Tuesday, August 20, 2019
Asymmetric Epoxidation Of Dihydronaphthalene With A Synthesized Jacobs :: essays research papers
Asymmetric Epoxidation of Dihydronaphthalene with a Synthesized Jacobsen's Catalyst Abstract. 1,2 diaminocyclohexane was reacted with L-(+)-tartaric acid to yield (R,R)-1,2-diaminocyclohexane mono-(+)-tartrate salt. The tartrate salt was then reacted with potassium carbonate and 3,5-di-tert-butylsalicylaldehyde to yield (R,R)-N,N'-Bis(3,5-di-tert-butylsalicylidene)-1,2-cyclohexanediamine, which was then reacted with Mn(OAc)2*4H2O and LiCl to form Jacobsen's catalyst. The synthesized Jacobsen's catalyst was used to catalyze the epoxidation of dihydronaphthalene. The products of this reaction were isolated, and it was found that the product yielded 1,2-epoxydihydronaphthalene as well as naphthalene. Introduction      In 1990, professor E.N. Jacobsen reported that chiral manganese complexes had the ability to catalyze the asymmetric epoxidation of unfunctionalized alkenes, providing enantiomeric excesses that regularly reaching 90% and sometimes exceeding 98% . The chiral manganese complex Jacobsen utilized was [(R,R)-N,N'-Bis(3,5-di-tert-butylsalicylidene)-1,2- cyclohexanediaminato-(2-)]-manganese (III) chloride (Jacobsen's Catalyst). (R,R) Jacobsen's Catalyst Jacobsen's catalyst opens up short pathways to enantiomerically pure pharmacological and industrial products via the synthetically versatile epoxy function .      In this paper, a synthesis of Jacobsen's catalyst is performed (Scheme 1). The synthesized catalyst is then reacted with an unfunctional alkene (dihydronaphthalene) to form an epoxide that is highly enantiomerically enriched, as well as an oxidized byproduct.      Jacobsen's work is important because it presents both a reagent and a method to selectively guide an enantiomeric catalytic reaction of industrial and pharmacological importance. Very few reagents, let alone methods, are known to be able to perform such a function, which indicates the truly groundbreaking importance of Jacobsen's work. Experimental Section      General Protocol. 99% L-(+)- Tartaric Acid, ethanol, dihydronaphthalene and glacial acetic acid were obtained from the Aldrich Chemical Company. 1,2 diaminocyclohexane (98% mix of cis/trans isomers) and heptane were obtained from the Acros Chemical Company. Dichloromethane and potassium carbonate were obtained from the EM Science division of EM Industries, Inc. Manganese acetate was obtained from the Matheson, Coleman and Bell Manufacturing Chemists. Lithium chloride was obtained form the JT Baker Chemical Co. Refluxes were carried out using a 100 V heating mantle (Glas-Col Apparatus Co. 100 mL, 90 V) and 130 V Variac (General Radio Company). Vacuum filtrations were performed using a Cole Parmer Instrument Co. Model 7049-00 aspirator pump with a Bà ¼chner funnel. For Thin Layer Chromatography (TLC) analysis, precoated Kodak chromatogram sheets (silica gel 13181 with fluorescent indicator) were used in an ethyl acetate/hexane (1:4) eluent. TLC's were visualized using a UVP Inc. Model UVG-11 Mineralight Lamp (Short-wave UV-254 nm, 15 V, 60 Hz, 0.16 A). Masses were taken on a Mettler AE 100. Rotary evaporations were performed on a Bà ¼chi Rotovapor-R. Melting points were determined using a Mel-Temp (Laboratory Devices, USA) equipped with a Fluke 51 digital thermometer (John Fluke Manufacturing Company, Inc.). Optical rotations ([a]D) were measured on a Dr. Steeg and Renter 6mbH, Engel/VTG 10 polarimeter.
