Introns And Exons :: essays research papers

Introns and ExonsThe finding of the Introns and the exons was one of the most significantdiscoveries in genetics in the past fifteen years. split genes were discoveredwhen lack of relation amidst desoxyribonucleic acid sequences were seen during. DNA- mRNAhybridation. For all new mRNA, they must be transcribed by RNA polymeraseenzymes. The transcription begins at the promoter sequence on the DNA and worksdown, thus the nucleotide sequence of the mRNA is complimentary to the one ofDNA. In eukaryotes the mRNA is processed in the nucleus before transport to the cytol for translation. In order for the mRNA to become true functioningRNA it must under go several stages of modification.At first, when the mRNA is produced, a jacket crown is added enzymaticully to the5 end of the RNA by linking a 7-methylguanosine residue by a triphosphate bondthis is called the G-cap. The G-cap is necessary for translation. The subunitof the ribosome recognizes the G-cap and then finds the initiation codo n tostart translation. As the mRNA comes finishes transcription, the Poly A tail isadded to the 3 end. As the two ends are placed the mRNA becomes pre-mRNA.The pre-mRNA consists of splicing and non-coding regions. pre-mRNA specks are much longer than the mRNA molecule needed to code for its protein.The regions that do not code for amino acids aa, are scattered all along thecoding region. The genes are split with coding regions, called exons, brief forexpressed regions in between the exons the non-coding region called intronsexist. Before the translation of mRNA the introns must be spliced off. splicing is an complicated process for the cell. It must locate every(prenominal) intron inthe primary transcript. An average mRNA consists of eight to ten introns, someeven contain sixteen introns. exons, like introns are also dissemination apart. Someof their codons may be split by introns, so information for a single amino acidcould be some distance apart. Splicing takes place in the nu cleus but alsocould take place in the cytoplasm and the mitochondria. After the splicing ofthe introns, the G-caps and the Poly A tails remain on the mRNA.A single gene can code for multiple proteins by alternative splicing. Asingle strand was found to be coding for 20 different proteins, depending onhow the exons are assembled. Different splicing combinations are regulated in tissue specific manner.Most of the transcribed DNA are introns. ninety nine percent of theinformation contained in the gene transcript is destroyed when the introns areeliminated since exons are only translated.

Define Feminism Essay -- Feminism Feminist Women Criticism

Define Feminism A woman should be barefoot, gravid and chained to a stove, stated Ben Glantz, a high school senior. Drew Pershing, another senior, also shared a joke, What does a woman do later on she leaves a battered shelter? The dishes...if she knows whats good for her Daily jokes and comments such as these, no matter how harmless, are detrimental to the status of women and a dangerous undermining of their accomplishments. divided up by two genders, sexually discriminative comments are widely accepted in society as normal and harmless. I didnt mean anything by that I was just kidding, whimpered Ben Glantz after receiving several cold stares from young women who overheard his bashing, sexist comment. Women have become more aware of their current respected, take serious status within the past twenty years. Some are satisfied with where women stand in relation to society, while others say the road to equality has not yet been finished. When mass were asked to fill o ut a questionnaire on feminism, young women were eager to participate while most of the young men took a little coaxing. Ignorance in both sexes contributes to the problem of misinterpretation of feminism and the womans place in society. When twenty-four students, parents and teachers were asked what feminism was, answers ranged form a fight, a stand, a belief, a want, a definition, and a dejection for women empowerment, equality and human rights. The definition of feminism found in The American Heritage Dictionary states feminism is a doctrine that advocates or demands for women the same rights give men, as in political and economic status. Since this definition will vary from being militantly pro-female to simple ... ...isters. TV Guide, 45, 18-23. McDonnell, Evelyn. (1993, August 7). Women rockers create their own alternatives. Billboard. 105, 1-2. Palmer, Laura. (1997, November 27). leeward vows to fight for her vindication. The Gazette, pp. E1, E3. Pollitt, K atha. (1997, November). Feminisms unfinished business. The Atlantic Monthly, 160-164. Thigpen, D.E., & McLaughlin, L. (1997, July 21). Galapalooza Lilith Fair -- a traveling festival featuring female folk-pop stars -- is rocking the music world. TIME, 60- 64. Tumulty, Karen (1997, October 20). Turning fifty. TIME, 32-42. Wells, Diana (Ed.). (1994) Getting there The movement toward gender equality. tonic York Carroll & Graf Publishers/Richard Gallen. Wolf, Naomi. (1993). Fire with fire The new female power and how it will change the 21st century. Canada Random House Publishing, Inc.

Alexs Restaurant, an ethnography Essay -- Personal Narrative Waitress

Alexs Restaurant, an ethnographyThe Wiseguys (scene one) *These four old guys (definitely into their late sixties, early seventies) sell cars at one of the dealerships on the boulevard. I would bet fifty dollars that they all work for Cadillac. They come in once a week, on Friday afternoons. They love me. They like to prep be me a hard time, ask why I dont love them anymore, when Im going to run away with them, etc, etc. They are caricatures of car salesmen but are obviously unaware of this. They hold court in Eat Well like its 1965 at the Sands, talking in loud voices and telling stories about one another to each other. (This guy here, one time he says to me, Paulie)It has been suggested to me that perhaps these old guys are, in fact, aware of their sterile niche and of the roles that they assume by coming to have lunch in the restaurant. This is certainly possible and is something that hadnt occurred to me, so natural and seemingly without irony is their behavior. For the junior generation(s), irony is something that is nearly always acknowledged, either articulated (the perennial gesture of finger-quotation-marks) or thinly disguised as humor. For older people, however, participation in juiceless or staged situations need not necessarily be acknowledged.Most of their boisterous comments--well, nearly all--are addressed to my chest. Ordinarily I would comment on this practice a stop to it at once. Ordinarily, that is, if I wasnt at work. As a self-defined feminist, I am outspoken and assertive when I feel that I am being demeaned or stereotyped. At work, however, I find myself confronted with strange challenges. I am forced to walk a line between proponent and respect. I am not at liberty to chastise or even... ... had become stifling, claustrophobic, and to be able to bring my perspectives as a student to hold in on it was a (surprisingly great) relief.From a feminist perspective, this is a rich area for study. I would like to further explore the sub ject, to study the relationship between the master of ceremonies and the servedas the relationship between the waiter and diner is problematic because of the blatant purchase of human service that is involved (Finklestein, p. 56). This is true, and is further complicated by sexual practice expectations and prejudices. True, attitudes towards these public-private taboos are changing, but there is much to be learned as we continue to adapt. Sources Dining Out, by Joanne Finklestein, NYU Press, 1989, Chapters 1-4Woman, Culture and Society, by Michelle Rosaldo, Stanford Press, 1974, pp.17-42. Updated by Jeff Tobin on January 23, 2001

Juan Gris :: essays research papers

Juan Gris was born in 1887. He was a Spanish born French cougar who went to the cubist school. Originally his name was Jose Vittoriano Gonzalez, he was born in Madrid and educated there. He left Madrid in 1906 and went to Paris, making the acquaintance of Spanish artist Pablo Picasso and of the French painter Georges Braque. Griss number 1 cubist paintings, generally more calculated than those of Picasso and Braque, appe ared in 1912. He spent the next summer in Cret, France, with Picasso, and while there adopted the use of papier coll, shapes cut from paper and glued to the canvas. During World War I (1914-1918) he worked in Paris he had his first one-man exhibition in Paris in 1919. From 1922 to 1924 he designed settings for two ballets of the Russian producer Sergey Diaghilev, Les tentations de la bergre (The Temptations of the Shepherdess) and La colombe (The Dove), as well as continuing work on his own paintings. After 1925 he worked mainly on gouaches, watercolors, and illus trations for books. Some of his famous works include Portait of Josee, The give in and The Open window.Portrait of Josette was created in 1916 and is now in the Musea del in Prado, Madrid. This was deffinetly one of Griss greatest achievements. The portrait of Josette is based on his studies after Corot and Cezanne. To perfection he seemed to create a stunning mixture of the foreground and the background. This beauty is accomplished through color patterns that ensemble different spatial planes. The blacks which are used around the bosom, butox and leg are used to enhance this womens shapely figure. The transparency does not result in an illusion of depth instead it acts as something to join the planes together. The table was created in take shape of 1914. Today it is located in Philadelphia in the Museum of Art. The surfaces of collages such as The Table are nearly entirely covered with a wide variety of coincide papers. These fragments, moreover, are now deployed in increasingly complex ways the shape of a piece of paper may correspond to the shape of the depicted heading or it may itself provide a ground for figuration, whether drawn, painted, or in the form of additional, superimposed collage elements. And Gris continued to appropriate materials for their literal representational business office as mere images, as he had in his earliest collages.

To Kill A Mockingbird: Scene Analysis :: essays research papers

An important scene found in the movie To Kill A Mockingbird is a scene concerning Mr. Tate recoiling upon the outcaste, darn Radley, and unraveling a new perception of friendship. Atticus Finch (played by Gregory Peck), his daughter Jean-Louise Finch, also known as Scout (played by Mary Badham), and raspberry bush Radley (played by Robert Duvall) all play an important role in the scene. As scout relates what had happened, she notices a man in the corner of the bedroom behind the door. She identifies the swarthy man as the cardinal who grabbed Mr. Ewell and carried Jem home when she says, Why, there he is Mr. Tate. He can tell you his name . . . The sheriff, Mr. Tate, moves the bedroom door revealing in the well-defined a frightened, gentle, and pale Boo Radley. And as he conveys a loving look, Scout gazes at him and smiles. In the meanwhile, Atticus had already introduced Scout to Boo. Then, Scout and Boo hold hands and walk over to the side of Jems bed.The challenge of taking a novel and translating it into film falls into the work of the screenwriter. The Academy stage winning screenplay was faithfully adapted by screenwriter Horton Foote from the 1960 novel of the same name, To Kill A Mockingbird. For the most part, Foote utilizes Harper Lees words. There is, however, one noticeable formality seen in the movie and not in the book. This formality takes place when Boo appears and Atticus states, Miss Jean-Louise . . . Her name does not appear this look in the book but does in the movie in order to exert a certain idealistic fervor of the Finch household that belongs in each household that adults should be respectful and well-spoken.A screenplay is entirely useless unless if there are actors to bring it to life. When Mary Badham leans against the bedpost and wraps her hands around it, she is intending that, at least at first, there is reason for Scout to fear Boo. But then Mary Badham puts her hand out towards Boo effectively inviting him back into so ciety. And when the young six-year-old actress smiles, Robert Duvall (playing Boo) immediately enters a relaxed state which demonstrates the characters affection and trust of children. During this time, Atticus (played by Gregory Peck) pulls out a handkerchief as a sign of nervousness, and also to imply that men feel very uncomfortable during emotional situations.

To Kill A Mockingbird: Scene Analysis :: essays research papers

An important scene found in the movie To Kill A Mockingbird is a scene concerning Mr. Tate recoiling upon the outcaste, raspberry bush Radley, and unraveling a new perception of friendship. Atticus Finch (played by Gregory Peck), his daughter Jean-Louise Finch, also known as Scout (played by Mary Badham), and Boo Radley (played by Robert Duv all told) all play an important role in the scene. As scout relates what had happened, she notices a man in the corner of the bedroom behind the door. She identifies the mysterious man as the one who grabbed Mr. Ewell and carried Jem home when she says, Why, there he is Mr. Tate. He can tell you his name . . . The sheriff, Mr. Tate, moves the bedroom door revealing in the light a frightened, gentle, and colour Boo Radley. And as he conveys a loving look, Scout gazes at him and smiles. In the meanwhile, Atticus had already introduced Scout to Boo. Then, Scout and Boo hold manpower and walk over to the side of Jems bed.The challenge of taking a novel and translating it into film falls into the work of the screenwriter. The Academy Award winning screenplay was dependably adapted by screenwriter Horton Foote from the 1960 novel of the same name, To Kill A Mockingbird. For the most part, Foote utilizes Harper Lees words. There is, however, one noticeable formality seen in the movie and not in the take hold. This formality takes place when Boo appears and Atticus states, Miss Jean-Louise . . . Her name does not appear this way in the book but does in the movie in order to exert a certain idealistic fervor of the Finch household that belongs in every household that adults should be respectful and well-spoken.A screenplay is entirely useless unless if there are actors to bring it to life. When Mary Badham leans against the bedpost and wraps her hands around it, she is implying that, at least at first, there is primer for Scout to fear Boo. But then Mary Badham puts her hand out towards Boo effectively inviting him back into society. And when the young six-year-old actress smiles, Robert Duvall (playing Boo) immediately enters a relaxed state which demonstrates the divisions affection and trust of children. During this time, Atticus (played by Gregory Peck) pulls out a handkerchief as a sign of nervousness, and also to imply that men tonus very uncomfortable during emotional situations.

