove with schoolmates. Specific COOPERATIVE MODELS The Jigsaw Model Defined loosely, Jigsaw is a grouping scheme in which the members of the category are organized into â€Å" saber saw † groups. The pupils are so reorganized into â€Å" adept † groups incorporating one member from each saber saw group. The members of the expert group work together to larn the stuff or work out the job, so return to their â€Å" saber saw † groups to portion their acquisition. In this manner, the work of the expert groups is rapidly disseminated throughout the category, with each individual taking duty for sharing a piece of the mystifier. Jigsaw Groups: Group One Group Two Group Three Group Four Nucleus ( Kathy ) Nucleus ( Susan ) Nucleus ( Jose ) Nucleus ( Jim ) Mitochondria ( Jorge ) Mitochondria ( Randy ) Mitochondria ( Gail ) Mitochondria ( Tan ) Cell Wall ( Sara ) Cell Wall ( Andy ) Cell Wall ( Chris ) Cell Wall ( Julie ) Protoplasm ( Heather ) Protoplasm ( Jessenia ) Protoplasm ( Phu ) Protoplasm ( Karen ) Adept Groups: Group One Group Two Group Three Group Four Nucleus ( Kathy ) Mitochondria ( Jorge ) Cell Wall ( Sara ) Protoplasm ( Heather ) Nucleus ( Susan ) Mitochondria ( Randy ) Cell Wall ( Andy ) Protoplasm ( Jessenia ) Nucleus ( Jose ) Mitochondria ( Gail ) Cell Wall ( Chris ) Protoplasm ( Phu ) Nucleus ( Jim ) Mitochondria ( Tan ) Cell Wall ( Julie ) Protoplasm ( Karen ) Jigsaw can be used for sharing different solutions to the same job or for spliting up research duties. For illustration, if the category is analyzing populating cells, one group of pupils learns about the karyon, another learns about the chondriosome, another learns about the cell wall, and so on. The groups are so reconfigured into saber saw groups ; the experts take bends learning their forte to their saber saw group so that each group learns about every subject. Jigsaw is an efficient manner for pupils to go engaged in their acquisition, learn a batch of material rapidly, portion information with other groups, minimise hearing clip, and be separately accountable for their acquisition. Since each group needs its members to make good in order for the whole group to make good, Jigsaw maximizes interaction and establishes an ambiance of cooperation and regard for other pupils. Teachers who listen in to the sharing of one of the saber saw groups can rapidly hear what each of the original groups has been making. Jigsaw II is an alternate scheme, developed by Robert Slavin ( 1990 ) . The procedure is as described above, with the exclusion that pupils in saber saw groups read the full assignment or all of the stuffs to get the information. Group members so take an single trial on the stuff, the consequences of which contribute to a squad mark. There a few stairss on how to implement the Jigsaw Model. First, split the twenty-four hours ‘s lesson into sections, and organize pupil groups. The groups should be diverse in footings of ability. Then, form impermanent expert groups in which pupils are assigned to the same section. Give pupils in these adept groups clip to discourse the chief points of their section and to practise the presentations they will do to their saber saw group. After that, convey the pupils into saber saw groups that are composed of one pupil from each expert group. Have each pupil present her or his section to the group. At the terminal of the session, you may give a quiz so that pupils are held accountable for larning all the stuff. The instructor ‘s function in the saber saw is to ease acquisition. When pupils are in adept groups, the instructor can back up pupils by promoting them to happen ways to set information they learned into their ain words, to associate the stuff to their ain lives, and to give illustrations that help them explicate the stuff to their group. Students should be encouraged to assist each other and to do certain everyone in their group understands the stuff and will be confident showing it to his or her group. If a pupil finds it hard to explicate his or her subject to the saber saw group, a instructor foremost might partner off that pupil with a spouse who will assist research and present the information to the saber saw group and so hold the brace travel together to the expert group and to the saber saw group. This will assist both pupils develop interpersonal accomplishments, communicating accomplishments, and collaborating. To ease this spouse coaching, have both pupils tell you if this is assisting them learn the stuff. Promote both pupils to do suggestions that would assist them larn more expeditiously. The Jigsaw scheme is cardinal to all sorts of work in little groups. Use it often to maximise answerability and interactivity. As pupils become accustomed to sharing their apprehension and thoughts with others, you will happen that they become more responsible scholars. Faced with the demand to joint their acquisition to others, they will get the hang the stuff at a deeper degree than they would otherwise. As you give pupils more and more complex stuffs to discourse, maestro, and present to their equals, you will be supplying them with chances to spread out their thought and apprehension. You can increase answerability by giving single pupils a quiz on the stuff after the saber saw sharing is complete. The scheme can be used in many different ways. Jigsaw can be used during an writer survey. Have each expert group read the books of an writer, and have each pupil present the writer to his or her saber saw group. For younger pupils, each little group can be given a different storybook to read. Students take bends reading parts of the narrative. Then they take bends reading the whole narrative aloud once more in their saber saw groups. Essaies or studies can be divided into subdivisions, and adept groups can research together and so convey their cognition to their saber saw groups to compose the essay or study. Students can be asked to review the same piece of composing in little groups and so portion and compare their reviews in the saber saw group. Give pupils the same multi-step job to work on in little groups ( for illustration, gauge the figure of supermarkets in the United States. Then reorganise pupils into saber saw groups and have them portion and discourse each original group ‘s solution. Chapters or articles can be divided and studied by pupil groups and so shared. Small groups can be asked to develop a solution to the same job ; solutions so can be shared and discussed in saber saw groups. Small groups can carry on the same experiment and so portion and comparison consequences with a saber saw group. Ask little groups to go experts in peculiar spheres and so hold them portion their sphere cognition with the saber saw group. Think, Pair, Share Model The think, brace, portion scheme is a concerted acquisition technique that encourages single engagement and is applicable across all class degrees and category sizes. Students think through inquiries utilizing three distinguishable stairss: Think: Students think independently about the inquiry that has been posed, organizing thoughts of their ain. Pair: Students are grouped in braces to discourse their ideas. This measure allows pupils to joint their thoughts and to see those of others. Share: Student braces portion their thoughts with a larger group, such as the whole category. Often, pupils are more comfy showing thoughts to a group with the support of a spouse. In add-on, pupils ‘ thoughts have become more refined through this three-step procedure. Students need many chances to speak in a linguistically rich environment. Research workers have found that pupils ‘ acquisition is enhanced when they have many chances to lucubrate on thoughts through talk. The think, brace, portion scheme increases the sorts of personal communications that are necessary for pupils to internally treat, form, and retain thoughts. In sharing their thoughts, pupils take ownership of their acquisition and negotiate significances instead than rely entirely on the instructor ‘s authorization. Extra benefits of utilizing the think, brace, portion scheme include the positive alterations in pupils ‘ self-pride that occur when they listen to one another and regard others ‘ thoughts. Students have the chance to larn higher-level believing accomplishments from their equals, gain the excess clip or motivating they may necessitate, and addition assurance when describing thoughts to the whole category. In add-on, the â€Å" brace † measure of the scheme ensures that no pupil is left out of the treatment. Even a pupil who is uncomfortable discoursing his or her thoughts with the whole category still has an audience in this measure. Finally, while the scheme may look to be time-consuming, it makes schoolroom treatments more productive, as pupils have already had an chance to believe about their thoughts before immersing into whole-class conversations. The think, brace, portion scheme is ideal for instructors and pupils who are new to collaborative acquisition. It can be used in a assortment of contexts. However, to be