Study on the lord of the flies

Study on the lord of the flies A. Ralph: Ralph brings civilization to the island with his exceptional leadership and sagacity. Through his wise decisions, he continuously pulls the boys closer to being rescued. However, Ralphs effort to bring peace miserably fails at the end, as boys gradually begin to go against his beliefs. Civilized: As an elected leader of the tribe, Ralph repeatedly attempts to coordinate civilization unlike the other boys. While others stay ignorant to the situation by focusing on having fun on the island, Ralph does not cease to pour all his strengths to civilize the boys by building huts, creating fire, and assigning duties. Unwavering: Throughout the novel, Ralph refuses to succumb to the barbaric lifestyle the other boys have yielded to, despite the given circumstances on this chaotic island. Ralph continues to keep his humanity by holding in his inner savagery, even when his own life is at stake. B. Piggy: As a fat kid with asthma, Piggy holds all the essential traits to being a stereotypical annoying child, causing many to dislike him. Although Piggy can be considered as the most intelligent one in the group, he often fails to get acknowledged and appreciated by others for the contributions he made to the island. Dependent: Despite the sensible decisions he brings to the table that would be prudent to the boys survival, Piggy always requires Jacks presence to get things done. Piggy needs Ralph to accomplish even a simplest task on the island, like giving the littluns commands. Without Jack, Piggy is not respected or accepted by others. Faithful: Through thick and thin, Piggy stays by Ralphs side as his best friend. Almost nowhere in the book can Ralph be seen without Piggy, as two seem to be inseparable throughout the whole store. Piggy devotedly guides Ralph to the right direction and stays faithful, even to the point where he sacrifices his own life. C. Simon: Simon is an alienated figure in the tribe of the boys on the island, due to his unique maturity and morality toward life. Although he prefers being alone in a deserted area away from others on the island, Simon still puts his effort to help and save the boys from trouble. Unfortunately, his innocent efforts later takes his life away at the end, akin to an image of Jesus Christ. Compassionate: Simon may look like he is apathetic toward other boys through his isolated status in the tribe, however, he clearly is not; Simon is actually very compassionate about them. While others are occupied on having fun, Simon alone pours his weak strengths to build huts for the littluns. Also, it is Simon that retrieves back Piggys flown away specs back to him when it flies away from Jacks heavy blow. Sacrificial: Simon becomes one of the first boys to die on the island, despite all his goodness. Although he never harmed others or even intended to, Simon gets killed anyway by the boys own bare hands. It can be inferred that he has been sacrificed to nature for the sins other boys have committed, making him the scapegoat of the tribe. D. Jack: After landing on the island, Jack undergoes a dramatic transition from a choirboy who likes to flaunt his ability to sing C sharp, to a savage who likes to decapitate a dead pigs body. Jack rejects to adapt to the civilization offered by Ralph, but desires to create his own fully under his power. Rebellious: In contrary to the rest of the boys, who easily agree to the decisions made by Ralph, Jack alone refuses to be a follower. Instead, he wishes to have full authority of his own, later resulting him to make his own separate tribe. Jack simply does not want to be under someone elses control, which later causes war and deaths among the boys. Charismatic: Charisma is an essential trait for all leaders. Inclined for power, Jack luckily cherishes that charismatic side in him, unlike Ralph who miserably fails to lead his boys into right direction. All his actions, like camouflaging his face with paint, seem admirable to his followers eyes. Due to Jacks such trait, he eventually obtains full control over his boys in the tribe. Minor E. Samneric: Samneric is a collective term describing Sam and Eric, who are identical twins therefore undistinguishable to others. They tend to be followers in the story to whoever is in power, whether it is Ralph or Jack. Powerless: Samneric are very insignificant to the tribe, as they have no voice or power over what they do. They are expected to obey whatever commands are given to them under any circumstances. Loyal: Although Samneric abandoned Ralph and Piggy for Jack, their loyalty toward the former two can often be seen in the novel. When Ralph is being vigilantly followed by Jacks tribe for him to be killed, Samneric chooses to support Jack, by alerting him that he is being wanted. Samnerics loyalty toward Ralph ultimately causes Jacks tribe to collapse in the end. F. Roger: As Jacks main follower and his official torturer of the tribe, Roger is a cruel boy that only sees hatred in his eyes. No matter who the target is, Roger wishes to destroy them using violence. He sheds no pity on the littluns either, as he once brutally demolishes their treasured sand castle. Sadistic: Even though he purposely misses the shots, Roger is once seen throwing dangerous rocks at Henry. Roger is fully aware that the rocks will frighten the victim in terror, however, the thought does not bother him at all. He is also the person to roll the boulder that murders Piggy. G. The Lord of the Flies: The Lord of the Flies is a voice spoken through stick-impaled sows head, and is only heard by Simon. It is unknown whether the Lord of the Flies is Simons hallucination or the islands supernatural figure. Cruel: The Lord of the Flies signify the cruelty that took over all the boys. It self-proclaims to be indestructible, and declares that it will remain among the boys eternally. It mercilessly threatens innocent Simon as well, who gets terrified of the Lords existence. 