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ideas †¢ thinkers †¢ practice david a. kolb on experiential learning David A. Kolb's model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. We set out the model, and examine its possibilities and problems. contents: †¢ introduction †¢ david a. olb †¢ david kolb on experiential learning †¢ david kolb on learning styles †¢ issues †¢ developments – jarvis on learning †¢ a guide to reading †¢ links †¢ how to cite this piece As Stephen Brookfield (1983: 16) has commented, writers in the field of experiential learning have tended to use the term in two contrasting senses. On the one hand the term is used to describe the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting.Experiential learning thus involves a, ‘direct encounter w ith the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it. ‘ (Borzak 1981: 9 quoted in Brookfield 1983). This sort of learning is sponsored by an institution and might be used on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses.The second type of experiential learning is ‘education that occurs as a direct participation in the events of life' (Houle 1980: 221). Here learning is not sponsored by some formal educational institution but by people themselves. It is learning that is achieved through reflection upon everyday experience and is the way that most of us do our learning. Much of the literature on experiential learning, as Peter Jarvis comments (1995: 75), ‘is actually about learning from primary experience, that is learning through sense experiences'.He continues, â €˜unfortunately it has tended to exclude the idea of secondary experience entirely'. Jarvis also draws attention to the different uses of the term, citing Weil and McGill's (1989: 3) categorization of experiential learning into four ‘villages': Village One is concerned particularly with assessing and accrediting learning from life and work experience†¦. Village Two focuses on experiential learning as a basis for bringing change in the structures†¦ of post-school education†¦. Village Three emphasizes experiential learning as a basis for group consciousness raising†¦.Village Four is concerned about personal growth and self-awareness. These ‘villages' of approaches retain a focus on primary experience (and do not really problematize the notion of experience itself). Jarvis (1995: 77-80) makes the case for a concern for secondary or indirect experience (occurring through linguistic communication). While there have been various additions to the literatu re, such as the above, it is the work of David A. Kolb (1976; 1981; 1984) and his associate Roger Fry (Kolb and Fry 1975) that still provides the central reference point for discussion.Following on from Kolb's work there has been a growing literature around experiential learning and this is indicative of greater attention to this area by practitioners – particularly in the area of higher education. David Kolb's interest lay in exploring the processes associated with making sense of concrete experiences – and the different styles of learning that may be involved. In this he makes explicit use of the work of Piaget, Dewey and Lewin. David A. Kolb David A. Kolb is Professor of Organizational Behavior in the Weatheread School of Management.He joined the School in 1976. Born in 1939, Kolb received his Batchelor of Arts from Knox College in 1961, his MA from Harvard in 1964 and his PhD from Harvard in 1967. Besides his work on experiential learning, David A. Kolb is also kno wn for his contribution to thinking around organizational behaviour (1995a; 1995b). He has an interest in the nature of individual and social change, experiential learning, career development and executive and professional education. David Kolb on experiential learning David A.Kolb (with Roger Fry) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. He represented these in the famous experiential learning circle that involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations (after Kurt Lewin). It is a model that appears time and again. Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points – and that it should really be approached as a continuous spiral.However, it is suggested that the learning process often begins with a person car rying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this pattern the third step would be understanding the general principle under which the particular instance falls.Generalizing may involve actions over a range of circumstances to gain experience beyond the particular instance and suggest the general principle. Understanding the general principle does not imply, in this sequence, an ability to express the principle in a symbolic medium, that is, the ability to put it into words. It implies only the ability to see a connection between the actions and effects over a range of circumstances. (Coleman 1976: 52). An educator who has learnt in this way may well have various rules of thumb or generalizations about what to do in d ifferent situations.They will be able to say what action to take when say, there is tension between two people in a group but they will not be able to verbalize their actions in psychodynamic or sociological terms. There may thus be difficulties about the transferability of their learning to other settings and situations. When the general principle is understood, the last