effectual, pupils must see a inquiry or issue. It could be a complex inquiry, such as, â€Å" What do you believe were the cardinal issues that led to World War I? † It could be a more straightforward petition, such as, â€Å" Make a form that could be described as ‘a, B, a, B. ‘ † As pupils consider the inquiry or issue, they should deduce some benefit from believing about it further with spouses, such as when there are multiple right replies to a inquiry. For case, in the old illustration, pupils could supply many illustrations of â€Å" a, B, a, B † forms and seeing multiple replies will reenforce this construct. On the other manus, supplying pupils with inquiries that have merely one right response, such as, â€Å" What is 5 + 2? † shortly becomes boring to pupils, as there is non much to portion with spouses or the whole category. The â€Å" think † measure may necessitate pupils simply to be quiet for a few minutes and chew over their ideas about the inquiry. They may compose some ideas in response to the inquiry. Some instructors find it helpful to put a clip bound for the â€Å" think † and â€Å" brace † stairss of the scheme. If you choose to make this, be certain to give pupils an thought of how much clip they will hold. Remember to let sufficient clip during the â€Å" brace † measure to let both pupils to speak about their ideas. In the â€Å" portion † measure of the scheme, pupils can portion their thoughts in several ways. One manner is to hold all pupils stand, and after each pupil responds, he or she sits down, as does any pupil with a similar response. This continues until everyone is seated. Another manner is to travel rapidly through the category, holding pupils respond rapidly, one after the other, or to hold a category ballot. Responses can be recorded on an overhead projector or on a in writing organiser for future treatments. Another fluctuation is to halt after the â€Å" brace † measure, and have pupils write their thoughts. Collect pupils ‘ responses and measure any jobs in understanding. This scheme frequently stretches pupils ‘ believing simply by its execution. Some pupils consider it a challenge to joint their ideas to another individual. However, one time pupils become comfy with this facet, there are ways to spread out the scheme ‘s range. One manner to be certain that pupils have chances is to partner off with a assortment of spouses. Pairing pupils who sit closest to each other is convenient but does n’t supply the same rational or societal challenge as suiting the acquisition and treatment manners of a assortment of schoolmates. Another method for changing the scheme is to let two â€Å" brace † stairss before continuing to â€Å" portion. † Students can either take part in two back-to-back couplings or can partner off with one pupil and so the first brace can be grouped with another brace to discourse their ideas before fall ining a whole-class treatment. This double-pair method is peculiarly helpful if you have a really big category or are covering with an particularly complex inquiry. The think, brace, portion scheme can be used to heighten treatments about specific characters in books. For case, a group that is reading The Great Gilly Hopkins by Katherine Paterson might be asked to believe, brace, portion in response to the inquiries, â€Å" Would you be able to be friends with Gilly? Why or why non? † The think, brace, portion scheme can assist pupils larn about the authorship procedure. Students who are asked to take a subject of their ain to compose approximately frequently become stuck. Teachers can do this procedure easier by inquiring early in the twelvemonth, â€Å" Where make narrative thoughts come from? † As pupils think about the inquiry and discourse their thoughts with a spouse, they normally come up with a long and valuable list of thoughts that can take them through an full twelvemonth ‘s worth of authorship. The think, brace, portion scheme works good when there are multiple right replies to a given job. This makes the scheme perfect for inquiries that involve appraisal, forms, logic, and so on. This scheme can besides be used when pupils are make up one’s minding how to near a job instead than when they are settling on a specific reply to one. Social surveies content provides many chances to implement this scheme, particularly when presenting new subjects. Use the think, brace, portion scheme by inquiring a inquiry such as, â€Å" What do you already know about the Revolutionary War? † As pupils grapple with ethical subjects, you might inquire inquiries such as, â€Å" Would you hold agreed to be a ‘stop ‘ on the Underground Railroad? Why or why non? † As pupils are carry oning experiments, the think, brace, portion scheme can be a manner for them to organize hypotheses or to discourse their readings of a given experiment. For case, before an experiment on denseness, pupils might be asked to utilize the think, brace, portion scheme when make up one’s minding which of a given set of points will drift when placed in a bath of H2O. Numbered Heads Together Numbered Heads Together is a concerted acquisition scheme that holds each pupil accountable for larning the stuff. Students are placed in groups and each individual is given a figure ( from one to the maximal figure in each group ) . The instructor poses a inquiry and pupils â€Å" set their caputs together † to calculate out the reply. The instructor calls a specific figure to react as interpreter for the group. By holding pupils work together in a group, this scheme ensures that each member knows the reply to jobs or inquiries asked by the instructor. Because no 1 knows which figure will be called, all squad members must be prepared. This concerted acquisition scheme promotes treatment and both single and group answerability. This scheme is good for reexamining and incorporating capable affair. Students with particular demands frequently benefit when this scheme is used. After direct direction of the stuff, the group supports each member and provides chances for pattern, dry run, and treatment of content stuff. Group larning methods encourage pupils to take greater duty for their ain acquisition and to larn from one another, every bit good as from the teacher. There are several stairss on how to implement the Numbered Head Together Model. First of all, split the pupils into groups of four and give each one a figure from one to four. Then present a inquiry or a job to the category. Have pupils gather to believe about the inquiry and to do certain everyone in their group understands and can give an reply. Ask the inquiry and name out a figure indiscriminately. Finally the pupils with that figure raise their custodies, and when called on, the pupil replies for his or her squad. This is a flexible scheme that can be used at a assortment of degrees. The instructor may get down with factual information inquiries, and as pupils become more familiar with the scheme, inquire inquiries that require analysis or synthesis of information. Student groups can be given statements such as, â€Å" School uniforms help to maintain pupils focused on faculty members. † Students ‘ undertaking is to come to consensus on whether they agree or disagree, giving an account of their logical thinking. After the pupils respond, have the other groups agree or disagree with the reply by demoing hitchhike up or hitchhike down, and so explicate their logical thinking. Or, if the reply needs clarifying, inquire another pupil to spread out on the reply. This scheme can be used when comprehension inquiries have been posed to groups, and pupils can work together to happen the replies. For illustration, when reading a narrative, pupils can be given the undertaking of analysing one of the characters. They can be asked inquiries such as, â€Å" Which character traits are stated straight, and which are implied by the writer? † and â€Å" What information do you acquire from the character ‘s address and actions? † On the other manus, pupils can measure the quality of a piece of composing utilizing a rubric. Have pupils review the authorship as a group and assign tonss as a group. Ask them to react with their tonss and principle utilizing the numbered caputs together scheme. Furthermore, numbered caputs together can be used when work outing math jobs. Ask inquiries such as â€Å" What are the facts in this job? † â€Å" Which scheme would be most appropriate? † and â€Å" What solution did your group hold on? † This scheme besides can be used after reading a chapter in a text, or after stuff has been presented. Ask clear uping inquiries about the text and have pupils find and discuss the replies. When groups are ready, reexamine the replies utilizing this scheme. Otherwise, this scheme can be used in readying for a trial or quiz. Allow clip for pupils to analyze together in their groups and possibly make inquiries that might be on the trial or quiz. Using the numbered caputs together scheme, inquire inquiries about the stuff that will be on the trial or quiz. THE EFFECTIVE USE OF COOPERATIVE LEARNING The effectual