5. Settings I. The Lagoon: Blue of all shades and shadowy green and purple, the beautiful lagoon of the island serves as the opening point of the story where the scattered boys of the island come together for the first time. Described as an oasis in middle of a dry desert created by an act of God, the lagoon offers a peaceful and soothing feeling to the readers. Nothing ominous seems to happen to the boys once they are in the lagoon, in contrary to many other settings in the novel. II. The Forest: The jungle in the island can be seen as the place where savagery in the boys hatch to life. With pigs squealing, mice shrieking, and birds screaming everywhere, the forest is undoubtedly an epitome of wilderness in the novel. The boys first murder happens in the forest, as well as their very last. Whenever the forest enters the scene, readers can automatically assume that an act of savagery will take place, whether it is slaughtering a pig for food, or killing an innocent boy with bare hands. III. Castle Rock: Like a magical fortress surrounded by strange growths of coral, poly, and weed, Castle Rock initially makes an exhilarating impression on the boys with its visual enticement. Despite its outer beauty, however, Ralph slowly comes to realize that the Castle Rock is not suitable for a shelter due to lack of essential survival elements like fresh water, food, and shelter. On the other hand, Jack makes an argument that the rock is actually ideal for a shelter, as it is equipped with surplus amount of harmful weapons. Jack later claims Castle Rock as his tribes fort, making use of those very weapons to defeat their enemies like Piggy. In conclusion, the Castle Rock signify a form of savagery for the readers, as one of deathful places on the island. 6. Plot In middle of an ongoing war, a group of English boys land on an uninhabited island from an aircraft. They soon gather to the blow of the conch made by Ralph and Piggy. Led by charismatic Ralph, the boys establish a civilization by creating shelter, collecting food, and assigning duties. To higher their chance of being rescued, the boys decide to make fire as a signal. However, Jacks boys become obsessed with hunting instead, causing their existence to go unnoticed by a passing-by ship. Littluns claim that they have seen a foreign creature on the island, and calls it beastie. Unable to withstand Ralph, Jack rebels out of the tribe and forms his own. A handful amount of boys follow Ralph, leaving him and Piggy behind. The new group begins to hunt wild pigs in the jungle like savages, and even decapitates one of the sows for a gift to the beast. Through that head, the Lord of the Flies speak to Simon of how evil will not be defeated on this island. Silhouette of a fallen parachutist makes an image akin to a large living creature, terrorizing the boys. Simon discovers the true identity of this object, and attempts to tell the others about it. The boys, masked in their savagery, mistake Simons emergence as the beasts and brutally slaughters him with bare hands. The next day, Jacks boys commit to themselves to steal Piggys specs to create fire. In the progress, one of the boys throws a heavy boulder aimed directly at Piggy. Along with the conch, Piggy ends his life in ruins. Jacks boys continue to hunt for Jack in hopes of killing him. After setting the whole forest on fire in attempt to compel Ralph away from his hiding, an officer sights the smoke. The story comes to close as the boys finally get rescued. 7. Major Themes A. Importance of Civilization: A war is being waged outside the island, disrupting the civilized peace. The war then causes the boys to be dropped onto the unknown island. The boys slowly drag themselves away from being rescued due to their own rebellious acts against the leader. Unorganized life on the island ultimately leads the boys into complete catastrophe. The boys end up losing their sanity due to lack of civilization, later even killing each other. Golding emphasizes the need for civilization in order for a community to survive, whether the group is small as a tribe, or big as a country. Without order, each individuals greed and needs will soon cause corruption, resulting in total chaos that might even affect ones life. B. Corruption of Power: Jacks desire for control causes inner conflicts in the group, causing the tribe to separate into two sides: Jacks and Ralphs. As time passes, Jack abuses his newfound strength by fulfilling his needs. Jack quickly becomes corrupted with his control. He even orders his boys to murder Ralph. It is natural for a man to be thirsty for power, as the same goes for Jack. However, Golding highlights that with excessive power, comes an uncontrollable tyranny. Jack was given all the power he had ever wanted in his new tribe with no restrictions whatsoever. Unable to control his unconstrained freedom, Jack soon lets his inner greed take over him. C. The Danger of Fear: It is the terrorizing fear in the littluns that bring the beastie to life. The boys fear of the beastie causes them to takes away Simons life. Through depicting all the unfortunate outcomes caused by having fear in something, Golding dramatically shows the effect a mere emotion has over ones actions. In other words, the author suggests that one should actually fear the emotion fear itself, for its danger is immense and unpredictable. 8. Symbols A. The Conch I got the conch I got the right to speak. (Chapter 2, p.36) He put the conch to his lips and began to blow. Saves appeared, painted out of recognition (Chapter 11, p.157) The conch symbolizes authority, civilization, and order on the island. Once the conch is blown, all the boys are expected to gather at the location of the sound. It would be not an overstatement to say that the conch alone possesses more power than anyone in the tribe, with exceptions to Jack and Ralph. Also, each and every member of the tribe is enforced to obey the laws of the conch, providing a form of civilization to the island. B. The Fire If a ship comes near the island they may not notice us. So we must make smoke on top of the mountain. We must make a fire. (Chapter 2, p.33) All at once the lights flickering ahead of him merged together and a tall bush directly in his path burst into a great fan-shaped flame. (Chapter 12, p. 165) As one of the most vital element for survival, Ralph and Piggy become highly obsessed with the burning of fire, and even attempts to spark a battle with Jack for letting the fire go out. Fire symbolizes hope and anticipation for the boys to get rescued, as it seems to be the only way available. Ironically, Golding uses fire to depict destruction as well, as becomes a tool for savages to hunt Ralph at the end. C. Piggys Specs His specs-use them as burning glasses! (Chapter 2, p.32) You havent got Piggys specs, so you cant [start the fire again]. (Chapter 7, p. 102) In the beginning, Piggys specs are treated as an annoyance to others, since it is nothing but a mere visual aide for almost-blind Piggy. However, right at the moment when Ralph discovers its new use, his specs instantly become a must-need object for all boys survival. Piggys specs enable the boys to ignite a fire by focusing the sunlight rays, and if a group does not have this very tool, the group becomes helpless. All in all, the specs symbolize intellect in the tribe, as the tribe cannot be functional without them. 9. Imagery I. The boy with fair hair lowered