Research Paper Rough Essay

When reading a book, do you ever feel alike(p) you have already read a diagram like this before? Do you whatsoevertimes wonder if you have even read this book already? There are very similar patterns in writing books and producing cinemas. There are also very similar characters in these books and movies. One type of bothegoryline in particular is the bildungsroman p flock. This is the coming to age myth. Bildungsroman books draw back to Germany in the early 1900s (Cengage). A bildungsroman story gen seasonlly contains a protagonist who learns and grows as time progresses. This growth can be somatogenetic or moral. There are many stories containing this plot. An author tries to send a message out to the reader about life and how you can throw. The question is, do all bildungsroman novels have the same outcome? I think that protagonists in bildungsroman stories all have a similar, successful turnout at the end of the story.In this growth novel, there are many involvements t hat actuate the protagonist. The main character is primarily affected most by peers. The people around them can change the way they act, think, and appear. An example of that would be Joe Dirt. This comedy is about a young son (David Spade) searching for his parents that left him in the Grand Canyon when he was little. During his search, he comes across a wide variety of people that help him along the way. After the long journey, he comes to corporealize that his family isnt missing, but they are dependable there in front of him. He learns that his friends are the ones that truly care for him. One emotion that can heavily affect growth in a bildungsroman novel is recognise. cacoethes is present in some form in more or less every bildungsroman book or movie.Forrest Gump is a great example of how love can direct the outcome of a movie. When Forrest was young, he met a young girl on a bus to school named jenny ass. As soon as he met her he said, She was the most beautiful girl I ever did saw (Groom). As time progressed, He and Jenny are separated by war, fame, fortune, drugs, and political movements of the 60s. All this still could not keep them apart because of the love they shared for each other. Gumps decisions in many parts of the movie are motivated by his passion for Jenny. He soon reunites with Jenny and marries her. This shows that love can almost take over the character and form it to lend with the mortal he or she loves. The antagonist can also form the main character. Generally, the antagonist is trying to stop the protagonist from growing in a bildungsroman novel.A fine example of this would be gravel Potter. chafe is a young wizard who is notoriously enduren for surviving a deadly spot casted by the most evil wizard ever. Harry lives his whole life trying to discover more and more about Voldemort. As he learns more, he starts dealing with issues that lead him up to killing Voldemort. Voldemort tries to kill Harry in several divers(pren ominal) attempts. He uses trickery, persuasion, and built up rage in Harry. Harry learns many things along his journey at Hogwarts. He builds his beliefs and values around his constant battle between good and evil.This shows how strong an antagonist can affect a bildungsroman plot. Lastly, setting can affect the way a character will think or act. Huck Finn was a young boy who lived in the South in a time of slavery among African Americans. He is a professedly red neck who floats up the Mississippi River on a raft. He comes across all types of people on his journey. The setting affects this book so much because the fact the he lives in the south during the slave era shows how he treats black people along the way. He is faced with many problems, and uses his knowledge of his surroundings to get him out of them.My first example for a bildungsroman story is Enders Game. Ender is a young boy who joins a school that train young children to fight. He is training to fight against a assemb lage of aliens that look almost like insects. Ender was taken in, and he was supposedly the chosen one. He had constant arguments with the people in his battalion, and he even got into a few fights. Ender was bullied when he was the late guy (Maximus), and then slowly became more respected as he became a hardened soldier. The way Ender learned was very different from a lot of archetypal bildungsroman characters. Generally, the protagonist will learn from other people.Ender learned from other people, but developed his own style based on trial and error. Ender turn out to be very smart and was rewarded highly for it. He made his own moves for combat and were proven very effective on the battlefield. This book was very different because it didnt use a common plot for bildungsroman. It focused less on character evolution, and more on character outcome. A bildungsroman book generally focuses more on development. At the end of the book, Ender finds out that the acclaimed killer of an e nemy is actually harmless.They are cosmos attacked without reason, and all of Enders practice sessions were actually real battles. It turns out the antagonist wasnt truly a bad species. They were just looking for a place to survive. Ender learns a lot from the fighting and why he is doing it. This book is a good example of peers affecting the main character in the sense that they were falsely leading him. Ender was lead to kill when killing wasnt necessary. Although he did form himself through lies made by the government, he still learned about life and what war is truly about.The next book I want to focus on is The Adventures of Huckleberry Finn by legendary author Mark Twain. Mark Twain is a realist writer who shows how it really was back in a time of corruption and slavery (Pool 1). Many people condemn Twain calling him a racist and a bigot, but little do they know he is trying to convey a message from a realistic point of view, rather than a romanticized point of view. Huck Fin n is a country boy who gets fed up with life at home and decides to run away and live life on the Mississippi. He takes his friend Jim along with him. The complicated thing about it is the fact that Jim is black. If someone spots Jim, they will turn him in as a runaway or even kill him. Huck uses his skills of being a great con artist to get him out of many situations. Huck learns from the way people act, the way they look, and where they are from to work them.This all has to do with setting. For example, when he meets the Grangerfords, he knows the are way classier and richer than him. He uses this to assume they dont have much street smarts. He comes across all sorts of people, and he has to retain information about the people, the land, and the personalities to continue on with his journey. The antagonist in this novel is really a person in particular. It is more a group of people throughout the book. Anyone that remains a threat to Huck and Jim would be considered an antagonist. The outcome of this book kind of lets the reader continue the story. They drop it off and crystalise it sound like Huck runs away again. We can assume that he ran away again for more adventures in his travels.My third example for a bildungsroman novel is Great Expectations. Great Expectations would probably be considered a canon for bildungsroman novels. The intricate writing and detailed storyline makes it a great novel for character development (Kogan). This book is about a young boy named Pip who goes from a lower class family to learn how to become a true gentleman in a high end English family. Pip meets nearly sixty people along his journey, and learns from everyone. The characters he meet are very interesting because some of them he learns from in a positive way, and others in a negative.Dickens focused on peers rather than setting and love, although they both play there single parts in this book. Setting is shown when contrasting the poor lifestyle to that of the rich Engl ish lifestyle. Pip must learn to cope from on both spectrums of housing. Love also plays a key role because he develops feelings for a girl he is housing with. Although he likes her, love doesnt steer his decision fashioning like it does for most protagonists. The antagonist in this book is being held down by society and not making a name for himself. He learns to delay free of the bonds of society and become a gentleman. At the end of this book, Pip is much older and now a hard working gentleman who is in the mercantile firm. All the people in his life ended up impacting his life greatly and for the better of things.My next example is the Harry Potter serial by J.K. Rowling. This is a very predominant series read by millions of people. It is one of the most famous series of the twenty-first century. Although it is highly recognized as a critically acclaimed series, it is often over looked as a true character development novel. Harry is a young boy who learns he is a wizard and e nrolls in a wizard school. What Harry does not know tis the fact that he is one of the most famous wizards ever. He is the only person to ever survive an unforgivable curse.As Harry goes through school at Hogwarts, he uncovers some of the most dark and horrible secrets about the past. He finds out about his family, his enemy, and his school and there dark pasts. Harry tries to break free of this unknown past but keeps coming back in big(p) ways. Harry comes face to face with Voldemort many times, and he becomes enslaved to the battle between the two. Harry learns from all the trials and tribulations that lead up to the killing of Voldemort. Unlike Enders Game, Harry Potter is focused more on journey than destiny.My last and favorite example is Forrest Gump. This movie is widely considered the greatest work of character development. This book expresses all the themes of a bildungsroman plot into one movie. It shows how love, setting, and antagonist can all affect the outcome of a pe rson. Forrest Gump is a mentally challenged boy who experiences more difficulties than the average human. He plays All-American Football, he fights in Vietnam, He meets the president multiple times, he deals with racism, he owns a multi-million dollar company and more.Love directs Forrest in a way like no other. His path goes off course multiple times in search of his true love, Jenny. Setting plays a big role because of the problems in the 60s. Things like the drug movement, the sex revolution, racism, war, and an economic crisis made Forrest Gump a true American. The antagonist of this movie is not a person. The antagonist is merely separation. Separation from Jenny is the whole point of Forrests great journey. Through this journey we can understand what being alive is all about and living in the credit line of happiness.With all these in mind, we can draw conclusions that bildungsroman novels have not really veered from the path since they were invented. They all have similar pl ots and outcomes. They all have to do with seeking of happiness and reaching the goal. All of the examples I have mentioned all reached their goals. It is a trend for bildungsroman novels to reach their goals and to succeed in the end. Although, this is a trend, it does not mean it is true for all of them.Some books leave a failure at the end in an attempt to show the reader maybe life isnt all about searching. Protagonists basically all have the same flawed characteristics that make them possible to develop. If they were perfect, they wouldnt have any goals to reach. They wouldnt search for a mark in life. I think as readers we enjoy a flawed character because it is easier for us to relate to them. We enjoy reading these types of books because they almost help us decide how we want to carry out our lives and live as an individual.Works CitedThe Bildungsroman in Nineteenth-Century Literature. Enotes.com. Enotes.com. Web. 11 Mar. 2012. . Forrest Gumps Amazing And Colorful Tale. Orl ando Sentinel. 22 Dec. 1996. Web. 11 Mar. 2012. . A Great Expectations. Chicago Tribune. 07 July 1989. Web. 11 Mar. 2012. . The Little-known Dark Side Of Enders Game. Fabius Maximus. Web. 11 Mar. 2012. . Pool, Bob. Commercialism Sold Huck Finn Character down the River, Twain Scholar Says. Los Angeles Times. Los Angeles Times, 18 Feb. 2010. Web. 11 Mar. 2012. .