Monday, August 19, 2019
Catcher and the Rye :: essays research papers
Outline Thesis statement:     The relationship Holden and Blanche have between family and people in society leads them to an inner turmoil, which eventually results in their psychological breakdowns. I.     Family A.     Positive relationships in The Catcher in the Rye. 1.     Phoebe is the only person who Holden needs 2.     Holden is proud of D.B’s accomplishments 3.     Holden truly admires the personality Allie had a.)     â€Å"He was two years younger than I was, but he was about fifty more times intelligent†(38). B.     Positive relationships in A Streetcar Named Desire. 1.     Stella and Blanche are very close, telling each other everything 2.     Stella takes Blanche in when she has nowhere else to stay 3.     Blanche wants Stella to escape from Stanley a.)     â€Å"Animal habits! Eats like one, moves like one, talks like one!†(72) C.     Negative relationships in The Catcher in the Rye. 1.     Holden gets angry when his family/siblings do something he does not like 2.     Holden does not get along with his parents a.)     â€Å"Daddy’ll kill you†(166) 3.     Holden thinks D.B has turned into a phony D.     Negative relationships in A Streetcar Named Desire. 1.     Blanche flirts with Stella’s husband, Stanley 2.     Blanche makes fun of Stella’s lifestyle II.     Society A.     Role in society in The Catcher in the Rye. 1.     Holden despises when people refer to him as a minor. a.)     â€Å"The waiter came up†¦ a Scotch and a soda for myself, but the sonuvabitch wouldn’t bring me one, so I had a Coke, too†2.     Holden does not have and direction in his life Zago 2 B.     Role in society in A Streetcar Named Desire. 1.     Blanche has no job 2.     Blanche tries to live off of others a.)     â€Å"I have always had a strong dependence on the kindness of strangers†(142). 3.     Blanche had no direction in her life C.     Relationships with peers in The Catcher in the Rye. 1.     Holden is infatuated with Jane a.)     â€Å"She said I was wild and that I had no direction in life†(59). 2.     Holden views everyone as â€Å"phonies†3.     Holden always gets into fights and arguments with his roommates a.)     â€Å"About all I know is, I sort of miss everybody I told about. Even old Stradlater and Ackley, for instance†(214) D.     Relationships with peers in A Streetcar Named Desire. 1.     Blanche plays with Mitch’s mind 2.     Blanche lies about how old she is a.)     â€Å"Stella is my precious little sister. I call her little in spite of the fact she’s somewhat older then I†(55) III.     Inner-selves      A. Alcohol problems in The Catcher in the Rye.           1. Holden drinks when he is upset which increases his depression           2. Holden has hallucinations of pain when he drinks too much a.) â€Å"When I was really drunk, I started that stupid business with the bullet in my guts†(150)           3. Holden is able to admit he has a drinking problem B.     Alcohol problems in A Streetcar Named Desire.
Sunday, August 18, 2019
The Taming of the Shrew by William Shakespeare :: The Taming of the Shrew Essays
In the late twentieth century, it is not unusual for audience members to come away from productions of The Taming of the Shrew with the impression that they have just witnessed the story of a dynamic woman turned into a Stepford wife.1 There are also Shakespearean critics who hold such views. G. I. Duthie, for instance, describes Katherina as a "spirited woman who is cowed into abject submission by the violence of an egregious bully" (147). John Fletcher's 1611 play The Woman's Prize, or the Tamer Tamed, in which Petruchio's second wife treats him as he had treated Kate,2 suggests that even during Shakespeare's lifetime the battle of the sexes within the play had become a battle of the critics outside it.3 Shakespearean scholars on the other side argue, as Charles Boyce does, that far from being a tale of domination, "the play's main plot concerns the development of character and of love in a particular sort of personality" (626). Boyce goes on to say that "The violence in The Shrew--except for the beatings of servants ... is limited to Katherina's own assaults on Bianca and Petruchio" (626). Nor is Boyce alone in his belief that Petruchio is physically kind to Kate; as Robert Speaight writes, "It is only to others that he is rough" (59). Much of the confusion comes from a simultaneous idealization of the twentieth century4 and denigration of the sixteenth, a glorification of the sensibilities of modern critics, directors, and audiences coupled with a condemnation of the "medieval" insensitivity of the playwright. For example, Jonathan Miller, director of the 1980 BBC Shrew, says, "Shakespeare is extolling the virtues of the obedient wife ... in accordance with the sixteenth-century belief that for the orderly running of society, some sort of sacrifice of personal freedom is necessary." He defends his position with an attack, arguing that "If we wish to make all plays from the past conform to our ideals ... we're simply rewriting all plays and turning them into modern ones," a practice he calls "historical suburbanism" (140). However, he is himself engaging in a procedure which might be called historical blurring, allowing certain historical trends to obscure individuals and their divergent opinions.5 No period can be correctly characterized as homogeneous, certainly not a time as tendentious as the Renaissance. To maintain that women's rights were not hotly debated by Shakespeare and his contemporaries is ignorance coupled with arrogance, and to fit the creator of Portia, Rosalind, and Viola into the company of male supremacists requires an adept mental contortionist.