step, according to David Kolb is its application through action in a new circumstance within the range of generalization. In some representations of experiential learning these steps, (or ones like them), are sometimes represented as a circular movement.In reality, if learning has taken place the process could be seen as a spiral. The action is taking place in a different set of circumstances and the learner is now able to anticipate the possible effects of the action. Two aspects can be seen as especially noteworthy: the use of concrete, ‘here-and-now' experience to test ideas; and use of feedback to change practices and theories (Kolb 1984: 21-22). Kolb joins these with Dewey to emphasize the developmental nature of the exercise, and with Piaget for an appreciation of cognitive development.He named his model so as to emphasize the link with Dewey, Lewin and Piaget, and to stress the role experience plays in learning. He wished to distinguish it from cognitive theories of the learning process (see Coleman 1976). David Kolb on learning styles David Kolb and Roger Fry (1975: 35-6) argue that effective learning entails the possession of four different abilities (as indicated on each pole of their model): concrete experience abilities, reflective observation abilities, abstract conceptualization abilities and active experimentation abilities.Few us can approach the ‘ideal' in this respect and tend, they suggest, to develop a strength in, or orientation to, in one of the poles of each dimension. As a result they developed a learning style inventory (Kolb 1976) which was designed to pl ace people on a line between concrete experience and abstract conceptualization; and active experimentation and reflective observation. Using this Kolb and Fry proceeded to identify four basic learning styles. Kolb and Fry on learning styles (Tennant 1996) Learning style Learning characteristicDescriptionConvergerAbstract conceptualization + active experimentation†¢ strong in practical application of ideas †¢ can focus on hypo-deductive reasoning on specific problems †¢ unemotional †¢ has narrow interests DivergerConcrete experience + reflective observation†¢ strong in imaginative ability †¢ good at generating ideas and seeing things from different perspectives †¢ interested in people †¢ broad cultural interests AssimilatorAbstract conceptualization + reflective observation†¢ strong ability to create theoretical models excels in inductive reasoning †¢ concerned with abstract concepts rather than peopleAccommodatorConcrete experience + active experimentation†¢ greatest strength is doing things †¢ more of a risk taker †¢ performs well when required to react to immediate circumstances †¢ solves problems intuitively In developing this model Kolb and Fry have helped, along with Witkin (1950), have helped to challenge those models of learning that seek to reduce potential to one dimension such as intelligence (Tennant 1997: 91). They also recognize that there are strengths and weaknesses associated with each style (and that being ‘locked into' one style can put a learner at a serious disadvantage).However, there are a number of problems with the model. Issues Here I want to note six key issues that arise out the Kolb model: It pays insufficient attention to the process of reflection (see Boud et al 1983). While David A. Kolb's scheme ‘has been useful in assisting us in planning learning activities and in helping us to check simply that learners can be effectively engaged', they comment , ‘it does not help†¦ to uncover the elements of reflection itself' (ibid. : 13), see reflection. The claims made for the four different learning styles are extravagant (Jarvis 1987; Tennant 1997).As Tennant (1997: 91) comments, even though the four learning styles neatly dovetail with the different dimensions of the experiential learning model, this doesn't necessarily validate them. David Kolb is putting forward a particular learning style. The problem here is that the experiential learning model does not apply to all situations. There are alternatives – such as information assimilation. There are also others such as memorization. Each of these may be appropriate to different situations (see Jarvis below). The model takes very little account of different cultural experiences/conditions (Anderson 1988).The Inventory has also been used within a fairly limited range of cultures (an important consideration if we approach learning as situated i. e. affected by environ ments). As Anderson (1988, cited in Tennant 1996) highlights, there is a need to take account of differences in cognitive and communication styles that are culturally-based. Here we need to attend to different models of selfhood – and the extent to which these may differ from the ‘western' assumptions that underpin the Kolb and Fry model. The idea of stages or steps does not sit well with the reality of thinking.There is a problem here – that of sequence. As Dewey (1933) has said in relation to reflection a number of processes can occur at once, stages can be jumped. This way of presenting things is rather too neat and is simplistic – see reflection. Empirical support for the model is weak (Jarvis 1987; Tennant 1997). The initial research base was small, and there have only been a limited number of studies that have sought to test or explore the model (such as Jarvis 1987). Furthermore, the learning