Identity and Belonging of Interracial Children

Author is going to discuss the topic of biracial/ interracial children in 21 century. It is very common topic at this stage as multiculturalism become more popular and spreading all around the globe. Multiculturalism is â€Å"global shifts of power, population and culture in the area of globalization and â€Å"post colonialism†, as nations around the world establish independence in the wake of the decline of Western empires.Globalization transforms previously homogeneous cities or regions into complex meeting grounds for different ethnic, racial, religious, and national groups, challenging the political and cultural system to accommodate this diversity†(Jay 2010, pp 1). It’s simply means the moving and mixing of the people of different race and religion all around the world. Multiculturalism has its ups and downs. In some way it is good that all people are mixing as in economic way countries are getting stronger when more educated people coming into politics.The recognition that society’s becoming multiethnic is not just about economics, people have understand that a lot of difficulties concerning ethnicity, identity and race has become an issue (Modood 2007). Raising biracial children arose from our observation that while the multiracial population is increasing we are missing a systematic understanding of the self and social identity development process among mixed race children (Rockquemore and Laszloffy 2005). Identity is about the understandings people maintain in relation to who they are, and what is important to them. There are two types of identity: self and social identity.Social Identity refers to the characteristic given to individual by others. Self identity refers to someone who is different from others or as a unique individual. Individual identities play an important role in forming a mature and healthy personality (Marcia 1980). Biracial children have particular difficult time during adolescence, due in part to lack o f a clearly defined social identity (McRoy and Freeman 1986). Children’s identity development is dependent on having a secure sense of who they are, where they come from, and how their families and communities accept them.The development for biracial children can be more complicated than those of single-race children. Biracial people develop a sense of identity on one of three ways. They can select one identity, a state called singular identity. They can develop a protean identity, where behavior and racial/ethnic identity varies by situation. Or they can decide not to be concerned with issues of racial / ethnic identity at all and take on a transcendent identity (Fisher and Lerner 2005). Biracial children are born from parents whose racial groups are different from each other.Children of dual heritage may have identity problems related to feelings of uncertainty surrounding their ethnicity. Biracial children in the midst of their identity formation, vulnerable as they contin ue to struggle in a culture that is still partially closed to them. Often interracial children can be negatively affected by feeling the pressure to take a single identity. Children are faced with problems that tend to produce reactions of guilt, insecurity, anxiety, and emotional instability.Biracial children would like to identify with both parents but find themselves torn between the loyalty they owe each parent. Since they cannot identity with both parents, the child feels resentment towards one or both parents while at the same time , they may feel guilty towards the parent with whom they do not identify (Clauss-Ehlers 2009). Children learn about race true their interaction with others. Major influence on development of identity has parents, teachers and social groups. Within the context of these interactions, they come to understand who they are in this world.Wardle (1989) says that today, parents assume one of three positions as to the identity of their interracial children. Some insist that their child is above all and that race or ethnicity is irrelevant, while others choose to raise their children with the identity of the parent of color. Another growing group of parents is insisting that the child have the ethnic, racial, cultural and genetic heritage of both parents. Biracial children pass through a series of stages in developing their sense of racial/ethnic identity.These stages are simply the development milestones that all children pass through, including color differentiation, racial awareness, self-and race awareness and personal evaluation (Johnson, 1992). Their sense of identity is also shaped by existing social categories that to some extent limit the perception of options that are available for racial definition. For example if child is half Afro-American and half Asian, if he or she has dark skin and have more look likes as African in the social world they will be accepted as African American , even thought child would consider different option.Tiger Woods is excellent example of it. When he was asked if it bothered him, the only child of a black America father and Thai mother, to be labeled African American. He answered ‘yes’. Woods created acronym â€Å"Cablunacian†, to reflect the fact that he is actually one eight Caucasian, one fourth black, one eight American Indian, and one half Asian (Rockquemore and Laszloffy 2005). All children form interracial marriages encounter problems identifying themselves and preserving their cultural heritage (Kerwin et al. 1993). Especially in adolescence time when children starts to identify who they are and where they belong to.It is very hard for them to identify them self’s because society tends to put people into convenient categories but biracial individuals do not belong to one. When growing up children might feel like second class individuals and be rejected. According to Wardle (1989), experts do not agree as to what the biracial child identity should be. Some believe an interracial child should have the identity of the parent of color because historically that has been the case, and also because society these children as having the identity of the parent of color.However, others have argued that the identity of any child is based on an accurate presentation of his or her true background. Life can be hard for biracial children as they are sometimes pegged as not â€Å"black† enough to hang with black kids, or not â€Å"white† enough to hang with the white children. So they are stuck between a rock & a hard place struggling to fit into a particular click. Fitting in is very important during this age & their self esteem can be severely crippled if they don’t find a group of friends they can relate with.Although now, society tends to more accept interracial individuals as they become more familiar with them and its becoming more and more common(Rockquemore and Laszloffy 2005). One more problem which famil y face is raising multi-racial child with religion. It is common that different religions are mixing, but this can lead to a lot of problems. Two marred individuals with different religion views might not experience any problems between them self’s but it is very important to raise child without any pressure. In bi-racial homes, it is prudent to celebrate festivals of both the partners.Both should try to understand the religion of the other and allow him or her to celebrate as per belief. The child should also be encouraged to learn both the religions and cultures and should be allowed to select between the two and to follow whatever he/she is comfortable with. Ethnicity and identity issues are not new to us, it is been around for many years and for as long as we live, we have to deal with these matters. There will forever be differences between us since we are born in different families, cultures, countries and different continents.Mixed race children face challenges. Resear ch indicates that biracial children embrace all the components of their heritage. Parents play a very important role in the child identity level because they spend most of their time with their children. Therefore, it is very important to provide biracial children positive role models. In a community where biculturalism is accepted, children do not experience any difficulties in growing up (Ladner 1984). Especially now day’s people have to understand and accept the fact that population of multicultural individuals is increasing.

Quick Summary Essay

Maru is definitely not likeable but then again most real life leaders are not. Leaders portrayed in literature, movies tend to be likeable because the writer wants to champion some idea using that character. In this case, I don’t think Bessie head necessarily wanted us to like Maru or feel warm fuzzies about Margaret finally ending up with Maru( and not Moleka). She was driving the point home that the reality of overcoming prejudice takes more than inviting one’s servants to the dinner table and eating from the same fork. Maru has to literally create a new society and he hand-picks those that he deems to be worthy of being citizens of such a society and also those who have characters that would make a good foundation for such a society. Those that thrive in the existing society – such as Moleka, Dikeledi – are left in the old society. He even connives to get Moleka and Dikeledi together because they are some of the best at what they do in that society. All the unsavoury characters such as all the women who were after Maru’s position, all the bigots who looked down upon Margaret, the nurses who refused to wash the body of the dead â€Å"Masarwa† women – all of them are left behind in the old society.  the missionary Margaret Cadmore eventually leaves; the goat and her kid leave the village of abuse and go and live with Margaret; the bus driver that transports Margaret into the prejudiced society places Margaret in the â€Å"good hands† of mistress Dikeledi and then he leaves with the bus; Maru is the next in line to be king but he can’t rule such a society – his dreams are bigger than their prejudices so he also leaves and he takes with him the few candidates that would be good seed for cultivating a new just society. That is also why he is constantly plagued by the fact that he can never know if his decision to take Margaret away from Moleka was the right decision. He can only let time tell which seeds will grow and which ones will not. He loves Margaret but he is never sure if his love was the greater one – the better one – the one that does not lead to the destruction of the one character that is untainted by the warped society. as sure as he is of himself and his vision, he still cannot see the picture from the point of view of universe†¦..  i. e. why are there men like Moleka, why are there men like Maru, why do even the purest of women still get attracted to men like Moleka. Remember Margaret’s first encounter with Moleka is not exactly a rosy walk in the park†¦why is there women who scheme for social position, why is it that men such as Maru have to trick women into marrying them. why are people like Dikeledi quite happy to accept the way things are even tho ugh they see the prejudices as clearly as Maru, et cetera – hence his recurring nightmare. When we are introduced to moleka, it is clear that he thrives in that society. When we are introduced to Dikeledi, it is also clear that she embraces her positions in that society – and the only men that is good enough for her is Moleka. when we are introduced to Maru, he is not liked by his servants. Margaret has troubled introduction to the world. Moleka and Dikeledi belong and thrive in the current system. Maru and Margaret do not thrive in that system. So do Maru and Margaret stick around and accept the death plots and prejudice? So, I like Maru as a character because in the end, he actually makes a stand against the whole village, he challenges Moleka to come after him if his love is really superior – alas, Moleka chooses the here and now. So, Maru is not by any means perfect but then again Moleka is not exactly a saint either. Maru chooses the future without prejudice in a new society. Moleka chooses the current society with all its flaws. i think it is a misconception to think that Bessie head meant this to be a fairy tale. This story is very close to reality. There are no happy solutions to fighting injustice, prejudice and other such vices. The overcoming of such only is attained by those who are strong enough to make tough decisions even when those decisions are unpopular. Would Moleka really have left his womanizing ways and settled for a woman who didn’t care about social status? †¦Ã¢â‚¬ ¦if Bessie head had ended the story with Moleka and Margaret together then it would have been a fairy tale