Journey Assignment

pic Mater Dei Catholic College ASSESSMENT TASK Preliminary English Standard Area of Study Portfolio Date Issued Wk 6 Date Due Friday 5. 4. 13 845am Wednesday Outside Staff Centre Listening Lesson 1 Friday 5. 4. 3 In-Class Assignment Weighting 25% Components 15% Listening and 10% Portfolio Outcomes Being Assessed 2. A disciple explains relationships among texts. 3. A student develops speech relevant to the break down of English. 4. A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses. 7.A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of blueprints, audiences and contexts. Context of the task In the Area of Study, students explore and examine relationships between language and text, and interrelationships among texts. They examine closely the individual qualities of texts w hile considering the texts relationships to the wider context of the Area of Study Journeys. Outline of Task Part APortfolio In your area of study you lease been focusing on the image of Journeys. You are to collect, analyse and present TWO sources which relate to ideas of Journeys that have been explored in and are relevant to Raw or Away. Your chosen texts should be sourced from two different mediums. Presentation Your analysis leave behind be presented on the proforma provided to you by your English teacher and you are not to sink the total space provided. You must use different examples from your set text in each analysis. Part B Listening Task You will try to an aural text in class which will have an aspect of Journeys as its focus. You will be required to analyse the extract aurally and chin wag on how meaning is conveyed in this text type and its relationship to Journeys. You will need to be familiar with a range of Journeys concept ideas an d thesis statements. You will require your laptop and a set of ear buds/phones for the lesson.Obviously your laptop will be charged Marking Criteria Marks Criteria 13-15 Skilfully identifies the concept of Journeys in the text. Demonstrates luxuriant understanding of how selected text/set text explores the concept of Journeys Presents a perceptive analysis of the set and chosen text Uses language which is appropriate, sustained, sophisticated and suitable to audience, purpose and form 10-12 Clearly identifies the concept of Journeys in the text. Demonstrates effective understanding of how selected text/set text explores the concept of Journeys Effectively analyses the set and chosen text Uses language effectively which is appropriate and suitable to audience, purpose and form 7-9 Identifies the concept of Journeys in the text. Demonstrates satisfactory understanding of how selected text/set text explores the concept of Journeys Attempts to exp lain ideas in the set and chosen text/ cites the texts. Uses language which is appropriate and suitable to audience, purpose and form 4-6 Describes Journeys in the text. Demonstrates limited understanding of how selected text/ set text explores concepts of Journeys Attempts to describe the selected text and chosen text Uses simple language suitable to audience, purpose and form 1-3 Demonstrates elementary understanding of Journeys in selected text/ set text recount of the texts/ brief response Uses simplistic language which is not always suitable to audience, purpose and form Areas of proficiency Areas for development Journeys Additional texts summary sheet backup Refugee Blues Text Type Poem Composer WH Auden Published 1939 Audience English teacher Outline the text in terms of its broad relationship to the concept of Journeys. This poem explores the concept of journey through sadness and the hardships that are experienced of being a Jew in the wrong place at the wrong time.This agree has lost everything except each other so in that respect is hope for them The couple are determined to find a sense of place and adoption after locating to a new destination Identify two Journeys thesis statements which are relevant to both your set text and this chosen text. (Use run form) A journey can involve the search for identity Journey can often contain obstacles to be met and over come beg off (with speech to technique, relevant egs and effect) how each thesis statement is explored in Raw/Away. (2xWHEELS) WH Auden articulates how journeys can often contain obstacles to be met and overcome in his poem Refugee Blues. Auden conveys a disillusioned tone through his use of anaphora.During the time of the war, it is expressed that almost civilians were treated as outcasts. This is evident in the first paragraph where he writes understand this city has ten million soulsyet theres no place for us, my dear, yet theres no place for us. This is further reiterated in the repetition of the phrase we cannot go there now, my dear, we cannot go there now. The use of anaphora establishes for the reader the belief that the two refugees in this poem have to overcome the obstacle of exclusion as they are not accepted by anyone in the country. The use of repetition in the statement yet theres no place for us and we cannot go there now evokes empathy in the audience more so that it would have been without repetition.The reader also feels consonant and concerned for the couple with the quote my dear and we realize that the two have strong feelings for each other. This is a good thing because they are able to hassock each other. Through the use of anaphora Auden was able to highlight about how journeys can often contain obstacles to be met and overcome in his poem Refugee Blues. The concept of journey can involve a search for identity and this is explored in WH Audens poem Refugee Blues. Auden portrays logic of despondent tone through his use of structural devices and figurative language. This is seen in the sentence .. some are living in mansions, some are living in holes.. and if youve got no passport youre officially dead.The use of juxtaposition and metaphor creates the reader to feel empathy for the refugees and because the poem begins by introducing a city with 10 million people in it, some have the luxury of living in mansions and this is contrasted with the rest who are living in most disgusting conditions holes. Its suggesting that the couple are the impoverishedest of low because there is not even a hole for them and they are below the poverty line. WH Auden takes a single main theme and makes variations on it, leading to a particularly powerful finale. The theme of this poem is the abuse of human rights experienced not only by German Jews but by other Jews and by refugees anywhere.Through the use of structural devices and figurative language Auden was successfully able to p ortray the quest for identity in his poem Refugee Blues. Scott Monk represents the idea of journey involving a search for identity in his novel Raw. Monk highlights a sense of regretful tone through his use of characterisation of Brett Dalton. This is shown in the quotes shes got nada to do with this Its my fault Im the one to blame and He Brett felt like he had let him Sam down. No one had adorn up with more from him. Hed been patient so many times. Forgiven him. Let him back to The Farm when hed run away. Hed always been there regardless of the trouble Brett had caused an all hed got in return was grief. The use of characterisation establishes the way that Brett has accepted that he was liable for everything that has happened between him and Caitlin and him and Sam. This shows a lot of maturity from Brett because he is the one taking the guilt. The second quote used demonstrates the influence Sam had over Brett. The fact that Brett feels blameful is significant and demonstrat es what he has learnt and how he has been changed because of the institution. Through the use of characterisation Monk was successful on depicting the notion of journey involving a search for identity. Explain (with reference to technique, relevant egs and effect) how each thesis statement is explored in your chosen text. (2xWHEELS)

Aa Meetings Essay 2

Reaction Paper SAB 110-02 I kickoff tended to(p) AA confluences as a requirement while I was in outpatient treatment in 2002. So when I learned that I had to go for a class assignment, I thought I would be comfortable attending a run across. I was going with the intent on just sitting in the back and listening. The meetings that I had gone to in the past were held at the treatment center where I was seeking help. For this assignment, I went to a group meeting at a prominent church in south Charlotte. Once inside I was greeted with often of hugs and handshakes, this is when my plan changed.I was asked if this was my initiatory time attending a meeting with e genuinely other introduction. All of the feelings of being nervous I had years ago from going to my first meeting, started coming back on me. This was a large group of middle age men and women, with little or no motley within the group. The meeting began with the reading of the 12 steps, the 12 traditions followed by the Se renity Prayer. After the readings, one thing that surprised me was how the large group divided up into three different groups. One group for women, an open group for beginners, and a closed meeting for men, I stayed in the closed meeting.The topic of discussion on this night was on reco really and service. While I was listening to people talk about how long they had been in recovery, and how attending meetings several times a week for many years had kept them sober. Others spoke about how they do service work. One gentleman talked about being in recovery and that he felt they were only able to remain sober beca occasion they became active in service and helping others. I got involved in the discussion and stated that this was my first time in a meeting in nine years.I felt like the next few people to speak was a channelise response to what I had said, it made me feel uncomfortable. I was active in service and unity during my first few years in recovery, but I personally believe tha t a person should not have to be in recovery for the rest of their life once they become sober. AA works very well for many people, and a lot of people either find it ineffective, or they turned off by it. I respect the opinions and perceptions of those that do. Recovery is not something that you can force on someone.What works one individual made not do the same for someone else. The next meeting I attended was a NA meeting. This was the first time that I had been to a meeting, but I was not nervous attending a meeting. The meeting was held at a different church, but in the same area of the AA meeting. I was quite surprised when I went inside. There was a wide range of diversity in this meeting, as it relates to age, socioeconomic background, profession, educational level, and gender. One thing that was caught my attention was the number of high school age people who were there.The meeting began much like the AA meeting did with the reading of the steps, traditions and the serenit y supplication. This was an open discussion meeting. There were two teenagers who were there together, who talked about using the day before. One of them mentioned that they were jealous of their friends at school. The reason she gave was that how her friends could use drugs and maintain self control, but she was the one to lose it. There were a few things in this NA meeting that I learned. First was, when discussing your drug customs or your drug of choice you dont mention the name of the drug.It was also stated to keep the conversations about narcotics and not alcohol, which surprised me, being that this was my first NA a meeting, I have talked and listened to addicts and recovering addicts many times before but sitting in on a meeting fey me differently. I felt more comfortable attending the AA meeting, mainly because I had been to some in the past. Also the NA meeting did not seem to be as organized as the AA meeting. People would get up and walk out to smoke while someone wa s talking. Another distraction that took away from the meeting were people talking about other topics other than addiction.Overall the meeting was informative and the people were very nice and like a close ripple family. I choose to attend an Al-non meeting, and I enjoyed this experience the best. I did not know what to expect going in, but was put at ease from the good-will shown by the people. This was an opening meeting and open discussion. This group was made up of mostly middle age upper class females, with one couple. They started the meeting with some group business and announcements, after that I thought I was in a AA meeting, The topic was on the holidays and how to cope. When people talked about being in recovery, they were utterance about themselves.I did join in on the discussion and stayed a few minutes after the meeting to ask some questions about the group. I could see myself going back to Al-non for support if I had issues with or was affected by a friend or famil y member drinking. I got some very good insight and information from all three meeting, but the Al-non seemed to be the one that was the most sincere. Unlike at other meetings for addicts themselves, the 12 steps in this meeting did not seem to take top priority, but rather the group help seemed most important to Al-non. They closed the meeting with the Lord prayer and invited me to come back.

Expectancy Violation Theory

Sanchez, JR PC Abcomm 013 forecast Violation Theory by Judee Burgoon How do you suppose input manifests itself in conversations between teachers and students? (TITLE) A present fragment of the Expectancy Violation Theory is the Existence of arousals or distractions to the recipients of a communication episode.And given this activity, I am explaining, to my extent gulp*, how an arousal manifests itself in a teacher-student conversation. Arousals are these manifestations when violations are present in an on-going exchange of thoughts between two or more people it has also been stated that Expectancy Violation Theory focuses mainly on non-verbal communication. Arousals are described in two forms namely the Physical and Cognitive.Depict a classroom, where a student was asked to make do for a consultation meeting concerning his grade. Unexpectedly, while the consultation is taking place, a student decided to touch the teacher in the shoulder while flavor at his/her progress in the re cords, but in opposition to what the teacher has in mind, its integrity format of invasion of personal place, or burp on the teachers perspective.An arousal would make known of itself in this conversation because of the unexpected turn of events, specifically the students moving-in-touching-the-teachers-shoulder-step, because the teacher is view inversely as the pupil, a physical arousal will immerge from the event and there will violation occur, following the next procedures, and then will EVT pronounce. some other situation, concerning again the teacher and a student, where in the arousal-generator is the pupil, assume theres a classroom once more, but this time, an everyday mobilization is going.The teacher discussing, students evermore doing their best to listen to what the teacher is speaking, etc. The teacher then wanted and decided to call a pupil to answer a certain interrogative sentence about their lesson, while requesting for the answer, the teacher then decided to be hard on the student, to extract more words that made the pupil reflect that his/her space is being invaded. Once more, an arousal will announce itself a cognitive type of arousal would be present because its only in the mind, in mental awareness.The arousal did manifest on that given situation because there was, of course, the invasion of bubble. Thats basically the theoretical cause of many arousals, begins from bubble invasion, followed by the arousal. I am not familiar of any Arousal Mechanisms, but with its name, AMs or Arousal Mechanisms maybe those hidden actions or attitudes present in one person that the other person didnt expect happening. The first situation has a physical arousal, wherein there are bodily changes resulting from violations, the touching of the student did slog the physical arousal to commence.The AM here is the touching of the student where invasion of personal space is in a physical format. The second situation has a cognitive form of arousal because , like I said from the text, it is cognitive because its only mental, only in the mind. The AM here is the teachers harsh words thrown at the pupil to answer the question the teacher is asking about their present lesson. As expected, arousal would occur at a given communication episode if there is an invasion of personal space, more expectantly from different mannerisms or used-to-do things of the participants.