style inventory ‘has no capacity to measure the deg ree of integration of learning styles' (Tennant 1997: 92).The relationship of learning processes to knowledge is problematic. As Jarvis (1987) again points out, David Kolb is able to show that learning and knowledge are intimately related. However, two problems arise here. David Kolb doesn't really explore the nature of knowledge in any depth. In chapter five of Experiential Learning he discusses the structure of knowledge from what is basically a social psychology perspective. He doesn't really connect with the rich and varied debates about the nature of knowledge that raged over the centuries within philosophy and social theory.This means that I do not think he really grasps different ways of knowing. For example, Kolb focuses on processes in the individual mind, rather than seeing learning as situated. Second, for David Kolb, learning is concerned with the production of knowledge. ‘Knowledge results from the combination of grasping experience and transforming it' (Kolb 1984 : 41). Here we might contrast this position with Paulo Freire. His focus is upon informed, committed action (praxis). Given these problems we have to take some care approaching David Kolb's vision of experiential learning.However, as Tennant (1997: 92) points out, ‘the model provides an excellent framework for planning teaching and learning activities and it can be usefully employed as a guide for understanding learning difficulties, vocational counselling, academic advising and so on'. Developments – Peter Jarvis on (experiential) learning Jarvis (1987, 1995) set out to show that there are a number of responses to the potential learning situation. He used Kolb's model with a number of different adult groups and asked them to explore it based on their own experience of learning.He was then able to develop a model of which allowed different routes. Some of these are non-learning, some non-reflective learning, and some reflective learning. To see these we need to trace ou t the trajectories on the diagram he produces. reproduced from Jarvis 1994 Non-learning: Presumption (boxes 1-4). This is where people interact through patterned behaviour. Saying hello etc. Non-consideration (1-4). Here the person does not respond to a potential learning situation. Rejection (boxes 1-3 to 7 to 9). Non-reflective: Pre-conscious (boxes 1-3 to 6 to either 4 or 9).This form occurs to every person as a result of having experiences in daily living that are not really thought about. Skimming across the surface. Practice (boxes 1-3 to 5 to 8 to 6 to either 4 or 9). Traditionally this has been restricted to things like training for a manual occupation or acquiring particular physical skills. It may also refer to the acquisition of language itself. Memorization (boxes 1-3 to 6 and possibly 8 to 6 and then either to 4 or 9) Reflective learning: Contemplation (boxes 1-3 to 7 to 8 to 6 to 9). Here the person considers it and makes an intellectual decision about it.Reflective pr actice (boxes 1-3 (to 5) to 7 to 5 to 6 to 9). This is close to what Schon describes as relfection on and in action. Experiential learning (boxes 1-3 to 7 to 5 to 7 to 8 to 6 to 9). The way in which pragmatic knowledge may be learned. While this represents a useful addition to our thinking about learning, a number of problems remain. There is still an issue around sequence – many things may be happening at once, but Jarvis' model falls into trap of stage thinking. As with Kolb's work there is a limited experimental base to support it.We can also ask questions as to whether these are different forms or routes – or can they grouped together in a different and more compact way. Further reading and references The literature around this area can be pretty dire. We have picked one or two of the better collections/explorations plus a couple ‘standards'. Boud, D. et al (eds. ) (1985) Reflection. Turning experience into learning, London: Kogan Page. 170 pages. Good collec tion of readings which examine the nature of reflection. The early chapters make particular use of Dewey and Kolb. Boud. D. and Miller, N. eds. ) (1997) Working with Experience: animating learning, London: Routledge. Useful collection of pieces exploring experiential learning. The editors focus on animation (not so much in the French and Italian senses as ‘breathing life into' – to activate, enliven, vivify. Includes introductory and closing pieces by the editors: Brookfield on breaking dependence on experts; Smyth on socially critical educators; Heron on helping whole people learn; Tisdell on life experience and feminist theory; Harris on animating learning in teams; and Mace on writing and power.Fraser, W. (1995) Learning From Experience. Empowerment or incorporation, Leicester: National Institute of Adult Continuing Education. Examines APL / APEL and asks what is lost and gained in the translation of private experience into the public sphere. Based on the experience of various courses. Jarvis, P. (1987) Adult Learning in the Social Context, London: Croom Helm. 220 pages. Peter Jarvis uses Kolb's model to explore the process of learning in context. The result is a better appreciation of context and the ability to approach memorization, contemplation, practice etc.However, he also inherits a number of problems e. g. around stages. The model is revisited and summarized in P. Jarvis (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Johnson, D. W. and Johnson, F. P. (1996) Joining Together: Group theory and group skills, 6e. , Boston, Mass. : Allyn and Bacon. 