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The Knight and the Prologue of the Canterbury Tales Essay The Prologue in Chaucer’s CANTERBURY TALES is unique in the manner in which it introduces its unique cast of characters. Lines 43 to 80 are among the more interesting parts of the Prologue. Lines 43 – 44 The tale starts with the Knight and he was a worthy man Lines 45 – 46 From his earliest days he embodied chivalry Lines 47 – 48 He served his lord well in many wars. Lines 48 – 49 Much of the combat he saw was in the Crusades Lines 50 – 51 He fought a huge battle in Alexandria Lines 52 – 53 He fought in Latvia, Prussia and Russia Lines 54 – 55 His alliances were with powerful forces Lines 55 -56 He was a powerful and honored warrior and even fought in Grenada Lines 56 – 57 He fought in strange lands such as Algiers among others Lines 58 – 60 Not only were his successes on land, but also on the high seas Lines 61 -62 he fought fifteen battles in the Crusades Lines 63 – 64 He slew all who he faced Lines 65 -66 Allying with another nation to defeat the Turks Lines 67 -68 He amassed great fame, but he was not an egoist Lines 69 – 70 He was an honest man who always remained humble. Lines 71 – 72 He never said a foul word not acted without virtue Lines 72 -73 He was a great man, but not without personal problems Lines 74 – 75 he had a great team of horses, but was not happy and wore a frown. Lines 75 – 76 It was impossible for him to hide his feelings. Lines 77 – 78 Deciding he needed a vacation, he opted to tale a pilgrimage Lines 79 – 80 Taking his son with him, a lustful free spirit.