himself down the last few feet of rock and began to pick his way toward the lagoon. Though he had taken off his school sweater and trailed it now from one hand, his grey shirt stuck to him and his hair was plastered to his forehead. All round him the long scar smashed into the jungle was a bath of heat. He was clambering heavily among the creepers and broken trunks when a bird, a vision of red and yellow, flashed upwards with a witch-like cry. (Chapter 1, p.1) Marking off the beginning of the novel, Ralph makes his first appearance as a boy who clearly seems tired and fatigued. To emphasize his weak physical condition, it is depicted by the author that Ralph is trailing his taken-off shirt. Akin to dragging, the image of Ralph trailing the shirt suggests that the boy is fully drained of energy from exhaustion. Many factors around him support Ralphs tiredness, such as a bath of heat hammering him down oppressively. II. They lay there listening, at first with doubt but then with terror to the description the twins breathed at them between bouts of extreme silence. Soon the darkness was full of claws, full of the awful unknown and menace. An interminable dawn faded the stars out, and at last light, sad and grey, filtered into the shelter. They began to stir through still the world outside the shelter was impossibly dangerous. The maze of the darkness sorted into near and far, and at the high point of the sky the cloudlets were warmed with color. A single sea bird flapped upwards with a hoarse cry (Chapter 6, p. 82) In hopes of finding the beast come alive, Sam and Eric fall into the abyss of darkness as they observe the world outside in extreme silence. However, instead of a beast, only the menacing tranquil of nature greets the twins into its interminable sky. Although silent and calm, the mood is yet far from being peaceful, but rather full of claws and full of awful. Supporting this eerie atmosphere, a single sea bird alone from its flock fills the air with a hoarse cry. It seems the discomfort and fear in the boys minds are creating an awkward strange ambiance for all. III. The rock struck Piggy a glancing blow from chin to knee; the conch exploded into a thousand white fragments and ceased to exist. Piggy, saying nothing, with no time for even a grunt, traveled through the air sideways from the work, turning over as he went. The rock bounded twice and was lost in the forest. Piggy fell forty feet and landed on his back across the square red rock in the sea. (Chapter 11, p. 163) In this passage, the boys and their big boulder brutally obliterates the two key figures of civilization the island has had: Piggy and the conch. Through this destruction, Golding declares the end for all civilization and humanity on the island, both ceas[ing] to exist. The power of the rebellions was clearly too strong for Piggy or Ralph to overcome, ultimately leaving them vulnerable for total defeat. Also, as expressed through thousand white fragments of the destroyed conch, the damage done seems to be irreversible for the boys. 10. Significance of title of work Although neither real or majorly significant in the story, the title of the book, Lord of the Flies actually carries a very important meaning to it. As a sacrificial head of a sow pierced with a stick, the Lord of the Flies symbolizes the indestructible fear, evil, and savagery inside all boys on the island. Those three essence of life ultimately causes the conflicts in the novel, especially between humane Ralph and savaged Jack. 11. Authors techniques Allusion Then the sleeping leviathan breathed out, the waters rose (Chapter 6. p. 93) Simon being Jesus Christ, Jack being Judas Golding uses a handful amount of biblical allusions in Lord of the Flies that are easily noticeable, major ones being the characters. It is quite evident that Simon portrays the image of Jesus Christ in the Bible, as both are known to be the innocent scapegoats in their respective story. Also, Jack partially reflects the image of Judas in the Bible, with both being the betrayer and evil in their group. Lastly, Golding often uses biblical allusions in specific sentences as well, like how he illustrated a scene of rising water as the breath of the sleeping leviathan. Leviathan is actually a sea monster in the Bible that is known to be the gatekeeper of Hell.

Analyzing Curse Of The Starving Class :: essays research papers

In class we learned about a man named Goethe. He developed a way to critique any category of art, whether it be a poem, oil painting, or a play. According to the World Book Encyclopedia, Johann Wolfgang von Goethe (1749-1832) was a German poet, novelist, and playwright. He ranks among the most important and influential writers of modern European literature. Goethe was also a leading thinker and scientist. The scope and originality of his literary works and the diversity of his intellectual pursuits make him the central figure of German classical and romantic literature. Goethe learned to discipline his passions and he developed a greater balance between emotion and reason.   Ã‚  Ã‚  Ã‚  Ã‚  Now that we have some background on Goethe, we can focus on his questions of analyzing art. These three questions are as follows: (1) What is the artist trying to do?, (2) How well does the artist do it?, and (3) Is it worth doing? The preceding questions could be answered in aim of the painter, actor, director, scene designer, make-up artist, and so on.   Ã‚  Ã‚  Ã‚  Ã‚  In analyzing â€Å"Curse of the Starving Classes† with Goethe’s questions, I will keep my focus on the playwright, Sam Shepard. His is a story that I don’t come across very often. I believe Mr. Shepard wrote this play to bring a variety into the theatre, as well as writing about something he knows and has lived through. Just the fact that this story is his life memory brings feeling and passion to the script. Perhaps I’m digging this too deep, but it is one thing to make up a story, and another to actually have been there. What is the artist trying to do? In my opinion, Shepard is sharing his past, as well as offer a lesson to be learned. This story could bring about different feelings; anywhere from appreciation of what one has to complete and utter boredom. Personally, it helped me realize that my family is important.   Ã‚  Ã‚  Ã‚  Ã‚  On to the next question, How well does the artist do it? Shepard’s story has drama, with a little side of comedy. Although I feel that the play is a little depressing, my face didn’t show only one emotion. There are, indeed, a few humorous lines here and there in the script. The laughter and the drama make the play a well rounded story in my eyes.   Ã‚  Ã‚  Ã‚  Ã‚  The final question, Is it worth doing?