Learning at Universities Essay

Learning at University The International Student Experience1 Meeri Hellsten Macquarie University, School of information meerihellstenmq. edu. au Anne Prescott Macquarie University, School of Education anne. prescottaces. mq. edu. au This paper reports on research that explores foreignisation of the Universitys curriculum offerings and how this affects international pupils. The central focus of this paper is to highlight some of the student remark on communication amidst instructors and students exemplifying the mood it subsequently affects the quality of student larn.The paper concludes by raising some questions concerning how we whitethorn best occupy the inquires of international students by drawing on inclusive teaching philosophies. Inclusivity and diversity, international students, internationalisation and sustainability, novelty aim INTRODUCTION The internationalisation of curriculum in Australian universities has change magnitude signifi sighttly in recent years. International students (IS) ar now an integral part of university teaching classes.The rapid increase in international student numbers is also reflected in current research. However, relatively little research has focused on the student perspective (Ballard and Clanchy, 1991 J wizs, Robertson, and Line, 1999 Ramburuth, 2001 Reid, 2002). This paper is a portion to this ara of higher cultivation research. The accommodation of IS is an important goal in the Australian higher direction sector that is reflected in the commitment to quality education and teaching expertise.The benefits of the integration of IS into the Australian academic shades ar highly esteemed by university leadership. The diversity of our university populations is raise by IS and further research whitethorn be found by exploring how diversity may add appraise to the transition waste intercourse as a whole (McInnes, 2001). However, reports on students arrives provide a just round contrary understanding o f that experience. For example, Reid (2002) conducted a comprehensive study, which surveyed oer 300 postgraduate IS at Macquarie University.Contrary to common beliefs, about students from Asian backgrounds in particular, IS students were reported to value the interactive mode (i. e. questionion based instruction) of unit deli actually over a sometimes assumed teacher centred mode. Another example is the common uninspired belief that students from Asian backgrounds prefer rote-learning elans and tend to be passive in classroom interaction. It seems whence, at least rhetorically, that ideas about what constitutes high quality teaching and learning differ between international students and academic personnel.1 This paper is adapted from one presented at Celebrating Teaching at Macquarie 28-29 November 2002 (Hellsten and Prescott, 2002). Hellsten and Prescott 345 If the practices that characterise quality be comprehend and acted out differently by members of Western and Eastern heathenish groups it assumes a questioning of the very meaning of concepts such as quality and teaching. These can account for deeply contrasting expectancys of educational practice.International students pagan traits have been blamed for subsequent teaching and learning problems (for example, Burns, 1991 Jones et al. , 1999 Leask, 1999 McInnes, 2001 Ryan, 2000). Some problems include poor incline language and critical thinking accomplishments, failure to participate in the collaborative learning mode (for example, group discussions), differences in cultural communication, academic literacy styles, and expectations of rote learning resulting in lack of independent learning initiatives. Where does this occur? Some researchers have refuted these claims.Biggs (1999) provides a broad review of research findings that reveal institutional stereotyping of students from Asian backgrounds. He argues that such students continue to rank in the top levels of university extends, which testi fies to their ability to adjust well into the Western learning cultures. The issues and problems are no different from those generally raised by researchers in the field of the first year experience of mainstream students undergoing the transition to an academic university culture (Levy, Osborn, and Plunkett, 2003 McInnes, 2001).Biggs (1999) reports on results showing that at least for some, the mainstream transition experience is fraught with uncertainties about fitting in to disciplinary cultures in terms of academic writing genres (for example, Krause, 2001). Anecdotal evidence suggests that students quickly develop the ability to produce out their position within disciplinary cultures, with beginning students being able to guess at what is important as sanctioned disciplinary practice within three weeks of commencing their studies in a major discipline area.Therefore, research is needed into the acquisition of disciplinary know-how that seems readily accessible by students in universities a skill that would not in such cases be ac knowledged by the academic community. What seems to be at the core of the debate is the notion of communication between IS and university round (Hellsten, 2002). There seems to be a need to increase cultural understanding that is reflected in the ways in which pedagogy and practice are mediated between IS and academics.There also seems to be a need to establish opportunities for discussion between IS and staff about the communicative differences that constitute pedagogy, and the way in which these are reflected in the university teaching settings. In order to examine the relationship between cultural practices and pedagogy among incoming students we conducted one-hour, semi-structured sessions with volunteer IS in their first year in Australia. The 48 participants (undergraduate and postgraduate) were enrolled in many different discipline areas of the University, as shown in Table 1, and came from a range of countries around the world, presented in Table 2.Table 1. Participants course of study Accounting Actuarial Commerce Economics Translation TESOL Linguistics Languages Education Anthropology Computing Exchange Total Undergraduate 3 3 1 1 1 1 1 2 1 4 18 Postgraduate 1 2 13 3 6 3 2 30 Total 4 3 3 1 14 3 7 1 3 2 1 6 48 346 Learning at University The International Student Experience Table 2. Participants country of origin (N=48) Country China South Korea USA Japan Germany Vietnam Thailand mainland China No. 16 13 5 2 1 1 1 1 Country Sweden Sri Lanka Spain Singapore Malaysia Kenya In applyesia Hong Kong No.1 1 1 1 1 1 1 1 Of central stake was the first six-month time period following overseas students arrival that constituted their transition period between the old and new learning environments. The questions centred on the students encounters with Australian communities, learning environments and the academic disciplines. We were also interested in the students overall sense of experience as reflected in subsequent word-of-mouth referrals to fellow students in their home country. We found important impressions inherent in such descriptions.They provided insight into aspects that might otherwise have been hidden cod to discursive politeness and courtesy constraints of the interview. Below are some features of their commentary. COMMUNICATING IN CLASS One of the common assumptions make about IS from Asian cultures is that they find it difficult to contribute in class and to participate in classroom discussions. There are many substantial explanations for this, the approximately salient being that IS feel self-conscious if discourseal flow does not come easily in the side of meat language.This shows in their faltering in attempting to talk English words for fear of failure in front of the evaluative eye of other native speakers. Yes. Um they teachers think its a job. They ask something. We joint nothing cause we wanna say but (inaudible) shy. And Im afraid sometimes Ill make a mistake, so I dont want to like that I think, my friends, sometimes they stay in one course for two months. Because their character very shy. They dont want to say, you know, anything sluice though they know everything. They know everything.So teachers didnt know that. Its just hard and difficult. I dont know the feeling, the nuance, I dont know those in English so.. I Im not a good English speaker at all. Its very uncomfortable when I talk with somebody. So I think I When I speak with Australians I feel they treats me as a children, you know. And they think of me as a just aindicates height of a child with hand that language level person. Like a ten year old kid. In conversation with native speakers the student in the third example feels she is being spoken to in the diminutive voice.The perception that others speak to her as a child must(prenominal) be damaging to her self-esteem as an academically successful individual. The perpetuation of this perception may in turn resul t in a reluctance to speak in public, thereby accentuating a difficulty in the learning process. COMMUNICATION ISSUES A common communicative feature is for speakers to adjust their conversational style to suit each other in terms of genre and register. Australian lecturers of IS are perceived to lower their level of language use in the entrust of making their teaching more effective and beneficial for low level language speakers ( Jones, 2001).Hellsten and Prescott 347 The consensus was that the mode of delivery was easier than that expected of mainstream students. The necessary feedback may not have reached the lecturers due to culture-specific constraints for politeness in discourses. For example, students from some cultural backgrounds did not feel comfortable offering criticism of their teachers as a gesture of respect The one thing is they (lecturers) try to speak easier (laughter) because sometimes we mis understood. And lecturer say to student but nobody nodded. So he try to explain again.So I think most of the Australian lecturer try to give lecture (in an) easier way. Delivering lectures using lower level language registers can be perceived as contrary to IS expectations of improving English proficiency as part of their student experience in an English speaking country. Before I came here I think uh, if I got to Australia I will improve my English skills really very fast. But its just a dream. I must do everything. Every day I practise, practise, practise for this. Within this commentary is the realisation that achievement in the learning experience hinges solely on personal investiture of time and practice.The interpretation here is the refusal of the lecturer to provide the necessary skills to which the student aspires. It is also a reaction to the realisation that the low level of language provided by the classroom interaction would not provide him with advanced level linguistic ability a rather troublesome side effect of an overseas university experience in an English-speaking country. It seems, based on our student commentary, that the slowing down of English language learning results, at least in some cases, is a lack of challenging classroom opportunities.So adjusting to a conversational style may not be useful and may be interpreted by IS as a gesture that further marginalises them from mainstream students. Leaving the social comfort of home country for study in a foreign country, language and culture can be a harrowing experience, especially for younger international students. The mentoring programs in place within universities go some way toward meeting the prefatory transition needs. However, the interviews revealed that IS consign the responsibility of teaching to lecturers rather than the institution.On this theme, one feature of the discussion is the student perception of a lack of take hold by the teaching staff. For example So, I want teacher to encourage that, and like mum or dad yes, to take care of them (other IS) a lot because they are really shy and they sometimes they dont understand. Just to say OK. I want our teachers to know that. So there is a consultant. He consult with me. But he is really busy. I cant contact easily. Just the one (consultant) and a lot of students here. So, and he notwithstanding work I think, twice maybe three days a week.So I cant meet. (Is this a reference to a teacher or a student counsellor? ) I visit many times this office. When I need their help I am looking for soul but I cant. Commentary about the unavailability of consultation opportunities is extensive among newly arrived international students in our study. We suggest that this lack of resources is partly a biproduct of the current global economic rationalisation in the higher education sector the effect of which is compounded for IS who often have greater needs than topical anesthetic students.There is a perception that special efforts should be made by academic staff to accommodate incomi ng students needs. This is attributed to the need for care and emotional support, and in a familial sense as tantamount to so-called parenting. This is especially voiced in talk about the younger IS groups. The ethic of care is an expectation of the teaching practices by the students interviewed. 