Concepts of Electrical Principles

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This can be measured using an instrument called an ammeter which when connected in series with a circuit to measure the current passing through it. For electric current to flow around a circuit there must be a voltage across it. Voltage is a measure of the potential difference (p.d), which acts like electric pressure pushing the current around the circuit. The pressure can be read in a circuit by a voltmeter, which must be applied through the resistance. This happens when there is a deficit of electrons in a conductive material and this is then connected to another material with excess electrons. This is the case in a battery where chemicals allow electrons to flow from the negative terminal that contains an excess of electrons and the positive terminal containing positively charged protons. This happens because opposite charges attract one another. 1.4 Resistance This flow of current faces opposition from resistance; this is a quantity of how much the electrons bump against the particular conductor they are flowing through. Some materials conduct electricity better then others. Materials that have a high resistance conduct electricity less well. Resistance limits the flow of electrons between the positive and negative ends of a circuit. We measure resistance in units called ohms (ÃŽÂ ©). One ohm is defined as the amount of resistance you have in a conductor when applying one volt of electrical pressure creates one amp of current. 1.5 Energy When electrons sit high in there shells surrounding the nucleus they have electrical energy. This energy can be harnessed to do work in various ways, if the electrons bump into atoms this can cause them to move around which creates heat, they create electromagnetic waves as they travel which can use there attraction and repulsion to move things magnetically, and if the electrons move down there electric shells they give up excess energy giving out light in the manner of photons. 1.6 Charge Carriers The sub-atomic particles that carry charge are known as protons and electrons as previously discussed electrons are negatively charges while protons are positively charged. The unit to measure the quantity of electrical charge (Q) is the coulomb (C) where 1 coulomb of charge is equal to charged electrons. If one coulomb of charge passes a point in one second we say this is one ampere of current. We can use our knowledge of math to deduct that if then if we take (I) as the current in amperes and t as the time in seconds then: Electrical Principles/ Kirchhoffs Laws 2.1 Potential Difference The pull created by the difference in charge between the two sides of a circuit is called the potential difference, which is otherwise known as the voltage. Voltage sources that have higher attractive forces are known to have a higher potential difference. The units we use to measure voltage/potential difference is known as the ampere which is explained in section 1.6 as one coulomb of charge passing a given point in one second. 2.2 Ohms Law a) Ohms law relates Voltage, Current and Resistance in the following equation: I = current in amperes V = voltage in volts R = Resistance in Ohms This law states that the current I flowing in a circuit is directly proportional to the voltage applied to it and inversely proportional to the resistance. b) For a 5m length of wire with a resistance of 600 ohms we can apply this law. If you where to half the length of wire you would half the resistance as there would be half as much material for the electrons to bump into. c) If we where to increase the length of the wire to 8m we can see that the resistance increases as create more material for the electrons to crash into. d) To find the length of the same wire when the resistance is 420 ohms we do the following sum: So we can say that the same wire with a resistance of 420ohms would measure 3.5 meters. 2.3 Resistance Variation If a piece of wire has a cross sectional area of 2mm2 and a resistance of 300 ohms Find the resistance of the same length of wire if the cross sectional area is 5mm2. Given that resistance is inversely proportional to cross sectional area, increasing the cross sectional area increases the flow of electrons, we can calculate this mathematically as such: b) Find the cross sectional area of a wire of the same length and material of resistance 750. 2.04 Calculate the resistance of a 2km length of aluminium overhead power cable if the cross sectional area of the cable is 100mm2. Take the resistivity of aluminium to be 0.03 x 10-6 à ¢Ã¢â‚¬Å¾Ã‚ ¦m Show the equation you are using in your answer. We know that and that if we combine these rules we can create the formula . With one more piece of information we will be able to take the material used into account. This is done by including the resistivity of the material into the relationship treating it as a constant of proportionality. We use the symbol à Ã‚  (Greek rho). The final equation will look like this: 2.5 Power If electrical energy (W) = Charge (Q) x Voltage (V) then :- a) Show the equation for power in terms of current( I) and voltage (V). Electrical Energy (W) = Charge (Q) x Voltage (V) W = Q x V Power (P) = Current (I) x Voltage (V) P= V x I b) Using Ohms law explain how power can also be expressed in terms of I and R, and, V and R. P= V2/R P = I2R C) An e.m.f. of 250V is connected across a circuit resistance and the electric current through the circuit resistance is 4A. What is the power dissipated in the circuit? 2.6 a) To discover the potential difference across the winding we use Ohms law as follows: Voltage (V) = Current (I) X Resistance (R) V= 5A X 100ÃŽÂ © V = 500V b) If we wish to find the power dissipated by that same coil we use our equations for power: Power (W) = Voltage (V) X Current (I) P= 500V x 5A P = 2500 Watts 2.7 A 12V battery is connected a load having a resistance of 40ÃŽÂ ©. a) Determine the current flowing in the load. For this we must again use Ohms law rearranged to make I the subject. I = V /R I = 12V / 40ÃŽÂ © I = 0.3 Amps Determine the power consumed by the load. To calculate this we use our power equation again using the figure we just calculated for the current. P = VI P = 12V x 0.3A P = 3.6 watts c) Determine the electrical energy dissipated in 2 minutes. Electrical Energy (W) = Charge (Q) x Volts (V) Current is charge per second and we discovered that this circuit runs 0.3Amps, finding how much energy is dissipated in 2mins first requires changing minutes to seconds. 2mins = 120 seconds W = Q x V W = (120 X 0.3) x 12V W = 432 Watts 2.8 a) Explain what is meant by one unit of electricity with reference to Electrical Charge (Q), Voltage (V) and Time (T). A standard unit of electricity is usually calculated as a Kilowatt-hour (KWh), Which is 1000 watts of electricity dissipated for one hour. SEE MY BOOK ON THIS b) Determine the power dissipated by the element of an electric fire of resistance 20à ¢Ã¢â‚¬Å¾Ã‚ ¦ when a current of 10A flows through it. For this situation we are provided with the current at 10A and the resistance at 20à ¢Ã¢â‚¬Å¾Ã‚ ¦ therefore we can use our power equation to find how much power is dissipated. P = I2R P = 102 x 20 P = 2000 watts c) If the fire is on for 6 hours determine the energy used and the cost if 1 unit of electricity costs 13p. Firstly we take the power consumption in watts from we determined in question b then apply the following equation to it: Cost per Unit x Watts / 1000 Multiply the per-hour cost by the running time. 26p x 6h =  £1.56p 2.9 Analyse this resistors in series circuit: a) Express V in terms of V1, V2 and V3. VT = V1 + V2 + V3 Voltages in this circuit will each have a different value if the resistances are different but if you add all the values together they should in total equal the supply voltage. b) Express the total circuit resistance (RT) in terms of R1, R2 and R3. Resistances in series always add together. This can be expressed as: RT = R1 + R2 + R3 c) Express in terms of I what the electric current is through the ammeter-A, R1, R2 and R3. In a series circuit the current is the same in any part of the circuit so readings using the ammeter would be the same as any reading taken on each of the resisters R1, R2 or R3. 2.10 A 12V battery is connected across a circuit having three series-connected resistors of resistances 4à ¢Ã¢â‚¬Å¾Ã‚ ¦, 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ and 11à ¢Ã¢â‚¬Å¾Ã‚ ¦. a) Determine the electric current through the circuit. As this is a series circuit the current would be the same throughout the circuit, to calculate this we must use ohms law, first we know that resistances add together in a series circuit to give the resistance total. 4à ¢Ã¢â‚¬Å¾Ã‚ ¦ + 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ + 11à ¢Ã¢â‚¬Å¾Ã‚ ¦ = RT = 24à ¢Ã¢â‚¬Å¾Ã‚ ¦ Then we must implement Ohms law: I =V/R I = 12V / 24à ¢Ã¢â‚¬Å¾Ã‚ ¦ I = 0.5A b) Determine the p.d. across the 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ resistor. Via Ohms law and our previous current calculation, we calculate the voltage across the 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ resister. V2 = I x R1 V2 = 0.5 x 9 V2 = 4.5 Volts c) Determine the power dissipated in the 11à ¢Ã¢â‚¬Å¾Ã‚ ¦ resistor. P = I2R P3 = 0.52 x 11 P3 = 2.75 W 2.11 Two resistors are connected in series across a 24V supply with a flow of electric current of 3A within the circuit. If one of the resistors has a resistance of 2à ¢Ã¢â‚¬Å¾Ã‚ ¦ determine: a) The value of the other resistor. R2 = RT R1 R2 = 8 2 R2 = 6à ¢Ã¢â‚¬Å¾Ã‚ ¦ Trusting in Ohms law we can find the value of the other resistor using the values given for total voltage and current and knowing that resistances in series add together to give the resistance total. RT = V/I RT = 24/3 RT = 8à ¢Ã¢â‚¬Å¾Ã‚ ¦ b) The p.d. across the 2à ¢Ã¢â‚¬Å¾Ã‚ ¦ resistor. Solving this requires Ohms law. V1 = I x R1 V1 = 3A x 2ÃŽÂ © V1 = 6 Volt c) How much energy is used if the circuit is connected for 50 hours. P=VI P=24v x 3 P=72W 50h = 180000s W = Q x V Q (charge) = I (current) x t (time) W =180000 x 72 W = 12960000 Watt/joules 2.12 Analyse the resistors in parallel circuit. a) In terms of V, express the p.d. across R1, R2, and R3. V= I1R1 = I2R2 = I3R3 We see that the voltage is the same across each resistor. b) Express the total load current I in terms of I1, I2, and I3. 