usage of concerted acquisition in the schoolroom is frequently built upon a four-step procedure. There are four elements need to be considered as the initial start to plan and implement concerted acquisition into the instruction modus operandis. The first component is presentation of content. In Lesson Methodologies, I talked about the ways in which you can show information to your pupils. These instructional activities must be done prior to any concerted acquisition activity. Concerted acquisition is non a self-instruction theoretical account, but instead a manner for pupils to â€Å" mess around † with antecedently presented stuff. In short, concerted acquisition comes after you ‘ve taught something to your pupils. The 2nd component is teamwork where this is the clip after the new stuff been taught and when pupils are engaged in a concerted acquisition activity. The concerted acquisition scheme ( Jigsaw, Think-pair-share, Numbered caputs ) is selected and explained to the full category. Students are divided into assorted squads and provided sufficient clip to finish their assigned responsibilities. The 3rd component that should be considered is single appraisal. In concerted acquisition, the aim is non the production of a individual set of right replies for the full group but instead the development and sweetening of each member ‘s accomplishment. Although members of the squad work together to get the hang information, each single member must be assessed in relation to her or his command of the content. In short, everybody is tested in line with her or his achievement potency. The last component is team acknowledgment. It is most appropriate to acknowledge and observe the attempts of the squad as a whole. It is every bit of import to observe the attempts of the squad to help single members in larning a specific organic structure of cognition. These ceremonials can be either public or private. Teachers have rewarded squads with an excess deferral, a â€Å" prep base on balls, † a bite, a certification or award, or some other appropriate wages. In many instances, the wages can be every bit simple as a schoolroom cheer or drawn-out series of high fives. How to cite History And Perspectives Of Cooperative Learning Education Essay, Essay examples

Engineering Behaviour Of Natural Reinforced -Myassignmenthelp.Com

Question: Discuss About The Engineering Behaviour Of Natural Reinforced? Answer: Introducation Clay soil is characterized by high compressibility and low permeability because of its high capacity of holding water. The absorption of water leads to the behaviour of soil plasticity which does not disintegrate easily and can be deformed or moulded. Since the water holding capacity of the soil is high, it gives the soil another feature of low permeability which leads to swelling and hence expansion of soil marketing resulting in the soil being weaker. These features of clay soil make not recommended for holding or supporting huge loads of any structure above the soil surface and also difficult to be used in engineering and construction industries. For the minimization of these negative characteristics of the clay soil, the soil should be reinforced with numerous materials by the use of techniques of ground improvement. This research paper aims at investigating the engineering behaviour of reinforced clay soil with crushed coir through carrying out consolidation test and compaction test. The coir that is crushed is composed of 100% natural fibre which was gotten from coconut husks. The reason why the coir of the coconut husks was used was that it is economically viable, easy to handle and also very light. The clay soil that was used in this experiment was gotten from RIPAS Bridge site with the liquid limit of 38.4%, plasticity limit of 22.5%, and plasticity index of 15.9%(Ahmad, 2010). The clay soil went through processes like crushing and drying followed by Atterberg limit test and sieving to determine its primary characteristics. The clay soil reinforced and non-reinforced soil with inclusion percentages of 2.0%, 1.5%, and 1.0% of coir that is crushed went through compaction test to determine the impact on the moisture content and dry density. In the test for consolidation, the clay soil samples were reinforced with numerous inclusion percentages of 2.0%, 1.5%, 1.0%, 0.5%, and 0% of the crushed coir. This is dome to evaluate the effects on consolidation behaviour as a result of the inclusion of crushed coir(Arora, 2011). Performance of Clay Soil Reinforced with Coir Fibre Majority of the soils have enough shear strength and good compressive strength. However, they have power tensile strength. This problem can be solved through carrying out techniques of soil improvements which are aimed at soil reinforcement and soil stabilization. The tests which can be carried out to determine the impacts of adding coir to the clay soil can be done through model footing tests and Proctor compaction tests. The Standard Proctor compaction tests were performed to evaluate the impacts of clay soil reinforced with coir fibre on the moisture content and the dry density of the soil(Babu, 2014). The clay soil reinforced and non-reinforced soil with inclusion percentages of 2.0%, 1.5%, and 1.0% of coir that is crushed went through compaction test to determine the impact on the moisture content and dry density. The Standard proctors compaction test by the use of light compaction was done in relation to the relevant IS standard so as to find out the optimum moisture content and maximum dry density for the unreinforced and reinforced clay soil using coir fibre(Babu, 2011). The results of the dry density versus moisture content gotten from the experiment can be graphically represented as shown in the figure below: Dry density vs Moisture content curves for the reinforced and non-reinforced coir fibre(Dixit, 2012) From the results, the optimum moisture content and maximum dry density for the unreinforced clay soil is 20% and 1.85 kg/m3 respectively. The maximum dry density do not depend on the amount or percentage of fibre in the soil. The dry weight is higher due to absence of fibre which reduces the dry weight. The optimum moisture content and maximum dry density for the coir reinforced clay soil with 2.0% coir fibre is 18.5% and 1.84 kg/m3 respectively. 2.0% fibre will make this soil to have a higher moisture content and lower dry weight. The dry density will be lower than that of unreinforced soil while the moisture content will be higher than that of unreinforced soil. The decrease in density of the reinforced fibres is as a result of fibre filaments which have less specific weight when compared to soil grains and fibres prevent particles of soil from approaching to each other. The increase in moisture content is due the results of the fibres having a greater water absorption capacity tha n the surrounding soil(Kalkan, 2013). The optimum moisture content and maximum dry density for the coir reinforced clay soil with 1.5% coir fibre is 18% and 1.72 kg/m3 respectively. When 0.5% fibre is used, the dry density will be lower and the moisture content will be lower than that of 2.0% fibre inclusion. The fibre filaments which have less specific weight will be less in the 1.5% inclusion making the density to be slightly higher and the absorption capacity of the less fibre content will also be lower. The optimum moisture content and maximum dry density for the coir reinforced clay soil with 1.0% coir fibre is 19% and 1.64 kg/m3 respectively. The overall results show that the maximum dry density reduces and the optimum moisture content increases with an increase in the fibre content(Dutta, 2015). In this case, the amount of fibre is greatly reduced in the soil making the specific weight to be higher since there is less fibre and also the absorption capacity of the soil as a result of the fibre content will also be lower(Jiang, 2014). Strength Behaviour of Clay soil Reinforced with Coir Fibres Investigations on the effects of the coir fibre reinforced and unreinforced clay soil on the shear strength behaviour of the clay soil have been done by researchers. This is because the disposal of the clay soil has threatened the sustainability of the environment and has also led to environmental problems. In the experiment performed by Vishwas N. Khatri to determine the strength behaviour of clay soil reinforced with coir fibre, the specimens for unreinforced clay soil were prepared at 12% optimum moisture content and dry unit weight 18.6kN/m3(Estabragh, 2011). The table below shows the optimum moisture and dry unit weight of reinforced and unreinforced clay soil samples: Optimum moisture content and dry weight of reinforced and unreinforced clay(Estabragh, 2011) For the prediction of the response of the stress-strain of the clay soil, a two-parameter dependent hyperbolic model should be used. This model can be defined as: Where is the training failure and a and b are the material constants. The inverse of a and b gives the ultimate strength and initial elastic modulus respectively(Jiang, 