Saturday, August 17, 2019
The Silver Linings Playbook Chapter 9
If I Backslide Knowing that if I wear the wrong thing, Veronica will say I have ruined her night – the way she did that one time when I wore Bermuda shorts and sandals to a dress-up dinner – I can't stop thinking about what I am going to wear to her dinner party, so much that I don't even remember it's Friday, and therefore, time to see Dr. Patel, until Mom calls down in the middle of my workout, saying, â€Å"We're leaving in fifteen minutes. Hit the shower!†In the cloud room, I pick the brown chair. We recline, and Cliff says, â€Å"Your mother tells me you've had quite a week. Want to talk about it?†So I tell him about Veronica's dress-up party and how my old dress clothes don't fit because I have lost so much weight, and I have no swanky clothes other than the shirt my brother has recently given me, and I am pretty stressed out about going to a dinner party and wish I could just spend some time alone with Ronnie lifting weights, so that I would not have to see Veronica, who even Nikki says is a mean person. Dr. Patel nods a few times like he does, and then says, â€Å"Do you like the new shirt your brother gave you? Do you feel comfortable wearing it?†I tell him I absolutely love my new shirt. â€Å"So wear that one to the dress-up dinner, and I'm sure Veronica will like it too.†â€Å"Are you sure?†I ask. â€Å"Because Veronica is really particular about what you should wear to dinner parties.†â€Å"I'm sure,†he says, which makes me feel a whole lot better. â€Å"What about pants?†â€Å"What's wrong with the pants you have on now?†I look down at the tan khakis my mom purchased for me at the Gap the other day because she says I shouldn't wear sweatpants to my doctor's appointments, and even though the pants are not as swanky as my new Eagles jersey, they do look okay, so I shrug and stop worrying about what to wear to Veronica's dinner party. Cliff tries to get me to talk about Kenny G, but I only close my eyes, hum a single note, and silently count to ten every time he says Mr. G's name. Then Cliff says he knows that I have been rough with my mother, shaking her in the kitchen and knocking her down in the attic, which makes me really sad because I love my mom so much and she rescued me from the bad place and has even signed all those legal documents – and yet I cannot rightly deny what Cliff has said. My chest heats up with guilt until I can't take it. Truth be told, I break down and cry – sobbing – for at least five minutes. â€Å"Your mother is risking a lot, because she believes in you.†His words make me cry even harder. â€Å"You want to be a good person, don't you, Pat?†I nod. I cry. I do want to be a good person. I really do. â€Å"I'm going to up your meds,†Dr. Patel tells me. â€Å"You might feel a little sluggish, but it should help to curb your violent outbursts. You need to know it's your actions that will make you a good person, not desire. And if you have any more episodes, I might have to recommend that you go back to the neural health facility for more intensive treatments, which – â€Å" â€Å"No. Please. I'll be good,†I say quickly, knowing that Nikki is less likely to return if I backslide into the bad place. â€Å"Trust me.†â€Å"I do,†Dr. Patel replies with a smile.
Friday, August 16, 2019
The Enduring Vision (vol. 5)Chapter 12 Outline
Deyon Keaton Sotnick Chapter 13: Immigration, Expansion, and Sectional Conflict, 1840-1848 l. Introduction: After the murder of Joseph Smith, Brigham Young led the main body of Mormons from Illinois to a new homeland in the Great Salt Lake valley. In part, Youngs aim was to flee persecution by Gentiles (non-Mormons). Reasons for Mormons to head west: (1) Deseret lay outside the United States; and Smith's murder had led many Mormons to conclude that they could no longer live along the Gentiles. 2)Gentiles were also on the move west; the very remoteness and aridity of Deseret made it unlikely that ny permanent settlement of Gentiles would take place. Mormons earned money in their new city by trade with Gentile wayfarers in less than a thousand days into James K. Polk's presidency, the US had increased its land area by at least 50 percent. Most immigrants gravitated to the expansionist Democratic party, and the immigrant vote help to tip the vote to Polk, an ardent expansionist. Democra ts saw expansion as a way to reduce strife between the sections.Oregon would go to the North, Texas the South and California to everyone. II. Newcomers and Natives A. Expectations and Realities A desire for religious freedom drew some emigrants to the United States. Their hope was fed by a continuous stream of travelers' accounts and letters from relatives describing America as a utopia for poor people. But many emigrants faced difficulties. Many spent savings on tickets to boats that were delayed for months and many others were sold meaningless tickets. They encountered six weeks or longer on the sea, packed almost as tightly as what slaves encountered, and travelling on cargo ships.When they landed, they soon found that farming in American farms was very solated, unlike in Europe where social and cultural lives revolved around communities. The Irish, who usually arrived in New England, found little land or capital for farming, and crowded into urban areas. Likewise, Germans, who a rrived in New Orleans, found little opportunity with slave labor, and moved upriver and into urban areas where there was a community. By 1860. these two groups formed more than 60 percent of the population of several major cities. B. The Germans In 1860, Germany was not a national-state but, a collection of small kingdoms.German immigrants came from a wide range of social classes and occupations. For all their differences, a common language kept them together, and German neighborhoods developed and prospered, much to the enw of Anglo-Americans who disdained their clannishness. In response, Germans became even more clannish. C. The Irish Between 181 5 and 1860, the Irish immigration into the United States passed through starving as many as a million people to death. To escape this, 1. 