2.13 For the circuit shown below, determine: a) The reading on the ammeter, In a purely parallel circuit the voltage will be the same in each branch of the circuit. V=I x R V = I1 x R1 V = 8 x 5 = 40V I = V/R3 I = 40/20 = 2A b) The value of resistor R2. We now have all the values for I, = 11 8 2 = 1A R2 = V/I2 R2 = 40/1 R2 = 40à ¢Ã¢â‚¬Å¾Ã‚ ¦ 2.14 Find the value of resistor that can replace the six resistors in this diagram. We know that resistances in series can be added together to give the total resistance, in this example we have a parallel network of resisters in series with 3 more resisters. Treating this parallel network as a single resistance will allow us to calculate the total resistance of the circuit easily. Convert the resistances to conductance: Adding them together gives us the total conductance 0.52G This can then easily be converted to resistance. Now the parallel circuit can be treated as a single resister, we can add all the resistors together and find the total resistance of the circuit giving us the value of a resister we can replace it with. 2.15 Analyse the circuit below and determine: The currents I1, I2, I3, I4, I5, and I6 We can treat the two sets of parallel resisters as single resisters if we first convert them to conductance and then for each add the conductances together then convert back to resistance. For the set of 3 parallel resisters: The Set of two: The three resisters can be added to give our RT We can now add these conductances together giving us our total conductance for the set of two resistors. This can then be converted to a combined resistance easily: We now proceed to do this for the set of three resistors: We now have the equivalent of 3 resistors in series, which we know can be added together to create a single resistance: Now that we know the total resistance for the circuit we can find I1 easily using Ohms law: We must now find the voltages V1, V2 and V3 in order to later find the currents through the network branches. =20V And now V2 Next I will calculate V3 We can check this by adding all of the voltages to see if they equal the total voltage we have been given. This is over by 1.4V but I believe this is due to the compound effects of the rounding bug and that the calculations made are correct. We know that the current through I1 is 5A now we will work out the currents through the branches of the parallel resistances using Ohms law: 2.16 State Kirchoffs first (current) law. Show that the currents I2 and I3 combined are equal to the input current I1 Kirchhoffs Current Law states: The sum of the currents entering a particular point must be zero. So all currents entering a point must equal all the currents flowing from it. Therefore we must now think of the currents flowing from the junction as negative currents. i1  +  i2  +  i3  +  i4  = 0 Observing our circuit we see 11A of current going in, this means that the same amount of current must come out. Therefore To prove this we calculate I1 and I2 using Ohms law I2= V/R I2=10/10 I2= 1A I3= V/R I3=10/1 I3= 10A We can now calculate I1 expecting it to equal our given figure of 11A. I1= I2 + I3 I1=10+1 I1=11A 2.17 Using Kirchhoffs first (current) law, calculate current I1 and I2 in the network below. Kirchhoffs first current law states that the sum of the current entering a point must be zero. Examining the junctions we have 1.2A and 4.5A flowing in and 0.6A and I1 are flowing out. 1.2 +4.5 = I1+0.6 1.2 + 4.5 0.6 = I1 I1= 5.1A For I2 there are three currents flowing in but none flowing out. This must mean that the last value is a negative value. 5.1+3 + I3 = 0 8.1 + I3 =0 I3 = 8.1A 2.18 The potential divider shown below is used as a simple voltage calibrator. Determine the output voltage produced by the circuit: (a) When the output terminals are left open-circuit (i.e. when no load is connected); We can solve this using the Voltage Divider Rule. Connecting a resistor to V-out will create a parallel resistor network. We can use the product over sum formula to find the comparable resistance because there are only two resistors. to 1 dp With this information we can calculate the voltage. V=0.2V 1dp 2.19 A moving coil meter requires a current of 1 mA to provide full-scale deflection. If the meter coil has a resistance of 100à ¢Ã¢â‚¬Å¾Ã‚ ¦ and is to be used as a milliammeter reading 5 mA full-scale, determine the value of parallel shunt resistor required. REVIEW ME Make the meter useable over 5ma by adding a resistor to switch the range of the meter like you would on a none autorangeing multimeter. This is done by adding a resistor IN PARALLEL with the meter. 2.20 Two resistors, one of 15 à ¢Ã¢â‚¬Å¾Ã‚ ¦ and one of 5 à ¢Ã¢â‚¬Å¾Ã‚ ¦ are connected in parallel. If a current of 2 A is applied to the combination, determine the current flowing in each resistor. As there is only two resistors we can use our product over sum equation to find the total value of resistance the parallel network provides. Using this we are now able to find the voltage. Now we can find the current through each branch, I1: I=V/R I1 = 7.5/15 I1 = 0.5A I2: I=V/R I2 = 7.5/5 I 2= 1.5A 2.21 A switched attenuator comprises five 1 kà ¢Ã¢â‚¬Å¾Ã‚ ¦ resistors wired in series across a 5V d.c. supply. If the output voltage is selected by means of a single-pole four-way switch, sketch a circuit and determine the voltage produced for each switch position 1KÃŽÂ © 1KÃŽÂ © 5V Switch 1KÃŽÂ © 1KÃŽÂ © Vout Answer: 1V, 2V, 3V, 4V, 5V 2.22 With the aid of a diagram, briefly explain in your own words Kirchhoffs second law. In an electronic loop the sum of all the voltages around the circuit taking polarity into account will equal zero. For example if you where to travel around a circuit following conventional current taking the voltage at each resistance including the battery and added all of those voltages up including negative voltages the sum would equal zero. We would see that the battery would give the circuit charge a EMF while all of the resistances would dissipate this force. 2.23 Using Kirchhoffs second law, determine the value of e.m.f. (E) in the circuit below. E+5=14 E= 14-5 E=9V 2.24 Using Kirchhoffs laws together with the use of simultaneous equations, determine the current flowing in each branch of the network shown in the circuit below. Here we are presented with essentially two loops of current where readings in the connecting part of the loops will be affected by one another. We will use Kirchoffs laws to solve the problem by first treating the current as two separate loops. We use simultaneous equations to find our two unknowns I1 and I2 . Loop Two E2 = I2r2 + (I1 + I2)R 2 = I2 + 4I1 + 4I2 2 = 4I1 + 5I2 Loop One E1 = I1r1 + (I1 + I2)R 4 = 2I1 + 4I1 + 4I2 4 = 6I1 + 4I2 6I1 = 4 4I2 Substitute I1 into the second loop. Amps As we have obtained I1 we can now work on I2 4 = 6I1 + 4I2 R=I1+I2 2.25 Analyse the circuit shown below and determine the following parameters a) The current in each branch of the circuit. I1 = I2 = 1.233A b) The voltage across the load resistance. 0.426 c) The power dissipated by the load resistor. P= d) Use computer software to verify your results. 26) A temperature sensor is connected into a bridge measuring circuit as shown. If the value of the sensor is 110R at 0oC and it increases by 0.2% for every degree the temperature rises and falls a corresponding amount if the temperature drops. What voltage will be output on the voltmeter when the temperature is :- (a) 25oC (b) 100oC (c) -40oC Build the circuit using Multisim and demonstrate your answer to part (b) is correct. First we will calculate how the changes in temperature will affect the resistance of the sensor: Now we must find the voltage for the left hand side of this wheatstone bridge. V1=3V And now the right hand side of the bridge, this will vary each time as the resistance of the sensor changes. Firstly we will be doing question a) with the sensor representing 115.1ÃŽÂ ©: The reading on the voltmeter will be the difference between those two calculations b) Now we continue the calculations for the second value of resistance for the sensor. With the sensor representing 132ÃŽÂ ©: The reading on the voltmeter will be the difference between those two calculations c) Now we continue the calculations for the third value of resistance for the sensor. With the sensor representing 132ÃŽÂ ©: The reading on the voltmeter will be the difference between those two calculations 2.27 For the Wheatstone Bridge circuit below, what value of R1 will produce a balanced bridge? Using your calculated answer build the circuit in Multisim and demonstrate your answer is correct. 2.28 A 1m long resistive wire of uniform cross section is connected to a 6V source as shown. If a sliding contact is placed 0.35m from one end and connected to an unknown e.m.f. then no current is measured on the ammeter. A) What it the value of the unknown e.m.f.? This can be solved using the voltage division rule.