348 Learning at University The International Student Experience The unavailability of part-time staff poses a further problem for international students due to the pressures imposed by their timed candidature.There is a sense of urgency about the study program and waiting to see staff who are not available is interpreted as obstructing progress toward the completion of the degree. Such concerns are directly linked with the marketing of education in the new global knowledge economy (Rizvi, 2000). Certainly, international competition for student places and resources is of central interest to Australia as one of the Western English speaking countries with extensively developed international ed ucation targets. Australia is competing against other English speaking countries for IS numbers.The competition and urgency of this new global dynamic is whence reflected in the responses of IS and may result in the experiences perceived as less desirable as in the above commentary. The commitment to internationalising the curriculum needs to seek critical and innovative solutions to a re-evaluation of existing curriculum content, enhanced capacity and mode of program delivery. To this end, Bellis and Clarke (2001) found a course online bulletin board to be extremely useful for students interacting with other students and staff.Students were encouraged to discuss difficulties among themselves, with academics only participating when necessary. While Bellis and Clarke recognise that not all students participated, for IS whose first language is not English, a bulletin board allowed students to think about and compose their response without the pressure of the discussion progressing pa st the point where they wanted to participate. SOME IMPLICATIONS There is a widespread call for implementation of various bridging programs to attain IS better in their transition to the Australian study environment (Jones et al., 1999Leask, 1999 Ryan, 2000).Successful mentoring programs are in place in many universities (Austin, Covalea, and Weal, 2002). These go a considerable way toward the creation of important links between IS and Australian communities and may decrease feelings of social isolation and loneliness. Implications can be considered in terms of enhancing culturally gauzy curriculum delivery and communication, and by enhancing a reflective and inclusive teaching culture throughout the university. Implications for teaching and learning.Some useful resources for the critical psychometric test of our teaching modes and practices may be found in a number of professional-development initiatives. Inclusive teaching practices are particularly pertinent. While inclusive teaching philosophies are part of effective teaching policies, whether in schools or universities, there seems to be some uncertainty about their applicability to the teaching setting. Making the curriculum and its discourses transparent is a starting point discussed by Leask (1999) and Garcia (1991).Provision of obvious and workable program and assessment guidelines that are sensitive to individual variation and diversity are also listed among their recommendations. One implication that emerged from the current study involves the need to provide opportunities for staff to communicate and reflect upon their practices in teaching IS. One cost-effective way is the formation of focus groups that contain impartial representatives of the international student body (such as representatives of the National Liaison Student group) who convey the views of students to academic and other staff. sensory faculty of cultural open-mindedness and responsibility towards IS is an issue that could be explored. Information sessions may address the examination of religious and other culturally divergent traditions, as well as culture specific discourses. Rizvi (2000) calls for the internationalisation of curriculum to ensure the promotion of cultural change, that would become part of both the mainstream and other groupings. The culturally sensitive curriculum would then move away from the stereotypical thinking that claims internationalisation as a responsibility that belongs to someone else other than oneself (Leask, 1999).Hellsten and Prescott 349 The underlying premise of Leasks (1999) statement of shared out responsibility for the internationalisation of the Australian higher education curriculum prescribes that strategies are put into practice to enable the meeting of individual IS needs for communication. Where this relates to increasing staff availability, further resources may be needed. Clearly, the conditions of IS academic experience rest on adherence to time manageme nt and other restrictions as dictated by unorthodox visa requirements.Such constraints necessitate mediation with academic and other university staff for increased accountability and loyalty to consultations and other scheduled commitments. One suggestion for implementation is to make a point of contact facility available that is staffed by academics and experienced IS mentors. We found that many of the questions of incoming IS are of a general spirit and can be answered by individuals within the university system. Such a facility (for example, an information booth, linked to an on-line service) meets the deeper need for social and emotional support that is currently felt by new students to be lacking.Garcia (1991, p. 3) points out that classroom teachers who were thought by others to be highly committed to the educational success of their students perceived themselves as being instructional innovators utilising new learning theories and instructional philosophies to guide their practice. Professional development activities were also considered to be important. They had high educational expectations for their students. Some students in our study thought their lecturers were off-hand about their students success or failure. It would appear, therefore, that good teaching is recognisable, no matter what the venue.Implications for practice Educational practices are largely think to everyday conduct, held values and attributive actions. To this effect, we benefit from recommendations for teaching methods that draw on reflective and inclusive teaching philosophies. However, it is our experience that these philosophies are not entirely understood by the academic community. There needs to be some recognition of inclusivity as a dynamic negotiation, as opposed to the domination of one over another. This reasoning makes the notion of flexibility and change everyday requirements for the accommodation of diversity in our teaching and learning settings.There still exis ts a great need among academics in Australia to reflect upon their cultural affiliations, to explore their ethnicities and acknowledge that these are not only traits we identify in others but also in ourselves. This reflection should then allow for inclusive practice to begin by asking, what can I do to meet the particular cultural and discursive needs of international students. This may in itself, and without further extended effort, transfer into the duty of care for the IS in particular classroom settings.However, there are some recommendations that provide examples to implement culturally inclusive practices into the teaching of IS. An initial issue is to consider a needs analysis of the students and how their needs can be met within the constraints of the teaching program. A siemens issue is, to allow for flexibility in understanding some of the cultural discourses and genres that may be encountered in communicative exchanges with IS. Knowledge of the background of students ac knowledges an acceptance and interest in their cultural backgrounds. There are many publications describing cultural practices of particular nationalities.For example, an exploration of different religious and cultural traditions may provide stimulating introductory material particularly if this is carried out with sensitivity and without marginalising individual students in the group. Another effective introductory session may investigate communication conventions of different cultural groups. Allowing students to explore culturally specific behaviours such as the use of voice, tone, affect, body language and body contact in communicating with different members of the community may also open up channels of communication between staff and students.This may also act as effective preparation for later appellative of unexpected features of communicative conduct. 350 Learning at University The International Student Experience CONCLUDING COMMENTS The internationalisation of Australian h igher education is still in its early childhood inviting greater collaborative effort from university communities. Although many generalisations exist, we now widely acknowledge the possibly erroneous perception of quantity underwriting quality.There is a discernment that increased numbers of IS have not reflected in the capacities of learning institutions in terms of the provision of quality andexpertise at least when it comes to inclusive practices and culturally sensitive communication styles. The implications addressed here go some way towards meeting these needs.Further investigation is clearly necessary especially in comparing student commentary with staff perceptions and experiences. The assurance of quality teaching and the provision of culturally amenable learning opportunities for international students may be achieved by means of cultural change and critical evaluation of current academic discourses and practices. Acknowledgements.Many thanks to our interview participan ts who so willingly gave their time and Louise Warton for so cheerfully transcribing the interviews. The financial support of Macquarie University is gratefully acknowledged. REFERENCES Austin, J. , Covalea, L. and Weal, S. (2002). Going the Extra Mile Swinburne, Lilydales Mentor Program. 16th Australian International Education Conference. Hobart. Ballard, B. and Clanchy, J. (1991). Teaching Students from Overseas A Brief repoint for Lecturers and Supervisors. Melbourne Longman Cheshire. Bellis, C. and Clarke, S. (Eds. ). (2001). Teaching Actuarial Management Internationally, Using the Internet.Sydney Centre for Professional Develoment, Macquarie University. Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham Society for explore into Higher Education/ stretch out University Press. Burns, R. (1991). Study and Stress among First Year Overseas Students in an Australian University. Higher Education Research and Development, 10(1), 61-77. Garcia, E. E. (1991). Th e Education of Linguistically and Culturally Diverse Students in effect(p) Instructional Practices. National Center for Research on Cultural Diversity and Second Language Learning. Online http//www. ncela. gwu. edu/miscpubs/ncrcdsll/epr1/index.htm 28/05/2003. Hellsten, M. (2002). Internationalizing the Curriculum. Internationalizing Education in the AsiaPacific Region Critical Reflections, Critical Times. thirtieth Annual Conference of the Australian and New Zealand Comparative and International Education Society. Armidale, Australia. Hellsten, M. and Prescott, A. (2002). Learning at Macquarie The International Student Experience. Celebrating Teaching at Macquarie. Macquarie University. Jones, A. (Ed. ). (2001). Resistance to English Language Support. Sydney Centre for Professional Development, Macquarie University. Jones, S. M. , Robertson, M.and Line, M. (1999). Teaching and Valuing the Voices of International Students in Universities. Online http//www. ecu. edu. au/conferences/ herdsa/papers/nonref/AlanJones. pdf 28. 5. 2003. Hellsten and Prescott 351 Krause, K. L. (2001). The University Essay Writing Experience A Pathway for Academic desegregation during Transition. Higher Education Research and Development, 20(2), 147168. Leask, B. (1999). Internationalisation of the Curriculum Key Challenges and Strategies. The State of the Art in Internationalising the Curriculum International Perspectives. Online http//www. unisanet. unisa. edu.au/learningconnection/intl/read/paper/ 28/05/2003. Levy, S. , Osborn, M. and Plunkett, M. (2003). An probe of International Students Academic and Social Transition Requirements. Online http//www. qut. edu. au/talss/fye/ papers03/Refereed Papers/Ful papers/Levy,OsborneandPlunkett_paper. doc 28/05/2003 McInnes, C. (2001). Researching the First Year Experience Where to from here? Higher Education Research and Development, 20(2), 105-114. Ramburuth, P. (2001). The Internationalisation of Education Implications for Student Learnin g and Socio-cultural Adjustment. Developing Global Capacity Through International Education.15th Australian International Education Conference. Sydney. Reid, A. (2002). Internationalisation, Inclusivity and Learning. In C. M. Wong, K. P. Mohanan, and D. move (Eds. ), Proceedings of the Second Symposium on Teaching and Learning in Higher Education (pp. 327-332). Singapore National University of Singapore. Rizvi, F. (2000). Internationalisation of Curriculum. Online http//www. pvci. rmit. edu. au/ioc/ 2/8/2002. Ryan, J. (2000). Assessment. In J. Ryan (Ed. ), A Guide to Teaching International Students. Oxford Oxford Centre for Staff and Learning Development University. IEJ.