612 pages. Rightly popular practical groupwork guide with plenty of examples and exercises, plus some good foundational chapters. It was one of the first texts to pick up on Kolb and to link experiential learning with the work around groups by Lewin and others.Chapters on group dynamics; experiential learning; group goals and social independence; communications w ithin groups; leadership; decision making; controversy and creativity; conflicts of interest, the uses of power; dealing with diversity; leading learning and discussion groups; leading growth and counselling groups; and team development, team training. Keeton, M. T. (ed. ) (1976) Experiential Learning, San Francisco: Jossey-Bass. Ageing but still useful collection. See, in particular, Coleman's contrasting of information assimilation with experiential learning. Kolb, D.A. (1984) Experiential Learning, Englewood Cliffs, NJ. : Prentice Hall. 256 pages. Full statement and discussion of Kolb's ideas concerning experiential learning. Chapters deal with the foundation of contemporary approaches to experiential learning; the process of experiential learning; structural foundations of the learning process; individuality in learning and the concept of learning styles; the structure of knowledge; the experiential learning theory of development; learning and development in higher education; li felong learning and integrative development. Mezirow, J. 1991) Transformative Dimensions of Adult Learning, San Francisco: Jossey-Bass. 247 + xix pages. Develops a comprehensive theory of how adults learn by making meanings of their experiences. Particular focus on perspective transformation. Weil, S. Warner & McGill, I. (eds. ) (1989) Making Sense of Experiential Learning. Diversity in theory and practice, Milton Keynes: Open University Pres s. The texts on experiential learning tend to be rather atheoretical (and often precious). This text doesn't totally escape this – but has a number of useful contributions. ReferencesAnderson, J. A. (1988) ‘Cognitive styles and multicultural populations', Journal of Teacher Education, 39(1): 2-9. Brookfield, S. D. (1983) Adult Learning, Adult Education and the Community Milton Keynes Open University Press. Borzak, L. (ed. ) (1981) Field Study. A source book for experiential learning, Beverley Hills: Sage Publications. Dewey, J. (19 33) How We Think, New York: Heath. Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass. Jarvis, P. (1994) ‘Learning', ICE301 Lifelong Learning, Unit 1(1), London: YMCA George Williams College.Jarvis, P. (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Kolb, A. and Kolb D. A. (2001) Experiential Learning Theory Bibliography 1971-2001, Boston, Ma. : McBer and Co, http://trgmcber. haygroup. com/Products/learning/bibliography. htm Kolb, D. A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma. : McBer. Kolb, D. A. (1981) ‘Learning styles and disciplinary differences'. in A. W. Chickering (ed. ) The Modern American College, San Francisco: Jossey-Bass. Kolb, D. A. (with J. Osland and I.Rubin) (1995a) Organizational Behavior: An Experiential Approach to Human Behavior in Organizations 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb, D. A. (with J. Osland and I. Rubin) (1995b) The Organizational Behavi or Reader 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb. D. A. and Fry, R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed. ) Theories of Group Process, London: John Wiley. Schon, D. (1983) The Reflective Practitioner, New York: Basic Books Tennant, M. (1997) Psychology and Adult Learning 2e, London: Routledge. Witkin, H. and Goodenough, D. 1981) Cognitive Styles, Essences and Origins: Field dependence and field independence, New York: Links Experiential learning: helpful review of sites by Tim Pickles. Experiential Learning Theory Bibliography: Prepared by Alice Kolb and David Kolb, this is an extensive bibliography of on experiential learning theory from 1971-2001. Acknowledgement: The workshop picture representing experiential learning is from the EFEO Action Workshops in 2008. It was taken by devilarts and is copyrighted. It is reproduced here under a Creative Commons licence (Attribution-Non-Commercial-Share Alike 2. Generic) flickr: http://ww w. flickr. com/photos/devilarts/2458317215/. How to cite this article: Smith, M. K. (2001). ‘David A. Kolb on experiential learning', the encyclopedia of informal education. Retrieved [enter date] from http://www. infed. org/b-explrn. htm.  © Mark K. Smith 1996, 2001. infed is a not-for-profit site [about us] [disclaimer] provided by the YMCA George Williams College. Give us feedback; write for us. Check our privacy policy and, when copying, our copyright notice. Join us on Facebook and Twitter. 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Hrm Challenges in Staffing