Coaching Session Using the GROW Model

Coaching Session Using the GROW Model This study looks to conduct a coaching session with one individual. In order to do this effectively, a range of coaching techniques will be drawn upon using empirical research. As this study cannot cover all areas of coaching research, we will only focus on areas that will directly influence the implementation of the coaching session and therefore topics have been carefully chosen to suit the GROW model and the coaching relationship. Once a good base of literature is collected, the paper will then apply these guidelines to develop an evidence-based framework to implement. In order to assess the success of this framework, a self-reflection log and client feedback will be documented to evaluate the impact of the session on a more personal level. A discussion will also be formed to critical assess the data collected. This will help to understand any implications and improvements for future practice. GROW is arguably the most well-known approach used in coaching (Palmer Whybrow, 2007; 2009; Palmer, 2011; Grant, 2011). Although the GROW model has been around since the early 1990s (Whitmore, 1992), it has only been empirically measured over the last decade (Alexander Renshaw, 2005). It is a behavioural model that focuses on external behaviour and how it is adapted. The coaching relationship is one that is similar to Socrates and Plato, where the coach uses open-ended questions to help move the coachee through each of the four steps. By moving through these four steps the coachee enhances their performance and moves closer towards achieving their self-chosen goal. These four interrelated steps are: Goals; Reality; Options; and Way Forward. The definitions of these can be found in table 1. Goal setting is seen as the start of a â€Å"GROW journey† which then moves into reality which helps the coach gain understanding of where they are currently (Grant, 2011). GROW description table with example questions. Sourced: Grant Greene, 2004; Whitmore, 1992. Although research suggests that having a basic structure like GROW in place is effective, many would argue that GROW alone is incomplete. McKenna and Davis (2009) developed four ‘active ingredients’ that directly affect the success of the coaching outcome. These include: Client factors (40%) The relationship (30%) Placebo or hope (15%) Theory and technique (15%) These percentages suggest that the success of coaching largely due to the coachee’s own processes and the coach’s ability to develop and maintain a robust coaching relationship. It further argues that applying GROW to the session will only contribute a small part to the coaching outcome. Therefore, a primary focus on building the relationship as the coach cannot control intrinsic factors of the coachee. Since these findings, more research has been published to argue the importance of the relationship (De Haan, 2011; 2013) and linking it to outcomes (Ianiro et al., 2012). Passmore (2007) suggests that a coach needs to invest more into the relationship when the group of participants is smaller. Passmore (2007) further states that the relationship is most fragile at the beginning because this is when coachees are unsure whether they trust or like their coach. A relationship built on trust and respect is not a new concept to psychology. To build a relationship effectively, Rogers (1957), a humanistic writer, suggested that a successful therapeutic relationship relies on a series of factors. Firstly, the coach needs to hold a positive self-image. This implies that coaches with high self-esteem construct stronger relationships. This may reflect â€Å"I’m ok† from the Transactional Analysis model (TA). Secondly, the coach must believe that the coachee is able to find the answers to their own problems. This may reflect the â€Å"you’re ok† in TA. Passmore (2007) adds that a coachee’s self-esteem rises when they feel that their coach believes in their ability. Thirdly, the coach must be able to empathise with the coachee throughout their relationship. Fourthly, the coach needs to act with integrity in the relationship. Lastly, the coach must work with the sole objective of meeting the needs of the coachee. Rodgers (1957) meta-research findings were written over 70 years ago, but still have an impact on recent theory and practice (Passmore, 2007). More recently, Passmore (2007) also added that the coach must be non-judgemental of the coachee for the coaching relationship to be successful. These findings are potentially a good framework for developing the coaching relationship, however are not sufficient to maintain it. Passmore (2006) published a study looking at whether executives value the outcome of coaching. They found that a coaching relationship is not solely based on trust and respect. The coach must be able to create an environment that optimises achieving goals. In order to do this effectively, the coach must be able to firstly monitor their own behaviours and feelings. Secondly, monitor the behaviours and feelings of the coachee and the coach needs to manage his or her emotions. Lastly, adapt behaviours appropriately to maintain both professional detachment and empathetic supp ort. These are all key components of emotional intelligence (EI) which have been linked to forming and maintaining effective relationships (Stein Book, 2000). If a highly effective coach is one that uses transference and countertransference effectively (able to transfer or redirect feelings from one to another), then a coach needs to be aware of the dangers of an unbalanced power dynamic forming (Pezet, 2007). Instead, a successful power dynamic that surrounds the relationship must have the best interests of the coachee at heart. Otherwise, the coach may be seen as a â€Å"superhero or supervillian† neither of which fit into the â€Å"I’m ok, you’re ok† approach mentioned earlier. An approach to reduce the likelihood of an unbalanced power dynamic forming is to set all expectations at the start of the relationship. This allows the coachee and the coach to know what to expect from the relationship. There are also guidelines available for coaces which are provided by their chosen professional association. There is a range of coaching associations available. Popular associations include International Coaching Federation (ICF), Association for Coaching (AC) and the British Psychological Society Special Group of Coaching Psychology (SGCP). The ICF and AC are popular associations within the industry, but they do not align with the practice of SP. SGCP are one of the few associations where SP as a primary focus. As a result, this report abides to the SGCP ethical regulations, as the practice of SP is essential when working as an Organisational Psychologist. Please see appendix C for a clear understanding of all the SCGP guidelines considerations needed when designing and implementing a coaching session. In order to create an effective coaching session, a coach must firstly set expectations with the coachee to reduce any conflict or power dynamic forming. The coach must further create a relationship based on trust and respect. This can be achieved by adopting an EI approach to coaching, as well as being high in self-efficacy and able to put any agenda they have aside. Lastly, in order to be an effective coach psychologist, one should follow the ethical guidelines of SGCP. Methodology Participant- 93 The participant involved in this study has been recruited online from a Social Media advert posted on a social media site. In order to achieve a coaching relationship with no power dynamic, the participant is an individual that is not close to me. However, as I am not insured nor am I officially signed to SGCP, the client I have chosen is someone that is in my network. I have chosen these specifics as this participant is the safest option and still allows enough distance to prevent any pre-determined dynamic effecting the session. Establishing the Coaching Relationship- 243 In order to set expectations effectively, a welcome pack (appendix C) and a coaching contract (appendix D) was generated explaining what coaching is and asked the coachee a few questions about their: Expectations of the coaching process Expectations of the coach Expectations of the coachee Experience of therapeutic relationships (what they found to be a good/poor approach) How they would like to be treated within the coaching relationship if challenged A coaching contract is also a part of the welcome pack. The contract further sets expectations of the coaching relationship, e.g. logistics of the coaching session and set expectations of coaching and the coachee. Both the contract and the welcome pack state clearly that an SGCP ethics guideline sheet will be provided if requested. It should be noted that, the contract will state that all details about the coachee will be kept anonymous. Once these questions have been answered, a follow-up phone call will be arranged with the client. This helps to cement expectations by both parties answering any questions. We will then arrange a time and date for a session that is suitable for both parties. For my own record keeping, I will also keep a confidential record online of the coachee’s details and create a spreadsheet log of my coaching (Appendix D) Conducting the Coaching Session- 139 The session will be conducted in a meeting room in City University Library. This location is neutral to both parties to keep the power dynamic balanced and the session undisturbed. Both parties will have their phones switched off to ensure no interruptions. I will further arrange the chairs so that they are sitting next to one another is a less intimidating stance for both parties (STUDY). The coach and coachee will be provided with a pen and paper for note taking. As a means of gauging the success of the session, the client will fill in a short Likert scale questionnaire before and after the session (See appendix E). Diagram 1: Seating positions of coach and coachee In the 60-minute session, the coach will follow the GROW model (see Diagram 2) using the framework set in table 1. The session will commence with a tighter structure at the beginning, but the structure of the session will become less tight as the session moves in ‘R’ and ‘O’. However, once heading into ‘W’, the session will become tighter again. Allowing flexibility in ‘R’ and ‘O’ gives the client creative freedom to explore their situation and their options. Please see Diagram 3 for a clear understanding. Diagram 2: GROW MODEL PROCESS Diagram 3: Dimensions of Session Structure Once the session is complete, the client will be advised to email a week later with any homework and feedback from the session. This aims to give the client accountability and give leverage their self-chosen goal. A final questionnaire will be sent to the coachee to see whether their motivation has fluctuated from the previous. Follow-up from client 480 â€Å"Coaching was an overall good experience. I particularly liked being given permission to speak about my passion! I also enjoyed breaking things down into small manageable goals- smaller than I usually would. I further enjoyed indentifying where motivations like, or is enjoyable about work. The questions were sometime difficult but they were thought-provoking and forced me to consider things from a different perspective. However, a little more input would have been helpful. I realise the point is for you to get me thinking, but possibly some suggestions of your own, or things that other people have tried might help when Im stuck on finding an answer for something. I am happy with the general dynamic. I think the style of a semi-structured conversation works well, it let us explore things as they came up but also felt like there was a clear process. As a person I think youre very approachable and friendly but you keep a strong focus at the same time so that works well.† Self-Reflection- 308 I have written a self-reflection report to clear my thoughts on the session and improve my self-awareness and skill set. In this session, the client initially came into the session with a long-term goal and so most of the session was spent breaking it down. I did my best to help the client find their tangible first step that they can achieve in the short term and provided the coachee with homework to research and evaluate different options. However, I felt that more work could have been done to add value to the goal. For instance, I could have spoken about the benefits and consequences of achievement more. I could have also done more work on drawing out client’s strengths and highlighting previous success strategies. This would build on their ‘can-do’ attitude, which could increase the quality of actions they may generate in their homework and make it much more likely to leave with a specific idea of what resources to research when completing their homework. Nonetheless, I feel that I was able to challenge my coachee and was unafraid to question their commitment to action, their motivation and the possible consequences of inaction. Additionally, I feel that I was able to active listen without having the urge to interrupt or give advice, with only the urge to interrupt once to provide a suggestion. I tackled this by asking the client’s permission to give the suggestion and provided two other options alongside it. I did not so that the choice of action was still in their hands. Lastly, I made sure to paraphrase and summarise using the client’s words (i.e. habit, energy, focus) at every milestone in the session. I did this by writing down key words being said by the coachee. This helps both the coachee and I gain understanding and reflection on what was previously said.

Krispy Kreme Case Study :: Business Analysis Strategy

Krispy Kreme Case Study Question 1. The chief element of Krispy Kreme's strategy is to deliver a better doughnut and to appeal to customers in new ways. They have taken great steps to insure customer satisfaction from the use of their proprietary flour recipe to their automated doughnut making machines. They have chosen to target mainly markets with 100,000 households. They also were exploring smaller-sized stores for secondary markets. Krispy Kremes's strong brand name, highly differentiated products, high-volume production capability and multi-channel market penetration strategy has worked well. With each new store opening there are lines waiting at the door all night to experience the Krispy Kreme quality. In Denver, more than 3000 people stood in a line extending for more than three city blocks on opening day. They have production areas in full view and a neon light that lights up when "Hot Donuts" are actually coming off the line. Krispy Kreme makes customers feel good about indulging. Even Krispy Kreme's name brings a smile to people's faces. Question 2. I think Krispy Kreme's financial performance has been good. Since its initial public offering in April 2000 it has grown from 140 stores to one with 218 locations in 33 states and Canada. Preliminary results for fiscal year 2002 showed sales topping $621 million, up 39% from the previous year. Revenues climbed 30% to $392 million. Krispy Kreme is a product company and the most profitable part of the business is doughnut sales due to the high volume of loyal customers. Many Wall Street analysts considered Krispy Kreme to be overvalued. Analysts said in April 2000 the stock was destined for the $15 to $20 share range at best, which is where most known food related stocks are located. Instead it had been hovering at a value of $40 a share for most of the year. The stock rose to a high of $54 and many analysts doubted Krispy Kreme's strategy and potential growth merited a stock price nearly 70 times projected 2002 earnings per share. I agree with the statement "the numbers just don't work." Question 3. SWOT ANALYSIS