2014). The predicted curves of stress-strain along with the results of the respective experiment for given values selected for the fibre content and confining pressure as shown in the figure below: Respective experimental values of fibre content and confining pressure The results of the compaction test show that the optimum content of moisture of the reinforced clay with treated and untreated coir increases in the increase in the coir fibre content. This is true theoretically since the treated CCL4 coir fibre inclusion to the clay soil will lead to cohesion improvement and greater friction. The major shortcoming of the reported work in the literature is that it may be true that the optimum content of moisture of the reinforced clay with treated and untreated coir increases in the increase in the coir fibre content, however, there is a limit through which an increase in coir fibre will increase optimum moisture content(Jiang, 2014). It can be noted that these are consistencies from the literature on changes in the material behaviour and properties through coir inclusion and the slight variations are as a result of different types of clay soil used in the research. The findings from the literature may affect the methodology that will be used during the experiment such as sample preparation. This is because the samples will have to be prepared in accordance with the literature for the consistencies to be achieved. The clay soil samples should be reinforced with 1.6%, 0.8%, and 0.4% coir fibre contents to determine the shear strength behaviour of the clay soil(Kalkan, 2013). In the experiment performed by Shivanand Mali to determine the strength behaviour of cohesive soils reinforced with fibres, the stiffness and strength of the soil was investigated with response to coir fibre reinforcement. The results of the stress versus strain response for different content of fibre is as shown in the figure below: Stress against strain curves for coir fibre reinforced soil The curves in the figure above shows that the deviator stress at failure increases with the content of fore and takes place at approximately 10% to 18% of strain. The optimum content of fibre matching to optimum strength improvement is found to be 2.0% to 2.5%. Optimum improvement is acquired with 15 mm fibre length. The comparison between the experiments performed to evaluate the strength behaviour of cohesive soils reinforced with fibres by Vishwas N. Khatri and Shivanand Mali shows that the experiment performed by Vishwas N. Khatri improves the soil better since it pts into considerations the different confining pressures ranging from 78kPa to 310kPa(Dutta, 2015). Effects of Coir Fibre Reinforcement on CBR Value and Strength of Clay Soil Many soil tracks around RIPAS Bride site can be characterized as being expansive and also have undergone volumetric variations leading to variations in the soil's moisture content. There is need to take some necessary actions on the soil on this site or else there can be some serious structural damages if no action is taken. Research carried out to determine the effects of coir fibre reinforcement on CBR value and strength of natural clay obtained from RIPAS Bridge site (Kalkan, 2013). In the experiment performed by Neelu Nandan Vibhakar, the length of coir fibre used for this experiment is of diameter 0.1mm and length 5mm. When CBR test was done on the resistance to penetration of the reinforced clay soil, there was no increase after 2% coir inclusion. The rise in the resistance to penetration of the clay soil is as a result of the improvement in the particles interlocking amongst the elements of the coir fibre and the bond between soil particles and coir fibres(Ranjan, 2011). The observations for the index properties of the clay soil is as shown in the figure below: From the tests carried out in during the research on the effects of coir fibre reinforcement on CBR Value and strength of clay soil, the results of the tests include: Toughness index = 2.88: The toughness index of 2.88 shows that the soil sample used in this experiment is clay in nature. Consistency index = 0.75: This value of consistency index that has been determining to be between 1 and 0 shows that the consistency of the clay soil used in this experiment is soft. Liquidity index = 0.25: This value of the liquid index that has been calculated to be 0.25 shows that the clay soil used is intermediate between liquid and stiff state condition(Ranjan, 2013). Plasticity index = 0.49: This value of plasticity index that has been calculated to be 0.49 shows that the soil is highly plastic. Plastic limit = 23% Liquid limit = 72% Water content = 35% Specific gravity of the clay soil = 2.60 Differential free swell index = 65%: The value of free swell that has been calculating to be 65% shows that the samples of clay soil used in this experiment have a higher degree of expansion(Sayida, 2014). From the curve of strain versus stress below, the optimum stress provides the unconfined compressive strength (qu). Figure 3: Stress against strain curve In case of = 0 situations, the cohesion or shear strength of the clay soil may be assumed to be equivalent to half the strength of unconfined compression. C = (qu)/2 = 161.4 kPa/2 = 80.7 kPa Optimum moisture content = 14% Maximum dry density = 1.710 g/cc The major shortcoming of the reported work in the literature is that it failed to indicate why the CBR value of the clay soil only increases with the addition of coir fibre up to 2% of the soil's weight. This is important since it will help a researcher to know the optimum fibre inclusion that should be used. The literature also failed to indicate why the optimum coir content is 2% and why there will no observable improvement in the value of CBR. There are consistent trends from the literature on the variations in the behaviour of the material and properties through the inclusion of fibre content in bothering the literature and on the experiment done. The findings from the literature are critical in determining the percentages of coir fibre inclusion that would be used when carrying out the experiment(Estabragh, 2011). In the experiment performed by Wajid Ali Butt on the determination of strength behaviour of clay soil reinforce by human hair as a natural fibre, randomly distributed samples of clay soil were tested for its engineering properties by performing tri-axial and CBR on numerous samples by the sue of diverse fibre percentages and comparing the outcome with clay soil that non-reinforced. Fibres of average diameter of 50?m and average length of 25mm were used in this experiment. The results of the experiment of the effect of human hair on CBR and undrained shear strength of the soil is as shown in the figure below: CBR against percentage human hair content The figure above shows that the optimum quantity of human hair fibre to enhance the maximum value of CBR at 205 mm penetration is 2.0%. The increase in the value of CBR as a result of addition of human hair fibre to the clay soil may be as a result of improved interfacial adhesive between the particles of soil and the fibre. However, the decrease in the value of CBR beyond the optimum content of fibre may be as a result of the increase in interaction between fibres to fibre. When the experiments on the effects of coir fibre reinforcement on CBR value and strength of clay soil performed by Wajid Ali Butt and Neelu Nandan Vibhakar are compared, it can be noted that experiment performed by Wajid Ali improved the soil better since the experiment considered the penetration of the fibre content into the soil making the results to be more effective. When considering ways of improving the clay soil by the use of fibre inclusion, it is advisable to consider the penetration of the fibre for every percentage of fibre content used in reinforcing the soil. Consolidation Characteristics of Clay Soil Reinforced with Coir Fibre The effects of coir fibre reinforced clay soil has been scrutinized by many researchers who have been involved directly in engineering and construction of structures on the clay soils top. Consolidation of clay soil that is saturated is done because of the expulsion of water under sustained, static load. The characteristics of consolidation of the clay soil are necessary for predicting the rate and magnitude of the management of the soil under consideration. The determination of the optimum moisture content was performed through Standard Proctor compaction test by randomly mixing the fibres with water all over the clay soil. In the experiment performed by A. R. Estabragh, numerous consolidation test was also done with variations in the fibre contents between 1% and 0% with an increase of percentage dry weight of 0.2%. Where p is the pressure applied and v is the specific volume (v=e+1). The region where the two linear segments meet is used in determining the preconsolidation pressure. Cc is the elastoplastic zone and Cs is the slope of the elastic zone and these values were determined as shown in the table below: Parameters