Editing and Montage as a Design Tool in Architecture

In this universe we experience retrieve with that imagine the past nowa twenty-four hour periods and the hereafter. similarly topographic point and juncture, mind and infinite atomic number 18 non outside of each other they two fuse into each other to organize a remarkable experience, and video aids us see all of this more clearly than anything else, as it can in no clip takes us back in the yesteryear, similarly in to the hereafter and it besides portions the experiences of present twenty-four hours modern-day universe. movie besides allows a passageway into another universe both bit high-priced transporting its audiences into infinites and environment that makes us experience more existent than anything we experience in our mundane vivification history. the audiences allows themselves to be absorbed by the account it offers and they temporarily becomes the portion of that narrative. two computer architecture and dart offer a delicate conjunction of physiological and e xperiential factors. both art signifiers defines human interaction through different facets of life and gives different position for better apprehension of our universe. merely like the architecture is more than merely kick white walls and columns, likewise movie has a grip to offer than showing emended images on a clean white screen. Architecture exists, like movie, in the dimension of clip and motion. One conceives and reads a building in footings of sequences. To raise a edifice is to foretell and seek effects of contrast and linkage Through which one passes Jhon novelFilm and architecture are two distinguishable professions, but as we explore the both Fieldss both art signifiers open given a batch to each other and their cooperation day of the months back, of all time since the first moving image was introduced in the late eighteenth century, in which images of mundane metropolis life were shown to the audience. the cooperation of the two professions has growing unneurot ic of all time since as both professions portions a immense common land the coaction has growing questionably until now non merely in the place of the advancement of different thoughts, ideas and visions belonging to different decennaries of this century likewise the usage mission techniques of film has helped to heighten the objecters imaginativeness.all through their transcendency movie and architecture strengthen their connexion by larning different rational, nonliteral and practical devices from one and other in order to beef up their ain system of apprehension.Although film and architecture are distant humanistic disciplines, dynamic and inactive some(prenominal)ly their complex relationship gives life to each other. Sharing a common affect for the parallel subprograms involved in bring forthing their plants, the Godheads behind these two looks have an apprehension that one will ever profit the other ( 1 ) in that respect are many parallel performance in the create me ntally and inclinationing of the movie which is really much related with the designing and representation procedure of architecture, both professions requires the survey of both in order to take the benefit. there are movies which can non be a success without an designer working at the emphasize planing existent life companys. which are meant to look perfect in every facet ( doing everything about the movie origination based ) ( 2 )peculiarly merely as the film depicts life over a large white level surface, likewise the presentation of architecture both in the design procedure and the certification uses the same procedure. each profession has looked into each other in order to derive advantage, both signifiers use similar techniques in their specific design procedure merely as architecture can non be done without paper, theoretical accounts, pulling likewise movie requires all these techniques for its devising in the design procedure.Prof.Francis Penz speaks of this confederati onArchitects can surely larn from the filmmakers ability to stand for and travel through infinites. They can besides larn from the trade and artistic of studio-made characteristics where film makers have brought a peculiar vision to bear upon the sets and the architecture in which the histrions move. Architectsmay profit to understand that their 3-dimensional representations are a natural set for the geographic expedition of infinites in motion, which may assist to look at ones work in a less inactive manner. Similarly, the politeness of representation apply by architecture pupils, as mentioned above, utilizing drawings, physical theoretical accounts and more peculiarly computing machine lifes, may represent an interesting outset point for the movie industry ( 3 )hence many film makers take aid from designers for the flawlessness of their unrealistic edifice signifier to convey life and world in those nominateions. Similarly the designers besides take benefit from the architectu re of movie by acquiring inspired from the futuristic attack of movies, apart from this the techniques used in the film such as collage, redacting, semblance, illuming, motion in infinite have ever been demand of the architecture in assorted design procedure of about every edifice.likewise merely as the designers takes control of upon every facet of the edifice design a movie manager acts as in-chief(postnominal) component is planing of a movie.With the release of city in the late 1920s wholly changed the position how people related movie and architecture and it made the connexion between the two Fieldss stronger than of all time before. the release of the movie brought about a new civilization in Germany of excessively big sized hoardings as it became a new manner in Germans movie industry, which was in the procedure of following American criterion in Berlin entirely adding about 20 film theatres each with a 1000 seats to its stock of 380 film theatres. Bringing images of screen i nto the street these tremendous advertizements narrowed the spread between movie and world and merged for an instant movie and architecture. The release of the movie besides gave rise to the argument about the hereafter of Berlin as the film reveals the modern-day captivation with a edifice type that stood at the centre of the widespread about the hereafter of German metropoliss. Metropolis was rich in the subterraneous content that, like bootleg cross the boundary lines of consciousness without being questioned ( 4 )The movie was a success as it addressed issues of urban hapless and societal agitation, pros and cons of the usage of technolog, generational struggles and delivering power of the faiths. cities shown and depicted overdone version of dark American streets with a construct of cardinal tower that had played such an of import portion in recent treatments and that represented the most conservative and modern-day attack to skyscraper design and town planning in Germany.it was this film which made a immense preserve on urbanist motions in other movies as good where the function of monumentality and the function of skyscraper continued.Both movie and architecture have many similar elements in their devising, if we chew out about architecture it is the infinites which are required to be organized in a coveted mode to accomplish a peculiar design where as in movie devising images are organized in a authorized mode.in the instance of movie doing it undergo the process of three stages, the expressive portion of thenarrative, the spacial usage of mise en scene and the important portion of montage/editing.brian vocalist the manager of movie X-men, the usual suspects provinces has stated about the formal procedure that a movie is designed three times in production at first on paper, 2nd at the set and third in the editing/montage room. ( 5 )likewise movie shaper micheal explains the 3 phase procedure of movie devising 1. Always, under any fortunes, spar e and convey a book to your shoots. a book or screenplay is written program of the movie in your imaginativeness. it includes duologues as good the scenes, what the histrions do, the particular effects, the music and so on ( The report )2.storyboards/ mise en scene are a great manner to visualise your shootings and set some construction in your a narrative board is series of illustration or images displayed in a sequence to give others an thought of how the scene will look3. production and post-production ( collage ) which kernel you shoot movie along with the dramatis personae and crew. Post-production is the most fun portion its fundamentally consists of redacting of movie and adding effects ( 6 )Narrative in movie devising narration in the movie devising is the portion which describes the basic thought of the narrative, it describes assorted impressions that the movie brings with its ego it is one of the BASIC of the movie, narrative besides depicts the chief case of a movie and around which the narrative of the movie is revolves. in the devising of the movie the narrative is merely an fanciful conceptual procedure and it aids to construct up the primary phases of movie design.mise en scene/story board It is the procedure in which the existent visual image of each scenes takes topographic point, it is the representation of the necessities of the movie such as puting up the narrative and presenting it to the audiences in this the objects with in the frame are operated through compositional criterions, the elments which can change or help the mise en scene can be the lighting, colour, back land scene, camera angles and the placement of the characters.Editing, Montage/ production this is the most indispensable portion in the devising of the movie as it is what completes the movie by the procedure of cutting and gluing and it forms a relationship between the shootingsif we compare these techniques to architecture it can be deduced that to a certain grade all of these movie devising procedures are used in architecture every bit good, it is known that visual image or knowledge of fanciful edifices, the work and patterns of designers can be influenced from these movie devising procedures. In add-on to illustration techniques of cinematic techniques such as narrative, semblance, motion, editing/montage, narrative board, cut, illuming have besides been used for the demands of architecture as the constituent of design. harmonizing to Gallic designer Jhon Novel says that his undertakings are really much influenced by the filmic techniques, harmonizing to him disclosures made by movie managers are as something that architects do themselves in planing their edifices. Apart from jhon novel if we by and large look at different plants of architecture it can be analyze that both art forms uses similar techniques in their development procedure. these techniques people use in architecture consciously but many people have been utilizing these tech niques unconsciously somehow or the other.NARRATIVE AS DESIGN TOOL IN ARCHITECTUREJewsih museum by Denial LibiskindIn Jewish museum Berlin Deinal libiskind uses the art of storytelling through architectural linguistic communication and edifice signifier, the garden of expatriate, the three axes of the German-Jewish experience and the nothingnesss together these pieces form a ocular and spacial linguistic communication the Jewish museum depicts history of events to the visitant piece every infinite unfolds itself and organize a narrative by picturing series of events which took topographic point in Berlin s past history.EDITING/MONTAGE AS A DESIGN TOOL IN ARCHITECTURECollages of Ludwig Mies Van Der RoheMies is celebrated as a maestro builder, with his attending to detail and keep proportions taking to consummate and surprisingly poetic constructions. His axioms are quoted in schools God is in the details and, of class, Less is more. But he was every bit consummate in two dimensions, as the at once running MoMA exhibition Cut n Paste From Architectural Assemblage to Collage City brought to our attending. The exhibition showcases works from the well-known collagists Archigram, OMA, and Superstudio, but besides includes several montages by Miescollages seldom seen in academic or retrospective treatments of the architects work.It is easy to state that the montages are Miess work at a glimpse their understatedness, their restrained yet powerful work of art, draws the oculus. Many of the montages are toneless, mostly made up of whitespace line-drawn position grids define the fields of floor and chapiter, while two, or possibly three, dividers block positions out of plate-glass Windowss. Many of these dividers are adorned with patterned marble or modernist pictures by Kandinsky or Guernica by Picasso. The culminationMies at his wildestis a montage for a Chicago convention hall, in which the walls are a deep green marble decorated by province seals, the ceiling is a deep steel grid with an American flag draping down, and which features crowds of people cut from newspapers.Bibliography1.griger, Murray.Space in Time Filming Architecture.199.2.TIM BERGFELDER, SUE HARRIS, SARAH STREET.FILM ARCHITECTURE AND THE TRANSNATIONAL.s.l. Amsterdam Uniiversiity Press.3.penz, Frances.architecture and film.s.l. academy Editions, 1994.4.kracauer, siegfried.from calgiri to hitler a psychological history of German movie.s.l. Princeton university imperativeness.5.vocalist, brian.6.micheal.eastern visible radiations productions short movie web log.The Three Stages of Filmmaking. Online eastern visible radiations production. Cited November 29, 2013. http //easternlights.wordpress.com/2008/08/11/the-three-stages-of-filmmaking/ .