How Toy Story Helps Children Navigate Technology Essay -- Technology

Technology is rapidly growing â€Å"to infinity and beyond† from games to cars, modern technology fully encompasses our daily lives leaving society helpless without it. In the early 90’s, society knows little of how much this new technology eventually influences their children’s lives, so parents portray outwardly no problems with having companies heavily advertising new electronic products to children. The results change the world. Now, technology intertwines with the fast-paced lives of the society, leaving some frustrated parents finding it difficult on ways to teach their children to balance both modern technology and manual labor. Wisely, parents start to rely on the first thing that originally got them into them mess - the magical world of Pixar. The original Toy Story focuses on the societal view of the celebration towards the advancement of technology during the time the movie releases in 1995, which is what society needs at that time. However, by Toy St ory 3(2010), young adults actively disengage in the usage of the consumerism for the latest-and-greatest technology, so the tone of the movie sequel changes. Toy Story 3 actively encourages youth to enjoy the makings of the past without overlooking the new technological advancements. Toy Story, one of the first cartoon using the new animation technology, highlights one boy’s (Andy’s) first experience with technology, Buzz Lightyear, the most popular and advanced toy at that time. Andy is quickly amazed at the impressive high-tech features of Buzz and excited about the technology of Buzz. Andy starts losing his love for his old manual toys like Woody; Woody fears that Buzz is the new favorite toy in Andy’s life. At this time, the society starts to bring the technology into th... ...etc.) Back in 1995 when companies start releasing technology like computers, cell phones, and media players to the general public, Toy Story tries to encourage, introduce, and make technology interesting for kids; allowing them not to be afraid of the inevitable surge of technological advancements late 90s-early 2000s. In today’s modern-life, there is no huge need of encouragement for people to use the technology; although, there is a need to remind society that don’t over let technology overrun your life no matter how useful. Works Cited O'Neill, Charles A. "The Language of Advertising." The Contemporary Reader. By Gary Goshgarian. 9th ed. New York: Pearson Longman, 2008. 146-52. Print. Toy Story 3. Dir. Lee Unkrich. Perf. Tom Hanks and Tim Allen. Disney/Pixar, 2010. DVD. Toy Story. Dir. John Lasseter. Perf. Tom Hanks and Tim Allen. 1995, .1995. DVD.

Values-Based Leadership Essay -- Transformational Leaders

Leadership Background Values-based leadership has a significant impact on the performance and the functioning of an organization. Boje,(2000) cites Burn’s (1978) theoretical work on transformational leadership basing his argument on Kohlberg’s moral development theory and Weber’s (1947) theory of leadership and authority. In his work, Boje, 2000 agrees with Burn’s that a moral value based leader, is the one who emphasizes social exchange between leader and follower in the form of the psychological and mutual needs contract driven by charisma, individualized consideration, intellectual stimulation and inspirational motivation.(Homrig, 2001) The transcendent values of transformational leaders have great potential to promote performance beyond expectations and to effect enormous change on how the organization operates since they seek liberty, justice, equality and collective well being. It therefore appears that a transformational leadership is that kind of leadership that seeks to exploit the full potential of individuals through satisfaction of collective needs. While Weber’s theory (1947) is cited by Boje, (2000) as having several forms of leadership like charismatic, bureaucratic and traditional aspects, all co-exist together and change from the other occurs gradually. Even though the two theorists; Weber (1947) and Burn’s (1978) approaches leadership from different perspectives, Boje acknowledges that both of them share a similarity in their work in the sense that both see moral values as an important consideration in any form of leadership.( Boje, 2000). Transformational leaders inspire followers to achieve extraordinary outcomes by providing both meaning and understanding, questioning assumptions, refraining problems, and... ...e vision and mission of the company in order to align their goals with of the company. When Robert Eaton became the chairman in 1993 he involved company officers to develop the vision and the mission. Consequently, better communications, continuous training became part and puzzle of doing business in a new way. (Ashley, 1997) In conclusion, leadership is not only important to companies that operate on a global scale but to domestic firms as well. It’s clear that when a leader takes his or her rightful position as a leader change, performance and results manifest. Their values and beliefs become the guiding principles where ideas, imaginations and talents are shared by all. Such transformational leaders not only make their employees to follow them, but they help one another to grow, motivate raise the morale of achieving extraordinary outcomes with few resources.