EMGT N441: Human Resource and Relation Management Scenario: This task requires you to work in teams of three or four students to prepare a report and then deliver a 15- 20 minute presentation to your teacher and your peers. Due date: Week 8 Assessment weighting: 20% (50 marks for the group report and 50 marks for the presentation) Guidelines: 1. With reference to the HRM topics discussed in weeks four, five and six in your EMGT N441 class, choose any one of the HRM topics. Analyze the selected topic with reference to the UAE. Submit a group report including the following requested information.A. A general overview of the topic chosen by your group. B. Critical evaluation of the topic you have chosen. Your evaluation of the importance of the topic in the UAE business environment. C. State what you think are 3 current HRM challenges for the UAE with reference to the selected topic. D. Provide at least 3 academic references and 2 industry examples to show that you have applied your acad emic knowledge to industry. E. Give 3 detailed recommendations for improvement (remember to provide supporting evidence). The report should be in the range of 2000 to 2500 words. . The report then should also be converted into a power point presentation. The presentation requires between 6 and 8 PowerPoint slides. Each of your group members will be required to equally participate in the presentation of 15 to 20 minutes duration. 3. At the end of the presentation the audience/teacher will ask the presentation team 3 questions. Please be confident of your subject material and be prepared to justify any statements that you made in your presentation. Follow the attached marking scheme to complete all sections of the report and the presentation.Key to grading criteria Late Assessment Guidelines Guidelines for Late Submission of Coursework Assessments Preamble Due dates for submission of all college-based coursework assessments are set on the portal and confirmed in class a week before th e due date. It is the responsibility of the student to ensure s/he submits the assignment to the class teacher at the stated time. Policy In the absence of extenuating circumstances, a student who does not submit a course-work assessment on the due date will receive a zero grade for that assignment.If extenuating circumstances apply, the student has to submit valid documentation to the Department Chair within seven days of the missed assessment. Procedure 1. Students who miss (or expect to miss) the due date for a coursework assessment due to extenuating circumstances must meet the Department Chair (or AF) to submit the relevant documentation (application form and document detailing the reason for the late submission). 2. The Chair will decide if extenuating circumstances apply and may give permission for a late submission of the assessment. This date is not negotiable. 3.Students who have no acceptable explanation for submitting late will receive a grade of zero. Missed Assessment Guidelines Preamble Dates for all in- class and system wide assessments are set on the portal and confirmed in class a week before the assessment. Other than illness or unforeseen emergency, there should be no reason for a student to miss an in class assessment or turn up late. It is the responsibility of the student to ensure s/he arrives in good time for an assessment on the correct day. Policy: In the absence of extenuating circumstances, a student who misses an in-class timed assessment (test) will receive a mark of zero.In exceptional circumstances, approval to take a missed assessment at another time may be given by the Program Chair. Where a student disagrees with the Chair’s decision they have the right of final appeal to the Director through the Dean. Procedure: There are no college-wide procedures. Each instance will be dealt with on a case by case basis by the individual Chair of the department. In the Business department, approved students to take missed assessmen ts must inquire about the calendar for make-up assessments. Failure to appear on the rescheduled day will result in a new missed assessment process.Academic Honesty Cheating is an attempt to gain grades dishonestly. It is important that you read page 10 of the Students Handbook, paying attention to the Definition of Cheating as well as the practical examples. Plagiarism is copying and the presentation of someone’s work as your own. This could be from another student’s assignment/projects, books or the Internet. This can be either intentional or unintentional (did not know it was necessary to reference material used in essays or written assignment). Plagiarism is also considered as a form of cheating and the penalty for cheating is outlined in student Handbook. Any student found guilty of cheating will be dismissed by the Vice Chancellor on the recommendation of the College Director. A record of this shall be entered in the student’s official record and transcrip t†. You will be requested to read and sign the Academic Honesty policy document. When you sign this you will be confirming that you understand the policy and the consequences of breaching it. Further information on HCT policies and procedures can be found in your HCT catalogue or on the web catalogue at: http://www. ct. ac. ae/publications_and_reports/aspx/student_handbook. aspx Referencing Guidelines Sharjah HCT business courses use both APA and MLA referencing style depending on the program level. Information on referencing can be found on the Referencing page of the Sharjah Colleges ILC Website: http://shct. hct. ac. ae/sites/library_site/referencing. html This page provides links to   the Sharjah Colleges APA and MLA referencing and style guides and to NoodleTools, a web-based service for storing and formatting references.