Input-Output Multiplier Analysis for Major Industries in the Philippines.Pdf

11th issue Convention on Statistics (NCS) EDSA Shangri-La Hotel October 4-5, 2010 INPUT-OUTPUT MULTIPLIER ANALYSIS FOR conduct INDUSTRIES IN THE PHILIPPINES by Madeline B. Dumaua For additional information, please contact Authors name Designation crosstie Address Tel. no. E-mail Madeline B. Dumaua Statistician III statistical search and Training Center Quezon metropolis +632-4260620 emailprotected gov. ph INPUT-OUTPUT MULTIPLIER ANALYSIS FOR MAJOR INDUSTRIES IN THE PHILIPPINES1 by Madeline B.Dumaua2 ABSTRACT The dissect aims to task the touch of the different major industries of the Philippines apply Input-Output Multiplier Analysis. It attempts to do this by using the 2000 Input-Output Accounts of the Philippines (I-O Accounts), the almost recently create t fitteds by the National Statistical Coordination circuit card (NSCB). As the economic importance of the 11 major industries is maturement among the policy makers and researchers, this study applied stimulant drug- turnout proficiency in determining economic outcomes to gauge the import of these industries in generating turnout, income and body of work.Key sectors atomic number 18 identified in term of multiplier factor factor factor factor factors the higher the multiplier, the stronger is the ability of the corresponding sector to create multiple partakes in the providence. The obtained multipliers showed that among major industries, the Manufacturing effort showed the highest final film-to- proceeds multiplier the turn constancy gained the highest turnout-to-output multiplier and mystical service exertion is found to have the highest income and employment multipliers. KEY WORDS Input-output, Multiplier 1. entrance Sectors of an parsimoniousness are natur altogethery interdependent.An input stimulates mathematical product in a sector coachly, but it may also stimulate production in other sectors as well, where the intensity quite a little be downgraded. The diff erence force play of an input beyond the intended sector is c eithered multiplier that describes inter kindreds among sectors of the economy. The multiplier solution provides a quantification of the direct and indirect effect on growth of the sector, possibly measured in terms of production output. disparate economic multipliers like those for output, income, and employment fag end be used to determine economic effect for an pains.The Leontieff regulate or the Input-Output model can be used to track the complex web of production linkages among industries in the country within the framework of interdependencies. This study exiting assess the bear upon of the different sectors of the economy in terms of output, income and employment. Thus, Input-Output multiplier psycho summary was performed to determine the effect of the different major industry groups. 2. Objectives of the Study The study aimed to measure the economic effects of the major industry groups using Input-Output Multiplier Analysis. Specifically, the study intended to 1. easure the multiplier effect of removes in final need on the output of individual industries and the intact economy (Final Demand-to-Output concussion Multiplier) 1 2 One of the in-house research downstairstakings of the Research and Information engineering Division (RITD) of the Statistical Research and Training Center (SRTC) of the National Economic and Development Authority (NEDA) Statistician III, Research and Information Technology Division (RITD) of the Statistical Research and Training Center (SRTC) of the National Economic and Development Authority (NEDA) 1 2. etermine the contact of kinds in for individually one industrys output on the number output (Outputto-Output have-to doe with Multiplier) 3. find out the intrusion of changes in severally industrys output on kinsfolk income (Household Income Multiplier) 4. determine the seismic disturbance changes of output in an industry on employment (Employ ment Multiplier) 3. Significance of the Study In economics, the multiplier effect refers to the idea that the initial arrive of money invested by organisation leads to an til now greater growing in national income. In other words, an initial change in aggregate beg causes a change in ggregate output of the economy that is multiple of the initial. This measures the degree to which various businesses and mobs in an economy are interrelated. This measure the impact of a precondition external change, such as new enthronisation, exportation expansion, start up of a new businesses, on thorough economic activity in a given community or country, through the re disbursal of new dollars within that economy. The multiplier has been used to justify governance spending or taxation relief that allow for stimulate aggregate demand. Many governments share spending/tax break as instruments to stimulate aggregate demand.This is normally implemented during a period of box or economic unce rtainty. The money invested by a government is believed to create more jobs, which in release will mean more spending that further fuel activities in various sectors of the economy. The idea is that the net increase in disposable income by different stakeholders throughout the economy will be greater than the original investment. As this happens, government can increase the staring(a) domestic product by an amount that is greater than an increase in the amount it spends relative to the amount it collects in taxes.Multiplier focuses on the relationship between spending and consumption. It is also referred as expenditure multiplier. The concept holds that a spending, whether initiated by the government, corporations or households, will trigger the national income. Expenditure multiplier does non differentiate between consumption and investment spending. Examples of multipliers let in I-O multipliers which are derived from I-O tables and show the impact of spending in certain indus try on various economic variable including GDP, employment, output and wages and salaries, etc. . Limitations of the Study The paper makes use of the 2000 Input-Output tables from the National Statistical Coordination Board (NSCB). It notwithstanding uses I-O multiplier analysis in estimating multipliers. While I-O multipliers can be a rich cite of information, they also have some limitations. These include I-O models treat all inputs as complements and exclude substitutes implying that increases in the demand for one input will only lead to demand increases for other inputs.The I-O model does not consider price-adjusting behavior or substitution effects. Because the model is entirely open, there is no scarcity of resources. The economy is sour to have limitless amounts of all the inputs it requires. 2 I-O models produce a snapshot of the economy at a given point in time. Structural changes in the economy over time will slim down the validity of way outs produced by I-O models. Analysis based on I-O models does not explicitly consider alternatives and tends to show only benefits of expenditures while ignoring costs.The impacts considered through the I-O model are short-term and at the margin there is no devotion of whether the economy has the capacity to incorporate the changes and whether changes in production are sustainable or cost competitive. stipulation these limitations, I-O multipliers can still provide a useful, but rough, initial indication of the economic impact of changes in spending in different industries. 5. Data and Methodology This study was primarily carried out based on the 2000 Input-Output Accounts of the Philippines (I-O Accounts), the most recently published tables by the National Statistical Coordination Board (NSCB).In vagabond to assess the economic effect of all major industries in the unit of measurement economy, the Input-Output Multiplier Analysis was used. The major industry groups used in the study include the succeedi ng(a) For the employment multiplier analysis, data for the total bod of persons employed in each industry was taken from the 2000 Census of Philippine Business and Industry (CPBI) of the National Statistics Office (NSO) while data for the Gross Value-Added (GVA) was taken from 2000 Economic Accounts of the NSCB. skirt 1. major Industry Groups Major Industry Groups Code 01 Agriculture, piscary and Forestry 02 Mining and Quarrying 03 Manufacturing 04 face 05 Electricity, gasoline and Water 06 Transportation, Storage and converse 07 Wholesale and Retail flip 08 Finance 09 accepted Estate 10 cloistered Services 11 presidency Services 5. 1 Computation of Final Demand-to-Output Multiplier The spirit by tone surgical process in generating Final Demand-to-Output multiplier analysis is expound below 1. become the column atoms of the opponent matrix for all major industries. 2. engender the column elements by the impact variable to get the specific impact on each industry. . Get the total of the column elements of the inverse matrix for all major industries. 4. Multiply the total column elements by the impact variable to get the impact on the entire economy. 3 5. 2 Output-to-Output Multiplier The step by step procedure in generating Output-to-Output multiplier analysis is described below 1. 2. 3. 4. Obtain the IO inverse matrix for all major industries. Divide each column by its diagonal element. Get the column sums of the output-to-output inverse matrix. The column sums are the output-to-output multipliers for each industry. 5. 3.Household Income Multiplier The step by step procedure in generating Household Income multiplier analysis is described below 1. Get the household income coefficients of all the major industries in the economy by dividing the compensation of employees by the total input of the corresponding industry. 2. Multiply the column elements of the inverse matrix of all major industries by all the household income coefficients. 3. Add all the products to get the household income multiplier. 5. 4 Employment Multiplier The step by step procedure in generating employment multiplier analysis is described below 1.Get employment coefficients of all industries in the economy by calculating the employment in each industry and dividing it by gross value-added (GVA). Data for the total number of persons employed in each industry was taken from the 2000 Census of Philippine Business and Industry (CPBI) of the National Statistics Office (NSO). Data for GVA was taken from 2000 Economic Accounts of the NSCB. 2. After getting the employment coefficients, get the employment multiplier. Employment multiplier is computed by multiplying employment coefficient with inverse matrix. This gives the individual effects of saying for each industry.If we sum up the multipliers, this somehow gives an effect of the construction industry in the economy. 3. In doing simulation, i. e. , government increases construction output by One (1) Bill ion, multiply the 1billion increase to each employment multiplier where the chair will provide possible additional jobs in every industry creating a corresponding effect in the whole. 4. These multipliers are additional jobs aside from the existing employment in the construction. In other words, the multiplier analysis assumes that from start to finish, these additional employments were generated already, or in place.The IO multiplier analysis cannot determine whether these additional jobs happened before, during or after the construction stages. 6. Results and Discussion 6. 1 unofficial of Multipliers Following the computation procedure presented above, the I-O multipliers were estimated for output, income and employment in the Philippine economy. An I-O model has the ability to identify the important sectors of an economy at a national (or even at a regional level). Key sectors are identified in term of multipliers the higher the multiplier, the 4 stronger is the ability of the corresponding sector to create multiple impacts in the economy.The sectoral multipliers are used in the impact analysis to estimate the impacts for policy change in all 11 sectors, see prorogue 2 for details. Among the 11 major industries, the Manufacturing Industry yields the largest finaldemand to output multiplier of 2. 15. The verbal expression Industry and the Transportation, Communication and Storage Industry constitute the second and third most important output generating industries with both(prenominal) multipliers of most 1. 93, respectively. However, output-to-output multiplier shows that the Construction Industry yields the highest multiplier of 1. 2, which means that a one-peso change in the output of the Construction Industry generates a 1. 92 pesos worth of additional output in the economy. This is followed by Transportation, Communication and Storage and the Private Services, with multipliers of 1. 85 and 1. 70, respectively. Output-to-output multipliers can be us ed to measure the impact of a change in output in a particular industry on the output of the whole economy. The Private Services Industry is the most important income generating sector with the highest income multiplier of 0. 39.The second most important sector is the Construction Industry in terms of income generation which is holding an income multiplier of 0. 36. The Agriculture, Fishery and Forestry ranks third among the income generating industries with an income multiplier of 0. 33. 5 defer 2. Summary of the Multipliers Final Demand-to-Output, Output-to-Output, Household Income, and Employment. Final OutputHousehold Total DemandOutput Income Employment Industry Description Output Multipliers Multiplier Multipliers Multipliers Agriculture, Fishery and Forestry 1. 466693 1. 321942 0. 336922 0. 000001 Mining and Quarrying 1. 702768 1. 647777 0. 235379 0. 00002 Manufacturing 2. 152964 1. 340648 0. 265802 0. 000004 Construction 1. 937681 1. 923491 0. 365889 0. 000003 Electricity, Gas and Water 1. 567449 1. 431400 0. 198316 0. 000002 Transportation, Communication and Storage 1. 937634 1. 859610 0. 256182 0. 000003 Trade 1. 658849 1. 611999 0. 265008 0. 000005 Finance 1. 654636 1. 636633 0. 244516 0. 000003 Real Estate 1. 197308 1. 194264 0. 05703 0. 000004 Private Services 1. 919238 1. 701126 0. 391793 0. 000006 Government Services 1. 533628 1. 533628 0. 080845 0. 000001 6 The number of employment generated for a given unit of expenditure/output can be estimated by employment multiplier.The result shows that the Private Services Industry has the highest employment multiplier of 610-6. The second highest important sector in generating employment is the Trade (Wholesale and Retail) Industry with a multiplier of 610-5 followed by the Manufacturing and Real Estate Industries with both employment multipliers of around 610-5. 6. 2 Final Demand-to-Output Multiplier Effect The final demand-to-output multiplier is used to measure the impact of a change in final demand on the output of individual industries and the whole economy.This tells us near the additional output generated in each industry given an impact increase in the investment in each industry (impact variable). Table 3 shows the impact of a 100 trillion peso increase the investments in the 11 major industries. Results showed that this spending has the greatest impact in the Manufacturing Industry with an additional generated output of 215 cardinal pesos. This is followed by the Construction Industry and the Transportation, Communication and Storage Industry with both an additional output of approximately 193 million pesos. 7Table 3. Final Demand-to-Output Multiplier Effect for a 100 Million Investment. Industry Output Multipliers Impact Agriculture, Fishery and Forestry 1. 466693 146,669,300 Mining and Quarrying 1. 702768 170,276,800 Manufacturing 2. 152964 215,296,400 Construction 1. 937681 193,768,100 Electricity, Gas and Water 1. 567449 156,744,900 Transportation, Communication and Storage 1. 937634 193,763,400 Trade 1. 658849 165,884,900 Finance 1. 654636 165,463,600 Real Estate 1. 197308 119,730,800 Private Services 1. 919238 191,923,800 Government Services 1. 533628 153,362,800 8Table 4 shows the inverse matrices of the 11 major industries, which is the direct and indirect effect of a one-peso change in final demand for a particular industry on the output of other industries and the economy as a whole. The sums of column elements of the inverse matrix for the 11 industries are called final demand-tooutput multipliers. The Manufacturing Industry yields the largest output multiplier of 2. 15 among the 11 major industries. Of its 2. 