Love in the Time of the Victorian Era Essay -- Literary Analysis, Jane

True love is not found within the goals of economic survival or societal gains, rather it is found when two individuals unite in marriage because they have a genuine affection for each other. In her novel, Pride and Prejudice, Jane Austen depicts what love in a traditional Victorian era would be defined as. Austen displays love as the center of attention for all of society, along with the influences society has on it. Through various characters, such as Mr. Collins and Mrs. Bennet, Austen demonstrates how money and status can largely shape love and the idea of who to love. Yet, with the characters of Jane and Bingley, Austen conveys, in the end, that true love results not from economic necessity or societal gains, but from a sincere affection. Society, as Austen describes it, is similar to the survival of the fittest. In order to get to the top, one must do everything he or she can to get there, including manipulating marriage. In the novel’s society â€Å"family and marriage occupied a far more public and central position in the social government and economic arrangements† (Brown 302). The members of the society in Austen’s novel, specifically Mrs. Bennet, will do anything, including marrying their daughters off to wealthy men, in order to gain a respectable status amongst there peers. Marriage, therefore, becomes a way of getting to the top of the social ladder. This focus on the importance of the social order significantly influences the idea of love and whom to love because it changes the people into thinking that marriage is not about love, but about status. It shapes the individuals into thinking that societal gains are what truly matter in a relationship. In Vyas 2 this situation, Austen illustrates how the society i... ...not money or status. By satirizing love, Austen displays real love in all its purity. Jane and Bingley have a pure, honest love, and this is the kind of love Austen presents in her novel, which is what should be established in a real relationship. Money and society mold love, and place certain implications on it that do not hold true. These implications shape the idea of love and who to love. Within Pride and Prejudice, love is defined as materialistic, yet true love can defy all, and does when Jane and Bingley wed in the end. Through money and status, Austen constructs a premise of flawed love, which she uses to mock society. Nevertheless, this satire is exactly what communicates the true meaning of love proposed by the novel. Affection shapes love, not wealth or status. Love is not about what one has or gains; love is about whom one spends it with.

Essay --

Introduction Probation and Parole are the main components to the corrections systems. The corrections system decides whether a convicted felon will be approved for parole. The convicted felon may be released from prison and be on probation. If the felon moves back into society or it is possible to have their parole revoked and stay in prison till they can apply for parole again or finish their sentence. These are the elements that help society and ex-convicts to cohabit together without repercussions. The corrections system gives an offender the opportunity to apply for parole. Then the parole board has the decision to approve or revoke the offenders application based on his or her overall behavior according to; their mental state, if they caused any harm towards other inmates or guards, verbal abuse, crime, and any remorse towards the crime that they committed. Probation is after parole, it is there for them to get help and to establish themselves back into society by setting goals. These goals are to be completed by themselves such as finding a job, going to work on time, going back to school and earning a degree, trying and reconnecting with family members and their children, going to either alcohol or drug counseling for an addiction, and keeping a clean image and steering away from bad influences that got them to make bad decisions and land them into prison. Parole is the first step for offenders wanting a second chance at freedom. Offenders have to apply and state their case on why they should be granted parole but some really don't take that into consideration. The parole board really dissects each and every parole application and applicant. The parole board looks from their childhood to the crime they did committ... ...s American corrections system. It is not going to be perfect even though we do need to change a lot of things for an offender to make it in society again and to help him or her move forward from their previous lifestyles. While we are a country and a society, we do have the right laws for offenders not to be let out of prison easily. For probation and parole there are offenders who do succeed when going back into society. There are some that violate the rules based on how often they are being seen by their probation officer or if the parolee even wants to complete their goals and change. There are some who have remorse for their crimes and some that don’t even care. These two components to this system are more based on the roles of the offenders but the laws that were developed from different countries contribute to these imperfect methods of our corrections system.

Computer Aided Instruction (CAI) Essay

According to the documentation in Misunderstoodmind, â€Å"Math disabilities can arise at nearly any stage of a child’s scholastic development. While very little is known about the neurobiological or environmental causes of these problems, many experts attribute them to deficits in one or more of five different skill types†. These deficits can exist independently of one another or can occur in combination. All can impact a child’s ability to progress in mathematics. Many students, despite a good understanding of mathematical concepts are inconsistent at computing. They make errors because they misread signs or carry numbers incorrectly, or may not write numerals clearly enough or in the correct column. These students often struggle, especially in primary school, where basic computation and â€Å"right answers† are stressed. Often they end up in remedial classes, even though they might have a high level of potential for higher-level mathematical thinking. Electronic Learning (E-Learning) includes all forms of electronically supported learning and teaching, which are procedural in character and aim to effect of knowledge with reference to individual experience, practice, and knowledge of the learner. E-Learning is essentially the computer and network enable transfer of skills and knowledge. E-Learning applications and processes include Web-based learning, computer based learning, virtual education and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio. Computer Aided Instruction (CAI) refers to instruction or remediation presented on a computer. Many educational computer programs are available online and from computer stores and textbook companies. They enhance teacher instruction in several ways. Computer programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration. They allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Presented with this development, the proponents intend to propose to develop an Electronic Learning (E-Learning) in mathematics to the interest of the students of STI College Sta. Maria and helping them to make preschool mathematics more enjoyable and interesting. 