8 million Irish people migrated to the US between 1845 and 1854. Overwhelmingly poor and Catholic, the Irish usually entered the workforce near or at the bottom.Irish men dug cellars and lived in them, or made canal and railroad beds. Women became domestic servants and entered the workforce at an early age. Irish usually married late, which makes natural the large number of single Irish women in America. Yet some struggled up the social ladder, becoming foremen and supervisors. Others rose into the middle class by opening grocery and liquor stores. The two groups both brought conflict. The poorer Irish competed directly with free blacks, stirring up negative emotions towards blacks and abolitionists.Meanwhile, the middle class clashed with native- born white workers. D. Anti-Catholicism, Nativism and Labor Protest The hostility of native-born whites towards the Irish often took the form of anti- Catholicism. Even from Puritan times, there were high anti-catholic sentiments. Catholics made doctrine the province of pope and bishops. Conspiracies were rife. Future telegraph inventor, Samuel Morse, warned in 1835 that despotic Europe goverNew Mexicoent were flooding US with Catholic i mmigrants to destroy republican institutions.A protestant mob turned to ash a convent suspected to contain torture chambers the same year, while Lyman Beecher warned Protestants that Catholic immigrants to the West was a conspiracy to dominate the region. Maria Monks The Awful Disclosure of the Hotel Dieu Nunnery in Montreal brought back anti-Catholic feelings. The Order of the Star-spangled Banner would evolve into the ‘Know Nothing', or the American Party and would become a major political force in the 1850's. Protestants feared for their Jobs and feared that Catholic immigrants were a threat to their Jobs, in reaction many Protestants Joined nativist societies.E. Labor Protest and Immigrant Politics America cherished the notion that a nation with abundant land would never give way toa permanent class of wage slaves. Another of laborers' response to wage cuts in he panic was supporting land reforms. Land reformers argued that labor for wages ended any hope of economic indepe ndence. Labor unions appealed to workers who did not see eye to eye with land reformers. In an important decision, the Supreme Court ruled in Commonwealth vs. Hunt, that labor unions were not illegal monopolies that restrained trade.Many immigrants quickly became politically active as they found labor organizations could help them find employment and lodging. Immigrants usually supported the Democratic party for they felt that Jackson gave a non- aristocratic feel. In addition, Whigs supported anti slavery which would create more competition for immigrants By the same token, the Democratic party persuaded immigrants that national issues such as banking and tariffs were vital to them. In the 1840s, Democrats tried to convince immigrants that national expansion likewise advanced their interests.II. The West and Beyond A. The Far West Obstructed by The Great Plains, many Americans began moving past the Rocky Mountains to the Far West. The Adams-Onis (Transcontinental) Treaty had left S pain in undisputed possession of Texas as well as California and the New Mexico territory. In 1821, Mexico gained independence and took over all Spanish North American Oregon Country. Collectively, the territories Texas, New Mexico, California, and Oregon was an extremely vast land, but during the 1820s, these lands were viewed by US, I-JK, and Mexico as a remote frontier. B.Far Western Frontier The earliest American and British on the West Coast were fur traders who had reached California by sailing around South America. In the otherwise undeveloped CA economy, hides were called â€Å"California bank notes. †The trade in CA caused little friction with Mexico because Mexico produced virtually no manufactured goods. Hispanic people born in California (called Californios) were as eager to buy as the traders were to sell†so eager that they sometimes rowed out to the vessels laden with goods, thus sparing the traders the trip ashore. Trading links also developed in the 182 0s between St.Louis and Santa Fe along the Santa Fe Trail. The Panic of 1819 left many midwest Americans with a lot of unsold goods. They loaded wagons with goods and rumbled westward along the trail. To a far greater extent than Spain, Mexico welcomed this, as more than half the goods entering through Santa Fe trickled into internal Mexico. So popular was this trade that the Mexican silver peso traders brought back became the principal medium of exchange in Missouri. C. The American Settlement of Texas to 1835 During the 1820s, Americans began to settle the eastern part of Mexican state, Coahuila-Texas.Meanwhile, with Mexico's independence came the end of Spanish missions, and many Natives returned to nomadic ways. In 1824, the Mexican govt. , wanting protection from Natives by American settlement, began bestowing generous land grants on agents known as empresarios. Initially, most Americans, like the empresario Stephen F. Austin, were content to live in Texas as naturalized Mexica n citizens. But trouble brewed quickly as American settlers brought slaves. Mexico closed American immigration in 1830, but Americans continued to flood in with their slaves, and in 1834, Austin secured repeal of the 1830 prohibition.