Engineering Education Scenario in Singapore Universities with Reference to India

Engineering Education Scenario in Singapore Universities with reference to India Dr. Sushma S. Kulkarni, Director, Prof Martand T. Telsang, Dean academics Rajarambapu Institute of Technology, Islampur, Sangli, Maharashtra, www. ritindia. edu 1. 0 Relevance of Engineering education in India with respect to global scenario India has seen sudden growth of engineering Colleges in last 5- 7 years. In 2005-06 the number of colleges was 1475 and total number of seats was 499697. Whereas the numbers in 2010-11 is increased to 3241 colleges and 13,24,246 seats (data as published on AICTE website).The number of engineering colleges in the current year 2012-13 will soon rise to 3500 and more. The mushrooming of Institutes is in very small span of time and also geographically unbalanced. Now when we compare the technical education scenario in India with the world the situation is alarming. At present the number of engineering graduates passing out from these institutes is approximately 14 lack b ut the survey conducted by various agencies like NASSCOM indicates a deep concern regarding the quality of graduates in terms of their employability, research abilities, conceptual clarity and practical exposure of graduates.There are many challenges our Engineering Institutes are facing and this need to be attended to. With this objective in mind a study of three Universities in Singapore is presented namely National university of Singapore ,Nanyang Techlogical University & Nanyang Polytechnic which the author recently visited. 1. Engineering Education in USA, Singapore and India When we compare the Engineering Education (EE) in three countries in terms of numbers, engineering graduates passing out are highest in India, followed by USA (almost 1/8th) and then Singapore.The focus of EE in USA and Singapore is on interaction with Industries, Industry based live projects, Industry Chair, research centre in collaboration with Industry, Incubation Centers etc. Curriculum is focused on h ands on learning with Mini projects from first year onwards for developing innovative and creative mindset in students. There is provision for field training, giving global exposure to students with credits weight-age(the students actually spend 3 months in a different country and carry out some relevant study based project). Entrepreneurship is given special one subject weight age in curriculum.We could see proper blend of Humanities based subjects in the curriculum with an objective of creating engineers sensitive to the needs of society. Other common features are Faculty development centers and English language learning centers for both Faculty and Students. We could also see open study spaces for students to promote self and group learning. 1. 2Current Scenario, Quality issues Indian Engineers have earned a name for themselves all over the world. We could meet a large number of Indian professors in US universities as well as in Singapore Universities.Professors are highly respec ted as research flows from university to industry, highly paid jobs, special status for research professors to carry out research, in some places scientists are appointed to lead special research projects. PG level students are involved in the projects wherein they get an opportunity to learn on real life 1 applications. We now need to rethink about the EE in India in the global context with the sudden expansion of EE and the related issues of Quality of education imparted in these new institutes.There is National Board of Accreditation (NBA) , norms of AICTE etc. But merely adhering to the norms will not ensure quality of graduate engineers. The Institutes need to work beyond norms to inculcate academic ambience in terms of academics, research, industry institute interaction etc. India is also thinking of signing Washington accord so that our graduates are accepted all over the world. But what about complying with the conditions of Washington accord? Challenges in India The challen ges which we are facing today are the Leadership and governance to be provided in the Institute.There is sudden shortage of academic leaders because of this abrupt unexpected expansion of technical education. There is also shortage of teaching faculty cadre-wise from professors to associate professors and assistant professors. Inadequate number of faculty with required qualifications are not available. Post graduates and PhDs passing out give first preference to industry jobs because of the glamour and the higher salaries attached to it. In India teaching jobs are not rated the highest and status wise also not as exceedingly respected as in USA or Singapore.Quality of Students Few premier Institutions like IIT, NITs, Government College and certain private universities attract the talent. Rest other institutions the Aptitude & attitude to learning engineering is low, hence the quality of input to such other institutes is not as per the expectations. As per the government policies stu dents with minimum 45% marks and for reserved category students the eligibility criteria is 40% marks in Physics, chemistry and mathematics. Thus sometimes these students have very poor fundamentals and are not basically hard working type.Engineering education necessitate that the students should have very good analytical skills, fundamentals of basic sciences, good logical, verbal and non verbal abilities along with application oriented mindset, sincerity, hard work and ability to think and apply knowledge. Although the 12th standard marks may not directly reflect all these abilities of students but the results of the almost all the newly started Engineering Institutes indicate that a large number of students are struggling with their first year results and the passing percentage is as low as 10% in certain institutes. Research cultureIt is a great challenge to develop research culture in engineering institutes. The faculty needs to have the aptitude and attitude to do research and get a satisfaction and enjoyment in carrying out research through various projects. Generally it is seen that there is fear of taking up research work because of: * Basic mindset developed in school as well at home not to try anything new as failure in any project is not accepted * Innovation and creativity are not encouraged at school, college, university level through our curriculum No free hand given in terms of funding to try and experiment new things Open and free access to equipments to try and play around with equipments in laboratory so that it becomes enjoyable  » Government should give projects from their thrust areas along with funding to the engineering institutes along with proper mentoring and guidance so that it reaches students and gradually research aptitude and interest is developed instead of a fear of research. Industry – Institute Interaction Graduates passing out from these institutes mainly take up jobs in Industries and a very small percentage opt f or PG or research jobs.Those opting for entrepreneurship generally do job for 4-5 years to understand the business and related systems. Thus giving exposure to industry working is important. It is important that Industry based electives are introduced in curriculum, real life projects are given to final year students and field training made mandatory during the four year of engineering education. Industry academia interaction should lead to the development of curriculum with industry representatives, industry visits, laboratories set up with industry collaboration to bring the latest technology to institutes and develop as centre of excellence etc.This industry interaction will bridge the gap between the two and our graduates will be accepted by industry in a better way. It is observed that when we correlate the theoretical concepts with real life situation the students find it more interesting and easy to understand. Infrastructure Infrastructure and laboratories create the ambienc e for teaching learning in the institute. Lab work is the pulse of engineering program. It helps students to visualize what they learn in theory and verify the laws, phenomenon, parametric studies etc.Learning by doing is one of the basic methods of developing thought process and acquiring various skills. It is significant to learn what other universities around the world are doing to achieve the desired quality in engineering education. Tie up with reputed global Universities to learn and understand their best practices and accordingly try to implement it can help to develop quality processes. 1. 3 Our plan to visit Singapore University Their meticulous planning was seen right from our first email requesting them to give us appointment to visit their university.Appointment and Schedule of our delegation , objectives of our visit, what particularly and specifically we would like to see, how many people will be there in delegation along with their position , who will lead it etc. all the details were finalized through email communication. We were received as per schedule, shown around the campus as per our objectives and then finally meeting with the President and other higher officials of the university was arranged to give us the details of university through presentation along with deliberations on areas of collaboration for mutual interest. They were truly professional in their approach.As our delegation was headed by Honorable Rural Development Minister, Mr Jayant Patil, all the protocols were followed as per the status. Objectives of our Visit * To study the strategies to transform RIT in to Technological University and transformation from Under Graduate Teaching Institute to Research Institute. * To study the best practices of respective universities / institutions. * To understand the Governance Structure & Funding Pattern of the University. >To study the Focus of Research, Frontier Areas of Research, Research Funding and Research Promotion Schemes. Opp ortunities for Collaborative Graduate & Undergraduate Programs (Twinning Programs). * State of the Art Technologies in Teaching – Learning (Educational Technology). * To find out how Universities attract and retain the best talent world wide as a faculty (specific strategies and schemes) * To study Industry collaboration in Research and Methods for Promotion of Entrepreneurship 2. 0 An overview of universities in Singapore Three universities were visited namely National University of Singapore, Nanyang Technological University and Nanyang PolytecnicCertain observations & experience in each University * Students from all over the world could be seen making it truly an international level university, all the universities have excellent residential facilities for more than 10000 students, residential facility provided such that there is good mix up of students. * about placements – International employment in companies, 2 in 3 graduates are hired before graduation  œ the motto of universities is take the students to the world and bring students from the world to the university Faculty appraisal & tenure system followed in each university. Variable salary given to faculty based on experience and performance. Any newly inducted faculty has a tenure period of minimum 6 years which can be extended up to 9yrs. If the faculty is not confirmed in 9 years then the faculty is discontinued * Rigorous Curriculum in association with Industry, Industry attachment programs, faculty deputed to industry for industry exposure and capacity development * Government supported Universities in the form of funding for research, student fees etc. Classrooms are designed with state of art technology with different type of sitting arrangements in furniture, White LCD screens on each wall of class room connected to laptop on each table so that the students can view from any side. * CR specially designed in such a way to promote interactive two way teaching process. Not the traditional way of all the students facing the teacher and teacher restricted to dais during teaching. Circular or hexagonal tables provided with 4-5 students per table. * Student entry and attendance allowed in the Class room with the use of RFID reader and card which is carried by student Teaching Methodology and pedagogy given lot of importance with class rooms specially designed as per requirements * Faculty appointment done for following purpose: for teaching only, for research only and few for both teaching and research * Governance Structure with Board of trustees ,Senate, Academic Council, Board of Studies, President, Provost, Deans * Entrepreneurship education – special courses and programs offered for experiential entrepreneurship, special lectures arranged by entrepreneurs and founders, courses offered in partner university Patents, publications and citations considered for appraisal of faculty * Though technological university it had proper blend of all other streams like Arts, * humanities, sciences, medicine, MBA, Institute of Education, Environment and life sciences, media, Journalism, Information and communication etc. * Theory lectures conducted for large number of students from 120 to 400, up to 600 in some cases, Lecture theaters & halls well furnished, with proper lighting and automatic audio and video recording facility. Lectures also put on the intranet for he students to refer to whenever required. One to one focus on students learning in tutorial sessions. * More emphasis on open & self learning. Separate Rooms provided for students with Internet and various software along with Laptops and Desktops etc in a separate building named as education resource centre wherein: Facilities to do self study, general practice assignments/ presentations, etc. Lot of closed open spaces made available to student for purpose of study. Curriculum has focus on developing