Any subject in the criminal justce systre Essay

Any subject in the criminal justce systre - Essay Example Investigation usually marks the first step for a criminal case. The police usually perform this. In this regard, when a person is accused of offense, the police are usually required to carry out investigation to gather enough evidence, among them identifying the suspect in order to support an arrest. For instance, when an individual is confronted with robbers, the victim is usually required to report the matter to the law enforcement officers, who will then begin investigation based on the information provided by the victim (Burns, 2006). Search Warrant Usually, when the investigation officers are satisfied that there is probable cause for a crime, the law enforcement officers are required to seek for a search warrant, which permits them to search the premises. A probable cause in this case referred to the standard of proof indicating that there are enough facts on the ground showing that there is enough evidence of a criminal activity in a given place. Judges usually issue the search warrant, when they are satisfied that there is indeed probable cause. This implies that if the law enforcement officers fail to show enough evidence, then the police officer may be denied the right to carry out the search. However, a search warrant may not be needed under emergencies usually referred to as exigent ‘circumstances’ (Neubauer, and Fradella, 2010). During a search, the officers may interrogate witnesses, who might have been at the scene of the alleged crime

Sociology Dissertation Essay Example | Topics and Well Written Essays - 8500 words

Sociology Dissertation - Essay Example This research study proposes to examine the rising incidence of obesity within a social and environmental context by applying sociological theories. Where obesity is concerned, the media has been attributed a significant proportion of the blame, because it propagates a sedentary lifestyle which contributes to obesity. In addition, unhealthy foods are advertised on TV, as a result of which children are influenced into unhealthy eating patterns from childhood, which in turn lead to obesity. Since obese children are likely to grow into obese adults, this research study will focus on the impact of the mass media in contributing to obesity in children and influencing their body image. The Dissertation will be divided into four chapters. The first chapter will provide a general introduction to the study, the methods used and limitations. The literature review till comprise the second chapter. The third chapter will describe the methodology used and the fourth and concluding chapter will present the results that are obtained. Broadly, the subjects to be covered in this study include the causal factors in obesity and suggestions that have been made by researchers to deal with the problem. Sociological theories will be assessed and the most relevant ones will be applied to the problem of obesity. Media theories will also be examined in the literature review, to the extent that they may be relevant in the context of obesity. Research carried out by other researchers into the impact of the media and its influence on eating habits, especially on children will also form a part of the literature review. Examining the impact of social and environmental factors on obesity is a broad ranging issue, which may not lend itself to adequate coverage within the scope of this limited study. Therefore, it is proposed to narrow down the scope of the study to obese children and

Frock Coats of Victoria And Albert Museum Essay

Frock Coats of Victoria And Albert Museum - Essay Example Amongst the dresses we will focus on not only the dresses of ladies but also on the dresses of men and children. Other then the dresses, what other accessories were required to be considered as a stylish person at that time, would also be discuussed. Different colours that were considered suitable for men and women of the Edwardarian era would also be discussed. How different fashions evolved over time would also be the focus of the topic. We will discuss about the dresses for different times of the day e.g dresses for morning, night dresses. Amongst the costumes collectd in the Victoria and Albert museum, frock coats will be considered for discussion. All other collectins will not be explained in detail. There is a large amount of history associated with arts and cultures of the A&V museum however only the historical background of frock coats will be given. The fashion of frock coats was firstly used in the 1901. what fashions and styles were acceptable in 1900's and before 1900's w ill also be discussed. Frock coats emerged in 1816. It is said that they originated from a garment called the "frock" which was the usual clothing in the eighteenth century. The colour of a frock coat was originally solid black. Nevertheless it was not a standard therefore in the Victorian era, charcoal grey also became a popular colour for frock coats. The length of the skirt of the frock coat also changed for different era's e.g during the Victorian era and Edwardian era1. This change was in accordance with the fashion. The conventional length of the frock coats became the length up to the knees but as the fashion trends changed, different