1.2 Problem Statement 1.2.1 General Problem How will the proponents develop an Electronic Learning (E-Learning) in Mathematics subject for Pre-school of Parada Elementary School that will help the Pre-school students to learn in a fun way. 1.2.2 Specific Problem * How will the proponents create a system that can provide an effective lesson by integrating graphics, animation and sounds. The use of traditional teaching method to present the Mathematics subject causes boredom for the students on learning Mathematics. Students find it hard to learn and cope up with the traditional method of teaching. * How will the proponents incorporate subject outline based on the topics in Mathematics. Contradiction of lesson may occur if the system is not based on the school curriculum for mathematics. Without incorporating curriculum based Mathematics topics, certain school violations will be encountered by the proponents such as straying from the Mathematics curriculum of the school. * How will the proponents create a webpage wherein the student will be able to cope up with the lesson even if he/she fails to attend the class. There are students who sometimes fail to attend their classes in school. However, repeating the entire lesson discussed the other day is a problem. Those students who failed to attend are having hard time how they would cope of to the lesson and lectures. There are also circumstances wherein the teacher itself fails to attend the class. * How will the proponents create a security for the back-end of system that can prevent unauthorized access to the system. A security for the back-end is needed to prevent unauthorized person from accessing the system. Unauthorized person can modify the data of the system that can cause a system breakdown. 1.2 Proposed Research Project 1.2.1 General Objectives To develop an E-Learning in Mathematics for Pre-school of Parada Elementary School that will help the Pre-school students to learn in a fun way. 1.2.2 Specific Objectives * To create module that can provide an effective lesson by integrating graphics. With the use of different software’s and applications in developing system such as Dreamweaver, Adobe Photoshop for designing, Adobe FlashCS4 for animation, Audio editing software for the sounds and effects. * To be able to incorporate subject outline based on the topics in Mathematics. With the use of lesson plan and book that serves as a reference and guidelines for the proposed system it will avoid the contradiction between subject outline to the computerized tutorial system. * To create a website wherein the student will be able to cope up with the lesson even if he/she fails to attend the class. The proponents will create a lesson page that will include the lectures and discussion. This gives the student the privilege to cope up with the lesson. This also enables them to study in advance for a specific lesson in order for them to participate in the class. * To be able to create a security for the back-end of system that can prevent unauthorized access to the system. To prevent unauthorized person from accessing the system, the proponents will create a user level that can give access to authorized person only. In this way we will prevent unauthorized person in accessing information in the system. 1.2.3 Scope and Limitation The proposed system will focus on the subject Mathematics. This system will serve as a learning tool for the preschool that will help to increase the interest of the students in learning Mathematics. The whole scope of the system focuses on the outline based of the lesson. It is important that the system will not go far from the subject because the student will be confused in studying the lesson. The system is useful for instruction or remediation because it presents the problems that the student answers. The question can be in a form of multiple choices. If the answer is correct; the student is usually rewarded with a â€Å"Great Job!† or an animated response on the computer screen. If the answer is not correct, the computer will demonstrates the correct answer on the given problem in the exercises. The system is not intended to be a subject but intended for motivating the students in increasing their interest in this subject. The proposed system will not compute the grade of the student based on their score on the exercises. The system is especially made and best suited to the methods of teaching in Mathematics for Pre-school in Parada Elementary School and there will be no other incorporated subject. Main Page This is the first page of the system when the user opens the webpage. It is also called sometimes the ‘start page’. Open Button In order to enter to the next page of the system the user must click the open button. Back Button This button will take the user back to the previous page if he/she wants. Lesson Button This brings the user to the next page where has a chapter list. And this chapter list page link to the Lesson Page. Tutorial Button This button helps the user to view the tutorial videos. Exercises Button This is a button link to the exercises page. 1.3.4 Methodology The proponents will use the Fourth Generation Technique (4GT) in developing the system. The Fourth Generation Technique is based on NPL that is the Non- Procedural Language techniques. Based upon in the specifications made, the 4GT approaches uses various tools for the automatic generation of source codes. It is the vital tool which uses the NPL for Report generation, Database query, Manipulation of data, Interaction of screen, Definition, Generation of code, Spread Sheet capabilities, High level graphical capacity etc. The Fourth Generation Techniques Requirement Gathering Phase It is gathering information by interviewing the beneficiary and research through internet or recent thesis as reference. This is the first phase where used to gather information to complete the Electronic Learning for Parada Elementary School. This requires complete information to know ahead the purpose of making CAI and to know the entire possible problem that the proponents may face. In gathering data, the proponents went to Parada Elementary School to give the letter of recommendation straight to their principal and after the letter was given, the proponents explained the benefits that they can get from the proposed system to their school, to the student and teachers who are teaching mathematics in preschool. The proponents also made an interview with Mr. Narciso L. Dià ±o the School principal and Ms. Edlyn Gumafelix. The school gave information regarding the history of their school, total number of students and the proponents also asked for references that may help to build the system. Research was also done at the library of STI College Sta. Maria regarding the use of E-Learning for mathematics. Design / Strategy Phase Compiled information gathered from the interview and references. In this phase were able to plan, analyze and create a design for the proposed system. Through this by the use of the data gathered to plan and create a system. This is where the proponents create and explores to meet the requirements of the proposed system. The developers used PHP as the programming language, Adobe Photoshop for the design, images and environment of the system and Adobe Flash for the animation. Implementation using 4GL Start encoding of gathered data for the lessons tutorials and other content all gathered data to the system for the system to function and make sure that the specific objectives are met before testing phase begins. Implementation of all gathered information is needed to develop the proposed system. The proponents used the Dreamweaver/PHP to create a code and module for the system. Testing Once the software is implemented in machine executable form it will be tested to know some error or defects in function. In this phase, the proponents test the system if all the specified objectives are met. After the implementation the proponents test every function of the system to find out the flaws and problems in the system, also looked for things that could improve the system until not all the objectives are met and system problems are not resolve the proponents continue the testing and improvement of the proposed system. 