Thursday, August 15, 2019
Creativity in Maths Essay
The purpose and value of creativity in primary mathematics education Within this essay I am going to discuss the complex notion of creativity, In specific relation to creative teaching within the subject of mathematics. I will define the Issues of Interpreting creativity and the debates surrounding these issues. Secondly I am going to look at theories of creativity and the different views which have been argued. In relation to pedagogy, I will examine if the amount of assessment that teachers are now required to do restricts how creative they can be within their delivery of the curriculum. Furthermore, I will analyse the difficulties of creative pedagogy and the implementation of creative learning across the curriculum, focusing on mathematics. Creative learning can be highly beneficial for children’s learning and development, I will highlight the reasons for this and look at key theories relating to the debate. Lastly, I will look at policies and reviews which suggest that creative teaching approaches should be used across the curriculum. Wlthln education there are complex Issues relating to creativity. Creativity Is defined by different people In many different ways. Duffy (1998 cited In Brock, Dodds, Jarvis nd Olusoga, 2009) defines creativity as a means of forming new connections in a way that is meaningful to the individual. In this way creativity can be very useful for learning, due to the fact that it can help individuals create new distinctions within their learning and gain a firmer understanding of what they are being taught. Similarly Kohl (2008) suggested that creative activities are about exploring exciting and advanced ideas in the hope of discovering something new. Through experimentation learners may stumble across knowledge that was previously unknown to them, which gives them the opportunity to expand on their nderstanding. By provldlng children with creative opportunities practitioners are giving them a chance to expand their knowledge through self-directed learning, In a way that Is of Interest to them as an Individual. Freud (1900 cited in Woolfolk, Hughes and Walkup, 2008) took a psychoanalytical approach to creativity. He believed that creativity is present in all individuals within their unconscious mind and that it is brought about due to a wish to fulfil that individuals desires. Freud argued that all individuals have a creative potential, they just do not always display the use of it. Within children he identified creativity as ideation, a process of creating new ideas. When engaging in certain activities children will be creative In order to gain more enjoyment from what they are doing. Maslow (1943), however took a humanistic approach to the Idea of creativity. He suggested that the drive to learn is intrinsic as Individuals strive to reach self- actualisation. Maslows hierarchy of needs depicts levels of needs which Individuals can meet, starting with very basic needs and moving up to more complex needs which individuals have to strive for in order to achieve. He argued that in order for an Inalvlaual to reacn selT-actuallsatlon at tne top 0T tne pyram10 tney neeaea to extend their thoughts and actions through problem solving, creativity and morality. There are a number of issues surrounding creativity as it can be interpreted differently when put into different contexts. The core areas of learning within education are now heavily assessment based and there is a strong emphasis on literacy and numeracy, which is having a negative effect on creative pedagogy (Eaude, 2011). Within the teaching of core subjects there is very little time allocated to creative activities, instead the pedagogical focus is more on the acquisition of nowledge and facts Cones and Wyse, 2004). It could be argued that if teachers look beyond this structured approach to learning there is plenty of scope for fostering creativity in children’s learning within all areas of the curriculum. In the area of mathematics, children are taught specific skills and knowledge which they will need in order to achieve the level that they are expected to in accordance with the National Curriculum (DfEE, 1999). However, certain areas of mathematics involve a large amount of problem solving, which requires an individual to adapt their thinking n order to develop and discover how best to solve the problem at hand. Problem solving is seen as a creative process (Piggott, 2007). According to Cropley (2003, cited in Jones and Wyse, 2004) problem solving is intrinsic to creativity therefore the learner can be encouraged to use their creative thinking skills within the area of mathematics. On the other hand, children are often still given boundaries to work within, which again will stifle their chance to be creative or explore further possibilities. Creativity has been highlighted to be highly beneficial for children’s learning. Using creative methods of teaching can help to keep children engaged and motivated in their learning. Steiner (1861 – 1925 cited in Wood and Attfield, 2005) stated that within creative activities children become more engaged in their learning and therefore are more likely to learn from the activity that they were participating in. If children are provided with activities that they find captivating and interesting, they are more likely to actively participate, and therefore will gain something from the experiences that they encounter. In order for children’s creativity to flourish, within heir learning they need to be given a chance to do things for themselves (Wilson, 2008). Nickerson (1998 cited in Adams, 2005) suggested that allowing children to have a choice in the task that they are given enhances their creativity. Also the fact that they have chosen the activity for themselves means