of shear strength and consolidation for fibre reinforced and unreinforced clay soil(Sayida, 2014) The stress deviator increases up to 15% axial strain for the clay soil, however, the tests of the soil samples for the unreinforced soil proceeds up to 20% axial strain. These results show that at any provided confining pressure, increasing the quantity of fibre improves the strength of clay soil. It is also clear that the samples of reinforced and unreinforced clay minimizes pre-consolidation pressure and the Cs and Cc values normally increase with the increase in the coir fibre content. When the fibre is added to the clay soil, some particles of soil are substituted with fibres and they conquer the pores amongst the particles of soil which lead to increase in the ratio of the void of the mass of the clay soil. The coefficient of change in volume (mv) and coefficient of consolidation (Cv) in the range of pressure of 200 to 400 kPa can also be determined(Ahmad, 2010). In the experiment performed by Rabindra Kumar, the parameters of consolidation namely mv, Cv, and Cc for clay soil Reinforced with percentage coir fibre inclusion of 0, 0.2, 0.4, 0.6, 0.8, and 1.0 is as shown in the table below: From the tables above, it can be observed that the values of Cc decreases with the increase of inclusion of coir fibre in the natural clay up to 0.8% fibre content and then after that the Cc values start increasing. The minimum Cc value is observed at coir fibre content of 0.8% and 0.6%. This can be due to the volume occupied by the fibre being more resulting to more interaction of fibre to fibre and hence there will be dominance in fibre compression. When the experiment done by A. R. Estabragh and Rabindra Kumar are compared, it is noted that the consolidation test performed by Rabindra Kumar was better that the same test performed by A. R. Estabragh since the percentages of fibre inclusion used by Rabindra Kumar ranges between 0% to 0.1% making it faster to achieve the required degree of consolidation. The time required to attain the primary consolidation decreases for the reinforced clay soil for a given drainage path and a given degree of consolidation. The experiment performed by Rabindra Kumar is also more effective since he compared the reinforcement of the soil with two different types of fibres namely polypropylene and coir fibres. Conclusion This research paper aims at investigating the engineering behaviour of reinforced clay soil with crushed coir through carrying out consolidation test and compaction test. The coir that is crushed is composed of 100% natural fibre which was gotten from coconut husks. The clay soil that was used in this experiment was gotten from RIPAS Bridge site with the liquid limit of 38.4%, plasticity limit of 22.5%, and plasticity index of 15.9%. The characteristics of the clay soil that have been critically reviewed in this research paper include strength behaviour of the reinforced clay, shear strength behaviour of the reinforced clay soil, performance of the coir reinforced clay soil, and consolidation characteristics of the reinforced clay. References Ahmad, S., 2010. The effect of randomly oriented hair fibre on mechanical psychology of fly ash based hollow blocks for low height masonry structures. Perth: Asian J Civil Eng. Arora, R., 2011. Soil Mechanics and Foundation Engineering. Melbourne: Standard publisher distributors. Babu, G., 2014. Strength and stiffness response of coir fibre reinforced tropical soil. Colorado: Journal of Materials in Civil Engineering. Babu, S., 2011. Evaluation of strength and stiffness response of coir-fibre-reinforced soil. Moscow: Proceedings of the Institution of Civil Engineers. Dixit, S., 2012. Effect of treated coir fibres on the compaction and CBR behaviour of clay. Paris: International Journal of Geotechnics and. Dutta, R., 2013. Strength characteristics of sand reinforced with coir fibres and coir geotextiles. New York: Electronic Journal of Geotechnical Engineering. Dutta, R., 2015. Effect of addition of treated coir fibres on the compression behaviour of clay. Melbourne: Jordan Journal of Civil Engineering. Estabragh, A., 2011. Mechanical behaviour of a clay soil reinforced with nylon fibres. civil-engineering: Geotech Geol Eng. Jiang, H., 2014. Engineering properties of soils reinforced by short discrete polypropylene fibre. Moscow: Journal of Materials In Civil Engineering. Kalkan, E., 2013. Modification of clayey soils using scrap tire rubber and synthetic fibres. Michigan: Applied Clay Science. Maliakal, T., 2010. Influence of randomly distributed coir fibres on the shear strength of clay. Toledo: Geotechnical and Geological Engineering. Ranjan, G., 2013. The behaviour of plastic fibre reinforced sand. London: Ultramicroscopy. Ranjan, L., 2011. Randomly Distributed Fibre reinforced soil. Sydney: Journal of the Institution of Engineers. Sayida, L., 2014. Determination of Ultimate bearing capacity/Safe bearing pressure/Settlement. New Delhi: Geotextiles and Geomembranes.

The Professors House Essays - The Professors House, Willa Cather

The Professor's House: A Loss of Identity In Willa Cather's The Professor's House, we see a changing persona in Godfrey St. Peter. Early in the story, St. Peter is a man continually looking and preparing for his future, a man who holds dear to his principles and ideals. The story concludes with an almost frail St. Peter, withdrawn from everything he deems important in his life. He abandons everything that has made him who he is and lives in the memory of his lost and "primitive" (Cather 241) youth. He longs for his Kansas boyhood when he truly lived as a boy more aware of the important things in life. It's an insight with reference to the intense memory of his fallen friend Tom Outland, who has become a symbol of St. Peter's lost youth. His growing distaste for society and how his family is caught up in its materialism makes him long for that world he believed to be pure and whole as a young Kansas boy (Hilgart 388). These intense emotions bring him to an indifference to life so great he is willing to accept death. Throughout the entire story, we see St. Peter growing more and more detached from his family. His manner at family dinner parties is mute and passive. Lillian, the professor's wife, has an acute awareness of St. Peter's changing manner yet cannot place it's cause. She lectures him and he gives her the excuse he is merely tired for never "slight [ing] anything" (Cather 143) in his life. St. Peter at this point knows this is a disguise for what he is truly feeling. His problem is the change he sees in his family. This change is mainly due to the introduction of his daughters' husbands, most notably Marsellus. Marsellus, Rosamond's husband, is perhaps the main culprit to this change. His money causes vanity in Rosamond, which in turn evokes jealousy in Kathleen, St. Peter's other daughter. We see the professor's perplexity at Lillian's change in attitude around Marsellus. She becomes caught up in his glitter and excess. Lillian is attracted to his vivacity and eagerness which is an almo st an exact contradiction to St. Peter's somber attitude. He remembers his daughters as innocent girls, untainted by the world, and a wife who responded to his youthful exhilaration as she does now to Marsellus. To St. Peter, an unfamiliar family is formed by this change and he, constrained by his values, does not change with them. His uncertainty of them is seen when he tells Lillian the story of Euripides going to live alone in a cave by the sea because his house had not agreed with him. St. Peter says to this, "I wonder whether it was because he (Euripides) had observed women so closely all his life" (Cather 136). The change in St. Peter's family is disappointing to him. He is a man with high expectations, morals, and a sense of what is good in people. We see his family betraying all these traits with their fondness for society's empty glamour. St. Peter remembers, with pleasure, his innocent girls wildly in love with Tom Outland and his stories of the Southwest. These memories bring an intense emotion of nostalgia for pure and wholesome days. Again, the professor's disappointment is seen over the sparring over the patent money. It is this money that has been the root of change St. Peter has begun to abhor. In addition, Tom Outland's memory has been tainted by this money. The professor believes the money is a smear on the pure and spotless story of Outland. He rejects this wealth because he will not participate in allowing his memory of Tom to be "translated into the vulgar tongue" (Cather 50). Cather portrays St. Peter as an individual set in his ways and not willing to change. It is this stubbornness which refuses to allow him to become like his family. He sees them as wrong because of their new attitude. St. Peter depicts his family's imperfection as being cause for his solitude. But it is St. Peter unwillingness to change and adapt that is the root of his problems. Lillian tells him this when she says, "One must go on living, Godfrey.