3.0 Data Gathering Procedures and Output Data gathering is one of the most critical stages that must be performed. This is because the analysis of the current system will be based on the kind of the information gathered. In order to gather all the data necessary in the study, the proponents used several ways on collecting data. This helps the proponents to gather all the information needed in developing the system. Library research The proponents conducted group study to learn more about the proposed system. They found materials in the library that may help them. They used thesis documentation of the previews student for data comparison. Using the information they have gathered the proponents will increase their knowledge to build the proposed system. As a result, the proponents will now generate some ideas on how their own the system will be developed. Also they will use this information to create their own documentation. Internet research The proponents also conducted research in the World Wide Web. They used internet to do this kind of research that may help them in terms, methods and new technologies to build the proposed system. Also they research some tutorials that may improve their skills that will help them to finish the system. As a result the proponents use some information that is reliable and useful. They now have some tutorials to study from the web to create on animation for the proposed system. Interview The proponents also conducted interview to particular person of the school that helped them gain some information to finish the proposed system. As a result, the proponents now know what will be the flow of the system. Through this knowledge the proponents started developing the system. System development The proponents use the gathered information to create the proposed system. Although the development stage starts the proponents will continue gathering information that may contribute to the development of the system. The output of this development will satisfy the needs of the beneficiary. The proponents will create and effective system. 4.0 Documentation of the Current System Formal education started in 1902 with the Kartilya and the chapel as classroom. With a pioneer teacher were average pupils who had to be fetched into their homes. As time go by the people realized the need and importance of education. New ideas then generated and substantiated and the dream of a one room school house. Later on they took over greater strides in its march to progress and the one teacher barrio school became a complete primary school. The achievement motivated barrio folks through the dim days of war crisis marched into full development of its home industries. Poultry and garment factories cropped up and the increasingly marked progress gave way to the completion of an elementary school. That was 1947, when the rehabilitation, reconstruction and development were under done through the combined cooperative efforts of the barrio people and with the leadership of Head Teacher. It was at this period when intermediate building and additional rooms for primary classes were constructed. Parada Elementary School headed by Mr. Narciso L. Diňo. They are using the traditional approach of teaching using books, visual aids and interactive discussion of lessons inside the classroom. The teachers make use of the traditional method of teaching such as board, chalk, cartolina, chart, manila paper and cardboard as visual aids that takes a lot of time and effort that’s why the students were getting bored. There are 70 students in preschool and it is divided by two sections; the morning section and the afternoon section. The students meet five times a week and everyday they have a flag ceremony and exercise before they go to their designated room. Every student must go their designated room with the guidance of their respected adviser. When they arrive, the teacher checks the attendance. The teacher will finish the lesson according to the scope of the lesson plan. The teachers also conduct lectures, exercises and exam to further improve the knowledge of the students. There are five subjects for Preschool in Parada Elementary School these are Filipino, Exploring Math, Writing, Getting Smart to Language and Worksheets on Readiness Skills. They do not have a grading system. Instead of cards, they used a checklist for the attendance of the students. The student must know how to write their names and know how to count from one to ten before entering Pre-school. Online E-Learning in Mathematics for Pre-school is designed mainly to demonstrate concepts, instruct, and remediate student errors and misunderstandings in preschool. Some programs are useful for teaching basic skills in Math. Many entertaining computer mathematics games encourage students to learn while enjoying the experience. Other programs are useful for instruction or remediation because they present problems that the student answers. The online system will be beneficial for students in reviewing their lessons at home and it is also be beneficial in monitoring the status level of the students who understand the lesson.

Visual Stream Mapping

VISUAL STREAM MAPPING 1. 1 Introduction Lean manufacturing is a production practice that considers the expenditure of resources for any goal other than the creation of value for the end customer to be wasteful, and thus a target for elimination. Working from the perspective of the customer who consumes a product or service, â€Å"value† is defined as any action or process that a customer would be willing to pay for. The goal of Lean is to becomes the creation and maintenance of a production system which runs repetitively, day after day, week after week in a manner identical to the previous time period. Lean is actually the set of â€Å"tools† that assist in the identification and steady elimination of waste. As waste is eliminated quality improves while production time and cost are reduced. Examples of such â€Å"tools† are  Value Stream Mapping,  5S,  Kanban  (pull systems), and  poka-yoke  (error-proofing). 1. 2Visual Stream Mapping (VSM) Value stream mapping is a process designed to reduce lead time, to make product flow, and to eliminate waste (non value added operations or activities), all for the purpose of meeting customer demand at the lowest cost, and with the highest quality. Lean thinking relies on recognizing the â€Å"seven wastes† – over-production, over-processing, inventory, motion, scrap, waiting, and transportation. Target maps reveal which of these wastes can be eliminated now, and where. The key to producing useful target maps is to look for low-cost improvements that encourage flow, reduce inventory, and test the organization’s ability to manage in a lean environment. The challenge of developing the attitudes, systems and communication necessary for a true pull system operating at customer takt should not be underestimated. A high inventory system hides a multitude of problems, which will slowly be exposed as batch sizes and WIP are reduced. The level of organization and standardization required for one-piece flow are rarely found in companies with traditional production planning and traditional management. Visual Stream Mapping can identify wastes such as: 1. Over-production Over-production is the production of material which is not needed now. It usually occurs in the form of large batches, produced faster than the rate at which they can be consumed Over production is caused by a number of factors, such as long setups, poor quality, machine unreliability, avoidance of setups in order to make performance measures look better, or the desire to keep an expensive resource working. 2. Over-processing There are two aspects to this kind of waste which is overdoing it in the sense of doing too much, too soon, and beyond what is necessary and using inappropriate equipment, especially equipment that is much larger, faster, or more complicated than necessary. It can be difficult to distinguish between over-processing and over-production, because the first often leads to the second. Over-processing is usually associated with going beyond what the customer requires. Examples are reports and presentations that have more information than the audience is looking for, and therefore are difficult to understand and act on. 3. Inventory Whether in the form of work in process (WIP) or finished goods, inventory is considered the great problem in production. With material always available, the focus is taken away from the process, quality, and the rate of work. Inventory thus actually hides problems that exist in the production system. In addition, inventory has an impact on waste that is indirectly caused by having more than needed. Inventory leads to a lack of attention to the process. This means that processes are designed with cycle times well outside of the average. By buffering the process with inventory, the wide variance in cycle times is not noticed until an attempt is made to set up a continuous flow cell or line. 4. Transportation When a facility layout extends over a large area, the movement of inventory from operation to operation becomes necessary. It is thus another result of over-production. It also results from laying out production equipment by function. Functional layout places each type of machine in its own cell for a variety of reasons, mainly to do with the perceived benefits of specialization. 