they will have more motivation to work towards their goals. If children can direct their own learning, by being given their own choices, they will use their current knowledge in a creative way to decide how best to approach the given task. Teaching mathematics in a creative way is seen by many teachers as a challenge. Mathematics is often regarded as a subject with set rules and structure; with right and wrong answers (Wilson, 2005). However, mathematics is not always recognised in it’s full capacity and can be present in areas which are not always deemed to be mathematically inclined, therefore making it a difficult subject to approach in a creatlve capaclty. Most teacners Delleve tnat matnematlcs snou10 De taugnt In a conventional and structured manner, although it could be argued that the reason for this is that teachers may not be confident enough to teach it any other way Cones and Wyse, 2004). Cropley (2001) would argue that conventional methods of teaching can have a negative effect on attitudes and motivation towards individuality as children may be encouraged to work in a certain way in order to logically work out the answers. In order to be creative within their teaching of mathematics, teachers need to provide children with opportunities in which they can extend their thinking and build on previous knowledge. It is often argued that creative mathematics is only accessible to the more able pupils, however it is possible to include all abilities. Furthermore, children of all bilities will always be willing to engage in mathematics creatively if they are given the opportunity. The DfES/QCA (1999) stated that mathematics as a creative discipline can stimulate exciting new achievements for learners and therefore teachers should facilitate all children’s learning by giving them a chance to engage creatively within the subject area. Introducing creative pedagogy in the area of mathematics can have a substantially positive effect on children’s development. Children who previously had little confidence within the subject can be taught different ways of dealing with athematical knowledge. Introducing children to different teaching methods and expanding mathematics using a cross-curricular approach will give children the opportunity to make comparisons and links between mathematics and other curriculum subjects (Cropley, 2001). The use of cross-curricular teaching will give the children the opportunity to partake in learning which links to a subject area that is of interest to them. Mathematics can help develop children’s thinking skills and it is important for children to be able to think creatively within all areas of the curriculum (Cropley, 2001). Within mathematics in particular children sometimes may need to think outside the box in order to discover the answers to what they are looking for. Mathematics can also be a chance for the involvement of abstract thinking skills as children learn to calculate mathematical sums cognitively. Mental arithmetic may be seen as something children commonly engage in, however they need to be able to deal with numbers and mathematics in an abstract context before they can fully develop these skills. Overall, the subject area of mathematics is much more widespread than is always recognised. The use of mathematics can be applied across he curriculum and within children’s every day life. Therefore it is essential to children’s educational development. The National Curriculum (DfEE, 1999) highlights the importance of fostering creativity while still ensuring that pupils gain the essential numeracy skills that they require. The National Curriculum suggests that all areas of the curriculum can be taught creatively, even the core subjects such as mathematics. A number of schools work towards the development of key skills which are outlined in the National Curriculum Handbook, while also including opportunities to be creative within mathematics NCSL, 2005). I ne Natlonal curriculum ) InTormea teacners tnat wltnln mathematics children should be taught to develop thinking skills, problem solving and learn to communicate mathematically. However this document focused more on the attainment of the children rather than the approaches that teachers could take in order to build upon these aspects using creative pedagogy. In 2000, the National Numeracy Strategy (DfE, 2000) was published in order to look at the teaching of mathematics in depth and to suggest to teachers ways in which they could incorporate better pedagogy within the area of mathematics. In his review, Williams (2008 cited in DSCF, 2008) looked at pedagogy for primary mathematics in the curriculum. He argued that in order for the content of a curriculum to be effective it must be partnered with excellent standards of teaching. He talked about developing positive attitudes towards the subject through delivering mathematics in interesting ways which will engage the learner. Through the use of creative pedagogy teachers can provide positive experiences which captivate the learner and therefore help them develop good attitudes towards the subject of mathematics. Similarly to Williams (2008 cited in DSCF, 2008), Ofsted (2010) drew parallels between the National Curriculum and creative approaches to teaching. They reported that children are more motivated by creative ways of learning, suggesting that providing experiences linked to the subject material within the National Curriculum, in which children can develop their creative learning, will in turn have a positive effect on their attitudes towards the subject. In conclusion, creativity is highly important within all aspects of the curriculum. Although it can be interpreted in different ways, this could have a positive effect as it llows for even more originality and diversity within teaching methods.