Ideas for Fun Dates for College Students

Ideas for Fun Dates for College Students Being in college doesnt mean youre limited with ideas for fun dates. Even though finding the money, getting off campus, and being alone can seem complicated, these fun date ideas are easy to plan and enjoy. Mix up the dinner-and-a-movie tradition. Sure, dinner and a movie can be fun but it can also be expensive. Consider mixing it up by doing breakfast, brunch, or lunch and a movie. Youll save money on lunch vs. dinner and a matinee vs. a late night show. Additionally, you can still enjoy the rest of the day ... with each other, too, if things go well. Head to a museum with an interesting exhibit. Youre both in college, meaning you both like to learn new things. Head to a museum with a new and interesting exhibit. Youll have time to talk and hang out while also doing something fun and relaxing. Think small and head to a concert. Tickets for your girlfriends/boyfriends favorite band are perhaps out of your budget. Instead, find a local band playing somewhere nearby. Youll have a more intimate experience, get to hear some great music, and still have a fun night out. Go for a classic at a not-so-classic place. Heading out for a nice dinner is a timeless date idea, but paying for a super nice meal often isnt in a college students budget. Instead, mix it up by heading to a hole-in-the-wall place or even to a place that serves cuisine that is new for both of you. Youll have fun while exploring something new together. Do something your date is really into. Is your date really into dancing, for example? Consider heading to a dance troupe performance or even doing a one-time lesson of a kind of dance he or she has never done. Do something youre really into. Conversely, you might be really into something youre date has never experienced. If, for example, youre really into astronomy, consider taking your date out to a planetarium or even somewhere where you can show him or her your knowledge of the constellations once the stars come out. Do something new to both of you. Never taken a cooking class? A kayaking class? Sign up for a local (and usually cheap!) class that offers a one-time session for an hour or two. Youll have fun, learn something new, and definitely have something to laugh about later. Head to a farmers market. Farmers markets are nearly everywhere these days. Even if you dont have anything specific to buy (or a kitchen to store a ton of veggies in), the trip to the market, the time you spend walking around, and the conversation you can have about all the different foods, arts and crafts, etc., are all perfect ingredients for a fun date. Go see a musical, play, performance, etc., off campus. Even if youre at a huge public university, chances are youll see someone one or both of you knows. Head off campus for some kind of show to make sure your date, well, really feels like a date. Do something physical if you both like being active. If both of you enjoy being active, dont be afraid to incorporate that into a date. You can go for a hike, volunteer somewhere, or otherwise do something fun and engaging outdoors.

Health, pharmaceuticals, and citizenship Essay Example | Topics and Well Written Essays - 1500 words

Health, pharmaceuticals, and citizenship - Essay Example Cancers are usually realized when they become obvious in an advanced stage requiring mastectomy. Also in the US women are more likely to learn how to deal with breast cancer through friends with the disease, support groups, and fund raising appeals. In Botswana because of the absence of oncology there is no collective experience of the disease or knowledge of the biomedical therapeutic process required for cure. Recently there have been some attempts to disseminate public knowledge through posters and other means, but they do not resonate in Botswana as they are copied from ones in the West and recommend unavailable screening and are without cultural adaptation. On the other hand, diseases such as HIV, hypertension, diabetes and tuberculosis are well known, so Botswana patients have to learn to distinguish these diseases from cancer. Although Botswana has universal care it is geared to grappling with infectious diseases and mother-child health. Cancer is largely unknown by medical wo rkers except in a cancer ward in a public hospital. Furthermore, even in the hospital diagnosis and treatment are hampered by staff shortages and turnover, lack of modern functioning equipment, and appropriate drugs. There is also a high risk of co-infection with diseases such as HIV. Even when some women are told they have cancer, they may self deny until it advances and they are forced to deal with it. Also even many doctors in clinics and private hospitals deny the oncology because of ignorance of the disease and/or they don’t know how to deal with it. When arriving at the cancer treating hospital some patients are distrustful because they already had sought relief from Christian an Tswana prophetic leaders without success. Many do not understand biomedical explanations so it is better to talk in terms of analogies or say things like† you will hate my treatment, but

Learning and Development of Human Resource Management Essay

Learning and Development of Human Resource Management - Essay Example As employees make day-to-day decisions, it is very important that the decisions they will make are based on the Disney’s principles. The company’s principles are a vital inclusion to the induction program for the new recruit, as he or she will also need to make decisions in the future. In order to give the new recruit an idea of his or her job’s significance to the bigger picture, the job’s place according to the organizational structure. The place of the job in fulfilment of a bigger objective, when it is shown will give significance to the individual goal a new recruit has in fulfilment of his or her own job. The company’s policies as regards health, safety and environment should be included in the induction programme. This could include the company’s policy as regards requirements for medical examinations and provisions when employees acquire illnesses. Apart from the health, rules and policies about the company’s work environment should be included. These rules, especially about safety in using certain equipments should be clearly given to new recruits. Also, serious actions that the management will take when employees violate safety rules which could jeopardize the safety of other employees should be included. When there are accidents, emergency procedures should be part of the induction programme in order to provide the new recruit knowledge that will aid him or her in times of emergency or accidents within the work environment. Disney should include in its induction programme the clear set of duties and requirements of the job that the new recruit should fulfil. By making clear the demands of the job, the new recruit will know up to what extend he or she will be expected to perform, and what to perform. Apart from the duties, the number of work hours required for a certain job should also be

London Olympics Essay Example | Topics and Well Written Essays - 1750 words

London Olympics - Essay Example Sustainability is not probable as long as the expansion of capital enlarges the ranks of the poor and impedes the access to the resources needed for mere survival (Adams. 1992). Capitalism no longer needs growing armies of unemployed to ensure low wages, nor need it control vast areas to secure regular access to the raw materials and primary products for its productive machine; these inputs are now assured by new institutional arrangements that modified social and productive structures to fit the needs of capital (Lewis. 1954). At present, however, great excesses are generated, excesses that impoverish people and ravage the regions. Profound changes are required to facilitate a strategy of sustainable development. Ecotourism development strategies may contribute to promoting a new form of dualism: a dual structure that permits people to rebuild the rural societies, produce goods and services in a sustainable fashion while expanding the environmental stewardship services they have alw ays provided (Sen. 1981). In the absolute analysis, it is rediscovered tha... J., C. J. M. Musters, et al. 1996). Even in the poorest of countries, social chasms not only prevent resources from being used to ameliorate the situation, but in fact compound the damage by forcing people from the communities and denying them the opportunities to develop their own solutions (Baker, S., M. Kousis, et al. 1997). For this reason, the search for sustainability involves a dual strategy: on the one hand, it must involve an unleashing of the bonds that restrain people from strengthening the organizations, or making new ones, to use the relatively meagre resources to search for an alternative and autonomous resolution to the problems. On the other hand, a sustainable development strategy must contribute to the forging of a new social pact, cemented in the recognition that the eradication of poverty and the democratic incorporation of the disenfranchised into a more diverse productive structure are essential. In an Olympic first, the new policy confirms London 2012's commitment to the innovative 'One Planet Olympics' theme, which links enhancement of the local environment and sustainable development initiatives to tackling global issues such as climate change. Sustainability, then, is about the struggle for diversity in all its dimensions (Barraclough. 1991). International campaigns to conserve germplasm, to protect endangered species, and to create reserves of the biosphere are multiplying in reaction to the mounting offensive, while communities and their hard pressed members struggle against powerful external forces to defend their individuality, their rights and ability to survive while trying to provide for their brethren. The concern for biodiversity, in its broadest sense, encompasses not only threatened flora and fauna, but also the