5. Motion Motion is a waste associated with both operators and equipment. In the case of operators, wasted motion includes bending, walking to get or place parts, lifting, and taking more than one step to reach or view machine interfaces. Motion can add significantly to cycle time, and must therefore be considered separately when creating and balancing cells and focused factories. . Scrap Scrap and rework are obviously wasteful. In batch production, scrap is rarely visible, since there is always more material available, and the run can be extended for a short while to produce the required quantity. In a continuous flow system, scrap is a serious problem, since every machine loses a cycle when a piece is rejected. This destroys b alance, and when producing to customer takt, results in a missed shipment. 7. Waiting Waiting takes a number of forms. Operators wait for machines to complete their cycle, or for material to arrive so they can work on it. Machines wait for work, and also for operators to load and unload work pieces or other production material. The kinds of waiting that are common in batch production facilities are different from the waiting that is wasteful in a continuous flow system. 1. 3Characteristics of VSM This is an elements that need an observation and a consideration during applying this VSM: 1. Recognize where environmental impacts occur in a product line. 2. Quantify raw materials used by processes and compare it to materials actually needed to produce the product. . Identify pollution and wastes generated by the production activities. 4. Identify root causes of wastes and inefficiencies. There are a number of common icons used in value stream maps, but icons can also be customized to best serve a value stream map. Icons help distinguish different elements of a product line from another. For example, different arrows should be used to distinguish between product and information movement. The figure 1. 0 be low contains commonly used icons in value stream mapping. Figure 1. 0 1. 4Implementation Once future state map completed a plan to achieve this aim need to be developed, the implementation cannot be done unless there is an actual plan that can vividly visualize the aim of VSM. Without a full blown project implementation with full commitment from everyone in the company you will not reach your future state and gain the identified benefits. The future state map will detail the amount by which your lead times will be reduced, lower stock holdings, potential efficiency improvements and so forth so it should be possible to justify any project financially. Also known as the  Deming Cycle  in many circles, Plan, Do, Check, Act is a simple model for improvement, you make your plan, you implement your plan, you check if you have achieved your stated aims and you then act to make any necessary changes. This cycle is repeated over and over again continually driving improvement. This is how you implement your Value Stream Mapping, it is an iterative process, one that you repeat over and over. You make your initial current state map, plan your improvements, then make your improvements. Then you check your progress by creating a new current state map and plan additional improvements, your value stream mapping should be repeated to ensure continual improvement of your processes. 2. 1 Process of VSM The first action of value stream mapping is to map the existing process which is the result is a Current State Map. Once a valid current state map has been constructed, it is then possible to suggest improvements, with confidence that the results from the proposed system will be quite similar to those of the Future State Map. In this way, the lean initiative moves from solid footing to solid footing. There is no â€Å"leap of faith† or â€Å"trust me† required to convince everyone that there really is a better way to carry out the process. 2. 1. 1Current State When reviewing a product or process line, the first value stream map you develop should record the current state of the line. Remember, conventional value stream mapping tends to focus at a facility-wide level. The current state map should take a snapshot of the current practices and materials usage rates for all processes. A current state map should also record where environmental impacts occur in the product line. The following processes typically have environmental impacts: 1. Metal Fabrication (Milling, Welding, Stamping, and Machining) 2. Parts Washing 3. Surface Cleaning 4. Plastic Forming (Extrusion and Moulding) 5. Surface Coating 6. Chemical Formulation 7. Hazardous Materials Handling 8. Waste Management A current state value stream map should also establish baselines for all inputs and outputs which are presented in Table 2. 1. 1 below. INPUT| OUTPUT| Pounds of materials used| Pounds of solid waste generated| Pounds of hazardous materials used| Pounds of hazardous waste generated| Gallons of water used| Pounds of air pollution emitted| Gallons of water consumed| Gallons of wastewater treated| Watts of energy used| | BTUs of energy used| | Table 2. 1. 1 Other inputs and outputs that conventional value stream maps identify include changeover and cycle time, labour, and rework. Exhibit 2. 0 illustrates a conventional value stream map, shows how to denote process inputs and outputs may exist in the product line. . 1. 2Compare ‘Use’ Vs ‘Need’ In the past, value stream maps would examine the time it takes to produce a product and the proportion of that time that is value added or the time spent actually working on the product. The timeline was a graphic representation that compared the two, but didn’t focus on the resources consumed and waste generated in making the product. A materials line is a variati on of a timeline and can be developed for any type of resource (e. g. , water, energy, total materials, and/or a critical substance used in the product). A materials line, located on the bottom of a value stream map, shows the amount of raw materials used by each process in the value stream and the amount of materials that end up in the product and add value from a customer’s perspective. For example, the materials line illustrated below in figure 2. 0 compares the amount of water used and needed in the milling and parts washing processes in a product line. Figure 2. 1. 2 Once you collect data for the materials line, you may notice large differences between the amount of material used and the amount needed for the product. This exercise can help you target the largest sources of waste for prioritizing improvement efforts. Exhibit 2 presents a value stream map with a materials line that focuses on water usage. You can also create separate maps that address other inputs such as hazardous materials or energy use. 2. 1. 