Hitting the Wall: Nike and International Labor Practices Essay
Based in Beaverton, Oregon, Nike had been a corporate success story for more than three decades. It was a sneaker company, but one armed with an inimitable attitude, phenomenal growth, and the apparent ability to dictate fashion trends to some of the world’s most influential consumer. Selling a combination of basic footwear and street-smart athleticism, Nike pushed its revenues from a 1972 level of $62,000 to a starting $49 million in just 10 years. In the 1980s and 1990s, Nike had been plagued by a series of labor incidents and public relations nightmares; underage workers in Indonesian plants, allegations of coerced overtime in China, dangerous working conditions in Vietnam. For a while, the stories had been largely confined to labor circles and activist publications, until a young female worker had died in a Nike contracting factory in 1997, the labor conditions at Nike had hit the mainstream. While the marketing of Nike’s products was based on selling a high profile fashion item to affluent Americans, the manufacture of these sneakers was based as an arms-length and often-uneasy relationship with low paid, non-American workers. Key Issues Nike’s strategy of shaving costs caused ethical dilemmas that ultimately damaged its reputation. Nike outsources all of its manufacturing. This approach has provided Nike with huge profits, from a 1972 level of $60,000 to a startling $49 million in just 10 years. Production is now globalised, with different countries concentrating on different parts of the process depending on what they are good at, or what they can do most efficiently or cheaply. Poorer countries get the less lucrative activities such as lowly paid semi-skilled or unskilled production or assembly. This approach also allows Nike to keep an arms-length arrangement with its subcontractors, stating that, it is not they who employ cheap labor, but their contracted suppliers, hence the responsibility lies with the latter. Define the Problem Nike has a difficult situation to resolve. Its strategy to use celebrity endorsements to develop a strong brand identity had the result that Nike became by the 1990s one of the world’s best known brands, as well as a global symbol of athleticism and urban cool. This situation began to change by 1998, when currency woes in Asia along with the damage to its image resulted in Nike experiencing a loss for the first time in 13 years. This strategy resulted in Nike requiring steep wage concessions from its subcontractors to continue its intense growth patterns. Nike has always paid the lowest possible wages in Indonesia, claiming year after year that it could not afford even to pay the country’s minimum wage. Each year, Nike contractors in Indonesia refused to pay minimum wage raises of a few cents a day. Thanks to a corrupt and inefficient government, they usually got away with it. Adding to this problem was the issue of child labor. Nike went into Pakistan, knowing full well that child labor is an ages-old practice there and taking no precautions whatsoever to prevent the use of child labor in the production of its soccer balls. We have to conclude that Nike expected to profit from its Pakistani contractors’ known usage of bonded child labor. Nike further tarnished its reputation by attempting to dilute information that had come to the attention of the general public regarding its practices, resulting in a lawsuit. Mike Kasky is suing Nike, Inc. Under California laws regulating unfair competition and false advertising. Kasky claims that when an internal audit was leaked to the press that revealed illegal employment practices in Nike’s factories in China, Vietnam, and Indonesia, Nike responded by issuing to the press numerous statements it knew to be false. The California courts ruled last year that Nike’s PR effort was meant to bolster its image and improve its sales – so indeed, it did amount to advertising, and, as such, it needed to be truthful. Alternative Solutions Nike must to enforce its own Code of Conduct with its subcontractors. This Code has been amended several times, but had been very general in its listing of business practices. Its current version stipulates many requirements that we take for granted, one of which is that a subcontractor certifies that it pays at least the minimum total compensation required by local law, including all mandated wages, allowances and benefits. Another option for Nike would be to contract with a U. S. shoe manufacturer. Although the benefit of having its suppliers overseas has been the low prices for the finished goods, Nike would gain an advantage by providing work for the people at home. Made in USA labels are very important to many Americans. Also, the combination of job creation and openness to providing equitable wages and benefits for its workers as required in this country could reduce the uproar about its labor practices, especially among the youth. In addition, Nike could incorporate at least one factory into a tourist attraction, providing visitors with the opportunity to tour the plant, learn the history of the company, and become more familiar with the products Nike produces, thus developing more customer loyalty. A third option for Nike would be to both enforce its Code of Conduct and invest