15 multiplier, the additional output generated in the Manufacturing itself for a peso change in the final demand for Manufacturing Industry is 1. 0 an additional output of 0. 19 in the Agriculture, Fishery and Forestry Industry and an additional generated output of 0. 13 in the Trade Industry. The Construction Sector, which con stitutes the second most important output generating industry, has a multiplier of 1. 93. This shows that a peso change in the final demand for the Construction Industry generates 1. 93 pesos worth of additional or incremental output in the economy. Moreover, of this total multiplier, a peso change in the final demand for the Construction Industry generates an additional output of 1. 00, 0. 53 and 0. 0 in the Construction, Manufacturing and in the Transportation, Communication and Storage industries, respectively. 9 Table 4. Final Demand-to-Output Impact Multipliers Code 01 02 03 04 05 06 01 1. 109499 0. 045780 0. 195436 0. 066634 0. 030540 0. 073292 02 0. 013579 1. 033373 0. 084080 0. 055157 0. 086973 0. 031180 03 0. 241695 0. 342875 1. 605913 0. 536138 0. 238312 0. 582694 04 0. 001967 0. 013762 0. 002122 1. 007377 0. 002711 0. 002136 05 0. 018788 0. 073066 0. 045204 0. 021301 1. 095046 0. 023748 06 0. 011616 0. 026676 0. 031898 0. 108802 0. 020999 1. 041957 07 0. 028925 0. 037978 0. 131903 0. 058128 0. 042323 0. 059100 08 0. 13211 0. 025827 0. 020688 0. 028335 0. 008581 0. 042086 09 0. 001723 0. 004155 0. 004100 0. 010400 0. 001524 0. 012501 10 0. 025690 0. 099276 0. 031620 0. 045409 0. 040440 0. 068940 11 Total 1. 466693 1. 702768 2. 152964 1. 937681 1. 567449 1. 937634 Source Input-Output Accounts of the Philippines 2000, NSCB. 07 0. 058268 0. 023337 0. 313948 0. 001075 0. 016836 0. 125663 1. 029063 0. 043095 0. 009477 0. 038087 1. 658849 08 0. 034172 0. 014104 0. 235991 0. 004210 0. 029420 0. 069130 0. 023819 1. 011000 0. 037840 0. 194950 1. 654636 09 0. 009747 0. 004625 0. 069402 0. 008938 0. 005641 0. 008494 0. 007558 0. 034009 1. 002549 0. 46345 1. 197308 10 0. 091426 0. 028537 0. 491699 0. 000990 0. 049594 0. 030003 0. 053011 0. 033758 0. 012004 1. 128216 1. 919238 11 0. 039646 0. 014503 0. 240350 0. 025834 0. 023496 0. 032847 0. 026221 0. 037171 0. 011392 0. 082168 1. 000000 1. 533628 10 6. 3 Output-to-Output Multiplier Effect In many instances, the impact on the economy comes from a change in output instead of a change in final demand. In this case, an output-to-output multiplier analysis is required. This gives us information that a one-peso or one-unit change in the industrys output will generate pesos worth of additional/incremental output in the economy.Table 5 shows the individual and total effects of a one-peso change in the output of a particular industry. Out of the 1. 92 multiplier for the Construction, the Construction, Manufacturing and the Transportation, Communication and Storage industries generated additional outputs of 1. 0, 0. 53, and 0. 10 respectively, for every peso change in the Construction output. 11 Table 5. Output-to-Output Impact Multipliers Code 01 02 03 04 01 1. 000000 0. 044302 0. 121698 0. 066146 02 0. 012239 1. 000000 0. 052357 0. 054753 03 0. 217842 0. 331802 1. 000000 0. 532212 04 0. 001773 0. 013318 0. 001321 1. 000000 05 0. 16934 0. 070706 0. 028148 0. 021145 06 0. 010470 0. 025814 0. 019863 0. 108005 07 0. 026070 0. 036751 0. 082136 0. 057702 08 0. 011907 0. 024993 0. 012882 0. 028128 09 0. 001553 0. 004021 0. 002553 0. 010324 10 0. 023155 0. 096070 0. 019690 0. 045076 11 Total 1. 321942 1. 647777 1. 340648 1. 923491 05 0. 027889 0. 079424 0. 217627 0. 002476 1. 000000 0. 019176 0. 038650 0. 007836 0. 001392 0. 036930 1. 431400 06 0. 070341 0. 029924 0. 559230 0. 002050 0. 022792 1. 000000 0. 056720 0. 040391 0. 011998 0. 066164 1. 859610 07 0. 056622 0. 022678 0. 305081 0. 001045 0. 016361 0. 122114 1. 000000 0. 041878 0. 09209 0. 037011 1. 611999 08 0. 033800 0. 013951 0. 233423 0. 004164 0. 029100 0. 068378 0. 023560 1. 000000 0. 037428 0. 192829 1. 636633 09 0. 009722 0. 004613 0. 069226 0. 008915 0. 005627 0. 008472 0. 007539 0. 033923 1. 000000 0. 046227 1. 194264 10 0. 081036 0. 025294 0. 435820 0. 000877 0. 043958 0. 026593 0. 046987 0. 029922 0. 010640 1. 000000 1. 701126 0 0 0 0 0 0 0 0 0 0 1 1 12 6. 4 Household Income Multiplier Effect Moreover, changes in a n industrys output can impact on household income. To quantitavely determine the impact of changes in each industrys output on household income, a household income ultiplier analysis is needed. This tells us about the additional household income in the whole economy due to a one-peso or one-unit change in final demand for each industry. Table 6 shows the individual and total effect of a one-peso change in the final demand for each major industry. Private Services Industry is found to be the most important income generating sector with the highest income multiplier of 0. 39. This means that a peso increase in final demand of private services implies an increase in household income by 0. 39. For individual effects, additional household income of 0. 29, 0. 02 and 0. 4 are generated in the Private Services itself, Manufacturing, and the Agriculture, Fishery and Forestry respectively, due to a one-peso change in the final demand for Private Services. 13 Table 6. Household Income Multipli ers. Code 01 02 03 04 01 0. 293397 0. 012106 0. 051681 0. 017621 02 0. 001810 0. 137770 0. 011210 0. 007354 03 0. 023844 0. 033825 0. 158427 0. 052891 04 0. 000478 0. 003347 0. 000516 0. 244972 05 0. 002275 0. 008849 0. 005475 0. 002580 06 0. 001532 0. 003519 0. 004207 0. 014351 07 0. 005075 0. 006664 0. 023145 0. 010200 08 0. 001846 0. 003608 0. 002890 0. 003959 09 0. 000043 0. 000104 0. 000102 0. 00259 10 0. 006621 0. 025587 0. 008150 0. 011704 11 Total 0. 336922 0. 235379 0. 265802 0. 365889 05 0. 008076 0. 011595 0. 023510 0. 000659 0. 132620 0. 002770 0. 007426 0. 001199 0. 000038 0. 010423 0. 198316 06 0. 019381 0. 004157 0. 057484 0. 000519 0. 002876 0. 137434 0. 010370 0. 005880 0. 000312 0. 017768 0. 256182 07 0. 015408 0. 003111 0. 030972 0. 000261 0. 002039 0. 016575 0. 180568 0. 006021 0. 000236 0. 009816 0. 265008 08 0. 009036 0. 001880 0. 023281 0. 001024 0. 003563 0. 009118 0. 004179 0. 141245 0. 000943 0. 050246 0. 244516 09 0. 002578 0. 000617 0. 006847 0. 002174 0. 000683 0. 001120 0. 001326 0. 04751 0. 024990 0. 011945 0. 057030 10 0. 024177 0. 003805 0. 048507 0. 000241 0. 006006 0. 003957 0. 009302 0. 004716 0. 000299 0. 290783 0. 391793 11 0. 010484 0. 001934 0. 023711 0. 006282 0. 002846 0. 004333 0. 004601 0. 005193 0. 000284 0. 021178 0. 080845 14 6. 5 Employment Multiplier Effect Changes in every industrys output can impact on employment. To quantitavely determine the impact changes of output in an industry on employment, an employment multiplier analysis is done. This shows us the additional/incremental employment in the whole economy due to a one-peso or one-unit change in each industrys output.Given a 100 Billion peso increase in the investment, the number of additional employment generated can be estimated by employment multiplier. The result shows that the Private Services Industry has the highest employment multiplier effect of 572, 637 additional employment in the whole economy due to a 100 billion change in the final demand fo r Private Services. The second highest important sector in generating employment is the Trade (Wholesale and Retail) Industry with a multiplier effect of 504, 821 followed by the Manufacturing Industry with additional employment of 430, 785. 15 Code 01 02 03 04 05 06 07 08 09 10 11 Total Table 7.Employment Multiplier Effect Due to a 100 Billion Investment. 01 02 03 04 05 06 07 35,541 1,467 6,261 2,135 978 2,348 1,867 1,108 84,309 6,860 4,500 7,096 2,544 1,904 51,498 73,057 342,175 114,236 50,778 124,156 66,894 194 1,359 209 99,452 268 211 106 1,553 6,039 3,736 1,761 90,508 1,963 1,392 1,758 4,036 4,826 16,463 3,177 157,656 19,014 10,921 14,338 49,800 21,946 15,979 22,313 388,519 2,324 4,542 3,639 4,983 1,509 7,402 7,579 589 1,420 1,401 3,554 521 4,273 3,239 9,651 37,294 11,878 17,058 15,192 25,898 14,308 115,136 227,861 430,785 286,088 186,005 348,762 504,821 08 1,095 1,151 50,283 416 2,432 10,460 8,993 177,811 12,933 73,234 338,807 9 312 377 14,788 882 466 1,285 2,853 5,981 342,644 17,410 387,000 10 2,929 2,328 104,767 98 4,099 4,540 20,014 5,937 4,103 423,823 572,637 11 1,270 1,183 51,212 2,550 1,942 4,970 9,900 6,538 3,893 30,867 114,325 16 7. Conclusion and Recommendation This paper quantified the multipliers of the 11 major industries for the Philippine economy using input-output technique. As the economic importance of the 11 major industries is growing among the policy makers and researchers, this study applied input-output technique to determine multipliers that will measure the significance of these industries in generating output, income and employment.The obtained multipliers showed that among major industries, the Manufacturing Industry showed the highest output multiplier Construction Industry yielded the highest output-to-output multiplier and Private Services Industry is found to have the highest income and employment multipliers. The results of the study will still have to be evaluated when the NSCB will release the latest I-O table. 8.Future D irections Since the study utilized a competitive type of I-O table wherein each cell element does not explicitly distinguish the domesticallyproduced from the imported, the study is bound to construct a noncompetitive or domestic type of IO table wherein the import conform to of each I-O transaction is netted out. After which, the Leontief inverse matrix will be re-estimated which will be used to calculate domestic multipliers for the major industries. This is important in order to be able to set correctly the impact of final demand on the various economic variables. 9. Appendices 9. Input-Output Analysis There are a number of methodologies developed to determine the multipliers. The most widely used approach is the input-output technique. The major intensity of the input-output analysis is that it provides detailed information on the direct and indirect effects of spending on all economic measures for different industries in the 17 local economy (Loomis and Walsh, 1997). Theref ore, in order to satisfy the same objectives, the methodology employed in this paper in based on Leontief input-output techniques where structure of an economy is analyse in terms of inter-relationships between economic sectors (e. . Miller and Blair, 1985). The inputoutput technique of a particular economy represents the work of goods and services among its different industries for a particular time period. In the framework of the input-output technique, the relationships between economic sectors can be described in a system of linear equations where total output produced by each sector is either consumed as an intermediate input by other sector, or, sometimes internally by the producing sector itself, or, by the final demand sector, or both. The presentation of the flow of goods and services could be denotative either by physical units or in money terms.To define, let there be an economy with n-producing sectors and a final demand sector. Total output of sector i will be try = Demand n Qi = ? qij + Fi j =1 (1) where Qi = gross output of industry i qij = the sales of industry i to industry j Fi = the final demand vector i = 1, , n. let ij be the technical (input) coefficient which represents the amount (value) of sector is output needed to produce one unit (one peso) of sector js output thus using the assumption of constant production coefficient, we get a aij = qij Qi or qij = aij Q jThis means that the total value of purchases of goods and services by sector j from sector i is aij Q j . Therefore, for a given target of final demand on goods and services, F, this relation defines how much each producing industry must produce in order to satisfy a particular bundle of final demand on goods and services, i. e. , Equation (1) in reduced matrix form can be written as 18 Q = AQ + F Solving the Equation (2) can be found as (2) (3) Q = I ? A F ? and I ? A is the total requirement matrix or mostly know as Leontief inverse matrix. ? In equation (3), Q is the out put vector I is an identity matrixThe usual solution of Equation (3) determines how much each industry of the economy must produce in order to satisfy a given level of final demand. It is mandatory that I ? A should be a equal to cryptograph to have a unique solution in the form of I ? A . When ? non-singular matrix meaning that the determinant of I ? A does not the Leontief inverse matrix is assumed to be I ? A? = Z, then zij s stand for the elements of the Leontief inverse matrix. Each element of the Leontief inverse matrix shows the direct and indirect requirements of output sector i per unit of final demand. . 2 Output Multiplier The final demand-to-output multiplier is used to measure the impact of a change in final demand on the output of individual industries and the whole economy. This will tell us about the additional output generated in each industry given an impact increase in the investment in each industry (impact variable). An output multiplier for sector j is define d as the total value of production in all sectors of the economy that is necessary in order to satisfy a pesos worth of final demand for sector js output.For the simple output multiplier, this total production is the direct and indirect output effect, obtained from a model in which households are exogenous. The initial output effect on the economy is defined to be simply the initial pesos worth of sector j output needed to satisfy the additional final demand. Then formally, the output multiplier is the ratio of the direct and indirect effect to the initial effect alone. 19 The output multiplier measures the sum of direct and indirect output requirements from all sectors needed to deliver one additional peso of output of i industry to final demand.It is derived by summing the zij s or the entries in the column under industry i in the Leontief inverse matrix tables. Although the output multiplier represents total requirements per unit of final output, it is not particularly useful con cept except as indicator of the degree of structural interdependence between each sector and the rest of the economy. In economic impact studies we are more usually concerned with income or employment generating effects, and these require income or employment multipliers. 9. 3 Income Multiplier Changes in an ndustrys output can impact on household income. To quantitatively determine the impact of changes in each industrys output on household income, a household income multiplier analysis is needed. This tells us about the additional household income in the whole economy due to a one-peso or one-unit change in final demand for each industry. The income multiplier is obtained by multiplying the row vector of income coefficients, say e with the zij s, which are entries in the column under industry i in the Leontief inverse matrix tables. haggling vector of income coefficients or e are referred to as salaries and wages (compensation) for each industry divided by the corresponding outpu t. This gives us the following equation for income multiplier ? ? I = eI ? A 9. 4 Employment Multiplier ? ?1 (4) Impact analyses are frequently preoccupied with employmentcreating effects of industrial expansion, because policymakers may be primarily and licitly concerned in forecasting jobs in a particular area.For this reason, it is often useful to be able to derive not only income multipliers from an I-O model, but as well as employment multipliers. 20 The following method was used to estimate employment multipliers. The employment coefficients, l , defined as employment per million pesos of outputs, was multiplied by the zij s, which are entries in the column under industry i in the Leontief inverse matrix tables, in order to obtain the multiplier. Mathematically, employment multi ? plier is expressed as followsL = l I ? A 10. References ? ?1 (5) Miller, Ronald E. and Blair, Peter D. Input-Output Analysis Foundations and Extensions. Englewoods Cliffs, N. J. Prentice Hall 1985. T hijs Ten Raa. The Economics of Input-Output Analysis. Cambridge University Press 2005. National Statistical Coordination Board. The 2000 Input-Output Accounts of the Philippines. Economics Statistics Office 2000. National Statistics Office. 2000 Census of Philippine Business and Industry. Presentation Material of Dr. Cid L. Terosa, UA&P Professor. 21