3Visualize an Improved â€Å"Future State† Future state maps are created to show what a product or process line would look like after improvements are made. Future state maps should be drafted following the completion of a current state map. Practitioners play a vital role in developing future state maps, as they can help suppliers identify areas where environmental improvements can be made. More often than not, future state maps look closer at process level improvements. Facilities cannot typically make changes to the order in which processes take place in a product line, but they can implement changes to specific steps of a process. Opportunities for process improvement can be shown on a value stream map with a starburst as illustrated in Exhibit 3. Starbursts can identify processes that need to be examined closer, such as in Exhibit 4. Future state maps should represent the product or process line in a perfect state or fully optimized and highly efficient. It should not be restrained by cost. The future state should include the best available technologies and equipment, and estimated waste reductions should be included where appropriate. For example, if a surface coating line could reduce solvent use by installing a solvent recycler, the future state map should represent that improvement. The materials line that should be included on a current state map can be a good indicator of where improvement opportunities exist. If a process showed a large difference between the amount of a material used and the amount of material needed, practitioners should question why the difference exists. Inefficiencies are the root cause of most wastes. Efficient production lines will have little to no difference between the amount used compared to the amount actually needed to produce the product. Exhibits 5 and 6 show the difference between a current state and a future state parts washing line. Current and future state process maps can be generated for one or many processes that occur in a facilities product line. . 1Benefits and Importance of VSM Value stream mapping is often used at the outset of a lean program to identify the current process within an organization. Strictly speaking Value stream mapping is used to map information and materials through a production process but it can be used for so much more than simply transcribing the process. This is the list of benefits and importance of applying VSM technique : 1. It helps portray the process from the start of the production process to the end. 2. It help finds bottlenecks and find waste within the process. . It’s a group exercise and therefore can involve your workforce as part of your lean improvement program. 4. You can use a completed value stream map as an improvement aide to document transitions to a future state value stream map. 5. It’s an inexpensive tool, basically all you need is a paper and pen. 6. It can be easily critiqued by your workforce to highlight problems that exist within the process. 7. It’s not just for manufacturing, value stream mapping has been used in offices, service industries healthcare etc. 8. It’s easy to understand with a little bit of training on VSM, icons maps are easy to understand conveying powerful process in a simple pictorial fashion. 4. 1Conclusion This study has outlined a decision-making process for the mapping of the value stream or supply chain. This general process is grounded in a contingency approach as it allows the company to choose the most appropriate methods for the particular industry, people and types of problem that exist. The typology is based around the identification of the particular wastes the company or value stream members wish to reduce or eliminate. As such, it allows for an extension of the effective internal waste reduction philosophy pioneered by leading companies such as Toyota. In this case, however, such an approach can be widened and so extended to a value stream setting. This extension capability lies at the heart of creating lean manufacturing, with each of the value stream members working to reduce wasteful activity both inside and between their organizations. 5. 1 Reference 1. http//: EzineArticles. com/225609 2. www. gardinernielsen. com 3. www. en. wikipedia. org/wiki/Value_stream_mapping 4. www. greensuppliers. gov/pubs/VSM. pdf

Matsushita and Japan’s Changing Culture Essay

1. What were triggers of cultural change in Japan during the 1990s? How is cultural change starting to affect traditional values in Japan? Cultural change in Japan during the 1990s has a few factors. One of them was the richer society. The society being richer than the previous times made the new generation feel that they had greater opportunities rather than being tied to a company for life and being a â€Å"salary-man†. The western culture was also a big influence in this respect. The laying off of older workers also made them believe that loyalty to a company might not be reciprocated. Cultural change is starting to affect the traditional values in Japan. Values like strong group identification, reciprocal obligations and loyalty to their company are being taken over by individualism and lack of loyalty. People don’t want to be tied to a company for life anymore. 2. How might Japan’s changing culture influence the way Japanese businesses operate in the future? What are the potential implications of such changes for the Japanese economy? Japan’s changing culture will influence the way Japanese businesses operate in the future. Companies might change their benefits and pay structure from traditional retirement plan structure. They might allow employees to choose from different type of employment contracts where they can choose greater salary to forego company housing, lifetime employment guarantee, seniority benefits and retirement bonuses. The potential implications of such changes in the Japanese economy might be the rise of a dynamic workforce with ambitious individuals who would be rational and logical in their thinking. This workforce can be the agent of the economic growth of Japan in the future. 3. How did traditional Japanese culture benefit Matsushita during the 1950s-1980s? Did traditional values become more of a liability during the 1990s and early 2000s? How so? The traditional Japanese culture helped Matsushita achieve its goals during the 1950s – 1980s because in response to all the benefits Matsushita gave to its employees, the employees worked hard for the greater good of the company. The employees were given guaranteed lifetime employment and so the employees never left the company. Matsushita took care of them from â€Å"cradle to the grave† by bestowing â€Å"blessings† on employees. The traditional values did become liability during the 1990s and early 2000s because the company faced financial crisis and its growth slowed down, but it couldn’t lay its  employees off because of the lifetime employment guarantee. 4. What is Matsushita trying to achieve with human resource changes it has announced? What are the impediments to successfully implementing these changes? What are the implications for Matsushita if (a) the changes are made quickly or (b) it takes years or even decades to fully implement the changes? With the human resource changes it has announced, Matsushita is trying to achieve a younger workforce that is encouraged with individuality, initiative taking and risk seeking. It wants its young managers to become rational and logical, ambitious and aggressive, and at the same time to create an organization that can carry out their ambitious plans. One of the impediments to successfully implementing these changes is the lifetime employment commitment, which held Matsushita back from cutting off unnecessary management staffs. Also, the existing managers are performing poorly because of their old way of doing things. Again, since it cannot lay workers off, it has to cut back on its hiring and this is triggered by the slow growth rate. Implications for Matsushita: (a) If changes are made quickly, the company would have a dynamic workforce that would increase the growth rate. But that would lack the loyalty of its employees, which is still a very strong force to keep the company going. (b) If Matsushita takes too much time, it might fall back and become unable to revolutionize its workforce. If old employees do not make way for new employees, the company will have a slower growth rate with an aging workforce. 5. What does the Matsushita case teach you about the relationship between societal culture and business success? The Matsushita case teaches us that societal culture and business success are very closely related. This is because the culture in the organization is a very important driver of its success and this culture is shaped and determined by the existing culture of the society.