at a high level in the countries where it has factories, and highly advertise those efforts. Regarding to Nike’s web site, since 1997, Nike, with help from several of its key partners, has supported micro-enterprise ventures in Asia, playing a small but significant and direct role in building and expanding the number of locally-owned businesses in mostly rural areas throughout the region. Nike has funded micro loans and provided technical assistance in Thailand, Vietnam and Indonesia, working with the Population and Community Development Association (PDA), Vietnamese Women’s Union and Opportunity International, respectively. The press has given faces to the people who have been affected by Nike’s contractors’ exploitation. Nike must rectify the damages by giving faces to the people who have been affected in a positive way by the loans and other assistance given to the local populations. This, coupled with Nike’s firm stance on the treatment of those making its goods, would help regain its lost positive image. In addition, this option would forge a stronger relationship with the countries where the factories producing Nike’s products are located. It would also help Nike’s subcontractors to entice and retain the best local employees, thus ensuring higher quality products. Selected Solutions to The Problem This change in how Nike will handle its operations has significant drawbacks. Closely adhering to its Code of Conduct will be very expensive for Nike. Nike’s success has been heavily driven by the aggressive stance it has taken on labor costs. In addition, Nike’s subcontractors have used the freedom given to them to provide Nike the labor expense level they expect while also allowing themselves to profit as well. Nike will now be monitoring their subcontractors’ workplaces and wage practices, which will place a strain on their relationship. This new focus for Nike will require the company to divert some of its attention from its main marketing focus to supervise the overseas operations. Expected Results An immediate benefit of this decision would be the good press it would generate that Nike would be willing to put pressure on its suppliers so that the people who produce its goods are treated fairly. Another benefit would be to align Nike’s suppliers’ actions with Nike’s vision as listed on its web site www. nike. com to bring inspiration and innovation to every athlete in the world†. This would include those employed by Nike because the company considers all people to be athletes. A third benefit would be to prevent work stoppage strikes that had previously affected the company in Indonesia. Positive and Negative Results This option would require Nike to make a major shift in its focus from having a limited, long-distance relationship with subcontractors to playing a more active role in the manufacture of its products due to the proximity of its suppliers. This significant change in how Nike does business would be very expensive, both in terms of the financial outlay and use of personnel. It would require a more direct involvement of the company in a portion of the business in which it has no first-hand experience, which would entail a considerable learning curve. This would result in major upheaval for the company, and a loss of confidence by investors. Nike would also lose the competitive edge of its competitors who have lower foreign wages. To reinstate the Nike image back to its earlier prominence, Nike would be wise to pursue the option to enforce its Code of Conduct, and invest in the countries in which its factories are located. The Code of Conduct should require unannounced audits of Nike’s factories at random, frequent time intervals to ensure compliance to rules and regulations. Equipment should be inspected to meet higher safety standards than would be required in the host country. For example, if the factory is located in Indonesia, the equipment should be inspected to be compliant to United States’ Occupational Safety and Health Association (OSHA) safety standards. Doing so is above-and-beyond what may be considered reasonable†and should shed positive light on Nike’s effort. In addition, hiring documentation should be verified in the audits to assure that workers are of the appropriate age, and that children are not placed into the workforce. Subcontractors would be trained in cultural awareness and required to maintain consistent and reasonable management practices. This approach would be expensive for Nike. The company will also have to expend more energy to both monitor the manufacturing facilities and determine which small businesses to support, diverting its attention from the company’s primary focus of marketing its products and making a profit. In addition, making investments in other countries will help Nike relate in more personal ways to their local environments. This will make it more difficult for Nike to direct its subcontractors to move to another country when local labor wages have become too expensive. However, there would probably be no lack of interest if movement to new countries became necessary with Nike’s products so well known. It would ultimately hinder the company’s ability to be competitive with the other shoe manufacturers who use Indonesian labor.
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