knowledge based presentation skills/ organizing thoughts.Individual Assign ments and preparation of students encouraged with proper assessment and feedback to students * Research funding given by government up to 80% and 20% by industries in thrust areas identified. PG and PhD students take up such research projects under the guidance of faculty * student fees supported by government in the form of scholarships , for students from Singapore supported up to 75% and other than Singapore up to 60% * No non teaching peon level staff seen in university, Faculty was self supported Salient features of each University National University of Singapore –The National University of Singapore (NUS) is Singapore's global university with distinctive strengths in education and research and an entrepreneurial dimension. NUS offers comprehensive curricula in the Faculties of Arts & Social Sciences, Business, Computing, Dentistry, Design & Environment, Engineering, Law, Medicine and Science. As a research-intensive institution, the University continues to build on its core areas of research excellence and to make an impact with revolutionary discoveries. Reflecting strong research output a total of 2,146 papers are published in internationally refereed journals.NUS is actively involved in international academic and research networks such as the Association of Pacific Rim Universities (APRU) and International Alliance of Research Universities (IARU). This global networking further enhances its international presence. NUS produce research of international quality and impact in a broad range of fields. To maintain its competitive edge, the university seeks to reinforce its core research infrastructure, faculty and programs. This is achieved by identifying and developing rapidly-emerging areas and promoting multi-disciplinary research.With a prime location at the heart of University Town (UTown), there is a constant buzz at the Education Resource Centre (ERC) where many of the facilities are accessible 24/7. Open to the NUS community, the ERC attrac ts students with its array of IT and multimedia facilities, plentiful study clusters and group discussion spaces where students can brainstorm for group projects or work individually on course assignments. Designed to foster collaborative learning, the technology-infused seminar rooms in UTown also encourage professors to introduce new teaching methods, which could eventually be replicated to the wider NUS community.Such strategic planning demonstrates the University's commitment to enhance the overall educational experience for all NUS students. Separate Centre for English language communication (CELC)-Separate English language development programs for Faculty and students, there is focus on reading, writing, speaking and listening in English, special courses organized for Chinese students before they join regular degree programs. The Student Counselling Centre (SCC) offers a supportive and conducive environment for any student with personal issues or challenges to seek help and gu idance from a professional counselor.A team of registered psychologist, counselors and case coordinator provide help and support for students from diverse religious, cultural, ethnic and sexual background 3. 11 Salient Features * Leading global university centered in Asia. 37,000 students. * Center for English Language communication. * 180 partnered Universities. Research-intensive institution with Research Areas as- Ageing, Risk Management, Water and Environment, Biomedical Science mainly focusing on inter-disciplinary research. Variable salary for faculty based on previous experience and achievements 3. 20 Nanyang Technological University (NTU) Nanyang Technological University (NTU) is an international university in all respects recruiting both undergraduate and graduate students from many countries, not only in S E Asia and in terms of faculty recruitment but have people from well over 40 countries. IntheQS World University Rankings 2011, NTU is ranked 58th in the world – a quantum leap from its 74th placing in the 2010 ranking.This makes NTU one of the fastest-rising universities in the top 100 of the 2011 QS World University Rankings, as well as the fastest-rising Asian university. It is highly ranked in both World and Asian terms and are currently ranked 14 in Asia and Business School is ranked 24 in the World by the Financial Times in respect to their MBA programme. There has been a renewed impetus given to research, stimulated in part by the recruitment of leading scientists and technologists from across the World. These leading figures will nucleate advanced research groups in forefront area.The university is fully committed to the development of multidisciplinary research in many areas of research Endeavour. The university has established its own high level international advisory body – the NTUR ‘Research Council', all major projects are expected to have high level international advisory panels and Appointments, Promotion and Tenu re process for faculty is extremely rigorous. In undergraduate education, NUS has seen a rise in the qualifications of the students admitted to NTU. NTU has five distinct programs that allow students to study, do research and work overseas.Among these are the Global Immersion Programme, with four different work/study/research options with leading companies and partner-universities in Asia, Europe and North America. Currently, 43% of undergraduates enjoy overseas exposure, which helps them acquire a global mindset. Tech-savvy and adaptable, graduates of the university are sought-after and well-paid, drawing some of the highest starting salaries among local university graduates. NTU has unveiled its five-year strategic plan, NTU 2015, which maps out how it will become a great global university by 2015.Under this, NTU will build on its current strengths and heritage to make its mark internationally in five areas – sustainability, healthcare, new media, the best of the East and W est, and innovation. The areas leverage NTU's diverse strengths, particularly its longstanding expertise in engineering and business, and the interfaces these have with various disciplines such as healthcare, science and the humanities. With almost S$1billion of research funding in the area of sustainability, NTU is already a global leader in this area. 3. 21 Salient features * Currently ranked 14 in Asia * 34,000 students Research funding 80% from Govt. and 20% from Industry. Multidisciplinary research, Research areas – Earth science innovation center, Environment and Life science, Bioengineering, Bacterial Biofilm field Faculty on tenure for 6 years and maximum up to nine years. Alumni associations formed all over the world in countries like China, india and Thailand. Has a strong alumni base of 1,56,000 in 105 countries NTU believe in 4I' s Inspire, inculcate, innovate, incubate Laboratories have equipments made easily available to students. Very impressive Guest book sign ing ceremony with the guest and the president of NTU . 30 Nanyang Polytechnic (NYP) Campus Brief history Established on 1 April 1992. Enrolled its pioneer batch of students for its School of Health Sciences and School of Business Management in July 1992. Set up the School of Engineering and the School of Information Technology in July 1993. The French-Singapore Institute, German-Singapore Institute and the Japan-Singapore Institute were transferred from the Economic Development Board to the Polytechnic in February 1993. Operated from five temporary campuses – Bukit Merah, Jurong, Outram, Tiong Bahru and Yishun – before moving to its permanent home in Ang Mo Kio in April 1998.Set up the School of Design and School of Chemical & Life Sciences in November 2000. The School of Interactive & Digital Media was established in November 2006. Mr Chan Lee Mun took over as Principal and CEO in August 2007, Mr Lin Cheng Ton went on to head NYP International. 3. 31 Salient Features * Strategic plan for five years * Works with National Manpower council to work out the manpower needs of industry * Industry collaboration learning factory concept. * Teachers with at least 5 years experience in Industry . * Being a diploma level institute ,Patents registered. * Research driven by faculty & Industry. Polytechnic students take up research projects led by faculty. * Work closely with Industry and inject realism in work. * Innovation Centre * Market-Oriented Planning, Training Systems, Capabilities Development * Application and Development Oriented Training > Regional and International Orientation 3. 32 The Teaching Factory Concept A hallmark concept of Nanyang Polytechnic (NYP) – the Teaching Factory Concept – is a concept that facilitates effective learning in the implementation of broad-based curricula in the first two years and specialist studies in the final year.The students spend 3-6 months in industry for internship to understand business environm ent and commercial value. It is a concept which adopts a practice and application-oriented training approach that combines the learning and working environment from which realistic and relevant learning experiences arise. 4. 0 Conclusion It was seen that all the three Institutes have developed into world class Universities and polytechnic within a span of 15-20 years and this was planned as a strategy and supported by Government.If India has to be known for such globally reputed universities then it calls for a systematic strategic plan to set up goals and achieve it over a planned period with the support of our government and its policies. With all the resources available in our country and strategic planning we can develop our Engineering Institutes into world class Institutes. 8 There was nothing very different in the working and constitution of NTU and NUS. Both the universities were offering Engineering programs along with all the other programs like sciences, medicine, commerc e, journalism, humanities etc.Proper policies to focus on faculty development & creation of research culture can help to transform our Engineering Institutes. There has been a shortage of qualified faculty with PhDs and post graduates in engineering for a long period now. We need to scale up PhD and PG programs in our universities ensuring the quality standards . We also should have attractive schemes to be able to attract and convince the young generation for higher studies so that there will be a pool of eligible , qualified research minded people available to satisfy the demand of industries and education sector. There is shortage of 1. 5 lakh engineering teachers.As per NASSCOM News room â€Å"as demand for engineers grows, experts say India has only 10 to 30% of qualified Instructors it needs†. Government policies are supporting the government aided & funded institutes or Government Institutes – what about private unaided Institutes which comprise almost 90 % of C olleges in India, If in India more number of institutes should be able to provide manpower which is employable & useful to contribute to indigenous Research & Development, Entrepreneurship in Engineering field, then it is must that our Engineering & Technology Institute should start adopting world class best practices.From all top Institutes almost 1/10th of our graduate engineers wish to take admission in foreign Universities for their post graduate and Ph. D. programmes. We need to reflect on this issue very seriously. How can we develop and improve prevailing engineering education system in India where our own students will give top priority to study. Can Industries, small to medium scale depend on University and Engineering Colleges for their Research & Development?Can we identify certain Institutes as centres of Research & Development for Industries where they can collaborate? We are not thinking of large scale industries with higher turnover of more than Rs. 1000 crores as the se industries can set up their own R & D units. If Industries also come forward with their needs and identify certain Education Institutes in their region to collaborate and work together then it will have dual benefit of getting proper manpower and continuous Training as well as Research & Development support, incubation centre etc.The students will get real life projects to work on, will be exposed to latest techniques and they will find their engineering education more relevant though experiential learning. Industries should develop faith in Institutes so that both can work together for mutual benefit. We at RIT have developed the following action plan after the visit to transform RIT in to Technological University and also transformation from Under Graduate Teaching Institute to Research Institute. 1. Strategic planning of the institute for 5 years with the goal of transforming it into University . Construction of large capacity lecture theater (approx. 600 capacity) with all th e facilities to screen and record the lectures. 3. Small capacity tutorial rooms (approx. 15-20 capacity) with comfortable furniture and recording facility. 4. Faculty training at NYP of 1-2 weeks/months duration in advanced technology. 5. Student exchange programs for post- graduate programs at NTU. 6. Seeking expertise in water science research from NUS, earthquake engineering research and nanotechnology from NTU. 7.Implementing the concept of teaching factory at undergraduate level. 8. Use of advanced Pedagogical technologies for enhancing learning effectiveness. References 1 . Abdul Lathaf Naha , The Hindu, August 16, 2011. Where have Engineering Teachers Gone? 2. Prof. PP Bahuguna, Professor, Indian School of Mines, Dhanbad, â€Å"Faculty Crunch in Technical Institutes in India and Possible Solutions†,www. indiaeducationreview. com/article/faculty-crunch 3. www. nus. edu. sg, www. ntu. edu. sg, www. nyp. edu. sg [pic] Few photographs of visit to NUS, NTU, NYP