people followed the latest trends of longer or shorter frock coats to wear. The cut of a frock coat with a waist seam flatters a man's figure, as opposed to a sack coats, and such frock coats remain part of some uniforms of military. They can either be single-breasted as in army uniforms, or double-breasted as in navy uniforms. In the Lithuanianyeshiva world, many pro minent figures wear a black frock coat also known as a kapotteh (accompanied by either a Homburg or Fedora hat) as formal wear.Before the Edwardian era, the fabric for Empire dresses was usually fine white lawn, muslin or batiste. Although muslins were less costly than silks, good white work embroidered lawn fabrics still cost money. Muslin also laundered better than silks, but the white muslins still needed a great deal of attention to keep them looking pristine clean. Regular wearing of white gowns was a sign of social status as white soiled so easily1. White gowns generally were kept for evening and in the day pastel or colored robes were thought more suitable. 1 Victorian Trading Co. Fashion. 2007. Net2 Business. May 2, 2008 The Spencer was a short top coat without tails worn by men during the 1790s as an extra covering over the tailed coat. It had long sleeves and was frequently decorated with military frogging.Its originator is thought to be Earl Spencer who singed the tails of his coat when standing beside a fire. He then had the tails trimmed off and started a fashion.A female version was soon adopted by gentlewomen who at the time were wearing the thin light muslin dresses of the 1790s2. The Spencer was worn as a cardigan is worn today. It was a short form of jacket to just above waist level cut on identical lines to the dress.

Statistical Analysis of the Missing Values Assignment

Statistical Analysis of the Missing Values - Assignment Example This research is being carried out to evaluate and present the two cases that are defined as outliers because visual inspection reveals that they are several multiples of the standard deviation removed from the base pay range that accounts for 99.5% of all cases. It is highly probable that cases 158 and 379 are managers only because their base pay are more than twice the highest base pay levels of everybody else. Otherwise, there is no telling from their age or educational qualifications. One therefore runs the variant of the two-sample t-test with unequal variances assumed. The result (overleaf) shows, first of all, that the variances for gender and basic wage are truly worlds apart. This stands to reason, given the respective ranges of the two variables. Secondly, the output reveals a computed t value of 67.51 which is so high that the associated p statistic is microscopic: 0.21 with 219 leading zeroes. At 399 degrees of freedom, t = -67.51, p < 0.001. Going by the outcome of the t -test reported in item #5 above, we can reject the null hypothesis that there is no difference in basic pay by sex. The computed difference in item 6 is statistically significant. The output overleaf shows that the calculated F value is associated with a very low significance statistic, p < 0.05. This means we can safely assume that the variances for the two variables are not equal. Recognizing at this point that the Excel â€Å"Data Analysis† setup for the F test returns erroneous output, we change the way the variable ranges are defined and obtain a different result this time. The F statistic is now just 1.21 and the associated significance statistic is p > 0.05. This leads us to assume that the variance of bonuses across gender is equal. Accessing the two-sample t-test with equal variances assumed, one finds that the calculated t statistic is 0.99, for which the one-tailed p-value is p=0.16.

Financial Analysis of Tesla Motors Research Paper

Financial Analysis of Tesla Motors - Research Paper Example Tesla Motors, Inc is an automobile company, which was established in the year 2003. The company headquarters is located at Palo Alto, California, in the United States. The company specializes in the design, manufacture, and sale of electric cars and electric vehicle power train components. The Tesla Motors, Inc is presently listed in the National Association of Securities Dealers Automated Quotations. Apart from private investors the Toyota Group, which has a 10% stake in the company and the Daimler Ag, which has a 4.7% stake in the company, also own the company.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the most revered products produced by the company is the Tesla Roadster, which was the first fully electric sports car that it produced, followed by the Model S, which is a fully electric luxury sedan. Additionally, the company is also revered for the production of electric power train components such as the lithium-ion battery packs that are normally sold to other automakers such as the Toyota Motor Company and the Daimler Motor Company, which is the manufacturer of the Mercedes Benz brands.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is noted that despite being in operation since the year 2003, the company was only able to post its first profits, which was $11.2 million US dollars in the first quarter of 2013. According to the company’s Chief Executive Officer, its plan for the future is to become an independent automaker. with the capability