Content Management Application on Cloud Platform

Content Management Application on Cloud Platform ABSTRACT The aim of the project is to develop a versatile Content Management application on cloud platform that serves common business purpose of ZTE Telecom Pvt. Ltd. With increasing numbers of orders and product enquiries, the company experiences a few problems such as difficulty in managing the content effectively and in a secure manner so that the user has a wonderful experience from purchase to payment. The project also comprises of a Data Migration application based on Dot Net technology. The Data Migration application has been developed to be integrated with the ZTE Content Management application on the cloud ensuring high security of the data being migrated. The main focus of the project is to provide security to the user in such a manner that data confidentiality, accessibility and authenticity is ensured. The security has been enforced such that the user will receive mails on his registered email Id on successive registration, placement of a new order and successful transaction .An email from the admin would be automatically sent to the user when any change is made in the order status placed by the user. The administrator has the power of tracking down the activities of various users , generate reports based on a weekly or monthly basis , generating dashboard reports , create workflows and approve processes and has full control over who can access which data. CHAPTER 1 INTRODUCTION 1.1 ORGANIZATION OVERVIEW ZTE was originally founded as Zhongxing Semiconductor Co. Ltd. in Shenzhen, China in 1985.ZTE Telecom India Private Limited is a Chinese multinational telecommunication corporation and its head office is located in Shenzhen, China. It is a core product MNC whose main products are mobile phones, data telecommunications , wireless , access , exchange and optical transmission gear , telecommunications software. ZTE was the first Chinese corporation to ascertain the ISO 27001 ISM system successfully in 2005. It is one of the top ten largest smart phone manufacturers worldwide and amongst the top five in its home market. ZTE aspires to be a leader in global communication and provide satisfactory products and services to its worldwide clients and customers. 1.2 PROJECT Overview ZTE CMS is a secure content management system developed on Salesforce platform to meet the data management needs of ZTE. In order to be more productive in order processing, ZTE Telecom Pvt. Ltd. Requires a solution which can facilitate their current way of working with the use of cloud computing technology and software so that it can be accessed by all its branches all over the world. With a large number of orders it is extremely important for ZTE to manage the orders in an effective and efficient manner. It takes a large amount of time to tackle the complaints, track activities and generate reports. Hence, this system has been designed with the aim to provide a solution to these problems. ZTE Telecom needs an effective administrative system that should be built to suit their organizational demands. There exists no readymade system that meets the complete requirement set of the organization. The system is primarily designed to deal with the sales process of the company but in future, will possess the ability to integrate and extend to other processes such as suppliers. 1.3 Purpose a.There is a need of a data management system which provides effective management as well as ensuring security of the data. b. User can register, login , view products , create an order. c. The user is informed through email whenever any change is made to the order status placed by him. d. The complaints can be easily tackled so that the customer has a satisfactory experience during any purchase from ZTE. e. The administrator must have full control over the control flow of the whole process and must be able to monitor the activities and generate records. f. There is also the need for a data migration application which has to be integrated with the Salesforce app so that the data can be uploaded on the cloud with the desktop application. This also serves as a shortcut for this whole project. 1.4 Scope of Project Scope of this project is to investigate and design a solution which can facilitate ZTE in performing their daily tasks, improving efficiency, and helping them to be more productive and secure.This project will provide a solution through which ZTE can easily manage, handle and generate all required information when needed. It will help them to manage order details, historical data, manage data queries and also is producing the documents of reports and dashboards weekly or monthly accordingly. This solution will help ZTE in reducing effort spend on managing orders. Chapter – 2 Requirements The Secure Content Management and Data Migration on Cloudproject is a combination of software and hardware components, the focus of which is to provide security to the services related to sales and purchase and also to secure the data being migrated between the systems. 2.1 HARDWARE REQUIREMENTS Group of computers minimum Pentium III 512 megahertz (MHz) or faster processor 128 MB RAM Routers and switches. Internet Connection 2.2 SOFTWARE REQUIREMENTS Windows 95/98/2000/NT/ME/XP/Vista/Seven Antivirus 2.3 FUNCTIONAL REQUIREMENTS System must be capable of adding/modifying customer. Customer must be able to outlook his/her details only. Customer must be able to outlook his/her details only. Customer must be able to see his/her order history. Each customer must be able to view placed order status. Customer must receive a mail for new registration. Customer must receive a mail for new order and transaction process. The admin must be able to change the status of the order between order executions. The system must guarantee secure access to the stored data, managing the permissions according to the user profile. System must support easy addition of functionalities and enhancements. 2.4 NON-FUNCTIONAL REQUIREMENTS System shall be accessible from anywhere in the world. System connectivity with the internet. 2.5 REQUIREMENT ANALYSIS 1)Salesforce Salesforce.com is a cloud computing and SaaS(Software as a Service) provider headquartered in San Francisco. The company was founded in March 1999 and is well known for its CRM (Customer Relationship Management) product which comprises of Work.com, Sales cloud, Force.com ,Marketing cloud ,Service cloud and Chatter. Figure 1 Overview of Salesforce Services provided: AppExchange Chatter Dashboards and Reports Email Campaigns , Leads and Opportunities Salesforce uses MVC architecture for providing better performance to its consumers where: M: Model V: View C: Controller Model: It represents the data and the schema which are utilized by the Salesforce to completely represent the system. In Salesforce, we can assume that the sObjects act as models as every entity in salesforce is mapped to some sObjects. It notifies its associated views and controllers when there has been a change in its state. View: Aviewrequests from the model the information that it needs to generate an output representation. It focuses on how the schema and data is represented.Visualforce is used to present the data to users. Controller: Acontrollercan send commands to its associated view to change the view’s presentation of the model (e.g., by scrolling through a document). It can also send commands to the model to update the model’s state (e.g., editing a document). Fig: MVC Architecture Figure 2 Types of Licenses 2) APEX Apex is an object oriented programming language for development on Force.com platform and the calls can be made to the Force.com API. Apex helps in adding business logic to the events in a system making use of button clicks, writing VisualForce pages and apex code can be initiated through triggers. Apex is a strongly-typed, object-oriented programming language that lets you centralize and execute flow and transaction control statements on the Force.com platform in conjunction with application calls to Force.com à ¢Ã¢â€š ¬Ã¢â‚¬ ¹APIs. Using syntax that looks like Java and acts like database stored procedures, Apex lets you add powerful custom business logic to most system events, including button clicks, related record updates, and Visualforce pages. Web service requests and database triggers on objects can also initiate the execution of Apex code. As a language, Apex is: Integrated Apex provides built-in support for common Force.com platform idioms, including: †¢ Data manipulation language (DML) calls, such as INSERT, UPDATE, and DELETE, that include built-in DmlException handling †¢ Inline Salesforce Object Query Language (SOQL) and Salesforce Object Search Language (SOSL) queries that return lists of sObject records †¢ Looping that allows for bulk processing of multiple records at a time †¢ Locking syntax that prevents record update conflicts †¢ Custom public Force.com API calls that can be built from stored Apex methods Apex Use Apex if you want to: †¢ Create Web services. †¢ Create email services. †¢ Perform complex validation over multiple objects. †¢ Create complex business processes that are not supported by workflow. †¢ Create custom transactional logic (logic that occurs over the entire transaction, not just with a single record or object.) †¢ Attach custom logic to another operation, such as saving a record, so that it occurs whenever the operation is executed, regardless of whether it originates in the user interface, a Visualforce page, or from SOAP API. Figure 3: Programming elements in Apex Apex has the following types of collections: †¢ Lists (arrays) †¢ Maps †¢ Sets A list is a collection of elements, such as Integers, Strings, objects, or other collections. Use a list when the sequence of elements is important. You can have duplicate elements in a list. List My_List = new List(); List list_name [= new List();] | [=new List{value [, value2. . .]};] | ; A set is a collection of unique, unordered elements. It can contain primitive data types, such as String, Integer, Date, and so on. It can also contain more complex data types, such as sObjects. Use the following syntax for creating a set: Set set_name [= new Set();] | [= new Set{value [, value2. . .] };] | ; The following example creates a set of String. The values for the set are passed in using the curly braces {}. Set My_String = new Set{a, b, c}; A map is a collection of key-value pairs. Keys can be any primitive data type. Values can include primitive data types, as well as objects and other collections. Use a map when finding something by key matters. You can have duplicate values in a map, but each key must be unique. Map map_name [=new map();] | [=new map {key1_value => value1_value [, key2_value => value2_value. . .]};] | ; The following example creates a map that has a data type of Integer for the key and String for the value. In this example, the values for the map are being passed in between the curly braces {} as the map is being created. Map My_Map = new Map{1 => a, 2 => b, 3 => c}; Visualforce Visualforce consists of a tag-based markup language that gives developers a more powerful way of building applications and customizing the Salesforce user interface. With Visualforce you can: †¢ Build wizards and other multistep processes. †¢ Create your own custom flow control through an application. †¢ Define navigation patterns and data-specific rules for optimal, efficient application interaction. Enable Visualforce Development Mode Development mode embeds a Visualforce page editor in your browser that allows you to see code and preview the page at the same time. Development mode also adds an Apex editor for editing controllers and extensions. 1. Click Your Name > Setup > My Personal Information > Personal Information. 2. Click Edit. 3. Select the Development Mode checkbox, then click Save. Your Stuff Here Step 2: Add Additional Components You’ve created a page, used the component, and changed its behavior. You’ll typically want to use additional components that supply a lot more functionality. Visualforce comes with a few dozen built-in components, and you can install and build your own components to extend this set. In this lesson you’ll learn how to locate them, and use one. 1. Click the Component Reference link in the Page Editor. A help popup window displays with all available components. 2. Click . A description of what the component does, and what attributes you can add to change its behavior displays in the Component Details tab. 3. Click the Usage tab to see an example of how to use the component. You’ll notice that the component is often used with the component. Click to learn more about that component. In general, you’ll dip into the component reference whenever you need to. You’ll soon learn what the major components do—and while some of them take a large number of attributes, in practice you will only use a handful. Now add both components to your page. We’re going to go a little faster here—see if you can do this without looking at the final code below: 4. Within the component, add an component with a title attribute set to A Block Title. 5. Within the component, add an component, with its title attribute set to A Section Title. 6. Within the , add some text, like Im three components deep! 7. Click Save. Your final code will look something like this: Im three components deep! Step 3: Add Nested Components Im three components deep! This is another section. What are the Limitations of Apex? Apex radically changes the way that developers create on-demand business applications, but it is not currently meant to be a general purpose programming language. As of this release, Apex cannot be used to: †¢ Render elements in the user interface other than error messages †¢ Change standard functionality—Apex can only prevent the functionality from happening, or add additional functionality †¢ Create temporary files †¢ Spawn threads Features of Apex: Apex is integrated: Apex provides built in support for DML calls, SOQL and SOSL queries, looping , locking syntax and making custom API calls. Apex is easy to use: Apex resembles Java and the syntax and semantics are quite familiar and thus the code is easy to write and understand. Apex is data focused :Apexis designed to combine multiple queries and DML statements into a single unit of work on Force. com. Apex is rigorous :Apex is a strongly typed language and stores all custom objects , fields , class dependencies in metadata so that active apex code can make use of it and there is no risk of deletion. Apex is hosted: Apex is implemented and controlled completely by Force.com platform. Apex is multitenant aware :Apexruns in a multitenant environment and specially designed to help against runaway code. Apex is automatically upgradable :No separate changes have to be made to Apex when the system is upgraded ; it gets updated automatically with the system. Apex is easy to test :Apex provides built in support for unit testing and thus you can test if all your classes and objects are working accordingly before putting your app in the SendBox. 3) MICROSOFT VISUAL STUDIO 2010 It is an IDE {Integrated Development Environment} by Microsoft. It is used to develop programs for Windows as well as websites and web services. It supports different programming languages. Two types of applications can be built using VB.NET: VB.NET has various important features: It is an object oriented language and supports inheritance. It is type safe and supports exception handling. Other features are method overriding, overloading, constructors with parameters, multithreading etc. Events in VB.NET: Events are defined by using the Event keyword. Chapter -3 Overview of current working The Secure Content Management and Data Migration on Cloud is managing all customers, orders, and transactions with the help of a Content Management application implemented on the Salesforce using the Apex programming language. The objects involved are as following: User Product Order Order Detail Transaction Complaint The process of the Secure Content Management is as follows: 3.1 User Registration This step involves the registration of the new customer requiring the relevant information. When the registration is successfully done, then a mail is triggered to the customer on its Email Id which contains its Username and Password which the user requires while login. 3.2 Login Once the customer login into its account, a User Id is being allotted to him which is required in the application for various purposes. 3.3 Order This step involves the following sub Processes: Initiation of Order This step involves receiving order from customer selecting the products from various products available and also in stock. While ordering, an Order Id is being generated on each order and is provided to the customer for its record basis or for any query . Order List This tab views all the orders list which was being placed by the customer along with their Order Id, Product being ordered and the Order amount and quantity. Order Info This functionality performs the function of finding the status of the order being placed by the customer based on the Order Id. 3.4 Order Trigger A trigger is being implemented on the Order object such that when any order is being placed, a mail is received by the customer containing the Order Id, Status, Amount and other relevant information. 3.5 Transaction While the order is being placed the customer create a new transaction which generates a transaction Id and sends the request to the bank for further process. It is supposed that when the acknowledgement is being received from the bank, the admin updates the status of the Order of the customer and a mail will be received by the customer related to the successful transaction. It also contains the list of all the transaction and also the transaction search function. 3.6 Complaint If the customer is having any complaint related to the company or the product or any service, then the customer can file a complaint in this section to the authority and a complaint Id will be provided to him for any query or search. The complaint will be send to the respective member of the company which will perform the necessary actions. 3.7 Generate Bill Once the order is being completed, a bill will be generated containing all the necessary information required by the customer. The system also has the additional functionality: 1. The administrator has full control over the system and has the authority of keeping the information secure by deciding data accessibility based on roles and permissions 2. The administrator can track all the activities happening on the system. 3. Dashboard reports can be generated in order to gain graphical insight of the data. 4. Leads and opportunities can be managed which help in the growth of the business. 5. Automatic mails are sent to the user on creation of an account, placement of an order, and on any change in the order status. 6. Workflows and approval processes can be created within the company for the approval required on things. 7. A data migration application has been designed using VB.NET which is integrated with the Salesforce app and helps in migrating data to the cloud through this desktop application. The whole process is secured by generating a unique security token. 1